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Display: 20

    • Page 23

    • Page 23
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    • 17 reading” (p. 283). They continue to explain “the assessments should be sufficiently sensitive to small changes in the student’s reading performance” (Mesmer & Mesmer, 2008, p. 283). Besides indicating student growth, progress monitoring...
    • Scholar Archive
    • Page 26

    • Page 26
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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...
    • Scholar Archive
    • Page 11

    • Page 11
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    • The I-Text Distance Learning System 8 contact was synchronous (though they used different words). Further study is necessary to determine in what ways communication was better with the I-Text system. The differences in opinion with regard to...
    • Scholar Archive
    • Page 114

    • Page 114
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    • 104 Internet advertising. The Internet is increasingly considered one of the most effective ways to advertise since the Internet has several advantages over the traditional forms of advertising in the travel and tourism industry, including...
    • Scholar Archive
    • Page 12

    • Page 12
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    • The I-Text Distance Learning System 9 the system allowed for slight modifications to fit the needs of the course itself. Students seemed to adapt well to the new environment. The I-Text system was successful on many levels. Modifications to the...
    • Scholar Archive
    • Page 46

    • Page 46
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    • 42 The other previous study that closely related to the Willow Springs Elementary study was conducted on fourth grade students. The study was specific to recess but it concluded that students were more on-­‐task and less fidgety in the classroom o...
    • Scholar Archive
    • Page 47

    • Page 47
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    • 43 When students have choice they are happier and this made for more refreshed, attentive students when back in the classroom. Physical education also proved fairly successful at improving student engagement. It was not as beneficial as recess becaus...
    • Scholar Archive
    • Page 67

    • Page 67
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    • No pirates no princesses 62 believes in stretching them and helping them realize that ―we have to work for things.‖ The inherent exchange of goods and services for money that adults accept as a natural part of society (Baudrillard, 2001) is not...
    • Scholar Archive
    • Page 48

    • Page 48
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    • The Human Element 43 since the only significant difference between the two communities is their culture, additional support for the model’s practical application can be applied. Details and proof of these differences were noted in the study and...
    • Scholar Archive
    • Page 193

    • Page 193
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    • Dec. 19. 1 9 1 2 . . .Mayor Urie stated that we have had a very successful y e a r , free from epidemics of Typhoid and other 1. To contagions. He made recommendations a s follows: extend pipeline to other mountain springs in the Five Lakes...
    • Evelyn and York Jones Books
    • 1911, page 16

    • 1911, page 16
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    • 16 ate with the instructors of the Branch Normal School in giving a course of public lectures during the winter months. These lectures will be on various scientific, literary, and philosophical subjects of popular interest, the aim being to...
    • Branch Normal School Catalogs
    • Page 53

    • Page 53
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    • 49 Pellegrini, A., Huberty, P., & Jones, I. (1995). The effects of recess timing on children's playground and classroom behaviors. American Educational Research Journal, 32(4), 845-­‐ 864. Pica, R. (2006). A running start: How play, physical activ...
    • Scholar Archive
    • Page 39

    • Page 39
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    • 33 of RTI implementation and an illustration of this school’s implementation of the framework. For the purpose of this paper, the researcher focused on interventions at Tiers 1 and 2. Figure 1: RTI Structure. This figure illustrates the structure...
    • Scholar Archive
    • Page 7

    • Page 7
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    • STUDENT ORIENTATION 8 To build the student services division and the resulting student orientation program at SWATC, I chose to look at other peer institutions for inspiration and successful models. These included fellow UCAT campuses, Bridgerland...
    • Scholar Archive
    • Page 42

    • Page 42
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    • 36 would be made in moving the group up or down reading levels, adjusting the group members, or pacing the lesson more quickly. Two teachers reported they did not have much of a role in choosing interventions for Tier 2 and 3 interventions. They...
    • Scholar Archive
    • Page 9

    • Page 9
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    • STUDENT ORIENTATION 10 Best practices in student orientation among peer schools To build the student services division and the resulting student orientation program at SWATC, I chose to look at other peer institutions for inspiration and successful...
    • Scholar Archive
    • Page 149

    • Page 149
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    • "Father took me to Milford, north of Lund, in a bug,^ and I proceeded on my way to Salt Lake City. 'This was the first time I had heen on a train, I had never been to Salt Lake City hcfore, nor stayed in a hotel or bought food in a restaurant. No...
    • Evelyn and York Jones Books
    • Page 85

    • Page 85
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    • STOCK JUDGING Clyde Bryant and Willard Thompson, members of the Seed Judging Team Left to Right: Grant Esplin, Browning Platt, Bud Nelson, Donald Lamoreau, mem-bers of the Stock Judging Teams. Bud Nelson is also the winner of the Union Pacific...
    • BAC-CSU-SUSC Yearbooks
    • Page 44

    • Page 44
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    • 38 had to work through the RTI model. She did not believe RTI could diagnose, but the explicit teaching and repetition of the interventions helped some students become successful readers. Table 2 Respondent Answers Related to RTI Framework Question...
    • Scholar Archive

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