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  • All fields: aspects
(150 results)



Display: 20

    • Page 39

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    • The Human Element 34 2006, para. 9). The key word here is observable. Many practitioners overlook the fact that all aspects of a community are observable. And that they can refer back to humanities’ original roots in anthropology to gain a better...
    • Page 23

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 19 Many decisions need to be made when planning professional development. One of the most important decisions involves the content and intended outcome of the professional learning opportunity. A series...
    • Page 30

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    • U.S. Embassy 30 Metaphor…unites reason and imagination. Reason, at the very least, involves categorization, entailment, and inference. Imagination, in one of its many aspects, involves seeing one kind of thing in terms of another kind of...
    • Page 29

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    • 25 As required by the Southern Utah University Department of Graduate Studies in Education, all necessary Institutional Review Board (IRB) requirements were met throughout the conduct of this research study. Furthermore, additional requirements of...
    • Page 78

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    • STRAIGHT IS THE GATE 79 to handle the things that bother them about another person. Sister-wives do not always get along; when this happens, each woman must evaluate her own needs and work out the issues. Much like interviewee #13, Interviewee #4...
    • Page 46

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    • The Human Element 41 A managerial approach to studying cultures comes from the work of Laurent (1983) and Victor (1992). Laurent identified four dimensions or parameters, as he refers to them: perception of organizations as political systems,...
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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 26 directly related to RTI as presented by Buffum et al. (2012). The professional development on RTI includes a book study, action plans, reflection, an article study, mentoring, collaborating, coaching,...
    • Page 33

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    • 27 to an hour or less. To form a baseline of information concerning teachers’ overall understanding of the RTI framework, the researcher began with interview questions created by Terry Ann Paradis (2011) from her dissertation. The questions were...
    • Page 34

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    • 28 out of respect for the educator’s time as well as to be sure to observe the class for the entire time allotted. An observational protocol (Creswell, 2012) was developed to focus on particular aspects of instruction and classroom dynamics. This...
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    • STUDENT ORIENTATION iv ACKNOWLEGEMENTS This project’s success would not be possible without the assistance rendered by my committee: Dr. Arthur Challis, Dr. Brian L. Heuett, and Dr. Kevin Stein, as well as Dr. Jezreel Kang-Grahm, and by Dr....
    • Page 72

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    • No pirates no princesses 67 Modeling of behavior by the parents will hopefully result in that behavior acted upon by children. Ginott (2003), states that values are absorbed from respected others. Participant four states that children will see the...
    • Page 73

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    • No pirates no princesses 68 Limitations and further research This qualitative study interviewed eight subjects. They were from similar soci-economic backgrounds and all had concern for their children and ego involvement in parenting. To fully...
    • Page 57

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    • Apologia, Antapologia and Political Power 53 his oath to the office he was elected. He responded by saying: “I don’t believe I did anything here that violates any law or violates my oath to my fellow constituents.” Later on Weiner reiterated...
    • Page 57

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    • 54  The test itself is very long with a lot of reading. Students seemed to become very tired about halfway through the test. By the end, they seemed dazed and relieved to be done.  Most students took at least an hour to finish. For the...
    • Page 90

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    • STRAIGHT IS THE GATE 91 Although nothing can replace the loss of a parent, the loss was made easier because of the strength of the family and the closeness of the community. After returning to the other dinner guests, we all talked about their...
    • Page 91

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    • STRAIGHT IS THE GATE 92 husband supports what I’m doing because he wants to see it happen.” In speaking to her about her openness, she described the empowerment she felt by letting her voice be heard and not passively allowing others to concoct...
    • Page 45

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    • 39 some studies may not be as universal as anticipated but can give a baseline from which to start. All teachers commented on the frustration of seeing the best thing come and go to be replaced by the next best thing. All of the participants were...
    • Page 47

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    • 41 While, for the most part, teachers felt confident with the initial screening measure, all teachers commented on how arbitrary the progress monitoring assessments were. As identified by all teachers, the stories used for assessment in progress...
    • Page 47

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    • U.S. Embassy 47 seems to stand alone in the text itself. There are no other metaphors on the page that support this metaphor in any way. I haven’t had much luck with any other metaphors that would allow me to really analyze the character of the...
    • Page 64

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    • 61 The two students in group L that scored below a 9th grade level are both reading books that are also below a 9th grade level (5.3 and 5.5), which shows they are comfortable with reading books that match more closely to their scores from the DRP...

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