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Full-Text Articles in Education

Enhancing Instruction For English Learners In Response To Intervention Systems: The Pluss Model, Amanda K. Sanford, Julie Esparza Brown, Maranda Turner Sep 2012

Enhancing Instruction For English Learners In Response To Intervention Systems: The Pluss Model, Amanda K. Sanford, Julie Esparza Brown, Maranda Turner

Education Faculty Publications and Presentations

This paper proposes a model of effective instruction and intervention for English Learners (ELs) within a Response to Intervention (RTI) framework. First, we review literature on effective instruction for ELs and how RTI can address the needs of these students. Then, we describe the PLUSS model, which integrates research on effective instruction for ELs, tiered models of support, and teacher practices. The model includes the following elements: Pre-teaching critical vocabulary; Language modeling and opportunities to use academic language; Using visuals and graphic organizers; Systematic and explicit instruction; and Strategic use of native language and teaching for transfer. Finally, we provide ...


Data To Action: Freshman Retention Project, Mirela Blekic, James Ofsink, Sukhwant Jhaj, Dan Fortmiller, Rowanna L. Carpenter, Paloma Harrison, Martha Dyson, Becki Ingersoll, Becky Sanchez, Robert Mercer, Amanda Nguyen, Louise Mcdonald Apr 2012

Data To Action: Freshman Retention Project, Mirela Blekic, James Ofsink, Sukhwant Jhaj, Dan Fortmiller, Rowanna L. Carpenter, Paloma Harrison, Martha Dyson, Becki Ingersoll, Becky Sanchez, Robert Mercer, Amanda Nguyen, Louise Mcdonald

University Studies Assessment Research

About 10% of freshmen students who are admitted in fall do not transition to winter term and about 15-20% of the students who complete their freshmen year do not return the following fall. In addition, students who have major concerns about financing their education and students who are not sure about their plans (as identified in FRINQ Prior Learning Survey) tend to leave at a higher rate. Similarly, students with HS GPA below 3.0 and conditionally admitted students tend to leave at a higher rate. Finally, about 80% of the students who indicate (in the FRINQ End-of-Year Survey) they ...


Assessment Brief: Writing In Sophomore Inquiry, Rowanna L. Carpenter Jan 2012

Assessment Brief: Writing In Sophomore Inquiry, Rowanna L. Carpenter

University Studies Assessment Research

SINQ students report on their previous writing experience and on the writing assignments and support in their SINQ courses.


Redefining Education In The Developing World, Marc J. Epstein, Kristi Jane Yuthas Jan 2012

Redefining Education In The Developing World, Marc J. Epstein, Kristi Jane Yuthas

Business Faculty Publications and Presentations

Brief article in which the authors argue that governments and organizations investing in developing-world education must move away from the assumption that improvements in test scores provide evidence of success. They believe, instead, that in a time of scarcity, it is more important to seek out interventions that lead to the greatest social and economic impact for the poor.