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    • 1897, page 10

    • 1897, page 10
    •  

    • Courses of Study. The Branch Normal School will this year offer two courses of study: 1. The first three years of the regular four years' course leading to a Normal certificate. 2. A preparatory course for students over eighteen years...
    • Branch Normal School Catalogs
    • 1898, page 11

    • 1898, page 11
    •  

    • COURSES OF STUDY. The Branch Normal School will this year offer two courses of study: 1. The first three years of the regular four years' course leading to a Normal certificate. 2. A preparatory course for students over...
    • Branch Normal School Catalogs
    • 1899, page 23

    • 1899, page 23
    •  

    • COURSES OF STUDY. The Branch Normal School will this year offer two courses of study. 1. The first three years of the regular four years' course leading to a Normal certificate. 2. A preparatory course for students over eighteen years...
    • Branch Normal School Catalogs
    • 1900, page 25

    • 1900, page 25
    •  

    • 25 STATE NORMAL SCHOOL. COURSES OF STUDY. The Branch Normal School will this year offer two courses of study. 1. The first three years of the regular four years' course leading to a Normal certificate. 2 A preparatory course for...
    • Branch Normal School Catalogs
    • Page 13

    • Page 13
    •  

    • 7 assessment is to provide educators with a total proficiency score for use in their schools, districts, and state, as mandated by the No Child Left Behind Act of 2001. Students will be assessed in the four language acquisition modalities of...
    • Scholar Archive
    • Page 7

    • Page 7
    •  

    • SOCIAL THINKING INTERVENTIONS colleges have been efficient at training teachers in curriculum and methods, but rarely have teachers been prepared to address the diagnosed and undiagnosed social thinking deficits prevalent today. Not only have HFA...
    • Scholar Archive
    • Page 10

    • Page 10
    •  

    • 5 the reading and language level of any given student and records growth for the composite score as well as measures growth for each student in several sub-categories (Northwest Evaluation Association [NWEA], 2011). The assessment also tests for...
    • Scholar Archive
    • Page 35

    • Page 35
    •  

    • 30 The DIBELS assessment was used to create the groups for the SETHL as well as to compare growth. The MAP assessment is computerized and was developed by the Northwest Evaluation Association (NWEA). It tests for academic achievement in the areas...
    • Scholar Archive
    • Page 40

    • Page 40
    •  

    • 35 were sent home in both Spanish and English. These data were then compared to the data from the parents whose students received SETHL books only in English. Qualitative methods used the ERAS assessment to measure change in the feelings of the...
    • Scholar Archive
    • Page 44

    • Page 44
    •  

    • 39 The DIBELS scores of Spanish-speaking ESL kindergarten students in this class saw varying rates of success. All students who at mid-year were given the highest designation of At or Above Benchmark, or proficient readers for kindergarten level,...
    • Scholar Archive
    • Page 45

    • Page 45
    •  

    • 40 expected growth of 4 points. From the Spanish-English readers, three students made or exceeded the expected growth of 4 on their composite scores, while two students did not. All three of the English-readers exceeded the expected growth. From...
    • Scholar Archive
    • Page 47

    • Page 47
    •  

    • 42 Spanish‐English readers English readers Total non‐readers Composite Compre‐hension Concepts of Print Phonics Phono‐logical Awareness Vocab and Word Structure Writing Figure 1. MAP Scores for Participants From the SETHL English-only...
    • Scholar Archive
    • Page 50

    • Page 50
    •  

    • 45 Results and Explanations The composite scores in the reading portion of the MAP assessment showed double and triple the expected gains by students who read from the SETHL. Total non-readers achieved expected growth of 4 points, while students...
    • Scholar Archive
    • Page 51

    • Page 51
    •  

    • 46 and English. On average, students who were Spanish-English readers read 13 minutes each day for 25 days, while students who read from the English books read 20 minutes per day for 24 days. The students and parents who read from the...
    • Scholar Archive
    • Page 54

    • Page 54
    •  

    • 49 increased their scores dramatically. The key seems to be how to get parents to take the time to read. The SETHL did help the students who read, doubling the scores of the Spanish-English readers compared to the total non-readers. But the...
    • Scholar Archive
    • Page 56

    • Page 56
    •  

    • 51 Davis, B., & Pinson, L. R. (2007). Extending ESL training to content-area teachers: Project MORE. Nexus: A Journal for Teachers in Development 10(1) November . Dynamic Measurement Group, I. (2010, December 1). DIBELS next benchmark goals...
    • Scholar Archive
    • Page 20

    • Page 20
    •  

    • 10 For instance, ―100% Pure Assurance‖ marks a symbol for quality accommodations in New Zealand (New Zealand Tourism Board, 2010, para. 6). Other alterations could promote adventure, romance, education, spirituality, or value while still tying...
    • Scholar Archive
    • Page 75

    • Page 75
    •  

    • 65 The three primary research topics serving as the basis for this study were: (1) information sources that had the most influential effect on tourists‘ decision to travel, (2) images most commonly associated with Austria, and (3) major travel...
    • Scholar Archive

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