No school from March 27-31
Reminder, no school from March 27-31 for Spring Break. School resumes Monday, April 3.
2022-23 Calendar for reference
CAR Abstracts and papers D-E
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Author: |
Davis, Rebecca |
|---|---|
| Title: | How Will Instruction in Decoding Strategies Affect Fluency and Reading Rate? |
| Volume: | 2010 Universal Design for Learning/High School REaL Grant |
| Location: | Memorial High |
| Grade(s): | Grade 12 |
| Study Descriptors: Cross-Categorical , Literacy , Reading , Special Education | |
| Abstract: | In this case study, a student who had difficulties with fluency and reading rate was found to have inadequate decoding skills as compared to his same-aged peers when attempting to read unfamiliar words Since the student was in his last year in high school, the researcher, a cross-categorical high school teacher, wanted to provide him with as many literacy skills as possible in hopes of helping him be successful in a post-secondary educational institution. After collecting baseline data, a few specific areas of difficulty emerged, and lessons and activities were planned around specific decoding patterns. Following the intervention, the student's fluency and rate were evaluated again. Post-intervention data showed improvement in fluency skills, but a decreased reading rate (words per minute). |
| Data Collection Methods: Assessment Data , Case Study , Discussion | |
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Author: |
Dawar, Geeta |
|---|---|
| Title: | Development of Interest in Math Writing |
| Volume: | 2006 Wright Middle School: Content Area Literacy |
| Location: | Wright Middle |
| Grade(s): | Grade 8 |
| Study Descriptors: Literacy , Math , Motivation , Special Education , Writing | |
| Abstract: | As a special education teacher, I have been supporting students in math classes for the past four years, observing them struggle or feel threatened when given a math writing assignment. For them 'math' meant numbers, symbols and computation that lead to correct answers. But students need to think about 'how' and 'why' of the problem, and are now required to write about how they arrive at solutions for problems. After watching students try to avoid putting any writing in their math problems, I wondered, "How do I encourage them? Does the process of writing require courage or do we need something else?" My research question became: What different strategies can I use to make struggling writers develop an interest in writing in the Math class? I applied different strategies, pre-teaching of vocabulary, re-teaching of basic concepts, and use of graphs, tables and charts in the Math problems, and found that students like to write, but do not feel confident about their writing skills and are not sure how to express their mathematical ideas using words. To build proficient writing skills in the math area, students need practice and to get practice, they need to do some kind of written work on a regular basis. |
| Data Collection Methods: Evaluation/Feedback , Observation/Field Notes, Questionnaire , Student Work , Teacher Research Journal | |
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Author: |
Deignan, Michael |
|---|---|
| Title: | One on One Tutoring - Does It Make A Difference? |
| Volume: | 2004 Closing the Achievement Gap |
| Location: | Spring Harbor Middle |
| Grade(s): | Grade 7 |
| Study Descriptors: Closing the Achievement Gap, Diversity/Multicultural , Mentoring/Tutoring , Special Education | |
| Abstract: | Does individual tutoring once a week improve the academic and behavioral success of an African American boy in a small middle school learning community? This action research project focused on looking at the effect of one-on-one tutoring with a 7th grader at Spring Harbor Middle School. The time period utilized was the 3rd quarter of school of the 2003-2004 school year during which the tutor, Learning Coordinator Michael Deignan, and the student met approximately once a week for up to an hour to work on classroom assignments. Data used to formulate conclusions about the success of the project were quarterly grade point averages, frequency of office referrals for behavioral issues, and anecdotal information from classroom staff. The results of the project were most positive from a behavioral standpoint with decreasing office referrals and general reporting by staff that behavior had improved. Academic improvement as measured by GPA and work completion was minimal. |
| Data Collection Methods: Observation/Field Notes, Questionnaire , School Records | |
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Author: |
Deloya, Jeannette |
|---|---|
| Title: | Marbles in a Can: Developing Community in the Elementary School Classroom |
| Volume: | 1999 Experiential Ed |
| Location: | Elvehjem Elementary |
| Grade(s): | Grades K - 5 |
| Study Descriptors: Community-Building , Experiential Learning , Support Staff | |
| Abstract: | This elementary school social worker was interested in developing effective strategies for supporting teachers as they integrate community-building into their classroom curriculum. The primary focus of Jeannette's question is the TRIBES model (Jeanne Gibbs) for creating inclusive learning communities. By conducting a needs assessment, the researcher identified teacher preferences for skill development, training opportunities and on-going support. This information was used to develop a range of support strategies including staff training, consultation, information dissemination, team planning and classroom presentations. Through structured interviews and feedback sessions, the researcher collected data on the effectiveness of the strategies provided. The paper includes a brief literature review of the TRIBES model. |
| Data Collection Methods: Evaluation/Feedback , Interview , Observation/Field Notes, Survey | |
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Author: |
Denman, Melissa and Sara Bringman |
|---|---|
| Title: | Investigating an Inclusive Middle School Model |
| Volume: | 2002 Special Education I |
| Location: | Whitehorse Middle |
| Grade(s): | |
| Study Descriptors: | |
| Abstract: | See Bringman, Sara and Melissa Denman |
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