Exploring Intensive Reading Intervention Teachers\u27 Formal And Practical Knowledge Of Beginning Reading Instruction Provided To At-risk First Grade Readers

This study was designed with two goals in mind. The first goal was to describe the formal and practical knowledge of intensive reading intervention teachers related to beginning reading instruction with at-risk first graders. A second goal was to understand any potential relationships between intensive reading teachers’ practical knowledge and formal knowledge. These two goals framed the study’s three research questions. To answer these three questions, the study was conducted in two phases. Phase one included 32 participants, all of whom worked in the role of a K-2 intensive reading intervention teacher. Each of these 32 participants completed a background questionnaire and a paper/pencil Teacher Knowledge Assessment (TKA). The TKA measured participants’ formal knowledge of beginning reading concepts. Participants’ scores on the TKA were then rank-ordered from lowest to highest to help guide the selection of phase two participants. Eight teachers in all participated in phase two of the study dedicated to the study of teachers’ practical knowledge of reading. Participants’ practical knowledge of reading was explored through three activities including a semi-structured interview, a concept-mapping activity and a videotaped reading lesson. Data analysis revealed several important findings. Intensive reading intervention teachers in this study’s sample differed in their formal knowledge of reading, measured by the TKA, and in their practical knowledge of reading, explored through interviews, concept-maps and reading lessons. The TKA revealed that study participants’ held more formal knowledge of concepts related to phonology and phonics and less formal knowledge of concepts related to morphology and syllable types. Related to practical knowledge, data analysis revealed that the teachers in this sample differed in their knowledge of beginning reading with subject-matter knowledge iv accounting for most of the differences. These gaps in subject-matter knowledge also impacted this sample of teachers’ use of instructional strategies and purposes of instruction. Data analysis also revealed insight into the relationships between this sample of teachers’ formal and practical reading knowledge. In this sample, intensive reading intervention teachers with more formal knowledge of reading concepts as measured on the TKA demonstrated more evidence of these concepts within their instruction provided to at-risk first grade readers. The participants in this sample who had less formal knowledge of beginning reading as measured by the TKA demonstrated less evidence of these concepts within their instruction provided to at-risk first grade readers. Participants with less formal knowledge did accurately calibrate their knowledge of the concepts tested on the TKA but did not equate the lower scores to their practical knowledge and overall teaching efficacy. The findings from this study added several important contributions to the literature on teacher knowledge and beginning reading instruction. First, the study was unique in its focus on intensive reading intervention teachers, thus contributing new findings related to a specialized group of teachers. Secondly, this study contributed descriptions of teachers’ practical knowledge with regards to beginning reading instruction. These descriptions are relatively absent in the current literature on teacher knowledge. Thirdly, the results from this study supported earlier findings in favor of a specialized body of subject-matter knowledge, especially related to beginning reading skills and concepts. Finally, the results contributed insight into the relationships between teachers’ formal reading knowledge and practical reading knowledg

BOOK REVIEWS

Frank Graham, Jr., with Carl W. Buchmeister. The Audubon Ark: A History of the National Audubon Society. 336 pp., bibliography, index. New York: Alfred A. Knopf, 1990. $29.95. Connie Toops. The Enchanting Owl. Stillwater, MN: Voyageur Press. 128 pp., bibliography, index, 100 color photographs.$27.95 hardcover, $17.95 softcover

Index to Volume 60

INDEX TO VOLUME 60 Compiled by R. G. Cortelyou, 5109 Underwood Avenue, omaha, Nebraska 68132 Accipiter sp. 41 Albino 69, 70 Alewife 54 Alexander, Irene 41 Alfred, Norris 35, 148 Allison, Mary 41 Amiotte, Sue 41 An Additional Nebraska Record of Common Eider? 149 Anderson, C. L. 65(2) Anschutz, Steven 152 Ault, Jim 149, 167 Avocet, American 3, 10, 11, 30, 66, 94, 95, 138, 142, 145 .... Wingfield, Gregg 60, 65 Wolf 156, 157 Wood, Donald 35, 149, Gertrude 35, 41, 149 Wood-Pewee, Eastern 3, 16, 17, 108, 109, 141, 142, 145(2), 146, 167 Western 16, 17, 78, 106, 107 Woodcock, American 12, 13, 98, 99 Woodpecker, Downy 3, 16, 17, 30, 45(2), 72, 77, 78, 106, 107, 142, 144(2), 145, 146(2) Hairy 3, 16, 17, 72, 77, 78, 106, 107, 146(2) Ivory-billed 160(2) Lewis\u27 78, 106, 107 Pileated 154, 160(2), 161 Red-bellied 14,15,45,72.77, 106, 107, 144(2). 146 Red-headed 3(2), 14, 15, 30(2), 67,77,78, 106, 107, 142, 143(3), 144, 145(2), 146(2) Yellow-bellied 78, 152 sp. 15

Sweep-N-Go 3.0

This project improves the current performance of the Sweep-N-Go LabVIEW program used in Cal Poly electrical engineering laboratories. Sweep-N-Go expedites the laboratory data collection process through automated testing. The new version of the program (Sweep-N-Go Version 3.0) reduces user debugging time, improves sustainability, increases efficiency, and considers all new lab bench equipment. Sweep-N-Go Version 3.0 includes an enhanced Graphical User Interface (GUI) to optimize user-efficiency and user-friendliness according to student survey feedback. To further achieve usability, this program has been well documented online, outlining LabVIEW functions, such as how to open the program in LabVIEW, how to run an executable command, and which parameters to set in the GUI. The Sweep-N-Go LabVIEW program interfaces with all instruments on standard Cal Poly electrical engineering lab benches through both USB and GPIB communication. After users run the program, they have the capability to capture and graph collected data and export the data to a CSV file for further analysis

A high speed digital, X-band phase shifter.

Massachusetts Institute of Technology. Dept. of Electrical Engineering. Thesis. 1965. M.S.M.S

Theatrical Intimacy: Navigating a New Normal

This thesis explores theatrical intimacy choreography and coordination during current significant social shifts. Covid restrictions, keen awareness of correctness , and a desire to do better have allowed protective practices like theatrical intimacy to become not only generally accepted but expected in rehearsal spaces. Using techniques such as consent-based spaces, actor disclosures, and common language acquired through training with Chelsea Pace and Laura Rikard, the founders of Theatrical Intimacy Education (TIE), I explore choreographing close relationship moments through high school productions of Jane Eyre and Footloose presented in 2021-22 at Lake Highland Preparatory in Orlando and with older BFA/MFA student actors in Indecent, Welcome to the Moon, and First Date at the University of Central Florida (UCF). Within these different spaces, questions arose that guided my investigations and process. When is the practice an appropriate tool for establishing personal boundaries and preferences? Moving across the age groups, how does or how should the process change? How can prescribed techniques be modified to assist student actors in storytelling when the technique appears to fall short? How can the practice of theatrical intimacy be adapted to the social distancing and masking requirements caused by Covid? And finally, how does one maneuver within the boundaries established by those creating new standards and popular practices such as Theatrical Intimacy ? During my process, I rely on training sessions with TIE and on Chelsea Pace\u27s Staging Sex. To assist in storytelling and establish actor process, I adapt methods from Actioning and How to Do It by Nick Moseley. As I reflect upon the spaces we create and the work we do in them, I investigate various publications that include the thoughts of Elise Ahenkorah, Holly Derr, Beth Strano, Keith Morant, Michael Roth, and Nina Power. In searching how we might live in those spaces peaceably and productively, I explore adrienne maree brown\u27s We Will Not Cancel Us, And Other Dreams of Transformative Justice

Notes--\u3ci\u3eNebraska Bird Review\u3c/i\u3e (March 1982)

Notes contain stories of Cattle Egrets viewed on Prairie Dog Waterfowl Production Area near Axtell; Wood Duck broods on Carter Lake in Omaha; a first-year Thayer’s Gull on Lake North near Columbus; a variety of birds (Swamp Sparrow, Great Horned Owl, Cliff Swallows, Savannah Sparrows, Grasshopper Sparrows, Purple Martins, Carolina Wren, Great Blue Heron, Western Kingbird, Prairie Chicken, Sprague’s Pipits, and more) seen in and around the Minden area; and a Scissor-tailed Flycatcher at Verdon Lake in Richardson County