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  • All fields: Challenges
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    • Page 188

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    • The summer after Henry left for England to fblfdl an L.D.S. Mission in that country the settlers were forced to contend with great challenges. Because of the hot, dry weather in 1855, hoards of grasshoppers hatched and migrated to the fields in...
    • Page 33

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    • From Campus to Courtroom of permanently crippled feet as a result of wounds during the Battle of the Bulge; and Glen Barth, a bright youngster from North Dakota with whom we corresponded for many years. These were the ones we remember best. 33 A...
    • Page 10

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    • Is there equality in the technology in schools? Literacy is important for all citizens. Thus, literacy needs to be available for everyone. This includes access to technology which is caused by the digital divide (Baird & Henniger, 2011). Ritzhaupt,...
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    • Addressing teachers’ fear of technology and student success. “Two concerns that teachers have about using technology such as IM or blogs with their students is that students will not take the work seriously and will not use what they have learned...
    • Page 28

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    • 23 Chapter 3 Methodology The purpose of this action research study is to examine the effects of teaching expository text to primary grade students with developmental delays. Four different instructional strategies were used to teach all of the...
    • Page 70

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    • 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 71

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    • 66 Fang, Z. (2008). Going beyond the Fab Five: Helping students cope with the unique linguistic challenges of expository reading in intermediate grades. Journal of Adolescent & Adult Literacy, 51(6), 476-482. Gajria, M., Jitendra, A. K., Sood, S.,...
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    • 7 Chapter 2 Literature Review Before beginning a study evaluating the efficacy of using kinesthetic strategies to teach geometry to students receiving special education services in the resource classroom setting, it is necessary to examine the...
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    • 10 In the math classroom, the student with a specific learning disability in reading may have little difficulty with calculation fluency but is likely to struggle with problems relying on reading comprehension, such as story problems (Jordan,...
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    • 11 short-term improvement in their experimental group. After one year the experimental group continued to outperform the control group (Iseman, 2011). As beneficial as this strategy was for the experimental group, its efficacy is still only...
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    • 14 Gresham’s study illustrates that even students with significantly high levels of math anxiety can improve their attitudes toward math when the right treatment is utilized. Other treatments include a self-paced program (Gresham, 2007), graphic...
    • Page 28

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    • 22 Admittedly, just as evidence is lacking for learning-styles based teaching, there is also a dearth of hard evidence supporting the use of kinesthetic strategies in the classroom. Existing studies are small, limited, and inconclusive. Although...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 9 This explication of character holistically addressed the divergent concerns of the character education movement while establishing the internally “distinct, yet overlapping” specificities of the field. This...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 12 attributes such as self-efficacy and social competence, originated as far back in history as Grecian notions of virtue. But the label “performance character” appeared in the 21st century, perhaps as part of the...
    • Page 34

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 27 directly (i.e., the utility of performance character traits) and indirectly (i.e., by “protecting students from barriers to learning such as mental distress, substance abuse, delinquency, teen pregnancy, and...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 29 315). These skills also included employing varied approaches, seeking novel strategies when old ones fail, putting forth more effort to accomplish a task, persisting longer, and experiencing decreased stress...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 34 the impact of social emotional interventions on students’ academic success. Finally, the House Subcommittee on Early Childhood, Youth, and Families (2000) provided testimonial support for character education’s...

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