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  • All fields: guided
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Display: 20

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    • 14 Gresham’s study illustrates that even students with significantly high levels of math anxiety can improve their attitudes toward math when the right treatment is utilized. Other treatments include a self-paced program (Gresham, 2007), graphic...
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    • 15 presented are phonemic awareness, phonics instruction, guided oral reading, comprehension strategies, fluency, vocabulary development, computer technology, and teacher training (National Institute of Child Health & Human Development, 2000). All...
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    • 16 Health & Human Development, 2000). In addition, ELLs who are literate in their first language must be explicitly taught the similarities and differences in the alphabets, letter sounds, and phonemes that are found in their native language and...
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    • !21 RQ2-When considering CAT, will Chinese students’ overall communication style coincide with traditional communist beliefs, thus resulting in divergence, OR will Chinese interest in a new future for their country lead them to convergence with the...
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    • 24 The study took place during the participants regularly scheduled school day, within their self-contained classroom setting. Study participants received research-based teaching practices designed by their special education teacher and implemented...
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    • 25 Procedures At the beginning of the study, the researcher administered the MARS math anxiety rating scale (Suinn, 1979) in both the control classroom and the test classroom. The level of math anxiety was noted, without identifiers, for each...
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    • 3 The purpose of this study was to discover what elements of current professional development offerings are effective and determine those that fail to promote student achievement. Additionally, this study sought which types of professional...
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    • 32 Participants’ Use of New Knowledge and Skills The success of any professional development endeavor lies principally in implementing learned skills. A conference may be a great experience, creating enthusiasm, inspiring collaboration, and...
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    • 34 Chapter 5 Discussion Interpretation of Results Traditional classroom instruction has typically consisted of lectures coupled with note-taking, guided practice and independent practice, culminating with assessment. This sedentary, cerebral...
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    • 38 INCLUSION: IN SERVICE TRAINING The training evaluation was given to each teacher at the conclusion of the training. The evaluation showed that 100% of the teachers agreed that their knowledge of inclusion increased as they attended the training....
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    • 39 Hill, N. E., & Taylor, L. C. (2004). Parental School Involvement and Children's Academic Achievement. Current Directions in Psychological Science (Wiley Blackwell), 13(4), 161-164. doi:10.1111/j.0963-7214.2004.00298.x Ho, H., Senturk D., Lam...
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    • 40 measure she had used in the past and continues to use. She recognized the importance of multiple assessments. All teachers agreed data collected helped inform decisions and tailor instruction to students Table 3 Respondent Answers Related to...
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    • 43 FOR ALL ACTIVITIES Give activity full attention. Videogames, reservations, and other needs are secondary. Stay at the table rather than being behind the desk so that you are available for any questions or additional instruction necessary. For...
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    • 48 Chapter 6 Reflection This project has been very rewarding. I have been able to seriously evaluate my approach to teaching chemistry and focus my efforts on preparing my students for higher level chemistry. I was not aware of how much I was...
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    • 52 Kear, D., Coffman, G. A., McKenna, M. C., & Ambrosio, A. L. (2000). Measuring attitude toward writing: A new tool for teachers. The Reading Teacher, September 54(1). Keigher, A. (2009). Characteristics of public, private, and bureau of Indian...
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    • 52 voiced and suggestions could be made to tailor the classroom instruction to the needs of individual students. Collaboration encouraged services between general and special education to be integrated. The open professional communication improved...
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    • 55 determine if a child struggles reading fluently, but cannot define “specific skill deficits that are contributing to poor reading fluency or how to guide intervention” (Ysseldyke et al., 2010, p. 56- 57). Therefore, it is paramount for teachers...
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    • 55 This may explain why School 11, from a district-wide perspective, was an outlier on in every category. Every time the indicators suggested they should have success, their scores came in low. Their high submission rate didn’t seem to make a...
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    • 56 For district or school administrators this study should be regarded as a caution that the program is not a silver bullet. Adoption of an AES program will not cure whatever low writing scores a school may have. In fact, for the program to be...

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