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  • All fields: teacher
(746 results)



Display: 20

    • 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...
    • Page 22

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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,...
    • 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 14

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    • 11 class discussion, they still preferred a lecture format. These researchers suggest that students still believe more knowledge will be gained by the “sage” presenting information than through other, peer-collaborative, activities. If teachers...
    • Page 23

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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...
    • Chapter 18 - Page 129

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    • Utah becomes a state. Branch Normal School established in Cedar City. Gettins lumber for the building. .Acquiring property. Committees in charye. Picture of "Old Main." O n Jan. 4, 1896, Utah ("Eutaw" meaning "High up" or "In the tops of the...
    • Page 24

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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...
    • Page 16

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    • 13 students with a deep understanding of a selection of text, improved skills in comprehension, vocabulary, listening, speaking, and critical thinking, and experience in working together to construct meaning, solve problems, and explore life...
    • Page 407

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    • free from hypocrisy and deceit as it is possible for moral manto be.' He sang several songs during the sermon. His voice was clear and distinct and, though he was then suffering from cancer besides being almost blid, he never permitted his a i c t...
    • Page 130

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    • building) But, this was not all. When the teacher's payroll was submitted to the state for payment the latter part of December, the Attorney General ruled that the conditions had not been complied with and the Ward Hall did not meet the...
    • Page 25

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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...
    • Page 17

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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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    • 21 counterparts (NAEP, 2011). RTI gives educators the flexibility to meet the needs of diverse learners to help all students find success in learning to read. Another group of students who would benefit from the focused and individualized nature of...
    • Page 26

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    • 22 Chapter 3 Methodology The purpose of this study was to examine the academic gains of students entering kindergarten at below-grade level, on-grade level, and above-grade level, to determine the amount of progress made throughout the year....
    • Page 26

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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...
    • 1911, page 7

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    • 7 of the Los Angeles Business College, 19,07-8; National Diploma in Pen Work, Los Angeles Business College, 1907; Student of Henager's Business College, Salt Lake City, 1909; Teacher in the Branch Normal, 1909-10; Principal Paragoonah District...
    • Page 28

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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...
    • 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...
    • Page 44

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    • 40 Schools across the nation are implementing programs such as the Presidential Physical Fitness program and the Gold Medal Schools program in order to entice students to become physically active at school. Physical activity provides known health ben...

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