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Dissertations / Theses on the topic 'Instructional interventions'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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1

Bello, Aderonke. "Impact of Technology Interventions on Student Achievement in Rural Nigerian Schools." ScholarWorks, 2011. http://scholarworks.waldenu.edu/dissertations/1159.

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Increasing technology intervention in rural schools is still a herculean task, especially with the lack of adequate infrastructures and limited resources. The purpose of this quantitative, causal comparative study was to determine the impact of technology interventions on student achievement in rural Nigerian schools. The study explored the differences in student achievement in mathematics and English between technology and nontechnology schools and established a relationship between teachers' level of technology implementation and student achievement. The convenience sample comprised 2,369 ex

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Warren, Justin D. "Teachers' Perceptions of Positive Behavior Interventions and Supports." Thesis, McKendree University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13424637.

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<p> Teachers today are spending more time with problem behaviors and less time with instruction. Problem behaviors can affect students’ learning as well as teachers’ instructional time. In contrast to traditional disciplinary practices, this study explored teachers’ perspectives from all three educational levels regarding the efficacy of positive behavior interventions and supports. Many programs and approaches are available to improve student behavior in schools. Positive Behavioral Interventions and Supports (PBIS) is designed to help schools create and sustain effective be

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Macleod, Cathy Lynne. "The effects of individualizing instructional interventions for fourth-grade struggling parents." Thesis, Boston University, 2013. https://hdl.handle.net/2144/11124.

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Thesis (Ed.D.)--Boston University<br>The study examined the efficacy of individualizing instructional interventions for fourth grade struggling readers. The lowest performing students were selected and individual pre-test measures were obtained using the Reading Fluency Indicator, the Test of Word Reading Efficiency, and subtests ofthe Woodcock-Johnson III. Eligible students were placed in one of two conditions; Learning Profile Intervention (LPI) or Reading Level Intervention (RLI). In addition to classroom instruction, students in both groups received 30 minutes of daily, small-group, pull-o

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4

Edwards, Peta S. "The impact of instructional interventions on students' learning approaches, attitudes, and achievement." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/2166.

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Many interacting factors need to be considered when contemplating the optimum conditions for the creation of a learning environment that is compatible with the aims of tertiary teaching and learning. In the current economic climate, the costs of creating learning environments that foster these aims is also a major consideration. Further, in this era of rapid technological development and change, there are increasing numbers of students of divergent age, experience and ability entering the tertiary sector. Teachers at this level are therefore faced with real problems in providing students with

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Edwards, Peta S. "The impact of instructional interventions on students' learning approaches, attitudes, and achievement." Curtin University of Technology, Faculty of Education, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11980.

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Many interacting factors need to be considered when contemplating the optimum conditions for the creation of a learning environment that is compatible with the aims of tertiary teaching and learning. In the current economic climate, the costs of creating learning environments that foster these aims is also a major consideration. Further, in this era of rapid technological development and change, there are increasing numbers of students of divergent age, experience and ability entering the tertiary sector. Teachers at this level are therefore faced with real problems in providing students with

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6

Stroud, Mary W. "A Study of Concept Mapping as an Instructional Intervention in an Undergraduate General Chemistry Calorimetry Laboratory." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427899496.

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Sreckovic, Vladimir. "Ability Grouping Interventions and Math Performance Among Inner-City School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1466.

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In the city selected for this study, only 29% of inner-city students scored proficiently on standardized tests, whereas 71% of their peers at nearby suburban and affluent schools achieved the proficiency level. To address the gap, the local district implemented ability grouping in one charter school. The purpose of this ex post facto quasi-experimental study was to examine the effect of ability grouping among inner-city students in mathematics as an instructional intervention for improving student achievement. Ability grouping theory as an instructional strategy was used as the theoretical fra

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Griffin, Crystal Simone. "A comparison of the effectiveness and efficiency of traditional phonics - distributed practice, traditional phonics - massed practice, and incremental rehearsal on kindergarten students' letter-sound correspondence performance." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1237210291.

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Burke, Mack D. "An examination of function-based instructional and antecedent interventions for elementary students with escape-maintained problem behaviors /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024510.

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Thesis (Ph. D.)--University of Oregon, 2001.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 188-200). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3024510.

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Bello, Aderonke Abosede. "Impact of Technology Interventions on Student Achievement in Rural Nigerian Schools." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/113.

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Increasing technology intervention in rural schools is still a herculean task, especially with the lack of adequate infrastructures and limited resources. The purpose of this quantitative, causal comparative study was to determine the impact of technology interventions on student achievement in rural Nigerian schools. The study explored the differences in student achievement in mathematics and English between technology and nontechnology schools and established a relationship between teachers' level of technology implementation and student achievement. The convenience sample comprised 2,369 ex

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Castellon, Marianne. "Relationship Between Teachers' Perceptions of Principal Leadership Behaviors And Instructional Choices of Reading Interventions For At Risk Students." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195411.

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Reform is a way of professional life for principals and teachers in our school systems. The magnitude of the changes brought about by No Child Left Behind in 2001 has resulted in a significant paradigm shift in the educational system. The nationwide call to increase student achievement is a challenge for principals leading their school to adapt to these fundamental changes. Principals must be equipped with strong leadership behaviors to provide the supports necessary to staff and students to effectuate change. Principal leadership adds value to the impact teachers have on student achievement,

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Small, Stacey M. A. "Attention-Deficit/Hyperactivity Disorder: General Education Elementary School Teachers' Knowledge, Training, and Ratings of Acceptability of Interventions." Scholar Commons, 2003. https://scholarcommons.usf.edu/etd/1479.

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Given that researchers estimate approximately one child in every classroom has Attention-Deficit/Hyperactivity Disorder (ADHD), and that most of these students are served in the general education classroom, it is imperative that general education teachers know how to effectively teach these students. Seventy-two general education elementary school teachers completed a survey containing demographic information, a knowledge of ADHD questionnaire, and a survey on interventions for students with ADHD. Results indicated that teachers scored an average of 57% correct on the Knowledge of Attention De

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Hitt, Sara Beth, and Lori false. "“Estrategias De Apoyo Para La Intervención Positiva Y Efectiva Del Docente En El Aula” (Instructional Strategies for Positive and Effective Interventions in the Classroom)." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4066.

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Apichatabutra, Chanisa 1978. "The effects of function-based academic and behavior intervention on problem behaviors and reading performance for English language learners in a Thai elementary school." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10066.

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xvi, 225 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>This study investigated the effectiveness of function-based academic and behavior intervention on behavior and reading improvement for five English language learners who exhibited escape-maintained problem behaviors and academic reading difficulties. The study sought to document the effect of a function-based approach on students with highly diverse cultural backgrounds in an international school in Thailand. The intervention emphasized (a) th

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Ray, Jennifer S. "Tier 2 Interventions for Students in Grades 1-3 Identified as At-Risk in Reading." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3826.

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The majority of Grade 4 students in the United States do not read at the proficient level. In response to this problem, which has persisted for decades, the United States Congress in 2004 mandated response to intervention as a multitiered classroom support system designed to improve reading skills for students in K-12 public schools. However, little research has been conducted about how classroom teachers use diagnostic assessments, provide small group instruction, and monitor progress in reading interventions. The purpose of this qualitative study was to examine how teachers used assessments

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Small, Stacey. "Attention-deficit/hyperactivity disorder : general education elementary school teachers' knowledge, training, and ratings of acceptability of interventions." [Tampa, Fla. : s.n.], 2003. http://purl.fcla.edu/fcla/etd/SFE0000084.

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Conway, Joan. "A CORRELATIONAL STUDY ABOUT COACHING AND TEACHERS' ATTITUDES, PERCEPTIONS, AND PRACTICES IN READING INSTRUCTION." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2324.

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The purpose of this study was to explore elementary teachers' self-reporting of: a) work with a reading coach and b) attitudes, perceptions, and practices in teaching reading. The five point ratings and open-ended responses on the survey were the sources of data. Surveys were returned by 85% of teachers in five elementary schools in Collier County, Florida. Correlations of survey items were analyzed on the basis of the aggregated data and the following subgroups: certification, years of experience, school demographics, and grade levels. The survey in this study was excerpted and adapted from a

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Ennis, Robin Parks. "Self-Regulated Strategy Development for Students with Emotional/Behavioral Disorders in a Residential School." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/epse_diss/85.

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Students with emotional and behavioral disorders (E/BD) have academic deficits that affect their success in school; however, few researchers have investigated what strategies work best for this population, especially in the area of writing. One promising intervention to support the writing skills of students with and at-risk for E/BD is self-regulated strategy development (SRSD). SRSD is a six-stage, explicit strategy instruction model that includes procedures for goal setting, self-monitoring, self-instruction, and self-reinforcement and can be generalized to a variety of writing tasks. The p

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Hein, Vanessa. "Using Multi-Paradigmatic Interventions: Gauging the Possibilities of Using Culturally Responsive Pedagogy within a Response to Intervention Framework." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3146.

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Mathews, Elizabeth Leigh. "Improving a Second Grade Student's Number Sense: An Instructional Intervention." MSSTATE, 2007. http://sun.library.msstate.edu/ETD-db/theses/available/etd-04082007-162641/.

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The purpose of this qualitative case study was to help a second grade student, who struggled with mathematics but excelled in reading, to develop a conceptual understanding of number sense, using a teacher researcher-created intervention. The five-step, one-on-one intervention included the following: (1) use trade books to build mathematical knowledge and vocabulary (2) teacher modeling of concepts, (3) guided practice with manipulatives, (4) review using games and a ?Fact Pack?, and (5) journal writing to explain concepts. The Early Mathematics Assessment-3 (TEMA-3) was used as a pre- and pos

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Horsch, Rachel M. "Effects of a Computer-based Self-instructional Training Package on Novice Instructors’ Implementation of Discrete Trial Instruction and a Naturalistic Developmental Behavioral Intervention." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804897/.

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Discrete trial instruction (DTI) and naturalistic developmental behavioral interventions (NDBIs) are often incorporated into early intensive behavioral interventions for young children with autism. Recent advances in staff training methods have demonstrated that self-instructional manuals, video models, and computer-based training are effective and efficient ways to improve staff implementation of these teaching strategies however research in this area is limited. The current evaluation assessed the effects of a computer-based training package including self-instructional manuals with embedded

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Ross, Travis James. "Designing an instructional intervention using karaoke to develop key reading skills." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636590.

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<p> The purpose of this study was to design, pilot, and evaluate the effectiveness of a teacher-led intervention using karaoke to improve the reading skills. Elements from previous research (Biggs, Homan, Dedrick, Rasinksi & Minick, 2008; Gupta, 2006) were adapted and integrated with the structure of Writer's Workshop (Calkins, 1991; Graves, 1983) to create an intervention referred to as Karaoke Workshop. The researcher, who also participated in the role of the after-school intervention teacher, adapted existing instructional and design methods and the efficacy of the adaptation of these m

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Rodriguez, Billie Jo 1982. "An evaluation of The Good Behavior Game in early reading intervention groups." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10921.

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xiv, 145 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>As an increasing number of studies document the link between the development of student academic and social behavior, there is a growing need to create and evaluate interventions that address both types of skill development in school contexts. It is of particular importance to focus on interventions that improve the learning environment to maximize student success. The Good Behavior Game (TGBG) is an example of a research-based intervention tha

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Fowers-Coils, Ashley. "Reading fluency interventions that work in high-poverty schools." Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123803.

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<p> This study measured the impact of targeted reading interventions on improving reading fluency for second-grade students as indicated by their performance on a statewide standardized assessment of reading fluency proficiency. Reading fluency scores for students who received intervention in second grade were measured again in their third-grade year to see if the intervention had a lasting impact on their overall reading fluency ability. Statistical analysis using a paired samples t-test revealed that reading fluency ability increases with the use of targeted intervention among second-grade s

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Yarana, Chanida. "The development of an instructional intervention for auditing learning : evidence from Thailand." Thesis, University of Dundee, 2016. https://discovery.dundee.ac.uk/en/studentTheses/ba61b48d-f9ac-47b9-9f91-c5b5c7d59b67.

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The changes in economy in addition to globalisation have impacted upon the audit profession. After the economic crisis in the 2000s, the audit profession was deemed to be a cause of the corporate collapse due to unethical behaviour of auditors. This issue also impacts upon auditing instruction worldwide, including Thailand where political and economic crises along with corruption issues have become significant and urgent problems in the Thai society. There has been a high scrutiny on capabilities, competence and ethics of auditors from the public and other stakeholders, whereas there is scant

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McCann, Nicholas Francis. "Using Error Anticipation Exercises as an Instructional Intervention in the Algebra Classroom." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/591666.

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Math & Science Education<br>Ph.D.<br>Researchers and instructors have only recently embraced the role of errors as vehicles for learning in the algebra classroom. Studying a mixture of correct and incorrect worked examples has been shown to be beneficial relative to correct worked examples alone. This study examines the effectiveness of having students generate, or anticipate, errors another student might make. Five Algebra 1 sections at a suburban mid-Atlantic public high school participated amid an early equation-solving unit. During teacher-led instruction, all five sections examined 2-3 co

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Duncan, Kirk F. "Middle school teachers' self-perceptions of response to intervention." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10137564.

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<p> No Child Left Behind (NCLB) along with the reauthorization of the Individuals with Disability Education Act (IDEA) have provided students with the opportunity to receive remedial services without having to be referred for diagnostic testing through a process referred to as Response to Intervention (RtI). While this process can prove to be beneficial for the student, the extra work that is being placed on teachers can cause teachers to form a negative perception of this process. In addition to the extra work, there is little research to support RtI in the secondary schools. Secondary school

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Woodbury, Patricia Powell. "Students with autism: A light/sound technology intervention." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618724.

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The purpose of the study was to investigate the effectiveness of light/sound technology to promote sensory integration which facilitates the learning capacity of children with autism by reducing their high state of arousal, increasing time on task and decreasing acting-out behaviors. This research extended the work of A. Jean Ayres and Lorna King who theorized that the autistic individual's brain does not register, modulate or integrate sensations that most people notice; auditory and visual inputs are ignored more than other types of sensory stimuli. This study utilized light/sound technology

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Roidi, Margaret M. "An instructional design intervention applied for critical thinking| Utilizing storytelling in an undergraduate online cinema course." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261122.

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<p> The purpose of the study was to investigate whether storytelling can be utilized as an instructional strategy to enhance undergraduate learners’ critical thinking outcomes in an online general education Cinema course in the community college setting. The documented inability of undergraduate online learners to display adequate critical thinking skills in general education courses was identified as the area in need of further scholarly investigation. Storytelling served as the instructional strategy of choice due to its unifying quality of communicating information while creating memo

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Cox-Hines, Sheila. "The Study of Effective Tier II Reading Interventions for Primary Grade Students." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027095.

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<p> The purpose of this study was to determine effective reading interventions for primary grade students, utilizing the Response to Intervention (RtI) model. The purpose of RtI is to enhance the quality of education for children, if appropriate levels of academic instruction are present (Hanover Research, 2015). The research questions were posed to garner perspectives of the Intervention Team (IT) leaders as to Tier II interventions that aided students who indicated difficulty with reading, and the duration of the intervention, prior to achieving progress toward the specified goal. Additional

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Lin, Pamela. "Reading interventions for Deaf and Hard of Hearing students." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591604.

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<p>The application of teacher consultation to improve reading comprehension outcomes for Deaf and Hard of Hearing (DHH) students in a high school setting was investigated. Due to the low-incidence nature of the disability, a multiple baseline study was implemented to monitor DHH students' responses to the interventions teachers generated from teacher consultation sessions. The AIMSweb MAZE measures were used to inform teacher consultation sessions by documenting changes in DHH student performance within the area of comprehension. A visual analysis of DHH students' progress monitoring data prio

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Winchell, Kathryn Joy. "The effects of Reading Recovery as an early instructional intervention, eight case studies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23551.pdf.

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Jones, Eli A. "A Multiple-Cutoff Regression-Discontinuity Analysis of the Effects of Tier 2 Reading Interventions in a Title I Elementary School." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6097.

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Reading failure in elementary school is highly correlated with future academic and social problems. Schools commonly use Tier 2 reading interventions in Response to Intervention (RtI) frameworks to help close the gap between at-risk readers and their peers who read on grade-level. This dissertation presents the findings of a quasi-experimental research study of the effects of three Tier 2 reading interventions in an urban Title I elementary school's RtI framework. A regression discontinuity design (RDD) with two cutoff points was used to assign 320 students in grades 1-6 to two types of Tier

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Dillon, Matthew Lee. "Substitute teacher training and videotaped instruction : the two-fold intervention /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850440211&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1278084170&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2008.<br>Typescript. Vita. "July 2008." Advisor: Dr. Susan McClelland Includes bibliographical references (leaves 63-69). Also available online via ProQuest to authorized users.

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Graham, Sabrina L. "Effective reading instruction in a Response to Intervention program evaluation." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=794.

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Coonce, Lora. "Elementary Teachers' Perceptions of Response to Intervention and Classroom Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1776.

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Response to intervention (RTI) is a federal program created to improve student learning and reduce the number of students misidentified as needing special education services. Differing interpretations of how best to implement RTI between campuses and districts have resulted in teachers' confusion and misperceptions of the program. The purpose of this study was to understand how elementary classroom teachers' perceptions of RTI affect classroom instruction. Based on Gagne's instructional theory and Bruner's theory of constructivism, the study examined the perceptions of 10 classroom teachers in

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Westenskow, Arla. "Comparing the Use of Virtual Manipulatives and Physical Manipulatives in Equivalent Fraction Intervention Instruction." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83198.

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Fritz, Ronda. "Increasing Observations and Feedback Efficiency to Improve Instructional Quality in Small Group Intervention Settings." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20698.

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The current study investigated the reliability and validity of using short observations with an observation tool designed to measure implementation of small group interventions. Intervention lessons for eight instructional groups from two schools were video recorded for nine weeks, and post-test assessments of reading decoding were administered to 31 at-risk kindergarten students. Videos of intervention instruction from weeks two, five, and eight, each representing a phase in the intervention period, were used within this study for measuring implementation. Each video was divided into three te

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Roberts, Karin. "High School Assessment Program Interventions and Graduation Rates." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6270.

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Graduating high school is a critical juncture for students to achieve. High School dropouts are more likely to have fewer job opportunities than high school graduates, increasing risk for poor health and incarceration. The target district used the academic learning class (ALC) as an intervention to support high school seniors classified as at risk due to failure on the High School Assessment Plan (HSAP). The purpose of this study was to determine the association between at-risk students who participated in the ALC and on-time graduation. Guided by action theory, an ex post facto design using s

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Witter, William D. (William David). "The Effect of Microeconomics Instruction on Interventionist/Noninterventionist Attitudes." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330903/.

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The purpose of the study is to determine if there is an effect on intervention/nonintervention attitudes associated with an introductory microeconomics class. The population consisted of all students enrolled in eighteen sections of Economics 1100 during the Fall semester, 1984, at North Texs State University. There were seven sections of Economics 1100, ten sections of Sociology 1510, and ten sections of Political Science 2010 used as control groups. The instruments used for pretesting and posttesting were the twenty-three item Attitude Scale and Demographic Questionnaire. The Attitude Scale

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Bruner, Whitney L. "Response to Intervention: K-8 Regular Education Teachers' Perceptions of Effectiveness." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3126.

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The purpose of this quantitative study was to investigate the perceptions K-8 regular education teachers have of the Response to Intervention framework. Participants of the study included 1,036 K-8 regular education teachers from 4 East Tennessee districts. The survey achieved a 28% return rate for a total of 277 participants. Specifically, this research assessed K-8 regular education teachers’ perceptions of the effectiveness of the RTI framework overall, in aiding in the accurate identification of students with learning disabilities, closing skills gaps for students, and in aiding in the ear

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Helena, Soares Elza. "Metacognitive intervention for the alleviation of learned helplessness." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/51961.

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The goal of this study was to investigate if participation in collaborative professional development workshops - on learned helplessness, self-efficacy, and metacognition - would impact teachers' beliefs in their capacity to address students' helplessness. The underlying assumption was that, with deeper understanding of the theoretical background upon which instructional practices should be constructed, teachers would develop a stronger belief that, through their pedagogical practices, they could impact students' individual learning outcomes as well as the classroom environment. In order to ac

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Taylor, Florence Elizabeth. "A pilot study of an instructional technology intervention for student achievement and parent involvement." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11976809.

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Willis, Lucinda Rightnour. "Portraitures of field dependent children with reading disabilities: Colored overlays as an instructional intervention." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27194.

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A portraiture study was conducted with four children enrolled in various grades of a rural Virginia elementary school. . Purposeful sampling was used as a selection tool, and all students were participants of the Title I program, unsuccessfully discontinued from the Reading Recovery program, and were tested as field dependent, a cognitive characteristic, using the Children's Embedded Figures Test created by Witkin, et al (1971). These participants were observed within a classroom setting, a small group setting, and in a one-on-one setting. Interviews offered the opportunity to investigate

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Troyer, Margaret. "Teacher Implementation of an Adolescent Reading Intervention." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052843.

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This dissertation examines teacher implementation of an adolescent literacy intervention with a coaching component, guided by questions about fidelity of implementation (FoI) and curriculum adaptation. In the first of two studies, I used data from observations of teachers (n=17) in nine schools during the 2013-14 school year to conduct a nuanced descriptive analysis of FoI. I also analyzed weekly logs completed by literacy coaches (n=3) to examine variation in quantity and intensity of coaching. I then compared variation in coaching with variation in FoI, and finally compared FoI to outcomes f

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Gatmaitan, Michelle M. "Personnel Preparation for Special Instruction in Early Intervention: The Development of Professional Dispositions in an Early Intervention Practicum." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1537797159930715.

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Schnaiberg, Romy S. (Romy Sue). "An evaluation of a multidimensional intervention for learning disabled adolescents /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59639.

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Meeting the needs of the Learning Disabled has become one of the most researched and documented areas in special education. Individualized programs which incorporate components to promote motivation, skill building, skill generalization and strategy use, and social competence have been called for in the literature (Deshler, Schumaker, Lenz, & Ellis, 1984), however, there have been remarkably few evaluations of such programs (Horn, O'Donnell, & Vitulano, 1983).<br>This study evaluated a multidimensional intervention program using the objectives-oriented method. The Kaufman Test of Educational A

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Wright, Hope D. "Teachers' Perceptions of the Use of Individualized Differentiated Instruction in Planning, Teaching, and Professional Responsibilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4826.

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Only 4% of the teachers at a southeastern grade school met the differentiated instruction standard in the state's teacher evaluation system. A qualitative case study design was used to examine elementary (K-5) teachers' perceptions of individualized differentiated instruction as it relates to planning and preparation, and teaching and professional responsibilities at one school in a southeastern state. Individualized differentiated instruction is altering instruction to fit students' needs; teachers who lack individualized differentiated instruction skills do not meet students' specific instru

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Yurick, Amanda L. "The effectiveness of an instructional assistant led supplemental early reading intervention with urban kindergarten students." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1154636538.

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Chung, Sin Yi Maggie. "Instructional intervention and the learning of request acts : an exploratory study on secondary one students." HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/853.

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