Sentences with phrase «groups assigned grades»

Not exact matches

When I was in first grade, teachers assigned students to reading groups based on how well they could read.

Study results report that after a median 3.4 - year follow - up, the 100 - day cumulative incidence rate of grade II to IV acute graft - versus - host disease was 36 % for the 15 - mg / kg group vs. 29 % for the 30 - mg / kg group; cumulative incidence rate of nonrelapse mortality was 9 % for patients assigned to the 15 - mg / kg dose vs. 19 % in the 30 - mg / kg group.

Two other studies — one involving 79 pairs of teachers in Los Angeles (which I wrote with Douglas Staiger) and the Measures of Effective Teaching study involving 1,591 teachers in six different school districts (which I wrote with Dan McCaffrey, Trey Miller and Douglas Staiger)-- randomly assigned teachers to different groups of students within a grade and subject in a school.

In a study of fourth - and fifth - grade students, we found that those randomly assigned to learn the WWWDOT framework became, as compared to their pre-test and to a control group, more aware of the need to evaluate information on the internet for credibility and better able to evaluate the trustworthiness of websites on multiple dimensions (Zhang & Duke, 2011).

In our study, we randomly assigned second - grade teachers in high - poverty schools that had low performance on state tests to two groups.

«I had groups of sixth - grade students research an assigned African country, identify problems with that country, and present potential solutions to those problems using PowerPoint,» explains Mango.

Five elementary schools (63 teachers and 1,192 students in grades 2 - 5) were randomly assigned to differentiated or whole - group classroom instruction in reading.

A group led by Florida State University professor of psychology Joseph K. Torgesen assigned severely disabled readers in grades 3 - 5 to one of two remediation programs, where they received 67.5 hours of individualized instruction over an eight - week period.

In the second year of the program, all children not repeating the grade remained assigned to the same group of peers and the same teacher.

I addressed that fear in an 11th - grade unit on The Merchant of Venice by having students divide an assigned research question into three or four subtopics depending on the number of people in the group — each individual had his or her own responsibility as the groups explored the cultural and contextual background of the play and then wrote a collaborative research paper.

During the last month of fourth - grade, 370 children were pretested on a measure of reading comprehension and vocabulary and randomly assigned to (1) a treatment group in which children received 10 self - selected books during summer vacation, (2) a family literacy group in which children received 10 self - selected books and were invited with their parents to attend 3 2 - hour summer literacy events, and (3) a control group.

103 English teachers were stratified by school and grade and then randomly assigned to the Pathway Project professional development intervention or control group.

Children in the third to ninth grade (N = 263) were randomly assigned to an offer of an online summer mathematics program, the same program plus a free laptop computer, or the control group.

In addition, teachers reported major changes in the way they responded to students» writing, shifting to greater use of teacher and group conferences and a decrease in assigning grades to students» writing.

Within each grade, evaluators randomly assigned half of participating teachers to an Achieve3000 solution and half to the control group.

Upper - grade academies, likewise, have interdisciplinary teams of teachers assigned to a group of students.

Special education teachers typically do the following: • Assess students skills to determine their needs and to develop teaching plans • Adapt lessons to meet the needs of students • Develop Individualized Education Programs (IEPs) for each student • Plan, organize, and assign activities that are specific to each students abilities • Teach and mentor students as a class, in small groups, and one - on - one • Implement IEPs, assess students» performance, and track their progress • Update IEPs throughout the school year to reflect students» progress and goals • Discuss students» progress with parents, teachers, counselors, and administrators • Supervise and mentor teacher assistants who work with students with disabilities • Prepare and help students transition from grade to grade and after graduation Special education teachers in public schools are required to have at least a bachelor's degree and a state - issued certification or license Most states require a degree specifically in special education.

Before the data are analyzed, responses from the groups of students assessed are assigned sampling weights to ensure that their representation in NAEP results matches their actual percentage of the school population in the grades assessed.

My «fairest» interpretation of the current albeit controversial research surrounding this particular issue is that bias does not exist across teacher - level estimates, but it certainly occurs when teachers are non-randomly assigned highly homogenous sets of students who are gifted, who are English Language Learners (ELLs), who are enrolled in special education programs, who disproportionately represent racial minority groups, who disproportionately come from lower socioeconomic backgrounds, and who have been retained in grade prior.

In fact, she built such a stellar reputation that students struggling in math were assigned to her during the school's daily RIT - band period: a time when specialized learning groups gather for English Language Arts or math - focused lessons that prioritize blended learning practices and help students better understand grade - level concepts.

These groups were concerned that Florida's plan did not comply with ESSA's requirement that states include the performance of individual student subgroups as a factor in the grades assigned to schools.

To test the effects of the transfer, researchers assigned teams of grade and subject - level teachers to a treatment group, which got to hire one of the TTI teachers, or a control group, which filled their vacancy through normal channels.

In assigning teachers to grade levels, it is not simply about how well they work with that age group of students, but also whether these are the teachers you want interacting with one another about instruction.

PROCEDURE: One investigator reviewed radiographs and for each articulation (or group of articulations) that was visible assigned a grade of severity (0, 1, 2, 3) for DJD.

When you participate with VolunQuest during our summer program, expect to be assigned one group of about 20 - 25 students from one grade (1st - 8th), for three hours, either during the morning shift (9:00 AM — 12:00 PM) or the afternoon shift (1:00 PM — 4:00 PM).

Assigned group projects and other assignments, graded each item submitted by students and awarded grades two times every year

In her current role she has been assigned to a specific grade and group of students.

In a randomized control trial, 659 sixth and seventh grade African - American male and female adolescents, mean age 11.8, were stratified by gender and age and randomly assigned to receive one of three 8 - hour curricula: an abstinence curriculum, a safer sex curriculum or a health promotion curriculum (which served as the control group).

In the present analyses, the full intervention group consists of all students who were randomly assigned to intervention classrooms in grades 1 through 4 in 8 elementary schools participating in the earlier experimental study, and who remained in schools assigned to the intervention condition in grades 5 or 6 in the present study.

Children were assigned to treatment groups by random drawing within grade levels.

Three classrooms of 6th grade students were randomly selected and assigned to three groups.

Children were matched on characteristics such as tribal heritage, school, grade level, and teacher ratings and then randomly assigned to either the 2 - phase FAST program or the non-FAST control group.

Individual first - grade classrooms were randomly assigned to intervention or internal control groups within the intervention schools.

Thirty female youth in grades 6 — 8 (ages 12 — 15 years) and their parents were randomly assigned to either the intervention group (N = 22) or a wait list control group (N = 12).

One variant of OXTR (rs2268493) was examined in 197 fourth - grade African - American children (64 % male) who were randomly assigned to Group Coping Power or Individual Coping Power (Lochman et al. 2015).