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    • Page 44

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 40 final data analysis. In order to assure that the results are valid (meaningful) and reliable (consistent), the questions will be clear and purposeful. Samples of the instrumentations that will be used for this research are found in Appendix B,...
    • Page 69

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 65 what you do right, so when it’s time to do your final paper you do it the best you can”; “With all the knowledge acquired with experience it becomes easier to avoid mistakes.” The final two responses: “Well I have been learning from my own...
    • Page 100

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 96 Senior responses: “That I did better but just in a minimal amount. Not really, this is the first semester I have really been learning real English and Grammar. This class feels real.” “That I’ve improve[d] in some things, but not in all. So I...
    • Page 118

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 114 The common denominator among all of these strategies and therefore may have contributed the most to the class’s overall success was to establish a climate of trust. Most students report a certain level of competitive distrust among their peers...
    • Page 11

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 7 comprehensive metacognitive strategies into current high school curriculum, which will hopefully lead to a reassessment of standardized testing. By engaging students in conversations about their own writing, including the use of...
    • Page 15

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 11 While basic developmental writing courses were effective, ones that focused only on grammar weren’t, and since most college placement tests are generally multiple choice, a student’s language or grammar skills are being tested rather than their...
    • 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 2

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 2 “I’M PROUD TO BE A REDSKINS”: IS STAKEHOLDER APOLOGIA INFLUENCED BY ORGANIZATIONAL CRISIS RESPONSE? Nathan L. Farrer, M.A. Southern Utah University, August 2015 Thesis Supervisor: Dr. Kevin Stein, Ph.D. Abstract In the...
    • Page 8

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 8 Organizations looking to meet their goals are looking for as many advantages as they can get. If there is evidence of agreement between the arguments made by Daniel Snyder and those made by fans in defense of the Redskins...
    • 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 20

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 20 identifiers at odds with current cultural norms, and seek to understand the defense strategies employed to maintain the cultural identifiers traditionally used. RQ1: What are the rhetorical strategies used by opponents of...
    • Page 27

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 27 Critics whose responses reflected a cultural tone also utilized reference material, public opinion polls, and government documents in presenting evidence to the nickname defenders. Some utilized this strategy to highlight...
    • Page 29

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 29 name, but if they did would you be down with the German national Nazis? The Huns? How about the Gypsies? And. Then the German soccer team should be called a racial slur for Jewish people, correct? Because that would remind...
    • Page 46

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 46 Other arguments focused on the premise of knowing someone of Native American ethnicity who was not offended by the name. As has been demonstrated by several of the critical responses the existence of individuals not...
    • Page 6

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !7 HBO’s Game of Thrones in American Popular Culture HBO and the Evolution of Television The Game of Thrones series occupies a unique place in popular culture and, in this discussion of the series; it...
    • Page 10

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 3 adequately prepared them teach phonics? Do in-service teachers have phonics skills? What is the comfort level for in-service teachers in phonics with their reading instruction and does this affect the frequency with which they use phonics?...
    • Page 16

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 9 phonics as one of the five pillars of scientific reading instruction in the classroom. With that foundation in place, the review will then navigate through the various studies involving pre-service and in-service teacher preparation in phonics....
    • Page 17

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 10 and an additional 10,000 from before that time. This meta-analysis was comprehensive in scope and was in direct response to Congress’ request that they were to find the best way to teach children to read. The results of this study established...
    • Page 18

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 11 National Reading Panel (NRP) from 2000 to current teacher educator practice. This was to see if aspiring elementary teachers were receiving adequate instruction in the science of reading in their university courses. The council formed by this...
    • Page 19

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 12 not show preference for the science of reading as any more valid than other previous approaches, (g) the level of work required for many of the courses did not reflect college-level expectations or work. The council also felt that if proper...

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