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No description available.

The project discusses how evolving technologies used to create digital portfolios can demonstrate student achievement in virtually unlimited ways. Evidence of student growth and achievement can be documented digitally. Such evidence can take the form of text, graphics, photos, sound, video data, and can even include database records of standardized or course-end test scores and grades.

The purpose of this project was to examine the current staff development training program's impact on the integration of technology into the teacher/participants' classroom. This thesis evaluates whether or not training practices were being transitioned to the classroom, which practices need to be added to the training program to increase the implementation of technology into the classrom.

Investigates how teachers evaluate WebQuests in an effort to describe and identify a common, generalizable rubric that new users of WebQuests could use. The investigation included how often the teachers who were surveyed used WebQuests in the classroom, and what these teachers used to evaluate WebQuests. Examines whether teachers are using rubrics they had created themselves, or WebQuest rubrics that are provided for them.

Thesis (M.A. (English Studies)) --University of Limpopo, 2015. / Refer to document / VLIR Scholarship

This study is concerned with the availability and the use of certain learning aids in the teaching of social studies in Yuba County elementary schools. FIeld trips and speakers are the learning aids which have been included in this study.

The problem with which this investigation was concerned was that of determining the effect of teaching freshman mathematics with the Spitz Student Response System upon a student's anxiety level, attitude and achievement.

"The problem of this study was to test the hypothesis that the use of certain visual aids will improve instruction in algebra. Two experiments were devised. In the first simple balance scales were used and in the second models were used. The experimenter also wished to learn through the testing of this hypothesis how to conduct such a study"--Introduction. / Typescript. / "August, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements of the degree of Master of Arts." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references.

This study examined the effect on reading performance of a controversial treatment for a dysfunction of visual perception known as Scotopic sensitivity/lrlen Syndrome. The treatment, referred to as spectral modification, involved the use of colored transparent overlays for reading by four elementary school children in their actual school environments. The diagnostic, prescriptive and remediation procedures used in this study were originally developed by Helen Irlen, a California psychologist and researcher. Irlen conceptualized Scotopic Sensitivity Syndrome as a difficulty in visual processing of the printed page when perceived through full spectrum light. Spectral modification techniques were considered controversial in that they were employed prior to scientific validation of the syndrome. Previous research used pre-test/post-test experimental designs to test the effect of spectral modification on reading performance. The research problem addressed here was that the technique had not been systematically examined over time in the school setting, and from the practitioner's point of view. Sample selection involved pre-screening and screening phases. The pre-screening procedures of teacher recommendation and file review resulted in a pool of 26 children who were screened with the Irlen Differential Perceptual Interview Survey. Four subjects were selected who were in separate school settings, who demonstrated Irlen Syndrome to a significant extent, and whose profiles did not present variables which would compromise their participation. These four underwent comprehensive vision evaluations as a preliminary assessment procedure. A four-strand single-subject experimental design was used to generate data on subjects' rate and accuracy of oral reading, and comprehension of silent reading. Performance changes during experimental reading trials varied between the four, although three subjects exhibited positive performance change on one indicator. A supporting procedure was that subjects were pre and post-tested on the three performance indicators. Post-test results corroborated the changes demonstrated by three subjects Interview formats were employed to obtain qualitative data from teachers, parents, and the subjects themselves. Recommendations for practitioners intending to implement spectral modification techniques were generated from this data.