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    • Page 40

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    • March 2 1 , 1874.. . N . W . Pryor was appointed City Marshal, John C. Duncan was appointed T r e a s u r e r , a n d George P e r r y was appointed Supervisor of S t r e e t s and Water Ditches of Cedar City. March 23, 1874 . . . An ordinance was...
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    • across the creek opposite the residence of D . S . Macfarlane. After consultation, the petition of Cannon and Taylor was granted. Property deeded. (valued a t $500 but given a t $50, with the option that the property would revert back to the City...
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    • cents per ton and one of 1 2 , 0 0 0 tons at 85 cents per ton. If the Bond Election, on September 4 , 1951, goes over the City will pay for the full 1 8 , 0 0 0 tons, if it does not go over they will only have to pay for the 6000 tons. Gravel to be...
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    • Oct. 14, 1976.. .City Manager informed the Council that last Sunday a major water line broke in the Highland Drive area. Residents asked to meet with the Council in order to help them solve their problems. (Soil subsidence in the northeast section...
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    • ii Chapter 5: Discussion .......................................................................................................51 Overall Effectiveness of Expository Text Comprehension Instruction .................51 Limitations of Assessments...
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    • iv List of Figures Figure 1: Comparing PALS 1-3 Pre and Post Assessments ..............................................39 Figure 2: PALS 1-3 Individual Pre and Post Assessments ................................................40 Figure 3: Individual...
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    • 21 The Four-Part Lesson Cycle created by Montelongo et al. (2010) addressed vocabulary, text structure, modified sentence completion, and rewriting the text. This four-step cycle spanned a five-week period and showed a significant amount...
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    • 23 Chapter 3 Methodology The purpose of this action research study is to examine the effects of teaching expository text to primary grade students with developmental delays. Four different instructional strategies were used to teach all of the...
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    • 25 second grade level science and social studies core curriculums. The timeline of steps required to complete the study were as follows: 1. Administration of the pre-assessments on expository text comprehension, two days. 2. Whole class lessons...
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    • 35 important to note is that with all of the graphic organizers in this study, pictures, words, and phrases were all incorporated to match the varied learning levels of the classroom. Step 6. Sixth, after the participants received instruction in...
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    • 37 A second evaluation instrument used in this study was a retell rubric. This rubric was designed to rate the oral retellings of each participant (see Appendix B). The retellings were used to measure the participants’ ability to analyze,...
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    • 39 Chapter 4 Results The purpose of this study was to examine the effects of teaching expository text to primary grade students with developmental delays and learning disabilities. Using a quasi-experimental design, the researcher examined the...
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    • 49 The final comparison of each instructional group is shown in Table 1. All strategies began with a single retell pre-assessment mean result of 6.05. After all groups received instruction in each of the four instructional strategies, retell...
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    • 52 that not only can those two separate individual groups progress, but that students who are in both categories simultaneously, in the primary grades and have disabilities, can progress as well. In this action research, data from the PALS 1-3...
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    • 53 choice questions to many of the participants may have had an adverse effect on the PALS 1-3 assessment results. The findings of the retell assessments however, portrayed a more accurate representation of the participants’ knowledge of the topics...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 34 • Did the students participate? • Did you learn something from this lesson? The professional educators were directed to respond in an extremely specific manner, and were asked to answer “Why?” or “Why not?”...
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    • 2 need to score as proficient or better on its state’s standardized tests. Scores from these subgroups are compared to the scores of their peers. All students, including ethnic minority, low income, and special education students, must meet these...
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    • 3 14% of White adults (Fry, 2010). As a result of the increased legislation and awareness to the achievement gap, Yearly ProgressPro™, a progress-monitoring instrument, is being implemented to help close it. This computer-administered program...
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    • 4 receives assistance through Title 1 funds. Currently, there are 754 students who attend Cherry Hill; 72% of these students are native English speakers while 28% are ELLs. Purpose of the Study The purpose of this thesis was (a) to compare the...

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