Evaluation Of The Elementary Classroom

5. Were the data collected in a way that addressed the research issue? Four focus groups were held. The setting for the data collection was at an elementary school classroom. The researcher does not justify the use of the specific setting to the reader. It also did not states the impact the setting had on participant in terms of their emotions and participation level, it only stated that there some challenges. Observations and personal experience is an important avenue through which data can be collected

severe special day classroom (SDC) setting and special education services. Effectively educating youth with moderate to severe disabilities is not a simplex task, as it requires multifaceted skillsets involving various special education professionals. Developing and executing a service delivery model that targets student’s individual needs, while simultaneously supporting students in strides towards life long goals is crucial. Carmack Elementary is one of fifty-two elementary schools within SBCUSD

2.1.3.1. Horwitz, Horwitz and Cope’s contribution and Foreign Language Classroom Anxiety Scale (FLCAS) In 1986 Horwitz, Horwitz and Cope introduced their groundbreaking article and defined FLA as an interrelated but a distinct type of anxiety for the first time: “a distinct complex construct of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of language learning process” (Horwitz, Horwitz, & Cope, 1986, p. 129). Based on their

the media framework is one way to keep the curriculum relevant and engaging. This chapter outlines three projects that show how integrating 21st century skills in the elementary media framework can create authentic and meaningful learning experiences. Project one is the creation of a scope and sequence for the use of an elementary media specialist teaching grades kindergarten through fifth. Project two is the culmination of 24 step- by- step lessons that integrate with the scope and sequence. Lastly

from the early childhood preschool to the school age setting begins when the child is in the four-year old preschool classroom. During the latter part of the student’s four-year old preschool year, the transition process begins. Since the ABC preschool classroom is overseen by South Central Service Cooperative (Co-op), the special education director for the Co-op contacts the elementary special education resource teacher to begin the transition process for the student. As Mrs. Pridgen described in the

Quantitative Study Evaluation Capella University Spring 2013: Instructor: Lisa McBride Quantitative Study Evaluation The purpose of this research is to evaluate the Effects of Classroom Structure on Student Achievement Goal Orientation. There were three classes chosen and the students had to set weekly goals based on performance and learning. Many of the students in the contingency group based their weekly goals more on learning than performance and many of the students

on this evaluation of the Leveled Literacy Intervention Program is provided to our struggling elementary readers. Richland District One has 34% of its third graders are at risk for a reading performance and at least two years behind their current grade level. “The goal of the program is to accelerate these children’s progress to bring their skills up to grade level so that their early literacy difficulties do not become long-term deficits” Fountas, & Pinnell, 2012, p.268). The evaluation of the

Inclusion in elementary schools can be tough, but how can the general education teachers, support the academic and social success of the students with disabilities who are included in the general education curricula? Inclusion is when a student with individual learning and behavioral needs is educated full time in the general education classroom. Basically, what this means is that the student with special needs is attending the general school program, enrolled in age-appropriate classes 100% of the

various classroom assessment techniques. Research shows that formative assessments consistently show improvement in student learning and achievement, and that formative assessments are the most effective techniques in reducing the achievement gap between higher performing and lower performing students. This article describes how elementary and secondary teachers in Ontario, Canada perceive different assessment techniques, and how they incorporate formative assessments into their classroom (Volante

understanding of how the writing classroom works I observed a class and developed an ethnography based on what I learned. When I began my observations I thought I might focus on how technology affected the classroom environment. I assumed that in the writing classroom it may become more difficult for students to focus when using an iPad for their assignments. However once my research began I realized that the technology was seamlessly integrated into the classroom. I also grossly underestimated the