Scientifically-Based Evidence - Fisher Scientific

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Copyright © 2008 NewPath Learning. All rights reserved.
NewPath Learning’sCurriculum Mastery ProgramBy Bonnie A. Lesley, Ed.D.Table of ContentsNewPath History and Program Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Purpose of This Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Standards-<strong>Based</strong> Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Content Vocabulary and Academic English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Lesson Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Motivation to Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Game-based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Time-on-Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Engaged Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Repetition and Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Individualization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Multi-Sensory Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Parental Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Page 1: NewPath Learning’sCurriculum Mast
Page 5 and 6: Scientifically-Based Evidence forNe
Page 7 and 8: Vocabulary is, of course, also one
Page 9 and 10: Schools and districts with a focus
Page 11 and 12: “Academic games,” states Gredle
Page 13 and 14: p. 16; Papanicolaou, Pugh, et al.,
Page 15 and 16: assessment items to look as much li
Page 17 and 18: • Individualized instruction is t
Page 19 and 20: Ellis, A. K. & Fouts, J. T. (1997).
Page 21 and 22: National Study Group for the Affirm
Page 23: For more information about NewPath

Scientifically-Based Evidence - Fisher Scientific

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