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  • All fields: classrooms
(305 results)



Display: 20

    • Page 26

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 22 interviews with students in classrooms where metacognitive strategies were used, Preus reported that the students she observed talked about how the teachers used T-charts and organization charts to help them organize their thinking, how teachers...
    • Page 34

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 30 students on how to review a peer’s paper, but who combine that instruction with handouts, role play, and modeling strategies will help students think below the surface of proofreading and realize that writing involves a much more involved...
    • Page 42

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 38 Participants Approximately two groups or a maximum total of 50 bilingual English/Spanish students will be selected to participate in this study for the purpose of analyzing their English writing abilities before and after the implementation of...
    • Page 102

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 98 Whether the United States’ secondary language arts classrooms are comprised mainly of native English speakers or a mixture of multicultural and, therefore, multilingual students—a scenario that is far more likely based on today’s diverse...
    • Page 121

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 117 counterparts when it comes to word choice options and descriptive writing. As language learning connoisseurs, non-native speakers are constantly searching for the right word, never settling for mediocrity when it comes to self-expression—a...
    • Page 9

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 5 Deficiencies in the evidence. While there is a relatively extensive amount of research on the fact that metacognition strategies can assist students in becoming critical thinkers, thus better writers, less consensus exists about which strategies...
    • Page 17

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 13 Sehulster, 2012). During one such discussion between high school and community college instructors, it was interesting for this researcher to learn that while some of the post-secondary teachers “did have some awareness of state requirements,...
    • Page 10

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 3 adequately prepared them teach phonics? Do in-service teachers have phonics skills? What is the comfort level for in-service teachers in phonics with their reading instruction and does this affect the frequency with which they use phonics?...
    • Page 26

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 19 instruction, what extent it was being practiced in their classrooms, how well children in the third and fourth grades were prepared and teacher perceptions of their own mastery levels. The data showed that most teachers considered (a) phonics...
    • Page 31

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 24 The age range of study participants was from “under twenty-five” to “fifty-one and over”. A breakdown of the age-group specifics is available in Figure 2 Appendix B. They had a wide variety of teaching experience from under one year to thirteen...
    • Page 50

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 43 References Binks-Cantrell, E.; Joshi, R.; Washburn, E. (2012). Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy. The International Dyslexia Association. DOI 10.1007/s11881-012-0070-8. Sent by...
    • Page 51

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 44 National Institute of Health, 2000), retrieved October 2015, www.nichd.nih.gov/publications/pubs/nrp/Pages/smallbook.aspx. Salinger, T.; Mueller, L.; Song, M.; Jin, Y.; Zmach, C.; Toplitz, M.; Partridge, M.; Bickford, A. (2010). Study of teacher...
    • Page 4

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 4 Background and Significance Many studies have shown that the integration of a student response system (SRS) has amplified students’ success on tests, long-term retention, as well as student engagement (Karman, 2011)....
    • Page 10

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 10 changes are happening in the Arizona Department of Education with the allowance of hand-held devices and smart phones being used in classrooms. Dysart Unified School District in Arizona is using the idea that...
    • Page 11

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 11 their own device "…have respected the privilege and have demonstrated that they can handle the responsibility that has been given to them" (Walmesley, 2013) Negative effects of Mobile Technologies With all this...
    • Page 16

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 16 learning contained classrooms with “improvements in attendance, behavior, group interactions, and parents’ attitudes for teachers and students’ learning” (Devaney, 2011). There is a similar product, Audience...
    • Page 20

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 20 Chapter 3 Methodology The purpose of this study is to assess the effects of implementing Kahoot!, a Student Response System (SRS) or Audience Response System (ARS) on levels of student engagement, behavior, and...
    • Page 39

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 39 consuming ways to respond. These tools such as flashcards leave no easy way for teachers to evaluate the data if they are collected manually versus with an SRS. Another positive outcome for practitioners is using a...
    • Page 40

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 40 References Abrahamson, L. (2006). A brief history of networked classrooms: Effects, cases, pedagogy, and implications. In D. A. Banks (Ed.), Audience response system in higher education: Applications and cases (pp....
    • Page 41

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 41 Daradoumis, T. (2011). Technology-enhanced systems and tools for collaborative learning scaffolding. Berlin: Springer. Dunn, P. K., Richardson, A., Oprescu, F., & McDonald, C. (2013). Mobile-phone-based classroom...

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