Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
An Administrative Approach To The Implementation Of A Reading Skills Program In Selected Middle Schools
Download An Administrative Approach To The Implementation Of A Reading Skills Program In Selected Middle Schools full books in PDF, epub, and Kindle. Read online An Administrative Approach To The Implementation Of A Reading Skills Program In Selected Middle Schools ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis An Administrative Approach to the Implementation of a Reading Skills Program in Selected Middle Schools by : Catherine Alice Ellison
Download or read book An Administrative Approach to the Implementation of a Reading Skills Program in Selected Middle Schools written by Catherine Alice Ellison and published by . This book was released on 1975 with total page 970 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Supporting Literacy Across the Sunshine State by : Julie A. Marsh
Download or read book Supporting Literacy Across the Sunshine State written by Julie A. Marsh and published by Rand Corporation. This book was released on 2008 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Despite recent progress in reading achievement among children in primary grades, many children are not moving beyond basic decoding skills to fluency and comprehension as they go on to higher grades. To address this problem, many policymakers suggest that reading coaches - master teachers who offer ongoing on-site instructional support for teachers - can improve teachers' practice and students' literacy skills. RAND researchers evaluated the middle school reading coach program in Florida to answer these questions: How is the program being implemented by the state, districts, schools, and individual coaches? What is the impact of coaching on teachers' practice and students' achievement in reading and mathematics? What features of reading coach models and practices are associated with better outcomes?"--BOOK JACKET.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Response to Intervention in the Middle School and Its Effect on Accessing Literacy Skills in the Tier 1 Classroom by : Patricia M. Kelley
Download or read book Response to Intervention in the Middle School and Its Effect on Accessing Literacy Skills in the Tier 1 Classroom written by Patricia M. Kelley and published by . This book was released on 2016 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: As students enter middle schools across the country, many of them lack the literacy skills needed to access content-area knowledge. Response to Intervention (RtI) is an intervention model that is helping students find success at the elementary level, but there are few studies and models that are appropriate for the middle-school level in helping students access literacy skills. One of the barriers that prevent middle schools from being able to use elementary RtI practices is the need for a comprehensive literacy program that will allow students to succeed in mastering the content standards. This research investigated effective ways to implement RtI in a middle-school setting while promoting the acquisition of literacy skills. Formative assessment theory informs the problem of practice by providing the lens from which RtI and literacy integration can be achieved in the middle-school setting. The overarching research question for this study was: What is the process by which a suburban, East Coast, middle school designed and implemented Tier 1 Response to Intervention (RtI) strategies in their classrooms and what perceived impact have these strategies had on improving the literacy skills and access to content-specific knowledge for students? This research question was answered using data collected and analyzed from a descriptive, single case study of one middle school in Central Massachusetts. The findings showed that RtI is necessary for students who need extra support. Teachers felt the different aspects of the professional development they received highlighting RtI and the Workshop Model was both a positive and negative experience depending on the content area. Teachers and administrators believed there were benefits of the Workshop Model. The findings also demonstrated that literacy integration benefited all students and requires collaboration among teachers. Lastly, the findings showed that RtI required commitment from both teachers and administrators.
Book Synopsis Harvard Graduate School of Education by : John William Collins
Download or read book Harvard Graduate School of Education written by John William Collins and published by Meckler Books. This book was released on 1989 with total page 600 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Constructions of Literacy by : Louise E. Thomson
Download or read book Constructions of Literacy written by Louise E. Thomson and published by . This book was released on 2010 with total page 852 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Today's adolescents are expected to read and write well at highly competent levels and the content area literacy skills they will acquire in adolescence are necessary for academic achievement as well as life-long learning. In the middle grades, content area literacy skills are perfected through work in various curricular areas, which are housed in the context of specific school cultures. Content literacy instructional practices shape the learning strategies needed in order to read and think critically about abstract ideas as a result of their reading skills. Understanding the ways content area teachers support the development of adolescents' literacy skills in the context of specific school cultures will do much to help us to improve young adolescents' literacy learning environments, and thus, their literacy achievement. In this qualitative comparative case study, I sought to answer the question: "In a selected middle school, how are young adolescents instructed in content area literacy in three disciplinary areas and how does the context of that middle school shape the delivery of this instruction?" This research study was conducted in a suburban public middle school in Southeastern Massachusetts with three content area teachers in three specific disciplines social studies, science, and mathematics. During the course of a four month case study, approximately sixteen weeks, I collected data in the form of demographic surveys, three classroom observations per content area teacher, two on-site interviews, and visual data in order to document the literacy instructional practices found among these teachers within the same middle school. Through the use of these standard qualitative research tools, I documented the instructional practices and perspectives of these middle school teachers with the aim of better understanding the essential qualities of literacy instruction teachers implement in their content area courses and how that affects young adolescents' literacy opportunities in these classrooms. Throughout the course of the study, I organized and analyzed data utilizing the QSR NVivo 8 qualitative data analysis software program. The NVivo 8 software facilitated the structure and coding of data as well as my ability to determine relationships. There were several critical findings that emerged from this study. First, I found that the classroom teachers and administrators in the school shared congruent values about adolescent literacy instruction, and these shared values provided the basis for a cultural context for instruction. Second, I found that in this school, teachers were implementing a blend of the traditional and current research-based content area literacy instruction that has been identified by researchers as being successful in promoting the development of adolescent literacy. Last, I found that the school's infrastructure was supportive of content area literacy and provided professional development and opportunities for faculty to collaborate around literacy instruction which reinforced the implementation of content literacy across the curriculum. Understanding the ways content area teachers support the development of adolescents' literacy skills in a specific school culture as presented in this study provides information on the extent to which the school context helps the advancement of literacy skills. The work and dedication required for establishing an integrated literacy approach across content areas is substantial requiring conceptual changes and a new awareness among all administrators and staff of how a general school culture can advance or undermine the growth of literacy skills. Thus, integrating content area literacy instruction in the middle schools is a complex process that will require teacher education, collaboration, and a commitment to change. Overall, extended literacy instruction in the content area is necessary so that adolescents can handle the demands of our knowledge-based society as well as acquire positive experiences in school, at work, and in the global economy."
Author :Library of Congress. Copyright Office Publisher :Copyright Office, Library of Congress ISBN 13 : Total Pages :1610 pages Book Rating :4.F/5 ( download)
Book Synopsis Catalog of Copyright Entries. Third Series by : Library of Congress. Copyright Office
Download or read book Catalog of Copyright Entries. Third Series written by Library of Congress. Copyright Office and published by Copyright Office, Library of Congress. This book was released on 1977 with total page 1610 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effective Instruction for Middle School Students with Reading Difficulties by : Carolyn A. Denton
Download or read book Effective Instruction for Middle School Students with Reading Difficulties written by Carolyn A. Denton and published by Brookes Publishing Company. This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading problems don't disappear when students enter middle school, recent studies show that nearly a quarter of today's eighth graders aren't able to read at a basic level. This book arms language arts teachers with lessons, strategies, and foundational kowledge they need to resolve older students' reading difficulties and increase their chances for academic success. Ideal for use with struggling readers in Grades 6 - 8, this book clearly lays out the fundamentals of effective teaching for adolescents with reading difficulties. Teachers will discover how to: select and administor assessments for comprehension, fluency, and word recognition; use assessment results to plan individualized instruction; apply research-supported instructional practices; develop flexible grouping systems; set manageable short-term learning goals with students; give appropriate and corrective feedback; monitor student progress over time; provide effective interventions within a school-wide Response to Intervention framework; and more. To help teachers incorporate evidence-based practices into their classroom instruction they'll get more than 20 complete, step-by-step sample lessons for strengthening adolescents' reading skills. Easy to adapt for use across any curriculum, the sample lessons provide explicit models of successful instruction, with suggested teacher scripts, checklist for planning instruction, key terms and objectives, strategies for guided and independent practice, tips on promoting generalization, and more.
Book Synopsis The Lessons Learned from Implementing a Reading Program by : Kerry Goggins
Download or read book The Lessons Learned from Implementing a Reading Program written by Kerry Goggins and published by . This book was released on 2018 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This descriptive study examined the implementation of a structured skill specific reading program and follow up support provided to teachers at a public middle school in a large urban district. The reading program consisted of a structured, skill-specific reading framework. The framework included these three components: 1) systematizing the structure of the class; 2) professional development; and 3) coaching. The program was designed to support teachers with limited training and or experience in instructing reading. This study contributes to the knowledge and body of work around program implementation at the individual school level. This study is unique because it explores the support of teachers with varying levels of expertise and skillsets to grow in their confidence and competence in delivering a reading program. The belief is that if teachers are provided with a structure for instruction, professional development, and coaching they will be more confident and competent in their ability to deliver reading instruction. Given that reading achievement at the middle level is an issue for many schools, the researchers believe that this study is important for teachers and administrators in the quest to find more efficient and effective means to teach reading, especially for teachers who are not certified in reading. In this study, 19 teachers were supported throughout the process. The research questions examined were: 1) What was the impact of systematizing the structure of the class on teachers' confidence and competence to implement a reading program 2) What was the impact of school embedded professional development on teachers' confidence and competence to implement a reading program? ability to implement a reading program? and 3) What was the impact of coaching on teacher confidence and competence to implement a reading program? The importance of systems thinking when implementing a program was explored as a way for teachers to gain confidence in their teaching delivery.
Book Synopsis Designing Reading Programs by : Keith J. Thomas
Download or read book Designing Reading Programs written by Keith J. Thomas and published by . This book was released on 1983 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Catalog of Federal Domestic Assistance by : United States. Office of Management and Budget
Download or read book Catalog of Federal Domestic Assistance written by United States. Office of Management and Budget and published by . This book was released on 2009 with total page 1316 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identifies and describes specific government assistance opportunities such as loans, grants, counseling, and procurement contracts available under many agencies and programs.
Book Synopsis Title Index, ERIC ED Accessions File by : ERIC Processing and Reference Facility
Download or read book Title Index, ERIC ED Accessions File written by ERIC Processing and Reference Facility and published by . This book was released on 1966 with total page 680 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Comprehensive Dissertation Index by :
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Reading to English Learners, Grades 6 - 12 by : Margarita Espino Calderon
Download or read book Teaching Reading to English Learners, Grades 6 - 12 written by Margarita Espino Calderon and published by Corwin Press. This book was released on 2018-03-09 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Retool your whole school for EL achievement For any student, middle and high school can be challenging. But for an English learner or striving reader—and the myriad words, phrases, syntax, texts, and concepts they must negotiate on a daily basis—the stakes seem a whole lot higher. Fortunately for content-area teachers, Margarita Calderón and Shawn Slakk make available in a single resource all the best instructional and professional development combinations for expediting comprehension across the secondary grades. Really a tool to assist all learners across all language needs, the second edition of Teaching Reading to English Learners, Grades 6-12, provides evidence-based strategies for helping content-area teachers and schools at large: Teach academic language in all subject areas Embed discourse practice through interaction strategies Integrate basic and close reading comprehension skills into lessons Teach drafting, revising, and editing for content-specific writing Use cooperative learning to develop social emotional skills and enhance academic achievement Calderón and Slakk know firsthand that if we’re to counter the commonly held narrative of predictable failure among our ELs, it takes a whole school, and they have the evidence to prove it. Read Teaching Reading to English Learners, Grades 6-12, implement its strategies across all classrooms, and soon enough you, too, will maximize the comprehensions skills so critical to our ELs’ long-term success.
Book Synopsis Administration and Supervision of the Reading/writing Program by : Marguerite C. Radencich
Download or read book Administration and Supervision of the Reading/writing Program written by Marguerite C. Radencich and published by Allyn & Bacon. This book was released on 1995 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical, up-to-date guide to effectively managing the many facets of a reading/writing program helps school-based administrators and district supervisors deal with the increasing demands they face daily. From creating a literacy philosophy to developing a multidimensional assessment program, the book touches on virtually every major responsibility and issue supervisors and administrators are likely to confront. It addresses the specific needs of the district role and the school-based role, as well as the areas pertinent to both. And it includes cutting edge issues such as flexible grouping, censorship, whole language, controversial materials, and services for special needs students. The book is complete with practical guidelines, extensive resources, and specific examples applicable to elementary, middle, and high school programs. Specific procedures for many processes are provided, including selecting textbooks and nonprint materials, implementing change, conducting classroom demonstrations, and developing staff. Also included are descriptions of key studies and reference literature, sample forms, lists of publishers (including those that publish student writing), a text friendliness checklist, and resource lists for professionals, parents, and students. K-12 reading and writing program supervisors and administrators. A Longwood Professional Book
