Skip to main content

SUU Digital Library

Add or remove other collections to your search:



Narrow your search by:



You've searched: All Collections

  • All fields: classrooms
(226 results)



Display: 20

    • Page 33

    •  
    • 32 DEAR OLD SUU Marian Ashdown D 'El & Kimberly Beatty Jeanne P. Lawler SUU is our school We will carry on Heritage, tradition toward a bright new dawn Nestled near the mountains 'Mid the towering trees Here you stand so proud and firm Cooled by...
    • Page 8

    •  
    • PERCEIVED OUTCOMES OF TLIM PROGRAM 1 Chapter 1 Introduction “Intelligence is not enough. Intelligence plus character—that is the goal of true education” -Martin Luther King Jr.1 Context of the Problem Martin Luther King Jr.’s words challenge us as...
    • Page 28

    •  
    • 25 The purpose of this thesis was to examine the results Automatic Essay Scoring (AES) programs have on state writing scores in the state of Utah. The primary research question addressed in this thesis was: Do AES programs make a difference in...
    • Page 25

    •  
    • 20 Imagine Learning is geared toward younger students to learn languages with support in their first language. Its instructional design is research-based and follows four guidelines in order to provide effective language learning programs. These...
    • Page 29

    •  
    • 26 between higher submission numbers and higher scores, then the author sought to establish how many submissions were needed to make a difference. 3. How do teachers use AES programs in their classrooms? This was addressed in a minimalistic way....
    • Page 26

    •  
    • 21 and paid preparation time for teachers to create online and other classroom materials that supported ELL instruction. On the university level, instructors of teacher preparation programs increased information on instructional practices for ELLs....
    • 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 16

    •  
    • 9 desired career and college readiness results. Some view this gap as an opportunity for teachers to maintain freedom to develop individual and creative lessons. In order to achieve success, though, a strong and concise understanding of what and...
    • Page 8

    •  
    • INFLUENCING INTENTIONALITY 8 The ways that teachers implement art-viewing experiences varies widely. In some classrooms, teachers and students focus solely on creating art. They work through project after project without spending time looking at or...
    • Page 18

    •  
    • 13 that they feel are better to spend their time. These researchers seem to make the same point: students are not going to do well on tasks that do not have value to them. Both the effects of negative attitudes and self-efficacy lead students to...
    • Page 48

    •  
    • EL INFORMATION PROCESSING IN MATH 41 Most of the participants did take longer solving the problems that offered a vocabulary list and pictures of difficult words than the second problem for which they only were able to read along with the oral...
    • Page 14

    •  
    • SOCIAL THINKING INTERVENTIONS 13 Klinger, Palardy, Gilmore and Bodin, 2003, p. 687; Bellini, Peters, Benner, and Hopf, 2007; White, Keonig, Scahill, 2006). A second early strategy for addressing social skills deficits was simply to include students...
    • Page 48

    •  
    • 43 assignment is reinforcing: “Does the assignment provide opportunities for the student to enhance his/her understanding of concept(s) taught in class? Will the assignment allow the student to practice and apply skills, possibly taking the skills...
    • Page 16

    •  
    • INFLUENCING INTENTIONALITY 16 Over the last 30 years, many educators have followed the advice of Michael (1980), Kennedy, and Stinespring (1988) by favoring studio practices over art-viewing experiences in their curriculum. They spend most of their...
    • Page 7

    •  
    • 1 Chapter 1 Introduction-Nature of the Problem In today’s public schools, every 8th grade girl is registered in a physical education (PE) class and expected to achieve the same norm-based criterion as the girl next to her. Schools need to provide a...
    • Page 32

    •  
    • PERCEIVED OUTCOMES OF TLIM PROGRAM 25 Upper elementary children benefited from “environments that encourage them to develop a sense of belonging and to understand that their contributions to the group, family, or community are valued” (Finnan,...
    • Page 33

    •  
    • PERCEIVED OUTCOMES OF TLIM PROGRAM 26 There was a persistent chicken-or-the-egg question about the nature of teaching character: Should we focus on individual student development or the development of the school’s culture? Shields (2011) adeptly...
    • Page 27

    •  
    • SOCIAL THINKING INTERVENTIONS conjunction with the inclusion of students with special needs in regular education classrooms adds weight to the fact that teachers could expect to be increasingly called upon to enhance the social deficits of...
    • Page 39

    •  
    • PERCEIVED OUTCOMES OF TLIM PROGRAM 32 attachment, relational trust, sense of belonging, or sense of community)” was a foundational aspect of character education (p. 269). This was because, developmentally speaking, the process of character...
    • Page 50

    •  
    • CWSW 50 Each classroom was set up with a projector and pull down screen. All this, plus a computer with access to Microsoft office suite, was made available. These simple but important devices made the workshop run smoother than I was expecting. I...

QuickView

Display a larger image and more item information when the pointer pauses over a thumbnail
 

Layout options:

Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK
Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK