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    • Page 41

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    • 35 placement did not involve much teacher input. Teachers were told when students would receive interventions. Table 1 Respondent Answers Related to Teacher Input Question Number 3 Similar Responses 2 Similar Responses Divergent Responses 1 √ 2...
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    • Page 45

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    • 39 some studies may not be as universal as anticipated but can give a baseline from which to start. All teachers commented on the frustration of seeing the best thing come and go to be replaced by the next best thing. All of the participants were...
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    • 4 Another purpose of this study was to better involve parents in the decision-making concerning discipline measures taken when assisting target students. Research has shown, “students whose parents are involved in their education often show...
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    • Page 44

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    • 42 Matheson, A. S., & Shriver, M. D. (2005). Training teachers to give effective commands: Effects on student compliance and academic behaviors. School Psychology Review,34(2), 202- 219. Murdick, N., & Petch-Hogan B. (1996). Inclusive classroom...
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    • 43 attained the mastery criterion early in the sequence of tasks (Burns & VanDerHeyden, 2009, p. 85-86). Having a lack of parental guidance from home concerning math had put these four students behind their grade level concerning their basic math...
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    • 44 math concept. Through analyzing the data, the researcher found that daily bell-work supplied the strongest evidence that student support from home was critical to the level of proficiency gained by the students studied. Not one of the students...
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    • Page 49

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    • 45 the fifth grade is at least 600 minutes per month—much more than the 240 minutes indicated by these target participants. Survey results red-flagged students for possible project inclusion. Post project Interest-A-Lyzer© results for all...
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    • 46 Table 2. Teacher Observation Pre and Post Scores and Gain Scores ________________________________________________________________________ Student Pre Project Observation Post Project Observation...
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    • 49 Upon completion of the project, parents were again surveyed for opinions concerning home reading attitudes. Table 5. Final Parent Survey Results ________________________________________________________________________ Observed/ Increased time...
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    • 5 administrator, the skills coach, the special education teachers, and if needed, the district psychologist. The researcher worked closely with the skills coach in order to effectively implement the improvement plan. The school administrator aided...
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    • 52 sources of assessment to accurately and efficiently identify students who need the additional guidance. Daily assessments of any kind provided some of the purest feedback of what a student understood or struggled with. The assessments that were...
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    • 53 English classes. Parents with low-literate children spoke only their native Spanish during the home visit interview and never mentioned that they were learning English. All parents interviewed for the home visits were either from Mexico or...
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    • 59 Strongly disagree Neither Strongly agree March May 5. My teachers have told me I am good at math Males Females Both Figure 4.14. Comparison between March and May, “My teachers have told me I am good at math”, Males, Females, Both. Having...
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    • 6 in the area of ESL. She has taught in the Iron County School District in the state of Utah for six years. Two of the years taught were in fourth grade and the remaining four have been in first grade. Definition of Terms The following are...
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    • 6. Repeatable? Is the course repeatable for multiple credits? No Yes If yes, max # credits Is the course repeatable in the same semester? No Yes • Check Yes or No indicating if it is repeatable, and if it is repeatable in the same semester. •...
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    • 7 Chapter 2 Literature Review Introduction The primary goal of a teacher is to create and deliver meaningful instruction in order to help students acquire knowledge and skills related to academic content objectives. Disruptive classroom behavior...
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