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  • All fields: learn
(535 results)



Display: 20

    • Page 56

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    • 49 Interests, skills, and strengths for the mathematical/logical learning style include experimenting, working with numbers, problem solving, thinking logically, exploring ideas, questioning and wondering about natural events. Making categories,...
    • Page 22

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    • 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

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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,...
    • Page 207

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    • THE WEB 208 148 Using a Graphics Editor While the code for a website can be created in a simple text editor, the graphics must be created using graphic design software. The industry standard is Adobe Photoshop and Illustrator for creating graphics;...
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    • P a g e | 93 others. * D JOLLEY: When a human being reaches out, and honestly shows respect and dignity for another, he effectively becomes more human, and strengthens not only himself but also other, the family, and community, thus, strengthening...
    • Page 57

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    • 50 are the best way for a visual/spatial learner to learn (Utah State Office of Education, n.d.) (see Figure 4.5). 0 5 10 15 20 25 30 35 3rd Quarter 4th Quarter Tally Points Students' Self-Assessed Visual/Spatial Learning Style...
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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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    • 35 3. The students’ motivation and amount of time dedicated to service both impact the level of learning for that student. In this chapter, the discussions of the research findings are presented as an overview of the findings with regard to each...
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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 20 (2000) have suggested that the longer the activities, the more effective they are. The learning opportunities tend to be more focused, allow more opportunity for active learning, and are more coherent...
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    • 21 Fantuzzo et al., 2005; Mead, 2008). Caucasian and Asian children demonstrated higher levels of skill in reading (Al Otaiba, Kosanovich-Grek, Torgesen, Hassler, & Wahl). Research by Fantuzzo et al. concluded “African American, Hispanic, and...
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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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    • 14 applicability, and relevance affected student perception. The question of how to engage, present, organize, encourage, and grade discussions is common among all in-class discussion strategies. Role of the teacher. Similarly, the questions...
    • Page 27

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    • U.S. Embassy 27 A career as a Foreign Service Officer is incredibly interesting and rewarding in several ways. For me, the most enticing aspect is being able to live in various countries. For each country an officer moves to, he is provided with an...
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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...
    • Page 18

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    • 15 According to Kassop (2003), the question of the role of the teacher is simplified in online discussion boards, and students are able to learn and teach the content for themselves. Furthermore, Jewell (2005) found that “students are more...
    • Page 45

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    • EL INFORMATION PROCESSING IN MATH 38 comparing their scores for each problem on an individual basis, the difference in their math skills did not matter and did not alter the research results. All but one student were faster solving the problems...

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