標(biāo)題: Titlebook: After-School Programming and Intrinsic Motivation; Teaching At-Risk Stu Elaine Clanton Harpine Book 2019 Springer Nature Switzerland AG 201 [打印本頁] 作者: 寓言 時(shí)間: 2025-3-21 17:41
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作者: Resign 時(shí)間: 2025-3-21 22:42 作者: 雪上輕舟飛過 時(shí)間: 2025-3-22 02:24 作者: 顯赫的人 時(shí)間: 2025-3-22 07:59 作者: 遣返回國 時(shí)間: 2025-3-22 09:19
Where Do We Go from Here? Comments from the Research Team: How Can You Apply What We Learned to Youith a small budget and the help of many dedicated volunteers, this program reached out to the community to help children. The schools and, sometimes, the parents had given up all hope, yet even children who had made no progress after years in school learned to read in the ..作者: Sad570 時(shí)間: 2025-3-22 14:26 作者: 我悲傷 時(shí)間: 2025-3-22 20:38 作者: 喊叫 時(shí)間: 2025-3-22 23:33
,Do Inner City and Rural Students Mix in a Reading Program? What Are the Challenges? The 2013–2015 G school administration or state policy. Reading improvement is determined by individual learning differences, and each child improves at an individual pace. Every child can learn to read. The group-centered approach used with the . proved to be successful. Children who had failed for multiple years could now read.作者: Invertebrate 時(shí)間: 2025-3-23 02:59 作者: 嘮叨 時(shí)間: 2025-3-23 06:16 作者: 逃避系列單詞 時(shí)間: 2025-3-23 13:19
Crisis in the Eurozone Peripheryere analyzed: Wide Range Achievement Test (WRAT-4) and the . reading assessment packet. The . packet gave a more accurate assessment of reading ability with at-risk students from low socioeconomic neighborhoods. Suggestions are offered for further research in developing and testing programs for preventing reading failure.作者: 強(qiáng)行引入 時(shí)間: 2025-3-23 16:40
https://doi.org/10.1007/978-3-319-69721-5mprove reading ability by using the intrinsic rewards of reading. Positive group process to facilitate skill building was fundamental to the program’s design. Participants in the program, who consisted mostly of students at-risk for academic failure, demonstrated significant improvement in their reading skills during the academic year.作者: ERUPT 時(shí)間: 2025-3-23 18:30 作者: 六邊形 時(shí)間: 2025-3-24 00:59 作者: cuticle 時(shí)間: 2025-3-24 04:11
,Selecting the Best Evaluation Tool: Which is Better? Why? The 2009–2010 Group Report,ere analyzed: Wide Range Achievement Test (WRAT-4) and the . reading assessment packet. The . packet gave a more accurate assessment of reading ability with at-risk students from low socioeconomic neighborhoods. Suggestions are offered for further research in developing and testing programs for preventing reading failure.作者: Dri727 時(shí)間: 2025-3-24 07:32 作者: Amenable 時(shí)間: 2025-3-24 10:56
ness in the classroom..The importance of oral reading in correcting reading failure..Group-center approaches to teaching reading in the classroom..How to select the best evaluation tool..The challenges of mixin978-3-030-22847-7978-3-030-22845-3作者: 說不出 時(shí)間: 2025-3-24 15:24
Book 2019...Topics featured in this book include:.The effect of intrinsic motivation to mental wellness in the classroom..The importance of oral reading in correcting reading failure..Group-center approaches to teaching reading in the classroom..How to select the best evaluation tool..The challenges of mixin作者: 鉗子 時(shí)間: 2025-3-24 21:36
Mark Baimbridge,Philip B. Whymanunseling can combine to meet the needs of at-risk students and outlines group-centered prevention’s central feature—intrinsic motivation. Research shows that group-centered interventions help struggling readers better than one-on-one tutoring.作者: 固定某物 時(shí)間: 2025-3-25 00:25
Mark Baimbridge,Philip B. Whymanpet plays for an audience of parents, friends, and relatives. Since they enjoyed giving these performances, they developed intrinsic motivation to practice so that they could read aloud in a clear, effective, and expressive manner.作者: Chronological 時(shí)間: 2025-3-25 04:12 作者: 震驚 時(shí)間: 2025-3-25 07:36
Why Is an After-School Group-Centered Reading Program One of the Best Ways to Stop Reading Failure?unseling can combine to meet the needs of at-risk students and outlines group-centered prevention’s central feature—intrinsic motivation. Research shows that group-centered interventions help struggling readers better than one-on-one tutoring.作者: Canyon 時(shí)間: 2025-3-25 13:37
Is Oral Reading Important in Correcting Reading Failure?,pet plays for an audience of parents, friends, and relatives. Since they enjoyed giving these performances, they developed intrinsic motivation to practice so that they could read aloud in a clear, effective, and expressive manner.作者: 夾克怕包裹 時(shí)間: 2025-3-25 19:49 作者: 支形吊燈 時(shí)間: 2025-3-25 21:05 作者: NUDGE 時(shí)間: 2025-3-26 02:31 作者: opalescence 時(shí)間: 2025-3-26 06:47
Is Group-Centered Better than Classroom Instruction for Teaching Reading? The Need for a Group-Centcouraging intrinsic (internal) motivation with at-risk students. This chapter looks at 2 week-long after-school interventions rather than a year-long program. Two approaches for preparing students for end-of-the-year testing are examined. All subjects were first through third grade students labeled 作者: parsimony 時(shí)間: 2025-3-26 11:06
How Do You Build a Group Program Based on the Principles of Intrinsic Motivation? Developing an Aftur university research team collaborated with two community sponsors to develop an effective after-school program for students who were failing in reading. Some of the children had failed for multiple years. The goal was to bring children up to their appropriate age level in reading and to develop s作者: INCUR 時(shí)間: 2025-3-26 12:38
,Selecting the Best Evaluation Tool: Which is Better? Why? The 2009–2010 Group Report, skills, reading is particularly associated with success in school and in life. . and the . (ROC) are two group-centered prevention programs designed to employ group process to enhance children’s motivation to read while developing their reading skills. Results of an 8-month small-group study showed作者: hair-bulb 時(shí)間: 2025-3-26 20:43
How Many Students Work Best in an After-School Program? Are Small Groups Better than Large After-Schese programs address children’s academic, social, and interpersonal needs. Prior research has established a relationship among academic skills, particularly reading, and mental health. Children who learn to read can function more effectively in school and develop a stronger sense of self-efficacy. 作者: sperse 時(shí)間: 2025-3-26 23:39 作者: 否決 時(shí)間: 2025-3-27 04:20 作者: 龍蝦 時(shí)間: 2025-3-27 07:30 作者: expeditious 時(shí)間: 2025-3-27 11:06 作者: OATH 時(shí)間: 2025-3-27 13:42
Creating a Sustainable Ongoing After-School Program. The Story of New Leadership,ed as a paid staff intern for 3 years before assuming leadership. A student research project showed that students’ reading levels improved during the program, but was unable to show that the children enjoyed reading more than they enjoyed various fun activities.作者: URN 時(shí)間: 2025-3-27 20:35 作者: JUST 時(shí)間: 2025-3-28 01:26
Elaine Clanton HarpineExamines after-school programs that leverage intrinsic motivation to teach at-risk students to read.Describes the theory, application, and program evaluation steps to establish and implement after-sch作者: 引導(dǎo) 時(shí)間: 2025-3-28 03:19 作者: 正論 時(shí)間: 2025-3-28 08:16 作者: 使饑餓 時(shí)間: 2025-3-28 13:53 作者: 缺乏 時(shí)間: 2025-3-28 14:43
Crisis in the Eurozone Peripherycouraging intrinsic (internal) motivation with at-risk students. This chapter looks at 2 week-long after-school interventions rather than a year-long program. Two approaches for preparing students for end-of-the-year testing are examined. All subjects were first through third grade students labeled 作者: Cloudburst 時(shí)間: 2025-3-28 19:43 作者: Preamble 時(shí)間: 2025-3-28 23:35 作者: Angioplasty 時(shí)間: 2025-3-29 05:19 作者: 悶熱 時(shí)間: 2025-3-29 09:12 作者: Oration 時(shí)間: 2025-3-29 13:36 作者: 親密 時(shí)間: 2025-3-29 19:08 作者: installment 時(shí)間: 2025-3-29 20:48
