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  • All fields: School's
(139 results)



Display: 20

    • "The Mascot"

    • Branch Normal School--Cedar City (Utah)--Students; Branch Normal School--Cedar City (Utah)--Drama; Amateur theater--Cedar City (Utah)
    • Cast members of the Branch Normal School's production of "The Mascot," performed April 1912.
    • Blanche Thomas

    • Branch Normal School--Cedar City (Utah)--Drama; Branch Normal School--Cedar City (Utah)--Students; Amateur theater--Cedar City (Utah)
    • Blanche Thomas as Ophelia in the Branch Normal School's production of "Hamlet," 1900-01.
    • Library books

    • College of Southern Utah (Cedar City, Utah); Southern Utah University -- History
    • Storage area where some of the school's library books were kept after the fire that burned Old Main.
    • 1911, page 52

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    • 52 and feeding of a few first class swine, sheep, cows, and horses. The course as to be given will fill a long felt want of the young men of southwestern Utah. Careful attention will be given to the needs of the various communities located in...
    • 1912, page 56

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    • 56 pervision of the instructor. Each student must fit and finish a one-piece gown. Six hours. Two credits. Domestic Art III. Needlework. This course covers the practice in such stitches as chain, outline, satin, eyelet, french knots,...
    • Page 132

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    • Johnny." This horse always pulled them out of the mud and got them started in the morning." .At the time that the Cedar City men were lumbering, other features of the h i l d i n g were being pushed. The college hill property containing 15 acres,...
    • Page 28

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    • 22 students’ investment in school learning appears to increase” (Haneda, 2006, p. 343). ELLs can then feel safe to learn in this type of school environment as it allows them become active readers and writers when exposed to new texts. It is not...
    • Page 2

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    • iii Table of Contents List of Tables .......................................................................................................................v List of Figures...
    • Page 37

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    • 31 Chapter 4 Results RTI has been a nationwide initiative, because “to meet the needs of all students, the educational system must use its collective resources to intervene early and provide appropriate interventions and supports to prevent...
    • Page 38

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    • 32 area. The identities of all participants have been kept confidential and findings will be reported in this study without revealing their personal information. A Brief Explanation of the Studied School’s Framework The following is the...
    • Page 39

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    • 33 of RTI implementation and an illustration of this school’s implementation of the framework. For the purpose of this paper, the researcher focused on interventions at Tiers 1 and 2. Figure 1: RTI Structure. This figure illustrates the structure...
    • Page 56

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    • 50 Chapter 5 Discussion Evaluation of teacher perspective on implementation of an RTI framework provided a bridge from theoretical understanding to practical application of the model. Insights of practicing educators highlighted and supported...
    • Page 57

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    • 51 would have the benefit of synergy as professionals collectively brainstorm and troubleshoot potential problems and their solutions. It is understandable to believe, “teachers who engage in collaborative efforts are more likely to see themselves...
    • Page 61

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    • 55 determine if a child struggles reading fluently, but cannot define “specific skill deficits that are contributing to poor reading fluency or how to guide intervention” (Ysseldyke et al., 2010, p. 56- 57). Therefore, it is paramount for teachers...
    • Page 65

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    • 59 greater than that for proficient readers” (2011, p.3). Perhaps, instead of pushing all students to fit a prescribed expectation in reading no matter what; the educational system either needs to develop another avenue of learning for resistant...
    • Page 82

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    • 76 Appendix D Letter to Explain Study December 15, 2011 Dear Educator, I am inviting you to take part in a research study about teachers’ perspectives on RTI implementation. Three teachers from your school have been randomly chosen to take part in...
    • Page 16

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    • SOCIAL THINKING INTERVENTIONS 15 with HFA. The three areas were emotion recognition, theory of mind, and real life problem solving. One of the unique aspects of this study was that parents attended a concurrent training aimed at improving their...
    • Page 37

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    • SOCIAL THINKING INTERVENTIONS Chapter 4 Results The purpose of this project was to develop and implement a social thinking curriculum for students identified with HFA. The skills deficits that manifest themselves in these students present a unique...

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