Skip to main content

SUU Digital Library

You've searched: All Collections

  • All fields: 3”
(78 results)



Display: 20

    • Page 32

    •  
    • Question 3: Quality of Writing on iPads Results: Seventeen percent of the responding teachers felt that students had better quality of writing with iPads. One teacher commented, “Students in general have fewer errors and writing is more legible...
    • Page 41

    •  
    • because what they are able to write will be legible to both them and their teacher and will be easier to edit as well. They read what I write Seventy-five percent of the students strongly agreed or agreed that what they wrote with the iPad was...
    • Page 70

    •  
    • 65 References Abadiano, H. R., & Turner, J. (2002). Reading expository text: The challenges of students with learning disabilities. The NERA Journal, 38(2), 49-55. Akhondi, M., Malayeri, F.A., & Samad, A.A. (2011). How to teach expository...
    • Page 76

    •  
    • 71 Appendix B Retell Rubric used for Scoring Student Retells Comprehension Guide for Expository Text (Assessing Literal Level Comprehension on an Instructional Level Text) Student: _________________________________________________ Date:...
    • Page 3

    •  
    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 4 Chapter 1 – Introduction Students are naturally curious, and often wonder about the basis of their education. They ask, “Why do I need to know what a square root is?” or “Who cares about the wars in our...
    • Page 45

    •  
    • Girls and Relational Aggression 41 Mullin-Rindler, N., (2003). Relational aggression: A different kind of bullying. Principal, 82(5). Pronk, R., & Zimmer- Gembeck, M. (2010). “It’s mean, but what does it mean to adolescents?” Relational aggression...
    • Page 31

    •  
    • 25 attitude toward state-mandated testing. This research also examined teacher attitudes toward state-mandated testing as a tool to describe school performance and instructor performance as well as the reasons they chose to work at a charter school...
    • Page 33

    •  
    • 27 Table 1 SUCCESS Academy Parent Survey Results Question Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree 1. Academic performance is the most important element of a public charter school. 17% 47% 19% 14% 3% 2. School...
    • Page 35

    •  
    • 29 Figure 2. SUCCESS Academy parent response to item 7: What was the most important reason for choosing to attend this school? Item eight on the SUCCESS Academy survey provided parents the opportunity to respond generally to the question, “What do...
    • Page 38

    •  
    • 32 Figure 5. Gateway Preparatory Academy parent response to item 7: What was the most important reason for choosing to attend this school? Item eight on the Gateway Preparatory Academy survey provided parents the opportunity to respond generally to...
    • Page 39

    •  
    • 33 SUCCESS Academy teacher survey. All of SUCCESS Academy’s seven teachers participated in the survey, for 100% participation. Table 3 shows both the survey items and related responses for the SUCCESS Academy teacher survey. Table 3 SUCCESS Academy...
    • Page 41

    •  
    • 35 Table 4 shows the items as well as the Gateway Preparatory Academy teacher responses for the Likert items of the survey. Table 4 Gateway Preparatory Academy Teacher Survey Results Question Strongly Agree Agree Neither Agree nor...
    • Page 49

    •  
    • 43 agree.” Clearly, perceptions about assessments as accurate tools related to student learning are varied. It would seem, however, that those who disagree with testing’s efficacy in academic evaluation are more confident in their position that...
    • Page 50

    •  
    • 44 Figure 17 compares the occurrence of the themes that were established in responses to the open-ended question at the end of both surveys: “What do state-mandated testing scores tell you about your child’s school?” Figure 17. Parent comparison of...
    • Page 26

    •  
    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 23 tape was placed on the floor for a consistent starting point. The athlete started with their toes just behind the line of tape. They performed a squatting countermovement and then jumped as...
    • Page 28

    •  
    • EFFECTS OF BACKGROUND MUSIC 24 The 81 subjects included 41 eight year olds and 38 nine year olds. Among the subjects were 65 Caucasians, four Asians four Pacific Islander, three Hispanic, two American Indian and one African American third graders....
    • Page 30

    •  
    • EFFECTS OF BACKGROUND MUSIC 26 American Indian, Hispanic and African American male students showed pop as the most listened to music at home. Figure two provides complete details on the responses to survey question five. Figure 2. Male Responses to...
    • Page 31

    •  
    • EFFECTS OF BACKGROUND MUSIC 27 Table 3 Response to Question 6- Study Music Preference Classical Country None Pop Rock Male African American 1 American Indian 1 1 1 Asian 1 3 Caucasian 1 1 23 9 3 Hispanic Latino(a) 2 Pacific...
    • Page 32

    •  
    • EFFECTS OF BACKGROUND MUSIC 28 provides complete details on the responses to question eight. Question nine asked,” Depending on what you circled above in question eight, please explain why you feel that way and what type of music made you feel that...

QuickView

Display a larger image and more item information when the pointer pauses over a thumbnail
 

Layout options:

Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK
Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK