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Direct linkHixon, M. L. – ProQuest LLC, 2009
The purpose of this grounded theory study was to identify the need for educators' use of lesson study as a professional learning community to increase communication between colleagues. Lesson study is considered a form of professional development in that, educator colleagues work with one another to plan, implement, critique, and revise a lesson…
Descriptors: Grounded Theory, Resource Teachers, Grade 3, Professional Development
Florida State Dept. of Education, Tallahassee. Right to Read. – 1975
This report explains the role of reading/language arts resource specialists, contains tips for setting up a resource specialist program, and presents data--and discussions of this data--collected in a field testing of a staff development project conducted by the Florida Right to Read effort during the 1973-74 school year. The latter half of the…
Descriptors: Elementary Secondary Education, Language Arts, Program Development, Reading
Download full textShaheen, Thomas A. – 1971
The San Francisco Unified School District applied for a grant under Title III, Elementary and Secondary Education Act of 1965, to fund a program that would organize a media specialist, a resource teacher, and a classroom teacher into a "Communication Arts Team." The program would redefine and expand the role of each member of the team as they plan…
Descriptors: Elementary Education, Language Arts, Media Specialists, Program Descriptions
Wilt, Sonya M. – 1975
This study describes the function of the communication arts resource person engaged in "instructional intervention," a means of consultation by which the resource person enters the classroom and works with the classroom teacher to provide an enrichment program that meets the students' needs and extends the efforts of the classroom teacher. The…
Descriptors: Communication Skills, Communication (Thought Transfer), Doctoral Dissertations, Elementary Education
Patterson, Natalie E., Comp. – 1968
Educational diagnostic methods were used to screen children evidencing minimal brain damage, dyslexia, or emotional problems. Of 750 children, 15% had such difficulties; they received a highly structured language arts program in homogeneous transition groups while remaining in their usual homeroom. In addition, they participated in motor training…
Descriptors: Dyslexia, Emotional Problems, Exceptional Child Research, Identification
ABBOTT, MARY K. – 1965
THIS REPORT DESCRIBES COMPENSATORY EDUCATION PROGRAMS IN SEVEN SAN FRANCISCO, CALIFORNIA, SENIOR HIGH SCHOOLS WHICH CONCENTRATE ON LANGUAGE ARTS AND READING IMPROVEMENT. EACH OF THE SCHOOLS HAS DEVELOPED PROGRAMS GEARED TO ITS SPECIFIC NEEDS. THE REPORT ALSO DISCUSSES THE SPECIAL QUALITIES NEEDED BY THE COMPENSATORY EDUCATION STAFF, ESPECIALLY THE…
Descriptors: Achievement, Compensatory Education, Equipment, High Schools
