Skip to main content

SUU Digital Library

Add or remove other collections to your search:



Narrow your search by:



You've searched: All Collections

  • All fields: proficiency
(40 results)



Display: 20

    • Page 8

    •  
    • technologies: computers, electronic books that are interactive and many more (Baird & Henniger, 2011). One problem faced by school districts is how to control technology once it is in the classroom (Blume, 2013). When iPads were distributed, more...
    • Page 21

    •  
    • The U.S. school system still bears the imprint of its origins. Created in the era of the assembly line, it was never intended to push all its students to engage in the kind of complex learning and critical thinking that the twenty-first-century...
    • Page 11

    •  
    • 6 Chapter 2 Literature Review The National Center of Educational Statistics concluded that more than two thirds of students are not proficient readers (Biancarosa, 2005). This is a staggering statistic that leads one to question. How can teachers...
    • Page 58

    •  
    • 53 choice questions to many of the participants may have had an adverse effect on the PALS 1-3 assessment results. The findings of the retell assessments however, portrayed a more accurate representation of the participants’ knowledge of the topics...
    • Page 7

    •  
    • Chapter 1 Introduction Background Closing the minority achievement gap has been and continues to be one of the most pressing matters in American education. The achievement gap, which is defined as the academic disparity between low-income and...
    • Page 8

    •  
    • 2 need to score as proficient or better on its state’s standardized tests. Scores from these subgroups are compared to the scores of their peers. All students, including ethnic minority, low income, and special education students, must meet these...
    • Page 14

    •  
    • 8 school accountability was targeted. Since that time, national policies have relied on testing as the primary method for districts and states to reform teaching. The National Achievement Gap Students with limited English proficiency, ethnic...
    • Page 17

    •  
    • 11 an international marketplace. Students are required to take a standards-based test each year to determine if they have met the set proficiency levels in both literacy and in mathematics. These tests are given to students in third through eighth...
    • Page 18

    •  
    • 12 yearly progress. NCLB requires that ELLs be included in state yearly assessments for accountability purposes. Reasonable accommodations must be made for assessments administered to these students. Each state sets their own model for identifying...
    • Page 19

    •  
    • 13 Researchers from the Northwest Evaluation Association (NWEA) examined the levels of academic achievement by comparing how 14 different states set proficiency levels for both math and reading tests. The researchers determined that what is...
    • Page 25

    •  
    • 19 moved to the next unit, while those who have not achieved it are provided with modified instruction. This evaluation strategy is especially important for at-risk students. Good teachers recognize the importance of assessing students over time to...
    • Page 31

    •  
    • 25 to create their own custom tests. These tests can be used to get a more in-depth understanding of each individual’s weaknesses on specific objectives. YPP reports provide details about the skills and concepts tested and include the corresponding...
    • Page 37

    •  
    • 31 student growth rates and proficiency levels. NWEA exams were administered to students three times throughout the school year. This study involves the results from the NWEA test scores from each of the fourth-grade students. Student growth rates...
    • Page 38

    •  
    • 32 data was used as the posttest. Language usage and math scores of each subgroup from both schools were compared for each of the NWEA tests. Student language and math YPP annual assessments were collected from Cherry Hill’s fourth-grade students...
    • Page 54

    •  
    • 48 References Barack Obama’s and Joe Biden’s plan for lifetime success through education. (n.d.). Retrieved from http://www.barackobama.com/pdf/issues/PreK-12EducationFactSheet.pdf Brady, R. C. (2003). Can failing schools be fixed? Retrieved from...
    • Page 27

    •  
    • 20 which is first, Prewrite; second, Write; third, Revise; fourth, Edit; and finally, Publish. As paradigms shifted, “The writing process was at the heart of the student-centered composition class, where the product was de-emphasized, along with a...
    • Page 29

    •  
    • 22 a lot of teachers are able to dock students points for the misuse of structure with word order, punctuation, or whatever “rule” is broken upon submission of a paper. Now the trend is to find proficiency rather than errors, but if errors aren’t...
    • Page 66

    •  
    • 59 later assigned to teach, then it is up to each one to spend the time learning what he or she missed. Teachers must use the time they have with students in class to teach what they need to teach because that’s the only time they have any...
    • Page 21

    •  
    • 15 pretest and post-test, with the last question on the post-test being one that asked how much they liked the lesson. The results of the study showed the treatment class having an 84% mean gain in mathematical proficiency for the concept being...
    • Page 51

    •  
    • 45 pediatric medication calculations. Nursing Education Perspectives, 27(2). Retrieved from http://web.ebscohost.com.proxy.li.suu.edu:2048/ehost/pdfviewer/pdfviewer? vid=35&hid=8&sid=d1aade54-2390-40c0-b759-9c9619d05ff9%40sessionmgr4 Suinn, R....

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
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