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    • 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...
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    • 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,...
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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...
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    • 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...
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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...
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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...
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    • 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...
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    • 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 21

    • 18 are many issues associated with traditional classroom discussions, including how to handle low-responding students (Connolly, 2002; Foster, et al., 2009; Young, 2007), how to arrange and measure student participation (Coke, 2008; Foster, et al.,...
    • 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...
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    • RESISTANCE TRAINING AND ANKLE PROPRIOCEPTION 35 Chapter 3 Methodology The purpose of this study is to examine the effectiveness of a 4-week resistance-training program on balance and stability of the ankle and foot. In this section, I will provide...
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    • 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...
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    • 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...
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    • CORE STABILITY AND AGILITY 18 Moore, 2005). Global muscles are strengthened by traditional abdominal and back exercises (Fredericson & Moore, 2005). Ultimately, core stability is achieved when the trunk muscles provide the majority of the dynamic...
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    • 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,...
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    • STUDENT ORIENTATION 9 to the SWATC website (currently 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 60

    • Physician & Patient Communication 61 often involve the risk of dying. The patient often lacks capacity and is unable to speak his or her mind about the goals of care an how far to use aggressive medical interventions. This means that family or...
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    • CORE STABILITY AND AGILITY 20 musculature and using the arms as a lever to propel the medicine ball to the side (Cowley & Swensen, 2007). The participant sits with the knees in 90 degrees of flexion and 45 degrees of hip flexion with the arms...
    • Page 40

    • RESISTANCE TRAINING AND ANKLE PROPRIOCEPTION 39 training involving the ankle. After 4-weeks, the RT and CT groups’ post-test BESS and SEBT scores were obtained. The RT group participated in an ankle-training resistance program three days per...
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    • 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,...


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