Improving Student Progress and Completion of Developmental English

2018 ◽  
Vol 2018 (182) ◽  
pp. 11-19
Author(s):  
Trudy H. Bers
Keyword(s):  
Developmental English ◽  
Student Progress

Using Data to Drive Instruction: A Comparative Study of Lexia Scores to Other Reading Assessments, Attendance, Grades, and Behavior

2018 ◽  
Vol 9 (04) ◽  
pp. 20318-20344
Author(s):  
Dr. Felicia Sawyer ◽  
Dr. Bobbie Little ◽  
Dr. Darlene Cantey ◽  
Principal Lionel Martin
Keyword(s):  
Kindergarten Readiness ◽  
Reading Program ◽  
Assessment System ◽  
Independent Practice ◽  
Office Referrals ◽  
Readiness Assessment ◽  
Student Progress ◽  
Benchmark Assessment ◽  
Report Card Grades ◽  
Using Data

The purpose of this study is to analyze student progress after the frequent usage of a computerized reading program that provides phonics instruction and gives students independent practice in basic reading skills. Further, the study observes and analyzes the correlation between student progress in Lexia to progress report grades, report card grades, attendance, office referrals for poor behavior, the Fountas and Pinnell Benchmark Assessment System (BAS) scores, Kindergarten Readiness Assessment (KRA) language and social scores, and the Reading Inventory scores (RI).     

Coaching to oversee student progress in clinical and professional development

2021 ◽  
Author(s):  
Romesh P. Nalliah ◽  
Vidya Ramaswamy ◽  
Stephen J Stefanac
Keyword(s):  
Professional Development ◽  
Student Progress

Professional Embodiment: Walking, Re-engagement of Desk Interactions, and Provision of Instruction during Classroom Rounds

2018 ◽  
Vol 41 (2) ◽  
pp. 161-184
Author(s):  
Teppo Jakonen
Keyword(s):  
Conversation Analysis ◽  
The Body ◽  
Ongoing Task ◽  
Student Progress ◽  
Independent Task ◽  
Student Talk ◽  
Teacher Student ◽  
Classroom Space ◽  
Whole Class

Abstract Unlike continuous whole-class (plenary) interaction, independent task work involves incipient teacher–student talk, as the teacher typically ‘makes rounds’ to engage in brief desk interactions with students. This article draws on multimodal conversation analysis to investigate how teacher movement during tasks offers resources for re-engaging in desk interactions and offering task-related guidance. The focus is on teachers’ walking trajectories and ways of positioning the body, and students’ orientation to them, in (i) (pre-)opening moments of a desk interaction, and (ii) during a subsequent instructional turn that guides students with the ongoing task. The analysis shows how the pedagogical actions of checking and assessing student progress as well as making oneself available to students become observable in ways of walking, and how students display bodily whether they need teacher help. Movement also offers resources for shifting from individualized to collective instruction during rounds. These findings suggest that ways of navigating the body in the classroom space can index pedagogical concerns, which the students can use to make sense of the teachers’ ongoing and projected engagements.

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