Patricia Sampson Graner
Biographic Data
| ID | 2165216 |
|---|---|
| NAME | Patricia Sampson Graner |
| GIVEN NAMES | Patricia Sampson |
| FAMILY NAME | Graner |
| SIGNATURE | GRANER P S |
| AFFILIATIONS | University of Kansas |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
The Effects of Computerized Versus Collaborative Professional Development on Teachers’ and Students’ Performance Related to the Concept Anchoring Routine
Two studies investigated the effects of a live, collaborative Professional Development (PD) program versus individualized PD with a multimedia software program. For both studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used the software program or to an Actual Workshop (AW) group that participated in a face-to-face workshop that included collaborative activities. The same teaching routine, the Concept Anchorin…
Using the Content Literacy Continuum as a Framework for Implementing RTI in Secondary Schools
This article discusses the Content Literacy Curriculum (CLC) as a framework for conceptualizing and implementing Response to Intervention (RTI) at the secondary level. It is our belief that the CLC offers an excellent RTI implementation framework for secondary schools interested in addressing literacy in the context of improved academic achievement as a schoolwide effort. CLC implementation can be accomplished within a general problem-solving app…
Using the Content Literacy Continuum as a Framework for Implementing RTI in Secondary Schools
This article discusses the Content Literacy Curriculum (CLC) as a framework for conceptualizing and implementing Response to Intervention (RTI) at the secondary level. It is our belief that the CLC offers an excellent RTI implementation framework for secondary schools interested in addressing literacy in the context of improved academic achievement as a schoolwide effort. CLC implementation can be accomplished within a general problem-solving app…
Using the Content Literacy Continuum as a Framework for Implementing RTI in Secondary Schools
This article discusses the Content Literacy Curriculum (CLC) as a framework for conceptualizing and implementing Response to Intervention (RTI) at the secondary level. It is our belief that the CLC offers an excellent RTI implementation framework for secondary schools interested in addressing literacy in the context of improved academic achievement as a schoolwide effort. CLC implementation can be accomplished within a general problem-solving app…
The Effects of Computerized Versus Collaborative Professional Development on Teachers’ and Students’ Performance Related to the Concept Anchoring Routine
Two studies investigated the effects of a live, collaborative Professional Development (PD) program versus individualized PD with a multimedia software program. For both studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used the software program or to an Actual Workshop (AW) group that participated in a face-to-face workshop that included collaborative activities. The same teaching routine, the Concept Anchorin…
Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Component (thermodynamics (1 work) · Computer Science (1 work) · Context (archaeology (1 work) · Curriculum (1 work) · Educational and Psychological Assessments (1 work) · Innovative Teaching and Learning Methods (1 work) · Intervention (counseling (1 work)