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    • 33 School 6 93% School 8 90% School 3 89% School 4 Junior High 89% School 2 88% School 10 87% School 5 87% School 1 87% School 7 Junior 85% School 11 78% In table 2.3 the schools with the lowest amount of free or reduced lunch students are listed...
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    • 33 Table 2 Percentage of Student Engagement After Physical Education Color group Number of minutes into the lesson Blue Red Green Yellow 5 minutes 100% 96.5% 96.5% 96.5% 10 minutes 92% 93% 96.5% 100% 15 minutes 96% 96.5% 100% 100% 20 minutes 92% 93%...
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    • 33 Table 4.5 Definitions of Reading Comprehension Group S Group M Group L Definitions of Reading Comprehension - Understanding what is read - Reading fast and fluently - How good you read - Being able to picture the story - Understanding what is...
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    • 33 The final question asked of the student participants as part of the study was what they feel their level of learning was with regard to their service experience. These results can be found in Table 9 below. Table 9 Level of learning with regard...
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    • 33 • Students will understand what matter consists of and how to identify different interactions and the changes matter undergoes. • Students will understand the importance of electrons and how they are arranged and be able to utilize this...
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    • 34 Chapter 4 Results Qualitative and quantitative research methods were used for data collection in this research project to answer questions about the high degree of variability in HLEs among ELLs from low-SES families. Investigative measures,...
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    • 34 destinations or attractions. For example, one of the most common images associated with Austria is the film The Sound of Music. Respondents also mentioned many items related to Austria‘s culture and history: old buildings, castles, villages,...
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    • 34 Figure 5. Average Points Scored on Phoneme Segmentation Fluency Measurement Table 6 shows the amount of growth that each group averaged from August to January, January to May, and August to May. Figure 6 shows the progress that each group made...
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    • 34 in the classroom while following verbal cues given by the teacher or working with a partner. For this study, the researcher had the students participate in an alphabet themed classroom energizer. The energizer had students work with a partner to m...
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    • 34 INCLUSION: IN SERVICE TRAINING Each of the educators was asked if they felt they had the necessary training to implement inclusion effectively. Twelve of the educators (86%) felt that they did not have the training necessary to implement inclusion...
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    • 34 Results of Tests Results Chart To understand the results of the tests more easily, Table 4.6 (pg 37) compares the scores of both tests. As a note, the scores of the DRP test indicate the grade level on which the participants can read on an...
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    • 34 Table 1 Percentage improvement on basic skills test from end of 5th grade to the end of 1st quarter of 6th grade Basic Skills Test Student A Student B Student C Student D Percentage improvement 1.0 7.0 -1.0 -3.0 On basic skills test Homework The...
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    • 35 correlation between the socio-economic status and the DWA pass rates for each school? Why did a school with 11% of its students on free or reduced lunch achieve the same as a school with nearly 30% of its school on free or reduced...
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    • 35 Figure 2. Daily Homework Assignments Table 2 Individual Student Improvement On Homework Assignments Over Three Units Of Math Instruction Daily Homework Assignments Student A Student B student C Student C Percentage improvement 41.0 62.0 45.0...
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    • 35 INCLUSION: IN SERVICE TRAINING Regular Classroom Results Students were observed in their regular classroom setting in order for the researcher to see first-­‐hand if the child’s needs were being met, and also to determine what type of accommo...
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    • 35 INTRODUCTORY CHEMISTRY Text Wilbraham, A. C., Staley, D. D., Matta, M. S., & Waterman, E. L. (2008). Chemistry. Boston, MA: Pearson Prentice Hall. Prerequisite Algebra I Course Description Chemistry is an organized method of science that...
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    • 35 placement did not involve much teacher input. Teachers were told when students would receive interventions. Table 1 Respondent Answers Related to Teacher Input Question Number 3 Similar Responses 2 Similar Responses Divergent Responses 1 √ 2...
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    • 35 Table 2 Home Visit Comparison Chart High-Literate ELL Home Visits Low-Literate ELL Home Visits All families were nuclear. There were more single-parent families than nuclear families. At least one parent spoke both English and Spanish...
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    • 35 Table 4 Images of Austria (N=973) Images M* SD Unique architectural buildings 6.17 0.97 Many interesting local festivals and shows 5.88 1.04 Many places of interest to visit 6.39 0.73 Natural scenic beauty 6.77 0.54 Important museums and art...
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    • 35 Table 4.6 Test Results Participant Number DRP (grade level equivalent) QRI Fr = Frustrated Instr = Instructional Ind = Independent Vocabulary Lists Read and Response Texts WCPM/Accuracy 6th Upper Middle High School Upper Middle (Expository) High...
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