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  • All fields: 1999*
(443 results)



Display: 20

    • Page 51

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 51 Bernache-Assolant, I., Lacassagne, M. F., Braddock, J. H. (2007). Basking in reflected glory and blasting: Differences in identity-management strategies between two groups of highly identified soccer fans. Journal of...
    • Page 13

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 13 organization and seeks their pardon. The organization also acknowledges full responsibility for the crisis (Coombs, 2006). The three SCCT crisis response options provide classifications of strategies that organizations can...
    • Page 26

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 19 instruction, what extent it was being practiced in their classrooms, how well children in the third and fourth grades were prepared and teacher perceptions of their own mastery levels. The data showed that most teachers considered (a) phonics...
    • Page 45

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 45 Sad, S. N. & Goktas, O. (2014). Preservice teachers' perceptions about using mobile phones and laptops in education as mobile learning tools. British Journal of Educational Technology, 45(4), 606-618....
    • Page 8

    • Spanish language; Language experience approach in education; Writing
    • 4 had to administer standardized testing connected to the new Common Core and school and teacher evaluations (Klein, 2014). Teachers often feel pressure to help their students perform at or above benchmarks on English-only standardized tests and...
    • Page 19

    • Spanish language; Language experience approach in education; Writing
    • 15 educators lay the foundation for literacy by teaching the names and sounds of each letter. The first words that students learn are monosyllabic, with multisyllabic words introduced later. However, in Spanish, the foundation for literacy is...
    • Page 21

    • Spanish language; Language experience approach in education; Writing
    • 17 editing and publishing to be more important. Teaching only one of these areas is not enough for emerging bilingual students (Escamilla et al., 2014). Bilingual educators must teach all facets of writing in order for students to be successful,...
    • Page 22

    • Spanish language; Language experience approach in education; Writing
    • 18 students beforehand will make the teacher’s expectations for quality work clear, and will make evaluating a student’s writing more objective. Teaching literacy early. Due to the inaccurate belief that a second language must be acquired orally...
    • Page 27

    • Spanish language; Language experience approach in education; Writing
    • 23 Four Square Writing. Both teachers implemented and practiced the Four Square Writing Method (Gould, 1999) to teach the writing process. This instructional tool is a graphic organizer that teaches students how to write a topic sentence,...
    • Page 86

    • Spanish language; Language experience approach in education; Writing
    • 82 Gould, J. S., Gould, E. J., & Rojas, M. G. (1999). Four square (4 ) writing method: For grades 1-3. Carthage, IL: Teaching & Learning. Grosjean, F. (1982). Life with two languages: An introduction to bilingualism / François Grosjean. Cambridge,...
    • Page 89

    • Spanish language; Language experience approach in education; Writing
    • 85 Soltero-González, L., Escamilla, K., & Hopewell, S. (2011). Changing teachers' perceptions about the writing abilities of emerging bilingual students: towards a holistic bilingual perspective on writing assessment. International Journal of...

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