81. BCTF Bargaining > WLC > Declaration Of Teaching And Learning Conditions Professional teaching staff formula minimum allocations a more intensive program of learning assistance and remedial instruction, and increased contact http://www.bctf.ca/bargain/wlc/declaration.html

Draft #1 Declaration of Teaching and Learning Conditions Preamble: This Declaration of Teaching and Learning Conditions is in keeping with the Charter for Public Education, and the policy on Professional Rights and Standards of Practice. It sets out the rights and responsibilities of BCTF locals, members, and students and the learning and teaching conditions that will ensure a quality public education system. A school system that will foster the growth and development of every individual, to the end that she/he will become a self-reliant, self-disciplined, participating member with a sense of social and environmental responsibility within a democratic, pluralistic society. 1. Rights and responsibilities of the local association It is the responsibility of the local association to ensure that discussion of the declaration takes place. It is the responsibility of the local to make an annual presentation to the school board and the public to report on the teaching and learning conditions in the district. It is the responsibility of the local to develop and carry out strategies to remedy all situations that breach this declaration, and if unable to do so to report unresolved situations to the BCTF.

82. 2002-2004 UNI Catalog 280139. Vocational/Technical Teaching 412 hrs. evaluation, remedial instruction, guidance, supervision, administration, public school relations, http://www.uni.edu/pubrel/catalog/280.html

280 Teaching . Human Relations: Awareness and Application 3 hrs. Development of awareness of various societal subgroups, recognizing and dealing with dehumanizing biases, and learning to relate effectively to various groups in order to foster respect for human diversity. Emphasis on self-awareness in human relations issues and how this awareness can be translated into positive relationships with others is stressed. Corequisite: Student teaching. (Offered Fall, Spring, and Summer) . Early Childhood Teaching 4-12 hrs. Offered on credit/no credit basis only. Prerequisite: Completion of Levels I and II of the Professional Education Requirements. Provides the student the opportunity to experience, in depth, the full role and meaning of teaching in a school setting. Experiences include planning and organizing for instruction, developing classroom teaching competencies and skills, evaluating pupil progress, participating in extra-class activities, working with special school personnel, and utilizing school and community resources in the instructional program. (Offered Fall, Spring, and Summer) . Elementary Teaching 4-12 hrs. Offered on credit/no credit basis only. Prerequisite: Completion of Levels I and II of the Professional Education Requirements. Provides the student the opportunity to experience, in depth, the full role and meaning of teaching in a school setting. Experiences include planning and organizing for instruction, developing classroom teaching competencies and skills, evaluating pupil progress, participating in extra-class activities, working with special school personnel, and utilizing school and community resources in the instructional program. (Offered Fall and Spring)

83. WHOLE LANGUAGE DAMAGE, REMEDIAL READING IS NOT EFFECTIVE \doc\web remedial reading teaching does not function effectively for several other reasons. In these regards, the remedial reading instruction delivered by the http://www.arthurhu.com/97/08/remed.txt

84. Learning Disabilities OnLine: LD In-Depth: For Teachers: Teaching Strategies And A. General classroom instruction, accommodations. B. Teaching phonological awareness, reading. C. Teaching spelling. D. Teaching oral and written language http://www.ldonline.org/ld_indepth/teaching_techniques/strategies.html

The leading Web site on learning disabilities for parents, teachers, and other professionals Home Page FAQs About LD IDEA 2004 Update What's New ... LD OnLine Store For Teachers offers a collection of information for regular and special educators , and direction to an array of teaching resources. Our selections highlight newly published works from leading researchers in the field. Identification and Assessment Issues for Teachers Inclusion: Issues Teaching the Individual with ADD/ADHD Teaching with Technology ... Bibliotherapy: Fiction Books for Students with LD Teaching Strategies and Techniques The focus of these articles is on helping students with learning disabilities become more efficient and effective learners by teaching them how to learn. Several of the nation's leading researchers and educational consultants have contributed materials on current strategies proven to be effective within the context of many instructional settings. By utilizing these techniques and equipping students with a repertoire of strategies for learning, teachers can provide students with the tools for a lifetime of successful learning. RESEARCH UPDATES: Differentiating Instruction: A Modified Concerto in Four Movements An Exploratory Study of Schema-Based Word-Problem-Solving Instruction for Middle School Students with Learning Disabilities Homework Practices - What Have We Learned About Homework and Students with Disabilities?

85. THE EFFICACY OF THE REMEDIAL/RESOURCE TEACHER MODEL OF SERVICE remedial teaching under the microscope A study of the instructional practices of resource/remedial teachers. Paper presented at the Annual Conference of http://www.aare.edu.au/90pap/field90477.txt

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86. SEDL Letter Volume XIV, Number 3: Putting Reading First - Ten Myths Of Reading I Teaching a complicated skill (such as reading) to a diverse group of students Topics in Early Reading Coherence Ten Myths of Reading instruction http://www.sedl.org/pubs/sedl-letter/v14n03/2.html

Editor's Note: Putting Reading First Ten Myths of Reading Instruction The Importance of Phonemic Awareness in Learning to Read Reading and the Migrant Student Making Every Teacher a Reading Teacher: Putnam City Secondary Educators Work to Help Struggling Readers The Right Questions Can Improve Student Thinking and Learning ... Putting Reading First Ten Myths of Reading Instruction by Sebastian Wren Myths Related Resources and Products Myth 1: Learning to read is a natural process. By contrast, reading acquisition is not natural. While the ability to understand speech evolved over many, many thousands of years, reading and writing are human inventions that have been around for merely a few thousand years. It has been only within the past few generations that some cultures have made any serious attempt to make literacy universal among their citizens. If reading were natural, everybody would be doing it, and we would not have to worry about dealing with a 'literacy gap.'

87. UWT Education: Teacher Certification Program Courses TEDUC 451 BEGINNING AND remedial READING (3 credits) content proven effective in teaching mathematics to all students, but also outlines instructional http://www.tacoma.washington.edu/education/tcp_course.cfm

home teacher cert pro cert master of ed ... curriculum courses resources TCP Course List TEDUC 451 BEGINNING AND REMEDIAL READING (3 credits) This course is designed to provide students with both the theoretical and empirical foundations for designing and delivering beginning and remedial instruction. Content covered in the course includes assumptions underlying the two major approaches to beginning reading instruction, evaluation and modification of curriculum materials, and methods for monitoring student progress towards literacy. TEDUC 452 LITERATURE AND CONTENT READING (3 credits) This course is intended to help prospective teachers acquire pedagogy in teaching students how to construct meaning from literature and informational texts. TEDUC 453 TOPICS IN LITERACY INSTRUCTION: LANGUAGE ARTS (3 credits) This course is designed to provide a theoretical and empirical basis for teaching language arts to K-8 students. Content covered in this course includes the writing process and the integration of writing with reading and the content areas. Evaluation and modification of curricular materials to meet the needs of diverse students as well as methods of monitoring student progress are addressed also. TEDUC 460 MATHEMATICS METHODS I (3 credits) Provides students with the ability to conceptualize mathematics, the skills on learning to teach mathematics, and developing a sense of confidence in mathematics. Students actively engage in many activities including exploring patterns, making conjectures, solving problems, communicating understanding, and making the learning of mathematics accessible to all students in K-8 classrooms.

88. Language And Literacy Education (LL ED) LL ED 446 remedial READING IN THE CLASSROOM ( 3) Exploration of reading difficulties LL ED 512 TEACHING LANGUAGE, LITERACY, AND LITERATURE IN SECONDARY http://www.psu.edu/bulletins/whitebook/courses/ll_ed.htm

89. Special Education Training Opportunities new teaching, learning and training skills. 2 Education remedial Education. The remedial Education option in the M. Ed. program enables participants http://sdiprod1.inac.gc.ca/seto/SearchResult.asp?pLang=E&ProvID=QC

90. ERIC Digest English Language Learners With Special Needs Effective Instructional Strategies Clinical teaching is carefully sequenced. First, teachers teach skills, http://www.ksde.org/sfp/esol/ericdigest_albaortiz.htm

ERIC Digest December 2001 EDO-FL-01-08 English Language Learners With Special Needs Effective Instructional Strategies Alba Ortiz, The University of Texas at Austin Students fail in school for a variety of reasons. In some cases, their academic difficulties can be directly attributed to deficiencies in the teaching and learning environment. For example, students with limited English may fail because they do not have access to effective bilingual or English as a second language (ESL) instruction. Students from lower socioeconomic backgrounds may have difficulty if instruction presumes middle-class experiences. Other students may have learning difficulties stemming from linguistic or cultural differences. These difficulties may become more serious over time if instruction is not modified to address the students' specific needs. Unless these students receive appropriate intervention, they will continue to struggle, and the gap between their achievement and that of their peers will widen over time. Improving the academic performance of students who from non-English backgrounds requires a focus on the prevention of failure and on early intervention for struggling learners. This digest presents a framework for meeting the needs of these students in general education and suggests ways to operationalize prevention and early intervention to ensure that students meet their academic potential.

91. Graduate Studies - Reading | Western Illinois University of teaching adults to read, appropriate assessment procedures/instructional (3) Designed for the reading specialist in the classroom or remedial http://www.wiu.edu/grad/catalog/read.shtml

@import url(/wiu.css); Reading Admission Courses Program Requirements Department Chairperson: Cindy J. Dooley Graduate Committee Chairperson: Angela M. Ferree Reading Program: Sara Simonson 309/298-2510 Department Office: Horrabin Hall 58 Department Telephone: Fax: WWW Address: www.wiu.edu/curriculum/ Location of Program Offering: Macomb, Quad Cities, and Springfield Graduate Faculty Professors Kathy Barclay, Ed.D., Northwestern State University Cindy J. Dooley, Ph.D., University of Iowa Pamela Terry Godt, Ph.D., University of Minnesota Sara D. Simonson, Ph.D., University of Iowa Associate Professors Marie Cheak, Ph.D., Southern Illinois University-Carbondale Angela M. Ferree, Ph.D., University of Texas at Austin H. Jon Jones, Ed.D., Ball State University Assistant Professors Frances A. Steward, Ph.D., Louisiana State University Program Description The Department of Curriculum and Instruction offers coursework leading to the Master of Science in Education degree with a major in reading. The objective of the program is to provide elementary and secondary teachers with opportunities to increase their professional competency. The focus is on acquiring an in-depth understanding of both developmental and remedial reading theory and evidence-based instructional practices. The goal is to prepare teachers for a variety of professional positions: as effective elementary and secondary classroom teachers, as reading specialists endorsed to teach in specialized reading programs such as Title I at either the elementary or secondary level, and as K-12 reading specialists.

92. University Of West Florida Catalog RED 3310 Teaching Developmental Reading in the Elementary School . . . . . 3(F,S,SS) RED 6240 Differentiating instruction . . . . . 3(F,S) http://uwf.edu/catalog/red.htm

2005/2006 Catalog University of West Florida uwf.edu Table of Contents Welcome Telephone Directory Academic Calendars Year 2005/2006 Fall Semester 2005 Spring Semester 2006 Summer Semester 2006 ... Index Course Listings/Descriptions RED-READING EDUCATION RED 3310 Teaching Developmental Reading in the Elementary School . . . . . 3(F,S,SS) Materials and methods for teaching basic reading and related study skills; emphasis on teaching mastery of decoding skills, conducting guided reading activities, utilizing a wide variety of reading materials in the classroom and relating basic reading skills to content area instruction; includes observation/ participation in school settings RED 3324 Teaching Reading in the Middle and Secondary Schools . . . . . 3(S) Theory and methods for teaching reading at the middle and secondary school level; emphasis on strategies for vocabulary and comprehension, evaluating student progress in reading and integrating reading and study skills into content area instruction across the middle and secondary school curriculum RED 4306 ICFE IV - Integrated Reading Curriculum/Field Experience . . . . . 3(F,S)

93. Dyslexia-FAQ It also gives detailed instructions for teaching phonics, spelling, Describes six strategies for implementation in a reading remediation program for http://ericec.org/faq/dyslexia.html

Dyslexia (updated April 2000) What are academic interventions for children and adults with dyslexia? Individuals with dyslexia learn best with a multisensory delivery of language content. Instruction that is multisensory employs all pathways of learning at the same time, seeing, hearing, touching, writing, and speaking. Following are links to related Internet resources and Internet discussion groups, as well as selected citations from the ERIC database and the search terms we used to find the citations. Internet Resources (http://ericec.org/faq/ldsped-x.htm) Internet Discussion Groups (http://ericec.org/ld-sped.html) You can search the ERIC database yourself on the Internet through either of the following web sites: The Educator's Reference Desk (http://www.eduref.org/) ERIC database search website (http://www.eric.ed.gov/searchdb/index.html). ERIC Citations The full text of citations beginning with an ED number (for example, EDxxxxxx) is available: In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://wdcrobcol02.ed.gov/Programs/EROD/eric_search.cfm

94. Roadmap To Success PLATO Learning provides a comprehensive reading remediation program and implementing the latest instructional design and teaching methodologies. http://www.plato.com/community/roadmap/2005/02/funding_reform.html

High School Reform The FY 2005 budget and proposed FY 2006 budget renew a focus on high school reform with several funding streams receiving increases to support reform goals. The President's FY 2005 budget will request $1.5 billion for a new high school initiative to help establish high school accountability and to provide effective and timely intervention for those students who are not performing at grade level. Below we will summarize the 2005 initiatives already approved, the proposed 2006 initiatives, and identify ways PLATO Learning helps to meet the requirements of each program. 2005 High School Reform Efforts Under the Jobs for the 21st Century initiative, states and districts are asked to develop and implement research-based interventions to help improve the skills of secondary school students. Many of those students are at risk for dropping out of school. The following programs are funded under the Jobs for the 21st Century initiative to help students successfully transition to post-secondary education and the workforce. A. Striving Readers

95. English Language Learners With Special Needs For example, teachers can share instructional resources, observe each other s Knowledge, power, and identity in teaching English as a second language. http://www.cal.org/resources/digest/0108ortiz.html

Digest EDO-FL-01-08 See also our Resource Guide Online: English Language Learners with Special Needs and other CAL Digests on special populations English Language Learners With Special Needs: Effective Instructional Strategies Alba Ortiz, The University of Texas at Austin Students fail in school for a variety of reasons. In some cases, their academic difficulties can be directly attributed to deficiencies in the teaching and learning environment. For example, students with limited English may fail because they do not have access to effective bilingual or English as a second language (ESL) instruction. Students from lower socioeconomic backgrounds may have difficulty if instruction presumes middle-class experiences. Other students may have learning difficulties stemming from linguistic or cultural differences. These difficulties may become more serious over time if instruction is not modified to address the students' specific needs. Unless these students receive appropriate intervention, they will continue to struggle, and the gap between their achievement and that of their peers will widen over time. Improving the academic performance of students who from non-English backgrounds requires a focus on the prevention of failure and on early intervention for struggling learners. This digest presents a framework for meeting the needs of these students in general education and suggests ways to operationalize prevention and early intervention to ensure that students meet their academic potential.

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