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  • All fields: development
(584 results)



Display: 20

    • Page 23

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    • 17 reading” (p. 283). They continue to explain “the assessments should be sufficiently sensitive to small changes in the student’s reading performance” (Mesmer & Mesmer, 2008, p. 283). Besides indicating student growth, progress monitoring...
    • Page 22

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    • 18 programs need to be very high quality and aligned with high-quality kindergarten programs (Mead, 2008). Another factor that has been identified as important to pre-kindergarten programs is the teacher belief system (Lar-Cinisomo, Fuligni,...
    • Page 22

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 18 shown that the teacher variable is an important factor in student achievement. Only home related factors have a bigger influence (Kratochwill et al., 2007). NCLB (2002) requirements feature this change...
    • Page 443

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    • Larson, Jack Whiting. Barbara S t a r r , a n d Harold .Shirley; City T r e a s u r e r , Marilyn Prince; City Recorder, Yorke Nelson: S e c r e t a r> .. Shauna Fereuson: and visitors: v Rob Moore-Tribune, Jay Walmsley--Iron County Record,...
    • Page 111

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    • 101 Chapter V Article II: Influencing Destination Image and Visiting Intent Using Communication Mix: A Case Study of Austria Abstract Identifying the factors that influence destination image and visiting intentions helps tourism planners...
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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 19 Many decisions need to be made when planning professional development. One of the most important decisions involves the content and intended outcome of the professional learning opportunity. A series...
    • Page 40

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    • The Human Element 35 practitioner, on paper, what a community’s list of favorite values are, but by observing the people interacting with one another and the organization itself will reveal how they act out and act upon those values. It will...
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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 20 (2000) have suggested that the longer the activities, the more effective they are. The learning opportunities tend to be more focused, allow more opportunity for active learning, and are more coherent...
    • Page 39

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    • 36 sites? Here again, important factors for practical use is evident ranging from potential for impact, the type of project suited to the audience and match of skill with the project. The male participants tended to chose sites where they felt that...
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    • 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 446

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    • Sept. 20, 1979.. . T h e Mayor informed t h e Council on. updated information concerning Kolob Water, a f t e r attending a Water Resources Board meeting. He a s s u r e d the Council t h a t all misunderstandings concerning the 215 water s h a r e...
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    • 37 seeking to measure the impact on learning and development as mentioned above. This finding, combined with others, provides ample basis to continue promote service in college as a tool to enhance student learning and development and to augment...
    • Page 8

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    • EFFECTIVE COMMUNICATION 9 communication. At the time, they found CMC to be a more depersonalized form of communication (Garton & Wellman, 1993). Thus, in certain circumstances where less social information is required, and task-orientation is...
    • Page 26

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 22 meet and share should have priority. The school administration and school leadership team must implement these learning opportunities (Clauset & Murphy, 2012). Time for faculty to collaborate should be...
    • Page 27

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 23 Chapter 3 Methodology This research utilized a descriptive case study. The intent of the research was not to provide results that are generalizable to all educational settings, rather it is to provide...
    • 1911, page 8

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    • 8 ner, 1905; China Work with Maud McPherson, Jennie Stewart; Oil Painting with Franz Bishoff, 1909; Instructor in Keith-O'Brien Art Studio; Conducted Private Studio in Salt Lake City, 1906-7-8; Charge Keith-O'Brien Art Department, 1910. ...
    • Page 42

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    • 39 The researcher also suggests that service should be central to the university mission. The line between academic and student affairs should be very blurry with regard to service. The rank and tenure process should reward faculty who choose to...
    • Page 28

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 24 kindergarten, three first grade, two second grade, two third grade, two fourth grade, two fifth grade, and two sixth grade teachers. The teaching experience of the staff ranges from two to 35 years in...
    • Page 30

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    • 24 Perceptions of Teachers Concerning RTI In their study, Greenfield et al. (2010) found that teachers in their first year of school-wide RTI implementation used progress monitoring more strategically and became more confident in using the data...

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