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Display: 20

    • Page 18

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    • 12 supports” (Ysseldyke, Burns, Scholin, & Parker, 2010, p.58). Tier 2 intervention, generally consists of small group differentiated instruction that is explicit and systematic (Bursuck & Blanks, 2010; Greenfield et al., 2010; Vaughn & Fuchs,...
    • Page 19

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    • 13 Mattos, & Weber, 2009, p. 28). Fuchs, Mock, Morgan, and Young (2003) prefer standard protocol because “everyone knows what to implement, and it is easier to train practitioners to conduct an intervention correctly and to assess the accuracy of...
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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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    • 3 Purpose of the Study The purpose of this study was to understand the ramifications of RTI from the teacher’s perspective. Within this, the researcher examined individual teacher understanding of the RTI framework in place in a particular...
    • Page 59

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    • 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...
    • Page 80

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    • 74 Frequent opportunities of choice Develop high interest activities Brisk pace of instruction Active student involvement Provide frequent teacher feedback and encouragement Provide models of correct independent work Be consistent in managing...
    • Page 271

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    • from the biographies and minutes of meetings held by the early settlers in Iron County. They proposed to furnish the copy for $200, and if the City would pay $100, the three Cedar City L.D.S. Wards would raise the balance. Matter taken under...
    • Page 72

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    • iGRIEVE 68 As social media expands the boundaries of who can speak, it also has little or no boundaries for monitoring the message. Traditional eulogistic boundaries are broken in the aspect that people have the power to say whatever they want. The...
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    • No pirates no princesses 21 That beautiful home becomes comfortable. Being aware that adaptation will occur, you can prepare for it. Those who are always seeking the new and exciting event, person or product will almost never be happy. Beginning...
    • Page 319

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    • of Beaver. It was written on the cerhficate that she was to "renounce forever al1 allegiance and fidelity to al1 and any foreign Prince, Potentate, State and Sovereignty whatsoever, and particularly to Victoria, Queen of Great Britain and Ireland...
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    • PHOTOGRAPHY 26 reality becomes what he calls a “rhetorical vision” (p.398). A rhetorical vision is made up of fantasy themes that become public and group interactions. Once this is created, it sparks a response form an “emotional chain”...
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    • RECEPTION PERCEPTION 17 interview questions were approved by the participants’ employer prior to the interviews, with the understanding that certain elements of discussion had the potential to be explored further based on responses supplied. The...
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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 16 coupled with norms, opportunities for improvement, and continual learning. The teams view improvement as a joint effort through evaluation, analysis, and experimentation. When working together for a...
    • Page 21

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 17 result of observations of the effect on their students. Teachers learn a great deal when their actions have an influence on their students (Gusten et al., 2000). Teachers are more accepting of change...
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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 2 standards to ensure that all students are proficient within the standard. When implementing RTI, a three-tiered model is utilized. Tier 1 represents grade-level core instruction. All students receive...
    • 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...
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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...
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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 25 Teacher Knowledge and Implementation, Fechtelkotter (2010) Response-To-Intervention in Schools: A Survey of Current Practices and Teacher Perceptions in Two States, and guided questions provided in...
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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 28 Chapter 4 Results The purpose of the study was to examine the perceptions of general education teachers on the school-wide implementation of RTI. The study provided the researcher with usable data to...
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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 3 that influence the process of implementing any new innovation” (p. 619). Isolated training in RTI is inadequate. In order to maintain a high degree of implementation, continual support and training is...

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