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    • 1956_001 22

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    • '• I , CEDAR CITY, UTAH 17 SCHOLASTIC REGULATIONS ACCREDITATION The College of Southern Utah is accredited bv the Northwest Association of Secondary and Higher Schools. It is also accredited and recognized by other institutions on the same basis as...
    • Page 157

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    • /my_timeline-demo/config/initializers/devise.rb # Use this hook to configure devise mailer, 1 warden hooks and so forth. 2 # Many of these configuration options can be set straight in your model. 3 Devise.setup do |config| 4 # The secret key used...
    • Page 6

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    • 1 Chapter 1 Introduction Educators have debated the value of homework since 1890 when Dr. Joseph Rice demonstrated that spelling homework was futile for increasing later ability (Gill & Schlossman, 2004). Despite the debate, homework continues to...
    • Page 5

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    • 1 Chapter 1 Introduction- Nature of the Problem Every year students enter kindergarten with varying ability levels and with an array of educational backgrounds. While several students have attended a preschool or received some form of...
    • Page 157

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    • 1. There was not adequate funds and financing for such an extensive project. 2. There were many time-consunling law suits involvillg water rights. Moreover, "the general Land Office made an adverse report on the New Castle Reclamation Co. in the...
    • Page 226

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    • 1. William E. Barren, The Resrored Church, (Salt Lake City, Utah: Deseret Book Company, 1969) Page 32 2 . Ibid.. Page 322. 3. Donald R. Mooman, Camp Floyd and The Mormons, (Salt Lake City, Utah: University of Utah Press), Page 18. 4. William E....
    • Page 160

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    • 1. William E. Berrett, The Restored Church, (Salt Lake City, Utah: Deseret Book Company, 1969) p. 252. 2. Milton R. Hunter, The Founding of Utah, (1922). p 270. 3. Matthlas F. Cowley, Wilford WoodrujJ (Salt Lake City, Utah: Bookcraft, 1964). 4....
    • Page 15

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    • 11 In a research study conducted by O’Connor et al. (2000), a group of kindergarteners’ literacy progress was monitored and tracked over two years. During this time, students who were considered “at-risk” were given four tiers of intervention. The...
    • Page 117

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 110 Appendix O—Phonics Use Surveys Results Table 5 Phonics Use Surveys—Individual Use—Projected and Actual—Part 1 Notes: Participant—represents the participants in order by phonics use time. The projected column is taken directly from the Induction...
    • Page 118

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 111 Table 6 Phonics Use Surveys—Individual Use—Projected and Actual—Part 2 Notes: Participant—represents the participants in order by phonics use time. The projected column is taken directly from the Induction Survey on participants’ perception of...
    • Page 117

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 113 College-bound students. Students who plan to attend college must be able to recognize the importance of becoming intrinsic learners. The deep-thinking, reflective metacognitive strategies highlighted throughout this research will not only help...
    • 1897, page 15

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    • 15 STATE NORMAL SCHOOL. (b) This course consists of instruction in the elementary principles of rhetoric together with much practice in composition. The simpler pieces of literature prescribed for entrance to the Freshman class are also...
    • 1954_001 22

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    • 21 SCHOLASTIC REGULATIONS ACCREDITATION The College of Southern Utah is accredited by the Northwest Association of Secondary Schools and Colleges. It is also accredited and recognized by other institutions on the same basis as the Utah State...
    • Page 36

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 29 break. Data collection began again on April 11th. The final week of data collection was April 18th. The exit survey was disseminated on April 22nd. Analysis The research design of this thesis was the survey method. All information for this...
    • Page 34

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    • 30 success than independent learning. AHS would better serve their student population by organizing more cooperative learning groups with school-wide structure. The four hour a day structure was beneficial for a large number of alternative...
    • Page 30

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    • !31 were eighteen countries represented. Many cultures of the world were in my class. We had a white South African, a handful of black Africans from the Congo and Kenya, a multitude of Middle Easterners, South Koreans, and several others. In fact,...
    • Page 33

    • Reading comprehension; Evaluation; Education; Introversion; Dialogue
    • 32 Procedures To develop this project, students wrote in their journals Mondays through Thursdays, with a daily prompt related to their personal or guided reading assignment or other literacy activities. Once a week, students turned in their...
    • Page 31

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    • !32 students would use different means to divide themselves with the self-made groups of our class. Our class seems to represent our own world. Those who don’t identify by country, will use a secondary identifier in language. In fact, there are...
    • Page 34

    • Reading comprehension; Evaluation; Education; Introversion; Dialogue
    • 33 the number of sentences in the student responses using an Excel document. The information was coded to maintain student anonymity. Entry length from the dialogue journals was examined looking for an increase or decrease throughout the process of...

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