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    • 1927 64

    • 1927 64
    •  

    • KING HENDRICKS Coach Negative Team J. HOWARD MAUGHAN Coach Affirmative Team 'Debating, HE only debates scheduled for the year were the dual debates with Dixie College for the Judd Tablet—a bronze tablet given by Robert L. Judd to the school that...
    • BAC-CSU-SUSC Yearbooks
    • yearbook1922i003: Foreword

    • yearbook1922i003: Foreword

    • Beaver Murdock Academy--Beaver (Beaver County, Utah)

    • FOREWORD: "A friend is one before whom I may speak my thoughts." How numerous the friendships formed in High School where we are free in our associations as compared with the friendships of future life. In future life social standards demand...
    • Beaver (UT) Murdock Academy Collection
    • 1910, page 57

    • 1910, page 57
    •  

    • 57 (1) Type and conformation. (2) Draft and light horses compared. (3) Breeds. (4) Management. FRIDAY AFTERNOON. 10. Lecture on Field Crops. (a) Sugar Beets. Soils, cultivation, irrigation, thinning, etc. (b) Potatoes. Seed,...
    • Branch Normal School Catalogs
    • Page 280

    • Page 280
    •  

    • M i s s Mamie Gardner--City Treasurer. John F. Foster--City Attorney, Roy Urie--Watermaster, Isaac Parry--Street Supervisor, Orson Haight--Poundkeeper, John Edwin Walker-Officer, and James Police. D r . J . S. Prestwich--Health...
    • Evelyn and York Jones Books
    • Page 283

    • Page 283
    •  

    • Jan. 5 , 1933.. .The City Manager discussed the report received from L . A . Wilson which handled the question. "Why Cedar City should refuse to renew the electric power franchise?" Jan. 12, 1933.. .William J. McConnell and Henry Houchen filed a...
    • Evelyn and York Jones Books
    • Page 216

    • Page 216
    •  

    • Republican platform compared the doctrine of "plural marriage" to "slavery," and they adopted a decided stand against the Mormons. It was resolved that the constitution gave Congress power over the temtories of the United States and that it was the...
    • Evelyn and York Jones Books
    • Page 224

    • Page 224
    •  

    • tithing office were sent to the southern settlements. While marching with a wmpany of Mormons who were returning fiom Califomia to defend Zion, John R. Young related that they had scarcely entered Utah until they met parties of exiles fleeing...
    • Evelyn and York Jones Books
    • Page 380

    • Page 380
    •  

    • have you any more meal you could lend me, my family hasn't a dust of bread stuff in the house.' Father's reply would be, 'Ah, dear brother, you will have to see Sarah.' 1 have heard Mother bear her testimony many times to the fact that she divided...
    • Evelyn and York Jones Books
    • Page 23

    • Page 23
    •  

    • 17 of how Purcell-Gates (1995) provided reading intervention for Donny in exchange for documentation and careful examination of literacy development through the social and cultural perspectives of a family from the “white underclass, a minority...
    • Scholar Archive
    • Page 25

    • Page 25
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    • 19 when they enter school compared to children from poor HLEs. However, those children from low-SES families and ethnic backgrounds had the most variability of literacy experiences in the home environment. “Relating these profiles to SES and...
    • Scholar Archive
    • Page 26

    • Page 26
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    • 20 one in which parents may still value literacy and their children’s education; however, they are less educated and engage in fewer literacy activities in the home. Students from literacy-oriented communities have proven to be more prepared for...
    • Scholar Archive
    • Page 27

    • Page 27
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    • 21 there is a possibility that someone else in the home is (Haneda, 2006). ELL out-of-school “literacy practices are typically bilingual or multilingual in nature” (Haneda, 2006, p. 339), as they are associated with religion and parental...
    • Scholar Archive
    • Page 28

    • Page 28
    •  

    • 22 students’ investment in school learning appears to increase” (Haneda, 2006, p. 343). ELLs can then feel safe to learn in this type of school environment as it allows them become active readers and writers when exposed to new texts. It is not...
    • Scholar Archive
    • Page 47

    • Page 47
    •  

    • 41 are working. The children speak Spanish to their parents, and both English and Spanish to each other. While the interview is conducted in Spanish with the mom, she mentioned that she is learning English from her children and likes to practice...
    • Scholar Archive
    • Page 49

    • Page 49
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    • 43 home. Both high and low ELLs received homework help from family members on a regular basis, which included parents, cousins, aunts, and grandparents. These averages were based on a 5-point scale: never = 1, rarely = 2, sometimes = 3, most of the...
    • Scholar Archive
    • Page 50

    • Page 50
    •  

    • 44 Table 4 Which Family Members Read to You? Grandparent Brother Sister Aunt/Uncle Cousin Other High ELL 25% 13% 25% 13% 13% Low ELL 13% 13% 25% 38% In Table 5, the percentages of literacy activities in the home from the parents’ perspective are...
    • Scholar Archive
    • Page 51

    • Page 51
    •  

    • 45 Quantitative Data: Language and Literacy in the School All of the high ELLs preferred to speak only English with their peers at school. More than half of low ELLs preferred to speak both English and Spanish (see Table 6). The majority of low...
    • Scholar Archive
    • Page 52

    • Page 52
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    • 46 column 2, the averages of parents visiting the public library was measured on a 4-point scale: never = 1, once per year = 2, once per month = 3, once per week = 4. Parents of high ELLs go to the family center more often and are 69% more likely...
    • Scholar Archive

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