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    • Page 154

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    • the officers and authorities of the Church of the Legion and of the Temtory, and to all the people, and say unto you all, do not in the least degree relax your efforts to save your grain, your stock, and all your property, and fort up strong and...
    • Page 229

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    • The problem of wlonization was particularly difficult during the Utah War because of the large number of people called back to Utah. In addition, two to four thousand immigrants were brought into the tenitory each year by the pioneer companies....
    • Page 21

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    • 16 Text structure. Expository text is organized into different structures. These structures include sequence, compare and contrast, description, cause and effect, and problem and solution (Akhondi, Malayeri, & Samad, 2011; Moss, 2004). Each...
    • Page 7

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    • Chapter 1 Introduction Background Closing the minority achievement gap has been and continues to be one of the most pressing matters in American education. The achievement gap, which is defined as the academic disparity between low-income and...
    • Page 19

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    • 13 Researchers from the Northwest Evaluation Association (NWEA) examined the levels of academic achievement by comparing how 14 different states set proficiency levels for both math and reading tests. The researchers determined that what is...
    • Page 23

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    • 17 can help educators guide instruction for all of the students in their charge. Assessments should be useful, meaningful, informative, and educative. They must capture and communicate judgments about student work and show students how to be better...
    • Page 49

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    • 43 The green circle shows that the student has mastered the skill. For mastery, a student must get the three most recent attempts on a particular skill correct. The half yellow circle shows partial mastery. In order to achieve partial mastery, a...
    • Page 5

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    • Girls and Relational Aggression 1 Chapter 1 Introduction Bullying in schools is for some students a daily common occurrence and has recently in the last decade become a highly publicized societal and school issue. A recent report indicates that 30%...
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    • Girls and Relational Aggression 4 Definition of Terms Bullying: Repeated aggressive behaviors that are aimed at a specific target to intentionally cause psychological or physical harm. Types of aggression: Researchers have defined and categorized...
    • Page 13

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    • Girls and Relational Aggression 9 • Not hanging out with someone • Threats of friendship withdrawal • Letting someone know they are not welcome (Crothers, Field, & Kolbert, 2005). Many researchers concur that even though relational aggression is...
    • Page 19

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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...
    • Page 26

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    • Girls and Relational Aggression 22 schools’ computer labs where the survey was completed and supervised by the researcher. Certain demographic information was collected and held strictly confidential, with no identities being exposed. The survey...
    • Page 15

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    • EFFECTS OF BACKGROUND MUSIC 11 communication skills. “Music is a medium that involves a complex range of expressive qualities, dynamic form and dialogue, an offers a means by which some form of alternative communication can be established to help...
    • Page 26

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    • Testimonial videos 26 (Dilley, 2000). Kahn and Cannell’s (1961) advice to study and repeatedly apply principles was also followed. While I conducted some interviews and had a basic script, (see Appendix A for full list of interview questions) I had...
    • Page 10

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    • 3 person is limited in learning opportunities and lacks the skills necessary to create communication beyond what he or she hears. Now, as an English teacher, this teacher-researcher wonders how much grammar to teach each year. The current Utah...
    • Page 12

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    • 5 agreement and pronoun-antecedent agreement (CCSS, p.56). It also states that the use of punctuation should be mastered by the 4th grade, but it doesn’t say exactly what punctuation rules should be taught until 6th grade; and, at that point, the...
    • Page 15

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    • 8 The final student group affected by similar obstacles includes the many students with learning disabilities who require individual attention and additional accommodations to improve reading and writing skills. Thus, it can be discouraging for a...

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