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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,...
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    • 18 programs need to be very high quality and aligned with high-quality kindergarten programs (Mead, 2008). Another factor that has been identified as important to pre-kindergarten programs is the teacher belief system (Lar-Cinisomo, Fuligni,...
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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,...
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    • U.S. Embassy 24 (2003) were important starting points for a flow of literature that helped enrich my understanding of the political world and international relations. Understanding the global community was of utmost importance in preparation for...
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    • 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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    • Page 23

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    • 19 went to pre-kindergarten programs. In recent years, some politicians held the belief that pre-kindergarten programs would eventually impact scores recorded for the No Child Left Behind Act. This notion brought forth even more funding for...
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    • Page 25

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    • U.S. Embassy 25 embassy required this skill. Unsure of how many informal, formal, telephone, in-person, and other kinds of interviews I actually performed, I was grateful to have gained the particular interviewing techniques from preparing for an...
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    • Page 38

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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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    • Page 58

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    • 51 0 5 10 15 20 25 30 35 3rd Quarter 4th Quarter Tally Points Students' Self-Assessed Bodily/Kinesthetic Learning Style Scores Males Females Class Figure 4.6. Comparing 3rd and 4th Quarter, Students’ Self-Assessed Bodily/Kinesthetic...
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    • Page 24

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    • 20 time, the students did show varying rates of progress when it came to specific target skills (West, Denton, & Reaney, 2000). A significant factor in student achievement is socioeconomic status. Low-income students have a higher probability of...
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    • 20 Students Who Benefit from RTI Kamps et al. (2007) compared the effects of English language learners (ELL) receiving Tier 2 interventions to ELL students being taught using a balanced literacy approach to reading. The study found students...
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    • Page 39

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    • 36 sites? Here again, important factors for practical use is evident ranging from potential for impact, the type of project suited to the audience and match of skill with the project. The male participants tended to chose sites where they felt that...
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    • Page 59

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    • 52 0 5 10 15 20 25 30 35 3rd Quarter 4th Quarter Tally Points Students' Self-Assessed Musical/Rhythmic Learning Style Scores Males Females Class Figure 4.7. Comparing 3rd and 4th Quarter, Students’ Self-Assessed Musical/Rhythmic Learning Style...
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    • Page 60

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    • 53 0 5 10 15 20 25 30 35 3rd Quarter 4th Quarter Tally Points Students' Self-Assessed Interpersonal Learning Style Scores Males Females Class Figure 4.8. Comparing 3rd and 4th Quarter, Students’ Self-Assessed Interpersonal Learning Style Scores,...
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    • 22 Concerns for the Success of RTI Understanding and integration of scientific research is a requirement for good instruction using the RTI format. For this reason, it is imperative teachers not only have strong background in research but also have...
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    • U.S. Embassy 28 As a result of this internship, my technical skills have grown as I have worked in groups, have learned new means of research and how to be a more effective researcher, have learned about management in a government organization,...
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    • Page 27

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    • 23 tested in the subject of language arts using curriculum-based measurements. Formal research began in February of 2011 and includes archival data from August 2010 to February 2011. The gathered data were used to classify students as below-grade...
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    • 47 Table 4.8 DRP Post Survey Results – Group S Post-Survey GROUP S - DRP Student Number 1. Confidence in reading skills and comprehension 2. Before the test, seriousness about taking test 3. After the test, seriousness of taking test 4. Did you...
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    • Page 51

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    • 48 Table 4.9 DRP Post Survey Results – Group M Post-Survey Group M - DRP Student Number 1. Confidence in reading skills and comprehension 2. Before the test, seriousness about taking test 3. After the test, seriousness of taking test 4. Did you...
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    • Page 52

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    • 49 Table 4.10 DRP Post Survey Results – Group L Post-Survey GROUP L - DRP Student Number 1. Confidence in reading skills and comprehension 2. Before the test, seriousness about taking test 3. After the test, seriousness of taking test 4. Did you...
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