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  • All fields: classrooms
(124 results)

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    • Page 15

    • STUDENT ORIENTATION 16 SWATC’s online orientation and student evaluation Because Southwest Applied Technology College covers a geographic service area that is larger than the states of Connecticut, Delaware and Rhode Island combined, many of its...
    • Page 27

    • SOCIAL THINKING INTERVENTIONS conjunction with the inclusion of students with special needs in regular education classrooms adds weight to the fact that teachers could expect to be increasingly called upon to enhance the social deficits of...
    • Page 52

    • SOCIAL THINKING INTERVENTIONS 51 Bellini, S. (2006). The development of social anxiety in adolescents with autism spectrum disorders. Focus on Autism & Other Developmental Disabilities, 21(3), 138-145. Retrieved from Academic Search Premier...
    • Page 48

    • SOCIAL THINKING INTERVENTIONS 47 The Think Social! curriculum was the most natural and easiest to facilitate. This cognitive behavior therapy based curriculum turns abstract ideas, such as why making eye contact is important, into concrete...
    • Page 14

    • SOCIAL THINKING INTERVENTIONS 13 Klinger, Palardy, Gilmore and Bodin, 2003, p. 687; Bellini, Peters, Benner, and Hopf, 2007; White, Keonig, Scahill, 2006). A second early strategy for addressing social skills deficits was simply to include students...
    • Page 105

    • Smokescreens, Lies and Deceptions: The Media and the Vietnam War. 100 Appendix I: Treatment Client: Set the Record Straight Foundation, Project: Educational Film Producer: Richard Simonson, M.Ed. Date: 10 August...
    • Page 2

    • Self-Disclosure and Cohesion in the Classroom iii SELF-DISCLOSURE AND COHESION IN THE RELIDIOUS CLASSROOM Curt Ryan Wakefield Dr. Suzanne Larson, Thesis Supervisor ABSTRACT This research regards the relationship between self-disclosure and cohesion...
    • Page 25

    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 21 student learning outcomes. This is accomplished through on-going collaboration and professional learning focused on understanding how students learn. New practices are learned, created, and implemented...
    • Page 61

    • PREFERENCES FOR GROUP LEADERSHIP STYLE 62 Bass, M. (1960). Leadership, psychology and organizational behavior. Westport, CT: Greenwood Press. Beatty, M. (1988). Physiological assessment. In J.A. Daly & J.C. McCroskey (Eds.). Avoiding communication:...
    • Page 12

    • EL INFORMATION PROCESSING IN MATH 5 Chapter 2 Literature Review When considering ways to help ELs reach higher levels of understanding and information processing during detailed oral instruction and problem solving in mathematics, a look at prior...
    • Page 48

    • EL INFORMATION PROCESSING IN MATH 41 Most of the participants did take longer solving the problems which offered a vocabulary list and pictures of difficult words than the second problem for which they only were able to read along with the oral...
    • Page 11

    • EL INFORMATION PROCESSING IN MATH 4 written instructions and visual support, (d) orally with written instructions and vocabulary support, and (e) in Spanish with oral instructions only? 2. What is the relationship of the participating students’...
    • Page 10

    • EL INFORMATION PROCESSING IN MATH 3 communication, April 20, 2014; G. Jensen, personal communication, July 7, 2014). Some good examples of this are receiving and processing information from a tour guide, receiving directions to a location, and...
    • Page 33

    • EL INFORMATION PROCESSING IN MATH 26 language and the detailed math content. Even when ELs reach higher proficiency English levels, they may need some support during instruction and assessments. The instructional tools suggested by literature...
    • Page 30

    • EL INFORMATION PROCESSING IN MATH 23 do not have access to computers at home. In the classroom, teachers often strive to have these students reach higher proficiency levels in English before allowing them to participate in technology use. The use...
    • Page 29

    • EL INFORMATION PROCESSING IN MATH 22 native language. Student performance is used to determine their English proficiency levels (Echevarria, Chinn & Ratleff, 2009; Pascopella, 2011). Another available support program was studied by Estrada et al....


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