Relationship of school culture survey responses from reading first coaches to the Missouri Assessment Program third grade communication arts proficiency

2009 ◽  
Author(s):  
Allison Foster Dudley
2021 ◽  
Vol 13 (1) ◽  
pp. 307-316
Author(s):  
Mandra Saragih ◽  
Habib Syukri Nst ◽  
Rita Harisma ◽  
Ismail Hanif Batubara

This research aims to develop digital literacy model through a school culture-based. Digital literacy was chosen considering the development of information through digital media. This study used Research and Development (RD). The research step was to collect data and design a product in a literacy model design based on school culture. The components of developing a school culture-based digital literacy model consist of participants, select participants, a digital literacy program in the form of training, the content of digital literacy programs in the form of exercise, media, teaching materials, assessment, program socialization, implementation, evaluation and mentoring. This research is the design of a guideline for implementing a school culture-based digital literacy model that can be used in digital literacy activities in schools.


Author(s):  
Ira J. Semler ◽  
Leonard D. Eron ◽  
Leonard J. Meyerson ◽  
James F. Williams
Keyword(s):  

2001 ◽  
Vol 72 (2) ◽  
pp. 182-188 ◽  
Author(s):  
Chris A. Hopper ◽  
Mary B. Gruber ◽  
Kathy D. Munoz ◽  
Susan E. Macconnie ◽  
Yvonne M. Pfingston ◽  
...  

2020 ◽  
Author(s):  
◽  
Tiffani J. Collins

This study focused on the impact of response to intervention on 2019 sixth-grade rural public middle school Missouri Assessment Program performance by free and reduced-price lunch eligibility. Response to intervention was used to decrease learning gaps for students. Missouri Assessment Program performance was used as an accountability measure for Missouri public school students. The researcher used the Missouri Assessment Program, a standardized assessment given to Missouri public school students in grades three through eight. The annual test includes mathematics and English language arts in grades three through eight and science in grades five and eight. This research focused on mathematics in grade six. This study concluded that there were significant differences in student scores based on: free and reduced lunch eligibility; race and ethnicity; response to intervention received; and response to intervention level. Moreover, the researcher found that students in response to intervention Level 2 are effectively identified to receive academic assistance. This seemed to be a stronger identifier than free and reduced-lunch eligibility and race.


1994 ◽  
Vol 94 (9) ◽  
pp. A59
Author(s):  
S.A Fryrear ◽  
K.S Kubena ◽  
W.A McIntosh ◽  
A Richter ◽  
C Zawieja

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