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  • All fields: activities
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Display: 20

    • Page 26

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 22 interviews with students in classrooms where metacognitive strategies were used, Preus reported that the students she observed talked about how the teachers used T-charts and organization charts to help them organize their thinking, how teachers...
    • Page 28

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 24 learning processes, to engage in a dialogue with themselves, and be conscious of their learning as a process facilitator of knowledge (Arroyo & Quintana, 2008). According to Smith (2010), if we can get our writing students, including our basic...
    • Page 33

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 29 language acquisition. As parents offer positive reinforcement during a child’s formative years, their children ultimately achieve language acquisition success. However, by the time students reach high school, they have had so many discouraging...
    • Page 39

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 35 More research is needed on how best to prepare teachers for authentic and inclusive teaching. In addition, more research is needed on the connection between fostering high quality intellectual work and producing graduates with the skills needed...
    • Page 52

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 48 two hours completing this assignment. As previously stated, one of this researcher’s colleagues, a native Spanish language art’s teacher agreed to assess all three groups twice during the course of this research. In an effort to maintain...
    • Page 97

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 93 single section of this test. I still have lots of things to improve and work hard. Pronouns and antecedents were somewhat harder than I thought.” Question #2: In what area are you willing to put forth a more diligent effort? Explain. Junior...
    • Page 104

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 100 understand the importance of spending time thinking before writing, the importance of the revision process, and the value of both teacher and peer feedback; however, the reported increase in those numbers in December held much more significance...
    • Page 108

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 104 As previously stated, participants did report feeling more prepared for college writing, but even more interesting, when asked to rank their own writing proficiency levels and parallel those results with what they believed college professors...
    • Page 111

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 107 antecedent section); the students’ astonishment was reflected in a typical response: “[It was surprising] that the second time I [took] it my score improved so much even though we didn’t necessarily study for this test in particular. Just...
    • Page 112

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 108 overall writing abilities. “Yes, because it covers every concept that we should know to be a good English writer,” and “I like the test because I can see how and in what way I’ve improved, and in what areas I need to put more effort.” (The...
    • Page 11

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 7 comprehensive metacognitive strategies into current high school curriculum, which will hopefully lead to a reassessment of standardized testing. By engaging students in conversations about their own writing, including the use of...
    • Page 18

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 14 inflexibility while reteaching concepts to meet a different set of standards—namely creativity (Fanetti, et al., 2010). Frank W. Serafini believes that the “School as Factory” phenomenon of the 20th century continues today: This ‘scientific’...
    • Page 27

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !28 function of “validation for the moral order, harmony with ones self, harmony with the universe, and understanding contemporary conditions” (Billions, 1994, p. 156). Archetypes often emerge from...
    • Page 60

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !61 trip to the wall symbolizes this difference as he goes without his brother to peer off the “the edge of the world” (“The Kingsroad”). Tyrion’s desire to journey to the wall that separates...
    • Page 79

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !80 Appendix A Biklen and Bogdan Stereotypes in Portrayals of Disabled People in Media - Pitiable and pathetic: Tiny Tim in A Christmas Carol - Object of violence: Audrey Hepburn’s character, who is...
    • Page 4

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 4 Background and Significance Many studies have shown that the integration of a student response system (SRS) has amplified students’ success on tests, long-term retention, as well as student engagement (Karman, 2011)....
    • Page 39

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 39 consuming ways to respond. These tools such as flashcards leave no easy way for teachers to evaluate the data if they are collected manually versus with an SRS. Another positive outcome for practitioners is using a...
    • Page 20

    • Spanish language; Language experience approach in education; Writing
    • 16 is inaccurate (Ruan, 2004). It is especially important to utilize metalanguage in the bilingual classroom as it allows students to transfer skills between languages (Serna, 2009). Martín-Beltran (2010) has suggested that peer writing activities...
    • Page 34

    • Spanish language; Language experience approach in education; Writing
    • 30 Lowercase months of the year were taught during the school year when students and teachers made comparisons between English and Spanish and recognized that months are not capitalized in Spanish. In the Four Square Writing project about Abraham...

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