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 Department: Teacher Education and Administration
 Collection: UNT Scholarly Works
African American Parental Involvement

African American Parental Involvement

Date: April 15, 2010
Creator: Brookshire, Nikki & Tunks, Jeanne L.
Description: Presentation for the 2010 UNT Scholars Day discussing a research project on the relationship between African American parent volunteer involvement and student reading scores.
Contributing Partner: UNT Honors College
African American Parental Involvement

African American Parental Involvement

Date: April 15, 2010
Creator: Brookshire, Nikki & Tunks, Jeanne L.
Description: This paper discusses a research project on the relationship between African American parent volunteer involvement and student reading scores.
Contributing Partner: UNT Honors College
Incorporating RTI and the Mastery Model into Mathematics Tutoring Sessions

Incorporating RTI and the Mastery Model into Mathematics Tutoring Sessions

Date: April 19, 2012
Creator: Carlson, Elizabeth & Tunks, Jeanne L.
Description: This paper discusses research on incorporating Response to Intervention (RTI) and the mastery model into tutoring sessions.
Contributing Partner: UNT Honors College
Read to Succeed

Read to Succeed

Date: April 15, 2010
Creator: Daniel, Monica & Tunks, Jeanne L.
Description: This presentation discusses research on reading. One of the biggest problems in today's classrooms is the ineffective use of transition times. Transition times are mostly spent re-directing children and attempting to control chaos and confusion in the classroom. This research work presents the idea of using re-entry transition times (i.e., returning from lunch, music, etc.) as silent reading.
Contributing Partner: UNT Honors College
Read to Succeed

Read to Succeed

Date: April 15, 2010
Creator: Daniel, Monica & Tunks, Jeanne L.
Description: This paper discusses research on reading. One of the biggest problems in today's classrooms is the ineffective use of transition times. Transition times are mostly spent re-directing children and attempting to control chaos and confusion in the classroom. This work presents the idea of using re-entry transition times (i.e., returning from lunch, music, etc.) as silent reading. When tested in December 2009, approximately 40% of the children in the authors' classroom were reading at level E, when compared to the other 60% who were reading at G or higher. For six weeks, all children were required to read for five minutes immediately upon entering the classroom from a school event, increasing their reading time up to 25 minutes a day. The results conclusively show that students who have the extra opportunities to read daily have increased their measured reading level from E to H, significantly increasing their reading fluency as measured by running records.
Contributing Partner: UNT Honors College
The Effects of Tutoring with Concrete Manipulatives and Real Life Concepts

The Effects of Tutoring with Concrete Manipulatives and Real Life Concepts

Date: April 19, 2012
Creator: Hughes, Kiley & Tunks, Jeanne L.
Description: This paper discusses research on the effects of tutoring with concrete manipulatives and real life concepts.
Contributing Partner: UNT Honors College
The Effects of Tutoring with Concrete Manipulatives and Real Life Concepts

The Effects of Tutoring with Concrete Manipulatives and Real Life Concepts

Date: April 19, 2012
Creator: Hughes, Kiley & Tunks, Jeanne L.
Description: This presentation discusses research on the effects of tutoring with concrete manipulatives and real life concepts.
Contributing Partner: UNT Honors College
The Effect of the Professional Development School Experience on a Pre-Service Teacher's Confidence in the Classroom

The Effect of the Professional Development School Experience on a Pre-Service Teacher's Confidence in the Classroom

Date: April 19, 2012
Creator: Jamadar, Anita & Tunks, Jeanne L.
Description: This paper is an auto-ethnography of a pre-service teacher during the first semester of Professional Development School, documenting a change in confidence.
Contributing Partner: UNT Honors College
Professional Development School helps Pre-Service Teachers Gain Confidence in the Classroom

Professional Development School helps Pre-Service Teachers Gain Confidence in the Classroom

Date: April 19, 2012
Creator: Jamadar, Anita & Tunks, Jeanne L.
Description: This presentation discusses research on an auto-ethnography of a pre-service teacher during the first semester of Professional Development School, documenting the change in confidence.
Contributing Partner: UNT Honors College
The Effectiveness of the Growth Plan On Student Behavior

The Effectiveness of the Growth Plan On Student Behavior

Date: April 15, 2010
Creator: Leaverton, Analee & Tunks, Jeanne L.
Description: This presentation discusses an action research project that studied the effect of growth plan interventions on kindergarten students' increased appropriate behavior in class kindergarten students.
Contributing Partner: UNT Honors College
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