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    • 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,...
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    • Girls and Relational Aggression 15 aggressor’s give restitution, empowering bystanders, and protecting targets and bystanders from an aggressor’s retaliation. What won’t work for stopping relational aggression is blame, taking no action, and having...
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    • Chapter 1 Introduction Context of the Problem In 1991 Minnesota passed the nation’s first charter school law, followed by several more states, including California, Michigan, Arizona, and Massachusetts (Manno, 2004). This charter school movement...
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    • 2 Most Americans think testing is a spurious trend; a new Time poll found that only one out of five people surveyed felt that testing has had a positive effect in schools. But as the tests get better, we are starting to be able to see in the dark ....
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    • 6 expansion of charter schools. Dubbed the “Race to the Top,” this competition aims to encourage innovation and reform in local public education (Ravitch, 2010). From the very beginning, charter schools and accountability have been closely related....
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    • 7 approval. Zhang and Yang addressed the educational needs motivation for charter schools by hypothesizing that low performing school districts and districts experiencing rapid growth would be associated with a higher degree of charter school...
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    • 12 ability to design curricula and alternative forms of assessment that would set their school’s educational objectives and experience apart from the traditional model—the very principle charter schools have been tasked with in the first place. In...
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    • 17 strategies and altering attitudes, assessment can and should be a crucial part of all educational endeavors (Brimijoin, 2005). The public tends to look at assessment as a student issue; we need to understand the broad spectrum of people and...
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    • 18 Such is the case in many states: plenty of information, but information that, more often than not, simply leads to more questions. Charter schools can play a key role in parent choice and satisfaction, but only if parents can clearly understand...
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    • 38 mandated assessments would carry more weight in the SUCCESS Academy school community. Both the school’s instructional model and recent scores on state assessments support this assumption. Because of the unique Montessori model at Gateway...
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    • 41 Gateway Preparatory Academy parents nor SUCCESS Academy parents chose their school because of annual test scores, seemingly contradicting responses from item one unless these parents’ perception of academic performance is determined by something...
    • Page 48

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    • 42 appear aware and very positively impacted by a school’s instructional model. According to the evidence, a charter school’s instructional model is the key determinant for selective parents, not test-score data. Perception of a school is more...
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    • 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...
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    • 46 value-based factors must be addressed. Assessment scores by themselves are inadequate tools for measuring any school’s success—particularly those charged with innovation to help advance the nations educational landscape. The time has come for...
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    • 50 often do. If teachers have a negative attitude and perception about scores as tools to evaluate student learning, and if parents are undecided with a slight bias toward the negative, such assessments are likely not appropriate tools to evaluate...
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    • 53 communities would be better served by an evaluation that contained additional information in addition to student scores that was better aligned with both mission and community expectation. Finally, there is a call for more research on the public...
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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 20 experimental group trained for three days per week with at least 48 hours of rest in between sessions. Post testing took place three to five days following the final training session and was done...
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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 45 Appendix A Letter to Administration To Whom It May Concern: I am a student at Southern Utah University, getting my master’s degree in Sports Conditioning and Performance. I am currently working on...
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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 46 Appendix B Assent/Permission to Participate in a Research Study Effects of Strength Training on Female Dancers’ Jumping Ability and Balance (Control Group) What Is The Research About? Your child is...

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