In a study of more than 1,200
kindergarten through fifth grade teachers in New York City Leana and her co-workers found the following.
In her current role at a high - needs school, Karen works directly with
kindergarten through fifth grade teachers, supporting their growth and commitment to literacy and student achievement.
Not exact matches
During my tenure, I worked as a Early Intervention Program
teacher, a Curriculum Support
teacher, a Special Instructional Assistance
teacher, a Reading Recovery
teacher, and a
Kindergarten through Fifth grade classroom
teacher.
From
kindergarten through fifth grade,
teachers reinforce the skills needed for student - driven learning.
«Picture books have a way of conveying a message that just doesn't seem the same
through text or pictures alone,» says the former
kindergarten and
fifth -
grade teacher.
In the same year, 89 percent, each, of students in
kindergarten through second
grade, and students in third
through fifth grade, had a parent who attended a scheduled meeting with a
teacher, compared with 71 percent of students in middle school and 57 percent of students in high school.
In 2012, more than 90 percent of students in
kindergarten through fifth grade had a parent who attended a meeting with their
teachers, compared with 87 percent of middle - school students, and 79 percent of ninth -
through twelfth -
grade students.
This investigation examined 317 general education
kindergarten through fifth -
grade teachers» use of instructional and behavioral management strategies as measured by the Classroom Strategy Scale
The House Education Committee on Wednesday passed a bill that would appropriate $ 750,000 to create a three - year pilot program to provide training for
teachers and resources to enhance interventions for students in
kindergarten through fifth grade at risk for reading difficulties, including dyslexia.
As a Computer
teacher for
grades Kindergarten through Fifth, I searched for resources to assist students in developing career - readiness skills, such as keyboarding and formatting documents.
This
teacher research study and co-inquiry dialogue was conducted in an independent school serving
kindergarten through fifth grade.