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Peer Modeling And Motivating To Increase Fluency, Sara Halferty
Peer Modeling And Motivating To Increase Fluency, Sara Halferty
Master's Theses & Capstone Projects
This paper describes a fluency intervention plan for an at-risk group of third graders in Newton, Iowa. The components of a good fluency intervention include repeated reading, motivation, peer involvement, and small group size. Utilizing research on these topics, the author created a fluency intervention to implement within a thirty-minute time period each day. This paper provides a timeline of specific changes that will be made to improve fluency scores for these students.
Using The Ipad Application Ixl And Its Effects On Fast Assessment Scores, Carly Lenhoff
Using The Ipad Application Ixl And Its Effects On Fast Assessment Scores, Carly Lenhoff
Master's Theses & Capstone Projects
The purpose of this action research study was to determine the effectiveness of using the iPad application IXL during math rotations in the transitional kindergarten classroom and the outcomes of the FAST assessment composite scores. The researcher conducted the study over eight weeks in a transitional kindergarten in Northwest Iowa. Nine students participated eight-ten minutes two-three times a week. The researcher collected quantitative data through the IXL program along with FAST test scores. Results suggest that the use of IXL program advances transitional kindergarten FAST composite scores.
How Blended Learning Impacts Student Engagement In An Early Childhood Classroom, Natalie Kocour
How Blended Learning Impacts Student Engagement In An Early Childhood Classroom, Natalie Kocour
Master's Theses & Capstone Projects
The purpose of this action research project was to determine if teaching with a blended learning approach increases student engagement in an early childhood classroom. Participants were three year-olds with individualized education plans and general education four and five year-olds in a half day preschool program. Students came from a wide variety of backgrounds and different socio-economic backgrounds. Quantitative data was collected through observation by recording which students were actively engaged, passively engaged, disengaged, or disruptive during a twenty –minute small group time for nine weeks. Qualitative data was collected through observations by the teacher and para-educator, interviews with students, …