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    • 1915 101

    • WE have appreciated and enjoyed a liberal amou,nt of the students' p1atronage in the past and we hope and in fact believe -tHe will be favored by a similar or even better business in the future. The reasons for this are: ALEX G. MATHESON Watchmaker...
    • Page 18

    • 14 Where parents are capable of guiding the child and are inclined to supervise the home study, their children succeed in school. But where the parents are illiterate or for other reasons are unable to supervise the home study, their children as...
    • Page 58

    • 52 voiced and suggestions could be made to tailor the classroom instruction to the needs of individual students. Collaboration encouraged services between general and special education to be integrated. The open professional communication improved...
    • Page 182

    • THE WEB 183 Presentation 123 Keep in mind: having an optimized style sheet for mobile devices doesn’t mean a website is optimized for mobile. To be truly optimized for mobile de􀀍􀵶 vices, the images and markups need to cut on the load size...
    • Page 27

    • 22 It has been observed that the most effective teachers are those who recognize that they have much more to learn and thus seek opportunities for continuing professional development (Parris & Block, 2008). The world of education is constantly...
    • Page 15

    • PREFERENCES FOR GROUP LEADERSHIP STYLE 16 that existing tools do not include all students in group formation, and create problems by leaving students who go unassigned to a group. The current study will seek to fill this need during group formation...
    • Page 28

    • PREFERENCES FOR GROUP LEADERSHIP STYLE 29 toward styles of group leadership. There is sufficient research to suggest that identification of psychological domains are helpful for psychological studies, such as evaluations in children (Keat, 1990),...
    • Page 43

    • PREFERENCES FOR GROUP LEADERSHIP STYLE 44 Chapter VI Discussion As hypothesized, correlations between preference for group leadership style and psychological domain were indicated by results of the survey administered in this study. These results...
    • Page 25

    • Fishback Intern 26 Coaching feedback stands as one overt communicative facet of the coach-athlete relationship, and the type, amount, and timeliness of that feedback appears to influence athletes‘ self-efficacy (Parrott & Dugan, 1999),...
    • Page 36

    • MUTED MOTHERHOOD 32 impossibility of bridging the gaps between experts and the public and between segments of the public; and with the necessity to learn what was supposed to be of the essence of persons—rationality—so that one class of...
    • Page 157

    • 144 Chapter 8 Web Design With Photoshop ments and make the page more easily navigated by people with disabilities. The image is 800 x 600 pixels in size and the resolution is set to 72 ppi. This will make the finished web page fit the monitor...
    • Page 26

    • 19 help students recall the procedures of simplifying expressions. Opportunities are available on the Internet for students to create and submit lyrics for remembering different math formulas. This opportunity encourages understanding of the...
    • Page 101

    • 94 Scheduled interviews for the third project were interrupted by the many activities at the end of school. Students were talked to when their projects came in either before or after school. The eighth grade students at Parowan High School do not...
    • Page 10

    • 7 writing must be significant. It must be significant enough to continue looking for other answers, or continue down the very troubling path of not assigning a sufficient amount of writing for student, thereby perpetuating the cycle of producing...
    • Page 57

    • 54 teachers to make a difference. AES programs are not an exception. Teacher must look at how to use a program, and use it effectively for it to make a difference. Looking at the usage habits, revisions habits, and results among individual teachers...
    • Page 58

    • 55 This may explain why School 11, from a district-wide perspective, was an outlier on in every category. Every time the indicators suggested they should have success, their scores came in low. Their high submission rate didn’t seem to make a...
    • Page 11

    • 8 suggestions for organizing the reporting of participation, it does not speak to the larger issue of how to increase participation. Teachers have addressed the need to increase participation by assigning point values to comments, but research...
    • Page 12

    • 9 discussion that no amount of extrinsic rewards would enlist their engagement in discussion. (2009, p. 186) These teachers posited that assigning points to participation encourages extrinsic motivation and, therefore, decreases actual intrigue in...
    • Page 93

    • RECEPTION PERCEPTION 89 responsibility receptionists employ. For those front-desk and front-line employees who see themselves as gatekeepers, a sense of importance is supported and maintained as they affiliate themselves with watchdog-related terms...


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