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  • All fields: administrators
(128 results)



Display: 20

    • Page 69

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    • 66 appropriate educator or administrator for testing. Since the QRI can be administered on any level K-12, students who are referred should be tested at least once a year to determine improvement and to provide appropriate adaptations in curriculum...
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    • STUDENT ORIENTATION 23 References Bender, Tricia (2003). Discussion-based online teaching to enhance student learning: Theory, practice and assessment. Stylus Publishing, LLC. Sterling, Virginia. Bridgerland Applied Technology College (February 6...
    • Page 15

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    • 1 2 J. Richard Gentry, Ph.D., and author of many books based on spelling research, was asked by the Zaner-Bloser editor Marytherese Croakin to discuss the four most pressing questions teachers have asked about teaching spelling. Here are the...
    • Page 79

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    • Physician & Patient Communication 80 University has established a nine step competency based curriculum, and is called The Nine Abilities. The first of these nine abilities is Effective Communication. The next theme discovered in the analysis was...
    • Page 13

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 9 define essential learning standards; plan and provide high-quality Tier 1 instruction, for all students; constantly assess students learning and instruction effectiveness; and take responsibility for...
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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 13 When general education teachers are given the opportunity to study and read literature about successful RTI models, they have an opportunity to understand the factors in successful implementation...
    • Page 62

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    • U.S. Embassy 62 Interview Questions for Individuals: 1. Have you experienced any friction with other religions and to what degree? 2. What specific difficulties (if any) have you experienced as a _____? 3. How did you convert/become a member of...
    • Page 62

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    • 56 Consideration of Time and Numbers Involved in Interventions Besides noting a lack of focus on pinpointing and adjusting Tier 2 intervention to meet specific needs of individuals, teachers in this study identified approximately 30 percent...
    • Page 21

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 17 result of observations of the effect on their students. Teachers learn a great deal when their actions have an influence on their students (Gusten et al., 2000). Teachers are more accepting of change...
    • Page 27

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    • 2 4 knowledge of words. The test is administered like a typical spelling test, the words ordered by their level of difficulty. After students have taken the test, teachers use the spelling feature guide to score the test. This feature guide scores...
    • Page 67

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    • 61 requiring educators and administrators to continually identify local concerns in an effort to maximize students’ success.
    • Page 26

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    • EL INFORMATION PROCESSING IN MATH 19 Memorizing formulas should be replaced by teaching students problem-solving skills (Llieva, 2011). Teachers also need to be made aware of students’ need to reach higher levels of academic English proficiency and...
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    • EL INFORMATION PROCESSING IN MATH 25 helps make the problems and questions more comprehensible for them. Some things that can enable ELs to understand and solve problems are the reduction of the total number of words, the avoidance of complex...
    • Page 149

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    • Legion. The escort arrived at Governor Young's at 9:00 a.m. and everyone saluted him at the west door of his mansion as he appeared on the steps.' The residents of Cedar City held their own celebration and Henry wrote the following about the...
    • Page 9

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 2 The development of students’ self-efficacy and social competence as related to character education programming—referred to by some as performance character—is essential, but not well investigated. Anecdotally,...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 4 Delimitations There were many fruitful lines of inquiry that this study did not address. Most notably, this was not a study of the impact that participant perceptions can have on the effective implementation of...
    • Page 23

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 16 and likable”—implied the need for strong modeling of performance character by educators (Noddings, 2011, p. 335). Covey’s “The Leader in Me” (TLIM) program as character education. Stephen R. Covey (2008) stated...
    • Page 29

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    • 23 in language arts and math. There are 30 math assessment questions and 25 language arts assessment questions. Students can see their score at the end of each assessment. Test items were developed and analyzed by university educational...
    • Page 30

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    • 24 past 10 years confirm the positive effects on students’ mathematics, spelling, and reading achievement when educators depend on CBM progress monitoring to assist them in their instruction (Fuchs & Fuchs, 2004). The senior product manager for...
    • Page 31

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    • 25 to create their own custom tests. These tests can be used to get a more in-depth understanding of each individual’s weaknesses on specific objectives. YPP reports provide details about the skills and concepts tested and include the corresponding...

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