61 |
Evidence Based Practices in Action: Perspectives from Teachers in the Field
|
|
|
|
In: ETSU Faculty Works (2015)
|
|
BASE
|
|
Show details
|
|
62 |
Elementary Educators’ Perceptions of Practices that Contribute to Literacy Achievement
|
|
|
|
In: Electronic Theses and Dissertations (2015)
|
|
Abstract:
The purpose of this qualitative study was to investigate and examine specific kindergarten through third grade practices perceived as contributing to literacy achievement at 3 high-achieving elementary schools within the Washington County Virginia Public School System. The study was completed through a process of open-ended interviews with participants comprising classroom teachers, reading specialists, and administrators. The findings from this study may assist practitioners by providing information relative to programs, resources and instructional strategies that are perceived as contributing to literacy achievement. The findings of this study suggested that the perceptions among classroom teachers, reading specialists, and administrators regarding literacy practices were parallel. In summation, the participants’ perceptions included a balanced approach to literacy instruction with an emphasis on the following: phonics acquisition in kindergarten through second grade; a focus on explicit comprehension instruction beginning in third grade; development of vocabulary to increase background knowledge and comprehension; frequent opportunities for independent reading practice; targeted instruction in small-group and one-on-one settings; and the use of supplemental literacy and assessment resources. Recommendations from this study included the consideration of providing balanced literacy instruction in kindergarten through third grade; an emphasis on phonics skills in kindergarten through second grade, and an emphasis on comprehension skills beginning in third grade; frequent and consistent guided and independent reading time within the classroom setting; an increased emphasis on vocabulary development; the provision of targeted small-group and one-on-one instruction; and the use of supplemental literacy and assessment resources.
|
|
Keyword:
Achievement Gap; Educational Leadership; Intervention; Literacy Best Practices; Reading Instruction; Struggling Readers
|
|
URL: https://dc.etsu.edu/etd/2530 https://dc.etsu.edu/cgi/viewcontent.cgi?article=3891&context=etd
|
|
BASE
|
|
Hide details
|
|
63 |
Researching Writing Events: Using Mediated Discourse Analysis to Explore How Students Write Together
|
|
|
|
In: Faculty Publications (2015)
|
|
BASE
|
|
Show details
|
|
64 |
Engaging Special Education Teachers in Data-Driven Decision-Making Through the Use of the KIHd System Effects on Teachers' Use of Evidence-Based Strategies
|
|
|
|
BASE
|
|
Show details
|
|
65 |
Instructor interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 16 of 17
|
|
|
|
BASE
|
|
Show details
|
|
66 |
Instructor interview for Place-Based WAC/WID writing instruction in Management, clip 11 of 13
|
|
|
|
BASE
|
|
Show details
|
|
67 |
Instructor interview for Place-Based WAC/WID writing instruction in Animal Science, clip 10 of 12
|
|
|
|
BASE
|
|
Show details
|
|
69 |
O ensino da leitura e da escrita no 1º ano de escolaridade: os resultados dos alunos em leitura
|
|
|
|
BASE
|
|
Show details
|
|
70 |
ADVANCING THE SCIENCE OF HIRING TEACHERS : AN ANALYSIS OF THE EFFECTS OF TEACHER CHARACTERISTICS ON STUDENT ACHIEVEMENT
|
|
|
|
BASE
|
|
Show details
|
|
71 |
A abordagem e o ensino da escrita na Educação Pré-Escolar e no ensino do 1º ciclo do Ensino Básico
|
|
|
|
BASE
|
|
Show details
|
|
72 |
Práticas educativas parentais e desempenho linguístico em crianças vítimas de negligência
|
|
|
|
BASE
|
|
Show details
|
|
73 |
A formação em serviço no Programa de Residência Integrada Multiprofissional em Saúde do Hospital de Clínicas de Porto Alegre (PRIMS/HCPA)
|
|
|
|
BASE
|
|
Show details
|
|
74 |
A formação em serviço no Programa de Residência Integrada Multiprofissional em Saúde do Hospital de Clínicas de Porto Alegre (PRIMS/HCPA)
|
|
|
|
BASE
|
|
Show details
|
|
75 |
Assessment Without Judgment: Effective Feedback Practices in the Classroom
|
|
|
|
BASE
|
|
Show details
|
|
76 |
Enhancing the Professionalisation of Student Affairs through Assessment
|
|
|
|
In: Education Publications (2013)
|
|
BASE
|
|
Show details
|
|
77 |
Processes for Assessing Outcomes of Multi-national Missions (Processus d'evaluation des resultats de missions multinationales)
|
|
|
|
In: DTIC (2013)
|
|
BASE
|
|
Show details
|
|
78 |
Professional Conversations About Race, Culture and Language In Early Childhood Literacy Education: An Administrator's Journey
|
|
|
|
In: Theses and Dissertations (2013)
|
|
BASE
|
|
Show details
|
|
79 |
Early Literacy Practices and Beliefs About Education Among Hispanic Families in Jacksonville, Florida
|
|
|
|
In: UNF Graduate Theses and Dissertations (2013)
|
|
BASE
|
|
Show details
|
|
80 |
On the way of educational reform: Thai High School physics teachers’ conceptions of the student-centered approach and their perceptions of their classroom practices
|
|
|
|
BASE
|
|
Show details
|
|
|
|