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  • All fields: arts
(115 results)



Display: 20

    • Page 66

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    • 1 0 0% 2 1 17% 3 2 33% 4 1 17% 5 2 33% How many days a week do you write on an iPad in Language Arts? 1 2 33% 2 2 33% 3 1 17% 4 1 17% 5 0 0% What do students handwrite? 62
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    • 1 46 9% 2 56 12% 3 105 22% 4 102 21% 5 177 36% How many days a week do you write on an iPad in Language Arts? 1 147 30% 2 136 28% 3 110 23% 4 51 10% 5 42 9% I handwrite in class 76
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    • 10 the new core standards while also using specific grammar, punctuation, phrases and clauses as required by the Core Curriculum State Standards. (Please see definitions for specifics.) Setting The setting for this study is in a regular 9th grade...
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    • 13 a Second Language (ESL) endorsement and frequently attended special district training meetings to help her perform specified ESL duties back at school. These duties included teaching Language Arts to ESL students and making sure they were...
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    • 14 Chapter 2 Literature Review Introduction This review will examine the lengthy debate about how to teach English grammar to secondary students in order to improve their writing skills. It will also examine the process through which the teaching...
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    • 16 adaptive assessment known as Measure of Academic Progress (MAP). When the student correctly answers questions, they become increasingly difficult. When the student answers the questions incorrectly, the questions become easier (McCall et al.,...
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    • 17 was available to define grammar’s purpose. It was not until the twentieth century that linguists and teachers really started diving into the realm of research to discover how the English language’s structure should work most effectively. The...
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    • 21 Chapter 4 Results The population of SEA changes drastically at the half-year semester mark. Those students who have gotten caught up on credits go back to their home schools and a new set of students who need to make up classes are enrolled....
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    • 21 initially established with high correlations between CBM assessments and achievement tests such as the Peabody Individual Achievement Test and the Standford Achievement Test (Deno, 1985). Teachers can identify students who are in need of...
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    • 21 Kolln and Hancock’s (2005) argument against the anti-grammar movement maintains that as the free-writing trend took off, linguists such as W. Nelson Francis, Harold B. Allen and Noam Chomsky were researching English grammar and discovering...
    • Page 28

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    • 22 final status. It also frequently assesses progress so that slope of improvement can be quantified to indicate rate of improvement. The data produces accurate and meaningful information about levels of performance and rates of...
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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...
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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...
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    • 26 continues with the suggestion that the way teachers present grammar lessons is the problem, not the grammar itself. Constance Weaver (1996), an author of many grammar books for teachers, weighs in on the grammar teaching debate by saying, “In...
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    • 26 was to obtain data and to examine the relationship between student performances on YPP in comparison to their state-mandated assessments. Warren County Middle School in Warrenton, Georgia implemented the YPP assessment program in 2006 and...
    • Page 34

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    • 27 because they weren’t taught them in high school. Also at that time, many teacher training classes required few or no grammar classes to prepare them to teach Language Arts. As a result, the term "grammar" took on a confusing definition during...

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