Skip to main content

SUU Digital Library

You've searched: All Collections

  • All fields: ensure
(111 results)



Display: 20

    • Page 22

    •  
    • 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 24

    •  
    • 18 special educators are asked to take on the roles of intervention specialists, RtI experts, and Tier evaluators in addition to their undersold roles as high-quality instructors who perform daily with professional practices of rigor, excellence,...
    • Page 23

    •  
    • 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 25

    •  
    • 19 2003). In addition to improving the core academic instruction, by working together, educators will have the opportunity to focus on instruction and monitoring students’ response to accurately determine those in need of special education...
    • 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 26

    •  
    • 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 28

    •  
    • 24 Procedures The tasks completed in order to meet the goals of this study were to administer the AIMSweb language arts curriculum-based measurements and the kindergarten teacher questionnaire using the following procedures to ensure reliability...
    • Page 14

    •  
    • Interactive-Textbook For Note: If you do not see course information listed above, this I-Textbook is having a problem communicating with the I-Textbook server. Please ensure that you have an Internet connection and that you have allowed...
    • Page 124

    •  
    • 114 validity constitute construct validity. Construct validity refers to the extent to which an operationalization measures the factor it is supposed to measure (Bagozzi, Yi, & Phillips, 1991). Convergent validity has been defined as the extent to...
    • Page 20

    •  
    • EFFECTIVE COMMUNICATION 21 regardless of the issue. Tobler & Associates consistently focuses on quality, not quantity, to ensure the best results for its clients and create a positive image. The second law firm I worked for performed quarterly...
    • Page 38

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 34 When teachers responded to statement four, all 15 teachers responded that they agreed that they actively work on a team to identify students and administer interventions. Fourteen of those responses...
    • Page 39

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 35 common formative assessments, targeting students, essential standards, Tier 1,2, and 3 instruction.”; “Establishing grade-level essential standards, determine expected levels for student mastery,...
    • Page 8

    •  
    • STUDENT ORIENTATION 9 to the SWATC website (currently www.swatc.edu) and copied to a DVD for those instructors in outlying areas that lacked access to a computer lab. The PowerPoint is very basic, without audio or multimedia prompts. It is a series...
    • Page 226

    •  
    • THE WEB 227 Analytics 167 􀀳􃌀􀁕􅔀􀁒􅈀􀃀􌀀􀁏􄼀􀁈􄠀􀁖􅙐 Profiles show traffic reports for specific websites (if there happens to be more than one), subdomains of a website (such as projects.chrishallmedia.com),...
    • Page 46

    •  
    • 42 Table 14 The Leveled Group that Teachers Believe Make the Most Progress Throughout the...
    • Page 49

    •  
    • 45 students consistent with the results. The teachers were able to make a greater effort to ensure equal amounts of small group instruction to all levels of children. There are many options for continuation to this study. Additional research is...
    • Page 142

    •  
    • 132 tourism authorities may need only to ensure that relevant information reaches the specified target audience. Hypothesis 3 predicted that information sources would positively affect visiting intention and was also not supported by this study....
    • Page 16

    •  
    • 1 3 development of spelling content, and word study can effectively teach spelling in this manner. But, he warned about the different caveats that happen when teaching with this method. The first argument is that spelling is in theory “caught”...
    • Page 17

    •  
    • 1 4 4. What are some important points to remember about teaching spelling? The key points addressed are spelling must be taught, it must be individualized to meet the needs of the students and it must be taught across the curriculum. Teachers...
    • Page 59

    •  
    • 53 amount of data collected in this school and their focus on collaboration, the researcher was concerned time taken to collect and analyze data and focused interaction with collaborating educators was not developed to its fullest potential. Even...

QuickView

Display a larger image and more item information when the pointer pauses over a thumbnail
 

Layout options:

Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK