Skip to main content

SUU Digital Library

You've searched: All Collections

  • All fields: fidelity
(44 results)



Display: 20

    • Page 10

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 6 Chapter 2 Literature Review This review is divided into four sections. The first section addresses the format and philosophy behind the Response to Intervention (RTI) initiative. It explores the need of...
    • Page 108

    •  
    • THE WEB 109 Information Architecture 49 􀀺􃨀􀁌􄰀􀁕􅔀􀁈􄠀􀁉􄤀􀁕􅔀􀁄􄐀􀁐􅀀􀁈􄠀􀁖􅙗 Wireframes are a visual guide that represents the framework of a website or application. Wireframes are usually created in low...
    • Page 109

    •  
    • THE WEB 110 50 􀀳􃌀􀁕􅔀􀁒􅈀􀁗􅜀􀁒􅈀􀁗􅜀􀁜􅰀􀁓􅌀􀁈􄠀􀁖􅙐 Protoypes are sometimes used instead of or in conjunction with wireframes, but their purposes differ. Both offer the ability to quickly mock up...
    • Page 129

    •  
    • THE WEB 130 70 Software prototyping draws many of its methods from industrial de􀀍􀵳 sign prototyping. Johnny Ive, a renowned industrial designer and the mind behind the design of many Apple computer products, said, “I love making prototypes....
    • Page 130

    •  
    • THE WEB 131 Prototyping 71 shown interchangeably to illustrate a process. On the other hand, a proto􀀍􀵴 type can be a designed, functional application that contains many of the final features. Each level of fidelity carries inherent benefits...
    • Page 133

    •  
    • THE WEB 134 74 􀀶􃘀􀁒􅈀􀁉􄤀􀁗􅜀􀁚􅨀􀁄􄐀􀁕􅔀􀁈􄡔 There are a wide variety of software solutions for web prototyping, all with varying levels of fidelity, ease of use, and price. Many user experience experts use...
    • Page 18

    •  
    • 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

    •  
    • 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...
    • Page 20

    •  
    • SOCIAL THINKING INTERVENTIONS 19 outcomes, from “ineffective” to “highly effective”. Based on their research, Gresham et al. (2001) provided a number of recommendations in designing an effective social skills intervention, including...
    • Page 20

    •  
    • 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

    •  
    • 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...
    • Page 21

    •  
    • 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...
    • 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

    •  
    • 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”...
    • 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 26

    •  
    • 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 27

    •  
    • 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...
    • Page 271

    •  
    • 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 29

    •  
    • 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...
    • Page 319

    •  
    • 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...

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