Conducting Classroom Observations: The Plight of 1:1 Laptop Title 1 Schools

2021 ◽  
pp. 1-18
Author(s):  
Miguel M. Gonzales ◽  
Iesha Jackson
Keyword(s):  
Classroom Observations ◽  
Title 1 ◽  
Title 1 Schools

To Teach or Not to Teach in Title 1 Schools : An Explorative Study on Preservice Teachers Motivation

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Qian Wang ◽  
◽  
Laura Lewis ◽  
Keyword(s):  
Preservice Teachers ◽  
Title I ◽  
Professional Training ◽  
Teacher Education Program ◽  
Social Experiences ◽  
Title I Schools ◽  
Title 1 ◽  
Research And Practice ◽  
Explorative Study ◽  
Title 1 Schools

This study aims to explore preservice teachers' motivations to teach at Title I schools as well as whether their motivations differ based on how far they are in their teacher education program. A total of 128 preservice teachers from two groups with different numbers of field experiences were surveyed. Preservice teachers cited extrinsic, altruistic, intrinsic, and past learning experiences as main reasons motivated them wanting to teach at Title I schools upon graduation. Their motivations might change due to the influences from professional training and social experiences. It was also found that in both groups there were many preservice teachers undecided whether they wanted to teach at Title I schools or not. Implications for research and practice are discussed.

Learner-Active, Technology-Infused Classroom

2020 ◽  
pp. 38-56
Author(s):  
Aubrey Statti
Keyword(s):  
Student Engagement ◽  
Implementation Process ◽  
Classroom Observations ◽  
Title 1 ◽  
Case Study Methodology ◽  
Southwest Florida ◽  
Study Methodology ◽  
Visual Materials

This chapter seeks to present an example of technologically-advanced curriculum through LATIC (learner-active, technology-infused classrooms). This study aimed to explore the specific application of LATIC curriculum in a 3rd grade Title 1 classroom in Southwest Florida. The research focused on 1) the intended and achieved learning outcomes of the curriculum, 2) student engagement with their peers, teacher, and technology, and 3) experienced successes as well as any challenges faced during the LATIC implementation process. Further, the purpose of this research was to experience the day to day functions of a LATIC in order to evaluate its appropriateness for learners of varying educational levels and backgrounds. Through the case study methodology, the researcher utilized classroom observations, interviews with the teacher, and an analysis of classroom documents and visual materials as a means to understand both the role of the students and of the teacher in a LATIC environment.

scholarly journals Stability of Risk Status During Preschool

2018 ◽  
Vol 52 (3) ◽  
pp. 209-219
Author(s):  
Trelani F. Milburn ◽  
Christopher J. Lonigan ◽  
Beth M. Phillips
Keyword(s):  
At Risk ◽  
Multivariate Analyses ◽  
Instructional Support ◽  
Title 1 ◽  
Risk Status ◽  
Response To Instruction ◽  
Title 1 Schools ◽  
Two Measures ◽  
The Stability ◽  
Time Point

The current study investigated the stability of children’s risk status across the preschool year. A total of 1,102 preschool children attending Title 1 schools ( n = 631) and non-Title 1 schools ( n = 471) participated in this study. Using averaged standard scores for two measures of language, print knowledge, and phonological awareness administered at the beginning of preschool (Time 1) and midyear (Time 2), children were classified as at-risk or not at each time point. Prevalence rates were determined for four categories of risk status: (1) always at risk, (2) only at risk at Time 1, (3) never at risk, and (4) only at risk at Time 2. Univariate and multivariate analyses indicated that the best predictor of children’s risk status was their level of skill in the respective literacy domain at the beginning of preschool. These results suggest that children with stable risk can be identified early and may benefit from the early provision of extra instructional support within a response-to-instruction framework.

The Impact of Mass School Immunization on School Attendance

2006 ◽  
Vol 22 (4) ◽  
pp. 219-222 ◽  
Author(s):  
Kathleen S. Wiggs-Stayner ◽  
Teresa R. Purdy ◽  
Gailya N. Go ◽  
Natalie C. McLaughlin ◽  
Penny S. Tryzynka ◽  
...  
Keyword(s):  
Elementary Schools ◽  
School Attendance ◽  
Attendance Rates ◽  
Attendance Rate ◽  
Immunization Program ◽  
Title 1 ◽  
Title 1 Schools ◽  
The Difference ◽  
The Impact ◽  
To Receive

The purpose of this study was to assess the impact a free, on-site influenza immunization program could have on attendance in Title 1 schools. Four Title 1 elementary schools participated in the study. Students at 2 schools were offered free FluMist® immunizations on site, and students at 2 control schools were not. Compliance on receiving FluMist® was measured on the percentage of students participating after evaluating for medical exclusions. Documentation on the reason for absences at all 4 schools included self- or parent-reported influenza. Attendance rates for the year also were compared with the previous year for all 4 schools. A comparison was done of total days absent versus total days enrolled between schools receiving FluMist® and schools not receiving the vaccine. Despite the fact that FluMist® is a new vaccine and is not required for children, 57% of those medically eligible to receive it had parental permission and received the vaccine. The 2 schools receiving FluMist® increased their attendance rates from 95.3% and 93.9% to 96.1% and 95.8%. Previously, the comparison schools each had a 94.6% attendance rate; one fell to 94.4% and the other rose very slightly to 94.7%. The differences in self- or parent-reported influenza absences were not significant. However, the difference in days absent between individual vaccinated and nonvaccinated schools was statistically significant.

scholarly journals Impact of a Gardening and Physical Activity Intervention in Title 1 Schools: The TGEG Study

2020 ◽  
Vol 16 (S1) ◽  
pp. S-44-S-54
Author(s):  
Alexandra van den Berg ◽  
Judith L. Warren ◽  
Alex McIntosh ◽  
Deanna Hoelscher ◽  
Marcia G. Ory ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Activity Intervention ◽  
Title 1 ◽  
Title 1 Schools

scholarly journals Processes in the development of mathematics in kindergarten children from Title 1 schools

2015 ◽  
Vol 140 ◽  
pp. 56-73 ◽  
Author(s):  
Matthew E. Foster ◽  
Jason L. Anthony ◽  
Doug H. Clements ◽  
Julie H. Sarama
Keyword(s):  
Kindergarten Children ◽  
Title 1 ◽  
Title 1 Schools

Implementing Innovation in Different Service Delivery Models

2019 ◽  
Vol 42 (2) ◽  
pp. 96-99
Author(s):  
Deborah Feldman-Adams ◽  
Megan Bird ◽  
Janice Dwosh ◽  
ElizaBeth Warner
Keyword(s):  
School District ◽  
Language Arts ◽  
English Language ◽  
Academic Progress ◽  
Student Growth ◽  
Gifted Programs ◽  
Title 1 ◽  
Service Delivery Models ◽  
Title 1 Schools ◽  
Delivery Models

This article reviews recent efforts to implement the William & Mary English Language Arts (ELA) curriculum within the Paradise Valley Unified School District gifted programs. The programs include self-contained gifted, as well as content replacement programs in Title 1 and Non-Title 1 schools. Each delivery model modified the constructs of the curriculum to meet the unique needs of the students serviced. All results indicated successful academic progress and student growth.

scholarly journals Maximizing Educator Enhancement: Aligned Seminar And Online Professional Development

2016 ◽  
Vol 9 (1) ◽  
pp. 15-22 ◽  
Author(s):  
Steven Shaha ◽  
Kelly Glassett ◽  
Aimee Copas ◽  
T. Lisa Huddleston
Keyword(s):  
Professional Development ◽  
Student Performance ◽  
Educational Leaders ◽  
Online Professional Development ◽  
Program Performance ◽  
Title 1 ◽  
Performance Levels ◽  
On Demand ◽  
Title 1 Schools

Professional development and learning has a long history in seminar-like models, as well as in the more educator-personal delivery approaches.  The question is whether an intentionally coordinated, integrated combination of the two PDL approaches will have best impacts for educators as quantified in improved student performance.  Contrasts between baseline and Post-Program performance levels showed 19% gains in Reading and 24% gains in Math, significantly beyond expectation.  Analyses for Title 1 schools showed significant shrinkage of performance gaps with contrasted non-Title 1 schools.  These gains outpaced those found for either PDL approach alone, indicating that educational leaders will be wise to undertake implementation of intentionally aligned and coordinated approaches combining PDL Seminars with online, on-demand PDL. 

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