By Linda Irwin-DeVitis, Karen Bromley, Marcia Modlo
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Additional resources for 50 Graphic Organizers for Reading, Writing & More
For example, researchers may check to see how faithful teachers have been to implementing the treatment. Needless to say, the true experiment sets a very high standard—one that very few studies can achieve. A frequent shortcoming is the random assignment of students to treatments. Random assignment is difficult to achieve, because educators in schools have their own ideas about which students are to be placed in which classes. Researchers often have to make do with preexisting, nonrandom assignments.
Literacy coach Summer, year 2 • Manage kindergarten transition summer school. Principal Assistant principal Fall, year 2 • Arrange site-based graduate course in literacy development. 5. (continued) Time Activities Persons responsible Fall, year 2 • Conduct one evening parent-and-child session for each grade level, including a focus on home literacy activities and local library offerings. • Schedule library field trips for second, third, and fourth graders. Principal Assistant principal Grade-level teams Fall, year 2 • Schedule evening parenting classes.
She also purchased separate new curriculum resources for needs-based instruction and tackled the prevailing preference of the teachers to teach on a whole-group basis all day. Once whole-group instruction and needs-based instruction were in place, she moved to materials selection for the intervention program. She worked to define the intervention programs more explicitly, purchasing a new phonemic awareness program for kindergarten and first grade, and a fluency-building program for third grade.
50 Graphic Organizers for Reading, Writing & More by Linda Irwin-DeVitis, Karen Bromley, Marcia Modlo