This session presented at TESOL 2010 provides information regarding implementation of a RTI model in urban settings schools with large percentages of ELL students. Student reading achievement and teacher perceptions of adoption are presented.
This document summarizes a study on the impact of a faculty training program at Central Piedmont Community College. The study found that faculty who completed the training were significantly more likely to employ teaching methods targeted towards visual, auditory, and kinesthetic learners compared to faculty who did not complete the training. Specifically, trained faculty were more likely to use technologies like Blackboard, maps/charts, and PowerPoint as well as activities involving movement, hands-on projects, and oral presentations. The results suggest the training encouraged faculty to use a wider variety of teaching methods to better meet student learning needs. However, the study could not prove a direct causal relationship and future research using a pre-post design was recommended.
Wong ratcliff effects of the reading first program on acquisition of early li...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
The Effect of Reciprocal Teaching Strategy on Developing Yemeni Secondary Sta...Najib Alsoufi
A Dissertation Submitted for the Ph.D. Degree in Education
(Curriculum & Instruction: TEFL)
By: Najib Abdulwahid Mohammed Al-Soufi
Supervisor of English, Ministry of Education, Yemen
Which method, isolated or integrated, of teaching vocabulary is more effectiv...Spyridoula Laizinou
This study examined the effectiveness of isolated versus integrated vocabulary instruction methods with 28 adult English language learners. Participants completed isolated and integrated reading tasks with vocabulary questions, as well as a delayed post-test. Results showed students scored similarly high on both initial tasks, averaging 86% on isolated and 85% on integrated. On the delayed post-test, students averaged 71% on multiple choice and 79% on short answer questions. While most students preferred integrated methods, performance did not significantly differ between approaches. The study concluded that both isolated and integrated instruction can effectively increase vocabulary learning for adult ELLs.
The document summarizes a study that investigated the impact of Communicative Language Teaching (CLT) on Taiwanese college students' speaking ability and motivation to learn a foreign language. The study used pre- and post-tests of oral performance and questionnaires to compare an experimental group that learned with CLT for one semester to a control group that learned with the traditional Grammar Translation Method. The results were analyzed using SPSS to determine the effects of CLT implementation on students' oral performance and learning attitudes.
This document summarizes a study on the impact of a faculty training program at Central Piedmont Community College. The study found that faculty who completed the training were significantly more likely to employ teaching methods targeted towards visual, auditory, and kinesthetic learners compared to faculty who did not complete the training. Specifically, trained faculty were more likely to use technologies like Blackboard, maps/charts, and PowerPoint as well as activities involving movement, hands-on projects, and oral presentations. The results suggest the training encouraged faculty to use a wider variety of teaching methods to better meet student learning needs. However, the study could not prove a direct causal relationship and future research using a pre-post design was recommended.
Wong ratcliff effects of the reading first program on acquisition of early li...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
The Effect of Reciprocal Teaching Strategy on Developing Yemeni Secondary Sta...Najib Alsoufi
A Dissertation Submitted for the Ph.D. Degree in Education
(Curriculum & Instruction: TEFL)
By: Najib Abdulwahid Mohammed Al-Soufi
Supervisor of English, Ministry of Education, Yemen
Which method, isolated or integrated, of teaching vocabulary is more effectiv...Spyridoula Laizinou
This study examined the effectiveness of isolated versus integrated vocabulary instruction methods with 28 adult English language learners. Participants completed isolated and integrated reading tasks with vocabulary questions, as well as a delayed post-test. Results showed students scored similarly high on both initial tasks, averaging 86% on isolated and 85% on integrated. On the delayed post-test, students averaged 71% on multiple choice and 79% on short answer questions. While most students preferred integrated methods, performance did not significantly differ between approaches. The study concluded that both isolated and integrated instruction can effectively increase vocabulary learning for adult ELLs.
The document summarizes a study that investigated the impact of Communicative Language Teaching (CLT) on Taiwanese college students' speaking ability and motivation to learn a foreign language. The study used pre- and post-tests of oral performance and questionnaires to compare an experimental group that learned with CLT for one semester to a control group that learned with the traditional Grammar Translation Method. The results were analyzed using SPSS to determine the effects of CLT implementation on students' oral performance and learning attitudes.
This thesis project examines the benefits of an internship at a Self-Access Center (SAC) for English pre-teachers and students. The objectives are to identify positive and negative effects on pre-teachers, see the impact pre-teachers have on students, and determine how beneficial the internship is. Research questions address effects of the internship, techniques used in speaking corners, impact of teacher-student age differences, teacher preparation, and differences in attitudes by major. Variables studied are English levels, majors, techniques, and teaching experience. Data will be collected through interviews, observations, and surveys.
This research proposal aims to study the effects of three different English reading instruction methods (Sustained Silent Reading, Shared Reading, and General Reading Instruction) on the English language acquisition of Thai students in grades 1-3, as measured by standardized tests. 420 students across three grades and three treatment groups will be pre-tested and tested at regular intervals over one year. The researcher hypothesizes that Sustained Silent Reading and Shared Reading will lead to greater improvements in English proficiency than General Reading Instruction, based on prior studies. Precise methodology and procedures are outlined to train teachers, administer treatments, and analyze results.
This document discusses a study on the factors that correlate with sixth grade students' academic performance in English in Libmanan North District, Northern Sector of the Philippines. It found that English performance decreased by 1.05% from pre-to-post testing while Filipino and Math increased slightly. The study aims to determine performance levels, personal, environmental, and socioeconomic correlates, and recommendations. A questionnaire will assess these factors and prior academic grades will measure performance.
The document provides statistics and research findings about literacy rates and the consequences of illiteracy in the United States. It finds that 283% more students are receiving special education services for specific learning disabilities than 30 years ago. Many of these students do not have true learning disabilities but have failed for years until their performance matches students with disabilities. The key to solving the literacy crisis is prevention and early intervention in general education. Waiting until 3rd or 4th grade for reading remediation leads to poor outcomes. The document outlines negative consequences of illiteracy such as unemployment, criminal behavior, and incarceration. It advocates for identifying struggling readers early and providing explicit, systematic phonics instruction to remediate reading difficulties.
1) The MTB MLE curriculum at Casiguran Central School taught most subjects in the Bikol mother tongue, except for English and Filipino.
2) Analysis of pupil performance showed that those who received MTB MLE instruction in Grade 1 performed better on average across subjects than those who did not.
3) Both pupil performance data and teacher perspectives indicated that pupils learned concepts faster and performed better in subjects taught in their mother tongue under the MTB MLE program.
This document summarizes a presentation on supporting English learners' reading development through engaging teachers, parents, and students. It discusses exploring Response to Intervention (RTI) reading interventions for Hispanic kindergarten English learners, including the frequency of interventions and how they are implemented. Key findings are that interventions focused more on phonics than vocabulary and comprehension, and there was variation in identifying students for interventions and measuring their progress. The document calls for more authentic assessments and addressing language learning differences versus reading difficulties in RTI.
Oscar poster power point the perception of test of english foreign languageOscar Ririn
This study investigated 178 accounting students at Samarinda State Polytechnic to understand their perspectives on the effectiveness of TOEFL as a graduation requirement. A questionnaire was used to collect data. The results showed that most students had a positive view of TOEFL, believing it enhanced their English proficiency and motivation. Students felt measures like English counseling, a standard TOEFL score, and extracurricular activities were effective, but lacked confidence in passing TOEFL. The study concluded TOEFL preparation should be included in the curriculum and more support given to increase students' confidence and preparation.
This is a PPT set for a paper, "Content teachers' attitudes toward English language learners after SIOP." presented by Kim Song (first author) on March 26, 2010.
This summary provides the key details from the document in 3 sentences:
The document discusses a study that investigated the English pronunciation competence of 48 second semester civil engineering students in Samarinda State Polytechnic, Indonesia. The students were tested on pronouncing 100 words of varying syllable lengths. The results found the average score was 75 (classified as "fair"), with no students scoring below 50, though some exercises could help students improve pronunciation.
(1) Students with reading difficulties benefit most from instruction that is explicit, targeted, and progressively challenging, with careful monitoring of skills and reteaching as needed. (2) They need extensive guided and independent practice with feedback on reading connected text. (3) Instruction should actively involve students with many response opportunities.
This document summarizes a study that investigated how language learners acquire vocabulary through learning word suffixes and reverse order. The study involved 120 CYUT AFL students split into a control group and experimental group. The control group learned vocabulary through traditional methods while the experimental group received instruction on word formation using suffixes. Both groups completed vocabulary tests and questionnaires. The tests examined knowledge of suffix and reverse order words while the questionnaires assessed students' perceptions of learning vocabulary through suffixes. The study aimed to understand differences in vocabulary learning from suffixes versus reverse order and the effects of reverse memory strategies.
LANGUAGE LEARNING NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...CarloMedoranda
This document discusses a study that aimed to identify the language learning needs of Filipino-Chinese students in grades 4-6 at Bayanihan Institute in the Philippines. The study collected both quantitative and qualitative data to determine students' objective and subjective needs.
The results showed that students' most common objective needs were a longer exposure to English, using bilingual instruction, emphasizing the importance of English, strengthening reading/writing skills, and using English frequently in and out of school. Their most common subjective needs included group work, less homework, practicing English inside and outside class, and using various instructional media. Most students saw learning English individually and in real-life contexts as their most important needs. The findings informed a proposed
This document discusses the importance of phonemic awareness, phonology, and fluency for reading instruction. It notes that children with spoken language delays are at risk for literacy problems, and early language factors can predict reading outcomes. Specific variables like sentence imitation, letter identification, and phonological awareness can identify 88% of children at risk of reading problems. The document also discusses phonological processing skills, phonological awareness, and the role of speech language pathologists in assessing and providing intervention in these areas to support reading.
The diverse learners in polytechnic and teaching strategies to suit their needsNoreen Nastasha
This document discusses a study that aims to identify the learning styles and English language anxiety levels of diploma students in Malaysian polytechnics. The study will administer questionnaires adapted from existing learning styles and anxiety instruments to a random sample of students across 15 randomly selected polytechnics. The findings will be analyzed to understand students' preferences and how they can be used to improve English teaching methods, particularly for speaking. The goal is to better cater teaching strategies to students' diverse needs and learning styles to enhance their English language learning outcomes.
EVALUATING CLASSROOM PRACTICE: A CRITICAL ANALYSIS OF APPROACHES TO EVALUATIO...Tom Power
This study builds on and contributes to work in teacher education and educational technology, in international development contexts. Recent reviews, funded by the UK Department for International Development (DFID) have examined the characteristics of teacher education programmes (Westbrook et al. 2013) and educational technology programmes (Power et al. 2014), that show evidence of impact on teaching practice or learning outcomes. These both illustrate the importance of a strong focus on improving the quality of classroom practice in programme design, and both indicate some of the key characteristics of effective programme support for teachers. But in both reviews, the studies reviewed present problems of evidence. Such evidential problems arise in relation to reporting changes in: attitudes and understanding; teaching and learning practices; and learning outcomes.
In this article, we draw particular attention to evidence of classroom practice: in terms of extensiveness, of methodology, and of understanding the relationships between the variables considered. As such, the purpose of this article is to provide insight into three inter-related issues: the methodological challenges - of rigour, systematic observation, and extensiveness; the practical challenges - of human capacity for research activity, geographical remoteness, and cost; and the evidence requirements of different audiences - donors, policy makers, practitioners and the academic and research communities. This is done by considering these three issues, through a case study of English in Action, a large scale teacher education programme in Bangladesh, in which Educational Technology plays a central role in supporting both teacher professional development, and new classroom practices.
There are several implications from the recent reviews and the case study, that lead us to argue for greater development of evaluation approaches for classroom practice, based upon rigorous, systematic observation (using standardised observations, of objective behaviors). Such approaches must be capable of deployment at scale, and reliable implementation through relatively inexperienced field researchers, available and affordable in country. This may suggest certain kinds of large scale quantitative observation, that are rare in the global north. Is there an opportunity, for a collective accumulation of data, to deepen our basic understanding of classrooms and the actors within them?
The document provides an overview of Response to Instruction and Intervention (RTI) at the Tier 1 level, including universal screening and initial identification procedures, delivering quality core instruction with differentiated instruction and in-class monitoring, using data to identify professional development needs, and allowing time for teams to plan implementation of RTI at their sites. It discusses research supporting the effectiveness of RTI frameworks and outlines the core principles of multi-tiered systems of support to ensure all students receive high-quality instruction matched to their needs.
Moving Beyond the TESOL/NCATE Standards for P-12 Teacher Educationdstaehrfenner
This session will highlight the revised TESOL/NCATE standards and will provide an overview of how the standards are currently used for NCATE accreditation. The presenter will propose future uses of the standards for professional development for content area teachers and as a teacher evaluation tool for teachers of ELLs
- Delaware was first inhabited by Algonquian tribes and was later explored by Europeans in the 16th century. The Dutch established the first settlement in 1631.
- Delaware was the first state to ratify the U.S. Constitution on December 7, 1787. Its state bird is the Blue Hen chicken and its state tree is the American holly.
- Delaware has a diverse economy including agriculture, chemical production, and automotive manufacturing. It has a total area of only 2,489 square miles but is known as "The First State" and "The Diamond State" due to its historical significance.
Implementing a RTI Model for ELLs: An Urban Case StudyClaudia Rinaldi
This document summarizes a study that implemented a Response to Intervention (RTI) model across urban and suburban elementary schools to improve reading skills as school-wide reform. The study found that:
1) Reading fluency and comprehension improved for all students, including English Language Learners (ELLs), after one year of RTI implementation.
2) Special education referrals decreased by 50% in the first year at one urban school.
3) Teacher perceptions were that RTI improved collaboration, data-informed instruction, and support for struggling students, including ELLs.
Kira, a rock, was resting on a mountain top when a landslide caused her to fall down the mountain screaming for help. She tumbled into a river and became smaller, now calling herself Penny the Pebble. Penny was carried by the wind out of the river and blown to a beach where she had been weathered down to a grain of sand.
Implementation of a RTI Model with ELLs: An Urban Case StudyClaudia Rinaldi
This session present the implementation of a RTI model in urban education. Student achievement in reading and teacher perceptions of adoption are presented. Practical implications provided.
Response to Intervention and English Learners- Rinaldi Claudia Rinaldi
This presentation was delivered at the National Tittle III State Directors Meeting 2013 in Arlington, VA. This was part two. My Colleague Julie Esparza Brown delivered the theoretical foundation of RTI and the common myth associate with its implementation.
This thesis project examines the benefits of an internship at a Self-Access Center (SAC) for English pre-teachers and students. The objectives are to identify positive and negative effects on pre-teachers, see the impact pre-teachers have on students, and determine how beneficial the internship is. Research questions address effects of the internship, techniques used in speaking corners, impact of teacher-student age differences, teacher preparation, and differences in attitudes by major. Variables studied are English levels, majors, techniques, and teaching experience. Data will be collected through interviews, observations, and surveys.
This research proposal aims to study the effects of three different English reading instruction methods (Sustained Silent Reading, Shared Reading, and General Reading Instruction) on the English language acquisition of Thai students in grades 1-3, as measured by standardized tests. 420 students across three grades and three treatment groups will be pre-tested and tested at regular intervals over one year. The researcher hypothesizes that Sustained Silent Reading and Shared Reading will lead to greater improvements in English proficiency than General Reading Instruction, based on prior studies. Precise methodology and procedures are outlined to train teachers, administer treatments, and analyze results.
This document discusses a study on the factors that correlate with sixth grade students' academic performance in English in Libmanan North District, Northern Sector of the Philippines. It found that English performance decreased by 1.05% from pre-to-post testing while Filipino and Math increased slightly. The study aims to determine performance levels, personal, environmental, and socioeconomic correlates, and recommendations. A questionnaire will assess these factors and prior academic grades will measure performance.
The document provides statistics and research findings about literacy rates and the consequences of illiteracy in the United States. It finds that 283% more students are receiving special education services for specific learning disabilities than 30 years ago. Many of these students do not have true learning disabilities but have failed for years until their performance matches students with disabilities. The key to solving the literacy crisis is prevention and early intervention in general education. Waiting until 3rd or 4th grade for reading remediation leads to poor outcomes. The document outlines negative consequences of illiteracy such as unemployment, criminal behavior, and incarceration. It advocates for identifying struggling readers early and providing explicit, systematic phonics instruction to remediate reading difficulties.
1) The MTB MLE curriculum at Casiguran Central School taught most subjects in the Bikol mother tongue, except for English and Filipino.
2) Analysis of pupil performance showed that those who received MTB MLE instruction in Grade 1 performed better on average across subjects than those who did not.
3) Both pupil performance data and teacher perspectives indicated that pupils learned concepts faster and performed better in subjects taught in their mother tongue under the MTB MLE program.
This document summarizes a presentation on supporting English learners' reading development through engaging teachers, parents, and students. It discusses exploring Response to Intervention (RTI) reading interventions for Hispanic kindergarten English learners, including the frequency of interventions and how they are implemented. Key findings are that interventions focused more on phonics than vocabulary and comprehension, and there was variation in identifying students for interventions and measuring their progress. The document calls for more authentic assessments and addressing language learning differences versus reading difficulties in RTI.
Oscar poster power point the perception of test of english foreign languageOscar Ririn
This study investigated 178 accounting students at Samarinda State Polytechnic to understand their perspectives on the effectiveness of TOEFL as a graduation requirement. A questionnaire was used to collect data. The results showed that most students had a positive view of TOEFL, believing it enhanced their English proficiency and motivation. Students felt measures like English counseling, a standard TOEFL score, and extracurricular activities were effective, but lacked confidence in passing TOEFL. The study concluded TOEFL preparation should be included in the curriculum and more support given to increase students' confidence and preparation.
This is a PPT set for a paper, "Content teachers' attitudes toward English language learners after SIOP." presented by Kim Song (first author) on March 26, 2010.
This summary provides the key details from the document in 3 sentences:
The document discusses a study that investigated the English pronunciation competence of 48 second semester civil engineering students in Samarinda State Polytechnic, Indonesia. The students were tested on pronouncing 100 words of varying syllable lengths. The results found the average score was 75 (classified as "fair"), with no students scoring below 50, though some exercises could help students improve pronunciation.
(1) Students with reading difficulties benefit most from instruction that is explicit, targeted, and progressively challenging, with careful monitoring of skills and reteaching as needed. (2) They need extensive guided and independent practice with feedback on reading connected text. (3) Instruction should actively involve students with many response opportunities.
This document summarizes a study that investigated how language learners acquire vocabulary through learning word suffixes and reverse order. The study involved 120 CYUT AFL students split into a control group and experimental group. The control group learned vocabulary through traditional methods while the experimental group received instruction on word formation using suffixes. Both groups completed vocabulary tests and questionnaires. The tests examined knowledge of suffix and reverse order words while the questionnaires assessed students' perceptions of learning vocabulary through suffixes. The study aimed to understand differences in vocabulary learning from suffixes versus reverse order and the effects of reverse memory strategies.
LANGUAGE LEARNING NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...CarloMedoranda
This document discusses a study that aimed to identify the language learning needs of Filipino-Chinese students in grades 4-6 at Bayanihan Institute in the Philippines. The study collected both quantitative and qualitative data to determine students' objective and subjective needs.
The results showed that students' most common objective needs were a longer exposure to English, using bilingual instruction, emphasizing the importance of English, strengthening reading/writing skills, and using English frequently in and out of school. Their most common subjective needs included group work, less homework, practicing English inside and outside class, and using various instructional media. Most students saw learning English individually and in real-life contexts as their most important needs. The findings informed a proposed
This document discusses the importance of phonemic awareness, phonology, and fluency for reading instruction. It notes that children with spoken language delays are at risk for literacy problems, and early language factors can predict reading outcomes. Specific variables like sentence imitation, letter identification, and phonological awareness can identify 88% of children at risk of reading problems. The document also discusses phonological processing skills, phonological awareness, and the role of speech language pathologists in assessing and providing intervention in these areas to support reading.
The diverse learners in polytechnic and teaching strategies to suit their needsNoreen Nastasha
This document discusses a study that aims to identify the learning styles and English language anxiety levels of diploma students in Malaysian polytechnics. The study will administer questionnaires adapted from existing learning styles and anxiety instruments to a random sample of students across 15 randomly selected polytechnics. The findings will be analyzed to understand students' preferences and how they can be used to improve English teaching methods, particularly for speaking. The goal is to better cater teaching strategies to students' diverse needs and learning styles to enhance their English language learning outcomes.
EVALUATING CLASSROOM PRACTICE: A CRITICAL ANALYSIS OF APPROACHES TO EVALUATIO...Tom Power
This study builds on and contributes to work in teacher education and educational technology, in international development contexts. Recent reviews, funded by the UK Department for International Development (DFID) have examined the characteristics of teacher education programmes (Westbrook et al. 2013) and educational technology programmes (Power et al. 2014), that show evidence of impact on teaching practice or learning outcomes. These both illustrate the importance of a strong focus on improving the quality of classroom practice in programme design, and both indicate some of the key characteristics of effective programme support for teachers. But in both reviews, the studies reviewed present problems of evidence. Such evidential problems arise in relation to reporting changes in: attitudes and understanding; teaching and learning practices; and learning outcomes.
In this article, we draw particular attention to evidence of classroom practice: in terms of extensiveness, of methodology, and of understanding the relationships between the variables considered. As such, the purpose of this article is to provide insight into three inter-related issues: the methodological challenges - of rigour, systematic observation, and extensiveness; the practical challenges - of human capacity for research activity, geographical remoteness, and cost; and the evidence requirements of different audiences - donors, policy makers, practitioners and the academic and research communities. This is done by considering these three issues, through a case study of English in Action, a large scale teacher education programme in Bangladesh, in which Educational Technology plays a central role in supporting both teacher professional development, and new classroom practices.
There are several implications from the recent reviews and the case study, that lead us to argue for greater development of evaluation approaches for classroom practice, based upon rigorous, systematic observation (using standardised observations, of objective behaviors). Such approaches must be capable of deployment at scale, and reliable implementation through relatively inexperienced field researchers, available and affordable in country. This may suggest certain kinds of large scale quantitative observation, that are rare in the global north. Is there an opportunity, for a collective accumulation of data, to deepen our basic understanding of classrooms and the actors within them?
The document provides an overview of Response to Instruction and Intervention (RTI) at the Tier 1 level, including universal screening and initial identification procedures, delivering quality core instruction with differentiated instruction and in-class monitoring, using data to identify professional development needs, and allowing time for teams to plan implementation of RTI at their sites. It discusses research supporting the effectiveness of RTI frameworks and outlines the core principles of multi-tiered systems of support to ensure all students receive high-quality instruction matched to their needs.
Moving Beyond the TESOL/NCATE Standards for P-12 Teacher Educationdstaehrfenner
This session will highlight the revised TESOL/NCATE standards and will provide an overview of how the standards are currently used for NCATE accreditation. The presenter will propose future uses of the standards for professional development for content area teachers and as a teacher evaluation tool for teachers of ELLs
- Delaware was first inhabited by Algonquian tribes and was later explored by Europeans in the 16th century. The Dutch established the first settlement in 1631.
- Delaware was the first state to ratify the U.S. Constitution on December 7, 1787. Its state bird is the Blue Hen chicken and its state tree is the American holly.
- Delaware has a diverse economy including agriculture, chemical production, and automotive manufacturing. It has a total area of only 2,489 square miles but is known as "The First State" and "The Diamond State" due to its historical significance.
Implementing a RTI Model for ELLs: An Urban Case StudyClaudia Rinaldi
This document summarizes a study that implemented a Response to Intervention (RTI) model across urban and suburban elementary schools to improve reading skills as school-wide reform. The study found that:
1) Reading fluency and comprehension improved for all students, including English Language Learners (ELLs), after one year of RTI implementation.
2) Special education referrals decreased by 50% in the first year at one urban school.
3) Teacher perceptions were that RTI improved collaboration, data-informed instruction, and support for struggling students, including ELLs.
Kira, a rock, was resting on a mountain top when a landslide caused her to fall down the mountain screaming for help. She tumbled into a river and became smaller, now calling herself Penny the Pebble. Penny was carried by the wind out of the river and blown to a beach where she had been weathered down to a grain of sand.
Implementation of a RTI Model with ELLs: An Urban Case StudyClaudia Rinaldi
This session present the implementation of a RTI model in urban education. Student achievement in reading and teacher perceptions of adoption are presented. Practical implications provided.
Response to Intervention and English Learners- Rinaldi Claudia Rinaldi
This presentation was delivered at the National Tittle III State Directors Meeting 2013 in Arlington, VA. This was part two. My Colleague Julie Esparza Brown delivered the theoretical foundation of RTI and the common myth associate with its implementation.
Foundations for measuring your presence and visibility onlineChristopher Whalen
This document discusses measuring online presence and visibility through analytics tools. It recommends starting with free tools like Google Analytics and FeedBurner to track metrics like traffic, referrals, search engine visits, comments, retweets, followers, and RSS subscriptions. The document advises monitoring metrics over time to see growth and make adjustments if numbers aren't increasing. It also provides some resources for learning more about analytics and measurement.
Kira, a rock, was resting on a mountain top when a landslide caused her to tumble down the mountain screaming for help. Though no help came, she survived the fall by landing in a river, but the landslide had reduced her greatly in size. Now called Penny the Pebble, the current carried her down the river until the wind blew her out and transported her through the air to end up as only a grain of sand on the beach.
This document discusses the implementation of Response to Intervention (RTI) as an urban school reform effort. It describes an eastern US school district that is adopting an RTI model across 125 schools over 3 years using a constructivist leadership approach. Key aspects of the implementation include establishing school-based RTI teams, conducting staff training, inventorying interventions, setting screening and progress monitoring schedules, and regularly evaluating and refining the model. The goal is to establish a multi-tier system of academic and behavioral supports informed by data.
2014 09 09 BAICE: Supporting development through improving English language t...Tom Power
Explores issues of quality and scale in relation to Teacher Education and Educational Technology, in International Development Contexts. Whereas most programmes use small scale 'boutique' approaches, or large-scale cascades with little impact on practice, EIA has developed a school-based, mobile-learning-enhanced teacher development programme, capable of large scale and high impact. Results from the current large scale research programme are presented.
Literacy worked example 15th dec 2012 0Martin Brown
The document summarizes the findings of a school self-evaluation of literacy in a girls secondary school. It was found that students' reading levels were slightly above average but writing skills needed improvement. A student survey found that half read regularly for enjoyment but few edited their work. While most teachers used comprehension strategies, only some focused on developing literacy across subjects. Areas prioritized for improvement included increasing writing standards, developing literacy-based teaching strategies in all subjects, and boosting the number taking higher-level exams.
This document discusses a plan called GEAR (Getting Explicit About Reading) to improve literacy intervention programs across 9 elementary schools in the AMA ESD. The plan was informed by a survey identifying overreliance on DIBELS screening and lack of comprehension intervention. GEAR's vision is to provide training in diagnostic reading assessments and explicit comprehension instruction for Title 1 teachers and general educators. The strategic plan addresses obtaining district support, providing adequate time for implementation, and ensuring diagnostic assessments and strategy instruction become integrated into schools' intervention frameworks.
This document discusses the key components of the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) assessment. It explains that DIBELS measures were developed based on Curriculum-Based Measurement to efficiently monitor early literacy skills development from K-6. It outlines the specific DIBELS measures that assess phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. These include measures such as Initial Sound Fluency, Phonemic Segmentation Fluency, Nonsense Word Fluency, and Oral Reading Fluency.
Rachel Luna Peralta discusses recalibrating language assessment in the new normal created by the COVID-19 pandemic. She notes that the pandemic has disrupted education systems worldwide and exacerbated disparities. To make language assessment authentic, valid and reliable, teachers should use alternative assessments like performances, observations, portfolios and student-generated content. They should also leverage digital tools and be flexible, focusing on understanding over grades during this difficult time.
Remediation plus final report 9 18-15 john hopkinsRti1234
This study evaluated the effectiveness of the Remediation Plus (R+) program on improving reading achievement in grades 1-3 in the Marinette School District in Wisconsin. Teachers were positive about R+'s phonics emphasis and engaging materials, though results showed no statistically significant impacts on student achievement tests. Interpretation is difficult due to implementation challenges. While teachers felt R+ benefited students, especially struggling readers, more research is needed to fully understand its impacts.
This document discusses a study on students' academic performance in grammar during the pandemic. It aims to determine the support needed by students to improve their performance. The researchers will survey grade 6 teachers to learn about students' current performance in English grammar and the types of support they need for continued learning. The study uses a qualitative approach and focus group discussions to understand teachers' perspectives on academic challenges faced by students and how learning can best be supported during this time. The results intend to help both students and teachers, especially new teachers, by identifying effective support strategies for grammar learning during remote instruction.
This study aimed to determine the effectiveness of using the mother tongue language as a tool for teaching mathematics to grade 3 pupils in Hondagua Elementary School. A total of 115 grade 3 pupils were surveyed about their performance in examinations on the four fundamental operations. Most respondents were 8 years old females. Examination results showed that half of respondents scored 10 out of 10 in multiplication, making it the most learned operation, while division was least learned with most scoring below average. The study concluded that using the mother tongue language benefits learning as it allows pupils to easily understand concepts.
This initiative aimed to provide language support to 5 students struggling in English using assistive technology. The students had low English language and writing scores in 2013. The initiative planned to use tablets to help the students develop confidence speaking, improve writing skills, increase vocabulary, and interact socially. Actions included increasing teaching time, purchasing tablets, training students to use collaborative apps, monitoring progress, and evaluating outcomes against standards by the end of 2014.
This study examined the perceptions of language learning strategies between international students and their teachers at a private English language school in New Zealand. A questionnaire was administered to 131 students and 34 teachers to determine the frequency of strategy use by students and the perceived importance of strategies by teachers. The results found that there was a 71% match between strategies that students reported using frequently and teachers perceived as important. However, there were also some mismatches, such as two strategies that teachers saw as highly important but students reported using least frequently. Overall, the study found that teachers were generally aware of important language learning strategies, and many of their perceptions aligned with students' reported strategy use.
The document provides information about Programmes for Students (PfS) and Accelerating Literacy Learning (ALL), which is part of PfS. ALL focuses on using school expertise to evaluate literacy practices and closely monitor the impact of 10-15 week interventions for small groups of students in their first year. The document discusses factors that accelerate literacy achievement, including knowing learners, student agency, effective instructional strategies, and using assessment data to inform teaching. It also addresses implementing a system of tiered intervention supports and using teacher inquiry to improve student outcomes.
This document discusses Response to Intervention (RTI) implementation in Pennsylvania schools. It covers three main points:
1. The connection between supplementary aids and services (SAS) and RTI, explaining that RTI organizes assessment, instruction, and interventions to provide support to students at all tier levels.
2. Identifying robust instructional strategies and interventions, emphasizing the importance of effective core instruction and using data to inform classroom practices.
3. Applying lessons learned about successful RTI implementation, such as the need for continuous professional development, a focus on instructional quality, and cross-role collaboration to close the "what-how" gap.
This document discusses considerations for implementing Response to Intervention (RTI) models with culturally and linguistically diverse students. It emphasizes that Tier 1 instruction must be culturally responsive and include ongoing progress monitoring. Tier 2 interventions should be individualized and provided by teachers with expertise in English language acquisition. A Child Study Team should collect diverse data to determine how to alter a student's support and develop new instructional objectives. An effective RTI model ensures culturally and linguistically diverse students receive opportunities to learn through high-quality, culturally responsive instruction and support at each tier.
Handout 3 SSE case study school (self-evaluation report: literacy)Martin Brown
This school self-evaluation report summarizes the findings of a review of literacy teaching and learning across subjects in 1st year students from September 2013 to May 2016. Key findings include: 1) Students' standardized reading test scores are slightly above national averages; 2) Written work needs improvement in areas like spelling, punctuation and vocabulary; 3) Most teachers use comprehension strategies but few use editing checklists; 4) Students enjoy pair/group work but teachers and students report different experiences of it. Priorities for improvement center on increasing literacy expectations across subjects and developing comprehension and group work strategies school-wide.
This document provides information about Response to Intervention (RTI) including:
- RTI is a multi-tiered system of support that provides increasingly intensive interventions based on student need. Tier 1 involves core classroom instruction, Tier 2 involves supplemental interventions, and Tier 3 involves intensive individualized interventions.
- Effective Tier 1 instruction is critical and involves differentiated instruction, engaging students, using standardized curricula, and creating a positive learning environment.
- The RTI process involves universal screening, progress monitoring, using data to make instructional decisions, and evaluating the effectiveness of interventions. Key components are screening, multi-level instruction, progress monitoring, and data-based decision making.
CARN paper on action research as professional developmentDoctoralNet Limited
This presentation was made to CARN and contains information on the use of action research for professional development for teachers and principals in schools. For more information see: http://www.ar4everything.com
Connor Street Early Childhood Program EvaluationsEDDD 8084EAlleneMcclendon878
Connor Street Early Childhood Program Evaluations
EDDD 8084/EDSD 7084
Breann Crocker
Allison Van Horn
Heather Lang
Katherine Gonzales
Welcome Connor Street Team!
Agenda
Strengths - Families
Strengths - Staff
What was Evaluated
Evaluation Results
Recommendations
Resources
Goals
Thank you for hosting our team of evaluators to better support your program’s educational success. We are looking forward to reviewing the results of the assessments the Connor Street Early Childhood Program participated in with the families, staff, and children. We will also be discussing how to create goals for the program and providing recommendations on how to implement those goals. This will also be a great opportunity to ask questions and discuss your ideas on how you as educators will implement these ideas into your classrooms.
All About Your Program
● Connor Street serves low-income and working-class families.
● Evaluation data is based of four classrooms of 4-year-olds. Each class has one teacher and one assistant teacher.
(Walden University, 2022)
Connor Street Early Childhood Program is made up of 20% Hispanic students, 2 students are Asian, and 3 students are from the Caribbean. The school serves working-class and low-income families and as a result all but three of the students in the program are at school between 7 to 9 hours a day. The evaluation data is based on four classrooms of 4-year-olds with one teacher and one assistant teacher.
Strengths: Families
Positive and respectful relationships with staff
Open communication
Rules, expectations, and procedures are clear for parents
Program invites parents into the classroom and to events
Program connects families and community
(Walden University, 2022)
When looking at the NAEYC Self-Assessment Family Survey, there were many survey questions where all 29 families surveyed acknowledged strengths within the Connor Street program. This reflects many of the wonderful things you as staff are doing at Connor Street! Families noted that the staff at Connor Street were good teachers who cared for their children. Families said staff had a good relationship with the children and parents and are good at communicating what is going on at school and checking in to see how things are going at home. Families acknowledged that they knew the rules and procedures of the school and Connor Street’s mission and philosophy. Families surveyed felt that Connor Street staff actively engaged with families and the community through events. Lastly, families felt they were invited into the classrooms to participate in their child’s learning throughout the year.
Strengths: Staff
Staff feel supported by the program administration.
Strong, positive relationships between staff, families, and the community
Curriculum is inclusive and supports the needs of all students.
Teachers collaborate.
A variety of assessments are used
Assessments inform future teaching.
Assessments happen regularly and are ...
This document discusses a proposed study that aims to determine the relationship between media exposure and language proficiency among Grade 11 students in Malamig National High School. The study would assess students' exposure to various media sources and their proficiency in vocabulary, grammar and comprehension. Statistical tests would be used to analyze the relationship between media exposure and proficiency. Based on the results, the study aims to propose a media-guided language development program to enhance students' English language abilities.
Moe powerpoint presentation all day 1 presentation 1 (1)Justine Brock
The document discusses the Programmes for Students (PfS) initiative in New Zealand, specifically the Accelerating Literacy Learning (ALL) component. ALL uses school expertise to evaluate literacy practices and closely monitor a 15-week literacy intervention for small groups of students in their first year of school. Key aspects of ALL include using data to inform decisions, selecting priority students based on data, designing iterative interventions grounded in evidence, and fostering teacher inquiry to accelerate student progress. The goal is to shift students to a faster learning trajectory through culturally-responsive, supplementary programs that catch students up to expected literacy levels.
Similar to Implementation of a RTI for ELLs: A Case Study in Urban Schools (20)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Implementation of a RTI for ELLs: A Case Study in Urban Schools
1. Implementing a Response to Intervention Model with ELLS: An Urban Case Study Claudia Rinaldi, Ph.D. Orla Higgins Averill, CAGS Sarah Estabrook [email_address]
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6. Tier 1 – Primary Prevention Universal screening (CBM) of all students Progress monitoring of ELLs: oral language proficiency & academic language development Progress monitoring of high-risk students Collaborative Problem Solving- School & Grade level Tier 2 – Secondary Prevention 15-20 weeks of small group instruction & Progress Monitoring & Collaborative Problem Solving Team decision to Add, change and/or refer to Multidisciplinary Team Evaluation (MDT) for Special Education Tier 3 – TeRTIary Prevention 1:1 and PM using CBM MDT evaluation Eligibility and IEP Oral English proficiency Academic language proficiency Increasing needs-based intervention Response to Intervention Model for English Language Learners (Rinaldi & Samson, 2008) TIER 3 One-on-One Referral to Special Ed. TIER 2 Additional EIRP Pre-referral Intervention TIER 1 Evidenced-based instructional reading program (EIRP) Universal Screening
Model implementation Teacher Perceptions of implementation Implications for practice
The growth of ELLs in schools + limitations around teachers’ preparation in teaching ELLs coupled with the prevalence of learning disabilities = Complicated student profiles for teachers, schools, and states Imisidentification and referral of ELL for special education Leos and Demilio--2005 reported that while special education training averaged 40 hours, 60% special education teachers who also worked with at least 3 ELL only received an average of 3 additional hours of training
Thus applyig this model to schools with this growing population of students…. We must think ….Beyond the one teacher… one classroom…to school wide systems…. I developed this description of RTI as a conceptual model for my research work in addressing the needs ELL in urban settings/
All grades 3 times a year except K- only winter & spring
Ad current year plus YA, FES, HA
After the first year- school rates decreased from 10- 5%
(MaRTInez, Graves and Heckman 2008, March Communique): “However, in the case of RTI successful collaboration can serve the immediate needs of both schools and universities while further advancing the common goal of widespread RTI implementation and a greater awareness of the importance of research based educational practice.” Revisit this idea.