Based on behavioral screening procedures, 100 students were at behavioral risk. For the 100 students at behavioral risk, 60 also showed academic risk. (2003, p. 216). Other sub-findings were detailed in the charts of mean scores and standard deviations for Letter Naming and Nonsense Word Fluency Subtests by Student Risk Group. Reading curriculum was the differential influence in students' growth in this study by Kamp, et al. (2003). Accelerating growth patterns for the three fluency measures, with some slowing in letters and oral reading, showed that curriculum type led to significant differences in performance at the end of first grade. One of the curriculum choices (Reading Mastery, Success for All) was found to positively affect students skills in each area more than literature-based curricula. By Grade 3 endpoint, performance showed significant differences in the group with no risk, compared to the behavior risk group, the academic risk group and the students at risk for both. Their charts show that "students with behavior risks, academic risks, or both, made the least progress in oral reading fluency over time. At the end of the study, mean fluencies were 109.98 (no risk), 95.05 (behavior risk), 81.13 (academic risk), and 67.21 (both)." The conclusion was that both risk and curriculum affect results, both assisting student growth and attainment of end-of-grade benchmark levels, over time. The no-risk students made comparatively more progress, but students using the Reading Mastery curriculum made more progress than did students using an alternative curriculum, Success for All or literature-based curricula. Students with academic and academic-behavioral risks initially showed slow growth in first grade, but increased...
High-risk students (with both and academic risks) fell below all end-of-grade benchmarks and had not caught up with lower risk peers, although the curriculum using Reading Mastery helped some outperform lower risk students using a literature-based curricula.
Perceptions of Self-Efficacy Among Counseling Students Today, increasing numbers of college students are enrolled in online courses that either supplement or entirely replace traditional land-based counseling graduate degree programs (Smith, Mcaullife & Rippard, 2014). These trends may have an effect on the respective levels of self-efficacy that counseling students develop as a result of their online or land-based coursework. To help determine the extent of these differences, if they exist,
The sample will be drawn from a single school in large urban district. By framing the study this way, researchers understand that findings may produce insights into the way this subject is addressed in some school settings. However, this will lack external validity within the frame of only a single sample school. The primary delimitation is shaped by the selected grade levels for review and by the teacher population which
Education Curriculum: Equitable Opportunities to Access and Evaluate Student Learning Through AssessmentsStudents need to be promoted to the next class or grade when assessed fairly on their skills and learnings. The common assessment methodologies have been under debate recently as it seems to be inequitable in supporting students for assessing core skills and the knowledge their diverse backgrounds provide for their interpretation. This paper aims to review how to ensure
Physical Education Curriculum In the Physical Educator journal article "Students' perspective in the design and implementation of the physical education curriculum" (Ha et al.), twenty five secondary schools were chosen to survey the views of both male and female students on the current state of the curriculum in the physical education programs of each high school, each of which implemented a similar physical education program and made use of similar facilities
Cal.org). One negative impact of ELL laws on curriculum development is presented in Education Week (Zehr, 2009). In schools with a small number of ELLs, "…first generation immigrant students do better academically if they aren't placed in an ESL class" (Zehr, p. 1). This may be true because ELLs aren't invited to access to mainstream "…core academic curriculum"; also, their counterparts that are in mainstream classes with no ESL available "do
The district must then serve as the interpreter of specific and global need for the district, based on its particular composition and the state where needed. (Koppang, 2004, p. 154) Choose two of the eleven major functions as described in the Power point presentation and describe how these functions are instantiated in the Tempe document. Give examples to illustrate the ways that each function can be implemented. (I do not
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now