Global ETD Search

11	Intermediate Teachers' Perceptions of Reading Instruction Strategies and Professional Development Needs Joyner, Barbara Jean 01 January 2017 (has links) In 1 urban Tennessee school, students in Grades 3 through 5 had not met adequate yearly progress in reading for the past 5 years. The purpose of this case study was to explore teachers' perceptions of current district-recommended teaching practice in reading. The research questions related to current instructional strategies, teaching practices, challenges, and perceptions of current instructional strategies and changes needed to improve students' reading achievement. This study was grounded in the constructivist theoretical framework of Vygotsky. Twelve educators from Grades 3 through 5 and a reading specialist participated in this study. The data were collected from interviews, minutes from professional learning community meetings, and the district guidelines for instruction. Data analysis included open coding to determine common patterns and development of common themes. Findings indicated that teachers described the district learning strategies and guidelines as aligned with the reading curriculum map, and they saw the reading specialist as a valuable resource. Teachers specified that although they were trained in district-recommended strategies, they needed more professional development and support to implement the reading strategies effectively. Teachers wanted job-embedded professional development (PD) to help them develop expertise in implementing effective reading instruction to increase student achievement. To address this, a professional learning community PD project was created. Participation in the PD project may help teachers to implement reading instruction using research-based strategies in accord with district guidelines to improve student reading achievement. common core standards intermediate grades professional development reading instruction teachers' perceptions Elementary Education and Teaching Other Education Reading and Language
12	Middle School Common Core Language Arts Research Including an iPad App Knight, Victoria, Sartini, E., Mims, Pamela J. 19 March 2014 (has links) Four studies demonstrate student gains in Common Core Standards in English Language Arts for middle school students with significant disabilities. Common Core Standards English Language Arts students with disabilities middle school iPads apps Disability and Equity in Education Instructional Media Design Language and Literacy Education Special Education and Teaching
13	Universal graph literacy: understanding how blind and low vision students can satisfy the common core standards with accessible auditory graphs Davison, Benjamin Kenneth 08 April 2013 (has links) Auditory graphs and active point estimation provide an inexpensive, accessible alternative for low vision and blind K-12 students using number lines and coordinate graphs. In the first phase of this research program, a series of four psychophysics studies demonstrated an interactive auditory number line that enables blind, low vision, and sighted people to find small targets with a laptop, headphones, and a mouse or a keyboard. The Fitts' Law studies showed that, given appropriate auditory feedback, blind people can use a mouse. In addition, auditory feedback can generate target response patterns similar to when people use visual feedback. Phase two introduced SQUARE, a novel method for building accessible alternatives to existing education technologies. The standards-driven and teacher-directed approach generated 17 graphing standards for sixth grade mathematics, all of which emphasized point estimation. It also showed that how only few basic behavioral components are necessary for these graphing problems. The third phase evaluated active point estimation tools in terms of training, classroom situations, and a testing situation. This work shows that students can learn to graph in K-12 environments, regardless of their visual impairment. It also provides several technologies used for graphing, and methods to further develop education accessibility research. Fitts law Square K-12 Coordinate graph Graph Number line Common core standards Blind Mathematics Common core Visually impaired Accessibility Low vision Audio Auditory graph Sonification Blind People with visual disabilities Charts, diagrams, etc. Auditory perception Information display systems
14	Towards a Better Use: The Utah Shakespearean Festival, Teaching Artists, and Outreach Programs Kidd, Karen Marie 16 December 2011 (has links) (PDF) Teaching Artists are an important component of the Utah Shakespearean Festival's Education Department's outreach touring program that visits K-12 schools throughout Utah each year. However, the Education Department could be using Teaching Artists in different and better ways to help K-12 teachers infuse theatre into their curriculum. This work looks carefully at the outreach offered by the Utah Shakespearean Festival's Education Department and then compares it to the outreach work being done by the Oregon Shakespeare Festival and Shakespeare Santa Cruz. Based on the analysis of the three festivals, assessment benchmarks are identified to aid the Education Department in evaluating their use of Teaching Artists and suggestions are made to help them strengthen their outreach programs through the creation of a Teaching Artist training program that would allow more Teaching Artists to work in Utah K-12 schools. The work concludes with ideas for lesson and unit plans for Teaching Artists of various levels to use in the K-12 classroom that align with the State Common Core Standards for Language Arts that were adopted by Utah in August, 2010. Benchmark Assessment Oregon Shakespeare Festival K-12 Outreach Shakespeare Santa Cruz State Common Core Standards Teaching Artists theatre lesson plans theatre unit plans Utah Shakespearean Festival Film and Media Studies Theatre and Performance Studies
15	The Impact of a Problem-Based Service-Learning Course on the Improvement of Behaviors Reflecting Positive Character Traits on Students Considered At-Risk in a Suburban High School Neiderhouse, Nick R. 09 August 2013 (has links) No description available. Educational Leadership School Administration Teaching Middle School Education Secondary Education Education Policy Curriculum Development Problem-Based Learning Service-Learning Character Education At-Risk Students Positive Character Traits Problem Solving Common Core Standards PARCC 21st century skills Teachers as Action Researchers Mixed Methods Student Discipline Reduction
16	Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School Bell-Nolan, Mary E. 13 August 2015 (has links) No description available. Education Teaching Teacher Education Secondary Education School Administration Minority and Ethnic Groups Literacy Language Arts Higher Education Educational Leadership Curriculum Development African American Studies Writing Instruction Common Core Standards Urban Teachers Teachers Tensions Social Constructivist Writing Ohio Teachers Evaluation System Writing Tensions Teaching OTES WAC

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