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    • 1897, page 16

    • 1897, page 16
    •  

    • 16 SOUTHERN BRANCH OF THE unarticulated skeletons, and other anatomical preparations, as well as by charts, manikins, and the dissection of animals. Required of second-year Normal students. 2 hours per week throughout the year.-Mr....
    • Branch Normal School Catalogs
    • 1898, page 16

    • 1898, page 16
    •  

    • 16 SOUTHERN BRANCH OF THE UNITED STATES HISTORY AND CIVICS.-This is a thorough high-school course in the history and government of our country. Required of all first-year Normal students. 3 hours per week throughout the year. ...
    • Branch Normal School Catalogs
    • 1899, page 27

    • 1899, page 27
    •  

    • 27 STATE NORMAL SCHOOL (b) Required of second-year Normal students: 2 hours per week throughout the year. PLANE GEOMETRY.-This course includes the general proprieties of regular polygons. their construction, perimeters and areas;...
    • Branch Normal School Catalogs
    • 1900, page 29

    • 1900, page 29
    •  

    • 29 STATE NORMAL SCHOOL. English.-(a) This course consists of a thorough study of the more advanced principles of English Grammar. It also includes elementary instruction in literature with abundant practice in simple composition. Required...
    • Branch Normal School Catalogs
    • 1901, page 15

    • 1901, page 15
    •  

    • 15 STATE NORMAL SCHOOL. are the more difficult ones prescribed for entrance to the Freshman class. It includes also the writing of original themes, an elementary study of English etymology and a thorough review of portions of the English...
    • Branch Normal School Catalogs
    • Page 47

    • Page 47
    •  

    • 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...
    • Scholar Archive
    • Page 27

    • Page 27
    •  

    • 24 related to the effectiveness of the assessments studied, the data gave more insight into the importance of literacy skills in the higher grade levels. The next step in this study was to administer the DRP and QRI assessments. Scores were...
    • Scholar Archive
    • Page 31

    • Page 31
    •  

    • 28 sections. A post-survey was also given to the participants after each assessment. In this survey, the students rated their experience and their opinions about each test. Samples of these two surveys are available in the appendix...
    • Scholar Archive
    • Page 65

    • Page 65
    •  

    • Appendix G 4.2. Procedure - Certificates of Proficiency greater than 600 hours needing approval for financial aid, and Certificates of Completion and Diplomas greater than 900 clock hours or 30 semester hours are subject to the following regional...
    • Scholar Archive
    • Page 71

    • Page 71
    •  

    • Appendix G 7.1. Program List - A List of Programs under Development or Consideration. 7.1.1. Information - Each institution shall submit an updated matrix of programs under development or consideration that may be brought to the Regents for formal...
    • Scholar Archive
    • Page 21

    • Page 21
    •  

    • 14 allowed to draw the ideas presented (Nolen, 2003). He/she likes to work with maps, puzzles, charts, visualizations and images (Denig, 2004). Students all benefit from visuals. Today, individuals with learning disabilities are mainstreamed. Chris...
    • Scholar Archive
    • Page 38

    • Page 38
    •  

    • 31 Resources The resources needed to complete this project were the research, observation and survey data, and the projects or activities for the students. Research was gathered through the use of books, magazine articles, Internet searches and...
    • Scholar Archive
    • Page 56

    • Page 56
    •  

    • 49 Interests, skills, and strengths for the mathematical/logical learning style include experimenting, working with numbers, problem solving, thinking logically, exploring ideas, questioning and wondering about natural events. Making categories,...
    • Scholar Archive
    • Page 108

    • Page 108
    •  

    • 101 complained when anything they were required to accomplish took more time than they thought it should. Students’ understanding of math was very interesting. Pupils leaned towards disagreeing with the statement, “Math brings out my...
    • Scholar Archive
    • Page 109

    • Page 109
    •  

    • 102 High School are females? The boys also disagreed with the statement but not as strongly (see Figure 4.31). Depending on the different types of activity the students were working on determined the different learning styles they used. After the...
    • Scholar Archive
    • Page 128

    • Page 128
    •  

    • 121 Learning with Sty{e Learning Style VerballLinguistic: Mathematical/logistical VIsual/Spatial Ii Bodily/Kinesthetic Musical/Rhythmic A Interpersonal Inlrapersonal Strategies READ notes. SEE the words as you SAY the text out loud. HEAR your study...
    • Scholar Archive
    • Page 29

    • Page 29
    •  

    • 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...
    • Scholar Archive
    • Page 32

    • Page 32
    •  

    • 2 9 For the next six weeks the Words Their Way spelling program was used to teach spelling. This consisted of specific groups of students at each level of spelling development, ranging from students in the within-word patterns to...
    • Scholar Archive

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