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(224 results)



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    • 1933-1934 and 1934-1935 Catalog of the Branch Agricultural College

    • Branch Agricultural College (Cedar City, Utah); College Catalogs; Southern Utah University (Cedar City, Utah) -- Curricula;
    • Contains the academic calendar, members of the board of regents, officers of the board, and officers and instructors. the catalog also contains class schedules, course descriptions, and information about the school.
    • 1931-1932 Catalog of the Branch Agricultural College

    • Branch Agricultural College (Cedar City, Utah); College Catalogs; Southern Utah University (Cedar City, Utah) -- Curricula;
    • Contains the academic calendar, members of the board of regents, officers of the board, and officers and instructors. the catalog also contains class schedules, course descriptions, and information about the school.
    • 1937-1938 Catalog of the Branch Agricultural College

    • Branch Agricultural College (Cedar City, Utah); College Catalogs; Southern Utah University (Cedar City, Utah) -- Curricula;
    • Contains the academic calendar, members of the board of regents, officers of the board, and officers and instructors. the catalog also contains class schedules, course descriptions, and information about the school.
    • 1936-1937 Catalog of the Branch Agricultural College of Utah

    • Branch Agricultural College (Cedar City, Utah); College Catalogs; Southern Utah University (Cedar City, Utah) -- Curricula;
    • Contains the academic calendar, members of the board of regents, officers of the board, and officers and instructors. the catalog also contains class schedules, course descriptions, and information about the school.
    • 1935-1936 Catalog of the Branch Agricultural College

    • Branch Agricultural College (Cedar City, Utah); College Catalogs; Southern Utah University (Cedar City, Utah) -- Curricula;
    • Contains the academic calendar, members of the board of regents, officers of the board, and officers and instructors. the catalog also contains class schedules, course descriptions, and information about the school.
    • 1932-1933 Catalog of the Branch Agricultural College

    • Branch Agricultural College (Cedar City, Utah); College Catalogs; Southern Utah University (Cedar City, Utah) -- Curricula;
    • Contains the academic calendar, members of the board of regents, officers of the board, and officers and instructors. the catalog also contains class schedules, course descriptions, and information about the school.
    • yearbook1917i018: Narrative for Class of '17

    • Beaver Murdock Academy--Beaver (Beaver County, Utah); School yearbooks
    • It had been an ordinary fall, following quite closely upon the usual summer, the sun had been out as infrequently as only the Beaver sun knows how, the gray clouds had maintained their accustomed mentally and physically dampening pall, and the...
    • Page 146

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 139 Zins, J., Bloodworth, M., Weissberg, R., & Walberg, H. (2004). The scientific base linking social and emotional learning to school success. In J. Zins, R. Weissberg, M. Wang & H. Walberg (Eds.), Building...
    • Page 12

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    • 9 adults should be used as examples. It was suggested that they be brought into schools as guest speakers to show that both rural living and having a college education can go hand in hand” (p. 13). Other influencing factors. Bedsworth, Colby, and...
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    • iii Abstract This study investigated the effectiveness of a reading vocabulary intervention implemented in a mainstream classroom with middle school students. Participants were 25 students in sixth grade who were either ELLs or below grade-level...
    • Page 46

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    • Girls and Relational Aggression 42 Sparks, S., (2011) Study finds academic payoffs in teaching students social skills. Education Week, 30 (20). Young, E., Nelsen, D., Hottle, A., Warburton, B., & Young, B., (2011). Relational agression among...
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    • Chapter 1 Introduction Over the years, there has been an influx of non-English speaking individuals in the United States. These individuals come from a variety of backgrounds and cultures. They include immigrants, refugees, and international...
    • Page 9

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    • 4 was called the Bilingual Education Act. This Act “provided funding to establish bilingual programs for students who did not speak English and who were economically poor” (Carrasquillo, Kucer & Abrams, 2004, p. 2). Following this Act was the court...
    • Page 10

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    • 5 disadvantage compared to fellow classmates who are native English speakers. “These students are not only required to compete with native speakers of English with respect to academic or literacy related language skills, they must also acquire the...
    • Page 11

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    • 6 with but the expectation is still there for them to pass all required tests at grade level as set forth by agencies at the local, state, and national levels. Literacy and Vocabulary Unfortunately, according to Kamil (2003), more than 25 percent...
    • Page 21

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    • 18 Instrumentation The data were collected through quantitative measures. I relied on the use of pre-treatment and post-treatment surveys. I used an adaptation of the Universal Encouragement Program (UEP) survey that our counselor has included on...
    • Page 12

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    • 7 Vocabulary struggles are hard enough for many native English students but for ELLs the struggle becomes more difficult, particularly for those students who enter school for the first time at a higher grade. Many times it looks as if students are...
    • Page 13

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    • 8 Vocabulary Breadth and Depth According to Wallace (2007), English-only (EO) students know basic words that usually never require instruction; these are known as Tier 1 words. Educators need to make sure that ELLs know these words and understand...
    • Page 15

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    • 10 learning disabilities or those who just struggle in general. Many of these students also have difficulty understanding vocabulary as it relates to their world. Effective Instruction Finding the best programs and the most effective means of...
    • Page 16

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    • 11 instruction makes use of meaningful repetition, effective instruction increases the depth of students’ vocabulary knowledge, effective instruction fosters independence” (p. 77-79). Reading Programs and Interventions Involving ELLs While...

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