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Jordan Karubian Email: [email protected] February 2018 | Google Scholar Profile Phone: (504) 865-5549 Office: Israel 306 Mail: 6823 Saint Charles Avenue Department of Ecology and Evolutionary Biology...Read More Pollen and seed dispersal are key reproductive processes in plants, and they often rely on dynamic, mutualistic relationships with animal dispersal agents.
The independent variable was the type of reading instructional practices.
The dependent variables were the FCAT 2.0 reading scores of Title Î? The covariates were the FCAT 2.0 scores or the Florida Assessment for Instruction in Reading test scores taken at the end of previous year for each grade level.
Similarly, no significant differences existed between the FCAT scores based on gender.
In conclusion, the use of technology (particularly GSP) is likely to boost students’ FCAT mathematics test scores.
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URI: C/1.0/This Item is protected by copyright and/or related rights. schools are supported to improve student reading achievement and to bridge the achievement gap between low-income students and other students.The researched-based practices of professional learning communities, coteaching classrooms, and the Rt I 3-tiered model were added to a Title Î?schools to improve students' reading achievement and close the reading achievement gap.The focus of the current study was to examine the effects of looping on academic achievement and self-efficacy for Exceptional Student Education (ESE) students.The purpose of this study was to examine the effects of the use of technology on students’ mathematics achievement, particularly the Florida Comprehensive Assessment Test (FCAT) mathematics results.Eleven schools within the Miami-Dade County Public School System participated in a pilot program on the use of Geometers Sketchpad (GSP).In each school, the GSP class and a traditional geometry class taught by the same teacher were the study participants.Students’ mathematics FCAT results were examined to determine if the GSP produced any effects.Florida Comprehensive Assessment Test (FCAT 2.0) reading achievement scores were compared between students (n = 98) in a Title Î?school receiving researched-based practices for 3 consecutive years against Title Î?