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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6...104 Hits 21 – 40 of 2.064 21 Emergent and Early Literacy Opportunities for Children with Visual Impairment With/Without an Additional Disability Pope, Susan Kay In: ETD collection for University of Nebraska - Lincoln (2020) BASE Show details 22 A Meta-analysis on the Effects of Vocabulary Instruction for English Learners Xiong, Ellina. - 2020 BASE Show details 23 Handbuch Deutschunterricht und Inklusion Hochstadt, Christiane (Herausgeber); Olsen, Ralph (Herausgeber). - Basel : Beltz, 2019 BLLDB UB Frankfurt Linguistik Show details 24 Approximations of disciplinary literacy in English Language Arts: an analysis of high school students' developing understanding of literary analysis Rabold, Jennifer. - 2019 BASE Show details 25 Coping with Text Complexity in the Disciplines: Vulnerable Readers' Close Reading Practices Buffen, Leslie. - : eScholarship, University of California, 2019 BASE Show details 26 Strategies ESL Saudi Arabian Graduate Students Use to Learn New Academic Vocabulary Across Domains Yousef, Dalia Abdullah In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1554976746592993 (2019) BASE Show details 27 應用平衡閱讀教學加強國小學童英語學習表現及閱讀態度 ; Implementing Balanced Reading Instruction to Enhance EFL Elementary School Students’ Learning Performances and Reading Attitudes 葉淑芬; YEH, SUE-FEN. - 2019 BASE Show details 28 Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms Bravo Granström, Monica. - : Logos Verlag, 2019. : Berlin, 2019. : pedocs-Dokumentenserver/DIPF, 2019 In: Berlin : Logos Verlag 2019, 310 S. - (Zugl.: Weingarten, Univ., Diss., 2018) (2019) BASE Show details 29 Oats, Peas, Beans, and Early Literacy Skills Grow: A Program Evaluation of Education through Music Lehman, Laura D.. - : Alfred University, 2019 BASE Show details 30 A Comparative Analysis of Student Achievement of First Grade Students Using Fundations vs. Heggerty and Words Their Way Schwartz, Stephen. - : Lindenwood University, 2019 BASE Show details 31 The Relationship of Reading Instruction Using Comprehension Strategies for Expository Texts to the Academic Achievement of Elementary Students Weise, Patricia W.. - : Notre Dame of Maryland University, 2019 BASE Show details 32 Using Vocabulary Matching Curriculum Based Measurement to Monitor the Progress of Students in Science Courses Cathers, Abigail E.. - : Southern Illinois University at Edwardsville, 2019 BASE Show details 33 Coping With Text Complexity in the Disciplines: Vulnerable Readers’ Close Reading Practices Buffen, Leslie. - : University of California, Berkeley, 2019 BASE Show details 34 The Explicit Integration of Technology During Lesson Planning Spencer, John W.. - : University of Pennsylvania, 2019 BASE Show details 35 What Makes Reading Difficult? An Investigation of the Contribution of Passage, Task, and Reader Characteristics on Item Difficulty, Using Explanatory Item Response Models Toyama, Yukie. - : University of California, Berkeley, 2019 BASE Show details 36 The Impact a Growth Mindset Professional Development Has on the Perceptions and Academic Achievement of Fourth Grade Students in Reading in a Rural District Farrer, Michelle. - : Concordia University Irvine, 2019 Abstract: This research investigated the relationship between the implementation of a growth mindset professional development and teacher mindset, student academic achievement, and student perception of intelligence. Fourth grade students (n = 370) and fourth grade teachers (n = 4) from four elementary schools from the Greenfield Union School District in a rural area in California participated in this study. In this mixed methods research project, quantitative and qualitative data were collected and analyzed using an exploratory sequential mixed methods design (Creswell, 2013). For the quantitative analysis, student pre- and post-intervention surveys were analyzed using a paired samples t-test. An analysis of variance (ANOVA) was used to compare the academic achievement in reading of the students in the intervention and the control student groups. A grounded theory approach was used which included three levels of qualitative analysis: (a) open coding, (b) axial coding, and (c) selective coding in order to determine student and teacher themes. The study found that there was a statistically significant difference in student perceptions of intelligence between pre- and post-intervention. Through grounded theory, the study revealed a difference in teacher mindset after the professional development was delivered and teachers had taught explicit growth mindset strategies in their classes. The study also found no significant changes in academic achievement based on pre- and post- academic diagnostic assessments. Results showed an increase of academic achievement but not significant enough to warrant a connection. Further investigation using a longer intervention was suggested to see long term effects of a growth mindset intervention on academics. Keyword: Teacher education|Reading instruction|Elementary education URL: http://pqdtopen.proquest.com/#viewpdf?dispub=27546361 BASE Hide details 37 Emic Views of a Reading Intervention: A Qualitative Case Study of Motivation and Engagement Erickson, Joy Dangora. - : University of New Hampshire, 2019 BASE Show details 38 Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms ... Bravo Granström, Monica. - : Logos Verlag, 2019 BASE Show details 39 Oral reading fluency: Predicting outcomes for culturally and linguistically diverse students ... Mora, Hector Geovanni. - : University of Utah, 2019 BASE Show details 40 The Effects of a Systematic Tier 2 Intervention on Kindergartners' Dibels Benchmarks Abernathy, Richard Kyle In: Doctoral Dissertations and Projects (2019) BASE Show details Page: 1 2 3 4 5 6...104

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