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  • All fields: academic
(401 results)



Display: 20

    • 1915 98

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    • ,~,) ~ ...J Main Buildings, Branch Agricultural College. Branch Agricultural .College of Utah Southern Utah's Big State, School Stands for the "NEW EDU'CATION," NEW IDEALS, NEW METHODS. Education that is, liberal, ,practical, sane, sound and...
    • 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...
    • 1898, page 7

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    • THE SOUTHERN BRANCH OF THE STATE NORMAL SCHOOL OF THE UNIVERSITY OF UTAH. GENERAL INFORMATION. HISTORY. By an act of the Legislature of the State of Utah, approved March 11, 1897, it was provided that a branch of the State Normal School...
    • 1898, page 17

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    • 17 STATE NORMAL SCHOOL. READING A.-The object of this course is to give a practical and scientific basis for reading. Practice and theory of reading; voice building, phonetic spelling, pronunciation and emphasis will be given. Required of...
    • 1899, page 28

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    • 28 SOUTHERN BRANCH OF THE ZOOLOGY.-This is a thoroughly practical course for teachers, and little attention is given to those subjects which the teacher can not use in common school work. Required of second-year Normal students. 3 hours...
    • 1900, page 30

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    • 30 SOUTHERN BRANCH OF THE ject as are needful for teachers in the grade schools. The course is attended by much practical work with minerals and in observation tours. Required of third-year Normal students. 2 hours per week throughout the...
    • Page 234

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    • PARLEY DALLEY Biography 1886 - 1970 Parley Dalley was born November 5 , 1886, the son of James and Petrina B. Dalley. He grew up on a farm in Summit. Utah, the place of his b i r t h , and attended the oneroom school there. He then went to the...
    • Page 8

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    • 2 have been completely transformed and are irreversible. The ways in which ELLs from low SES backgrounds interact and associate with the digital era was also addressed. The results of this research will help educators yield a deeper appreciation...
    • Page 10

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    • 4 school connection and the HLEs of these students are just some of the reasons for these remarkable academic achievements. Delimitations This study did not collect data from any schools other than Dixie Sun Elementary. It focused on ELLs in the...
    • Page 11

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    • 5 reading, writing, and listening as outlined in the Utah Core Curriculum. These tests are an integral component of U-PASS (Utah Performance Assessment System for Students) and the federal No Child Left Behind legislation. Digital literacies:...
    • Page 12

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    • 6 Home-literacy environment (HLE): The literacy experiences in the home in which a child participates and observes before formal reading and writing instruction. It also refers to the continued literacy experiences a child is exposed to at...
    • Page 14

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    • 8 Chapter 2 Literature Review When children enter school, they bring an array of experiences and background knowledge to the classroom as they try to understand their new world of learning in the academic world away from home. In terms of literacy,...
    • Page 15

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    • 9 community and family settings are valued in the development of literacy among students who are not identified with the dominant culture. Factors such as language, culture, ethnicity, and socio-economic status explain patterns of student...
    • Page 17

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    • 11 in their first language (L1); however, this is not always the case. Cooter (2006) describes the American Idol star, Fantasia Barrino, who recently wrote a memoir entitled Life Is Not a Fairy Tale (2005) that tells of her experiences as an...
    • Page 18

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    • 12 say that educators “should understand that linguistic barriers, diverse social practices, and a multiplicity of assumptions, beliefs, and perceptions contribute to difficult discourse” (p. 353). Therefore, linking academic learning...
    • Page 19

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    • 13 community to display children’s work, bringing children’s artifacts from home to display at school, and sharing photographs outside the classroom (Feiler et al., 2008). In conjunction with the U.S. Department of Education’s (USDOE)...
    • Page 21

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    • 15 students. Unfortunately, there is a connection between the number of students who qualify for Title I services and “children who are failing, or most at risk of failing, to meet state academic standards” (USDOE, 2010b). Schools that have at...
    • Page 26

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    • 20 one in which parents may still value literacy and their children’s education; however, they are less educated and engage in fewer literacy activities in the home. Students from literacy-oriented communities have proven to be more prepared for...

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