Skip to main content

SUU Digital Library

You've searched: All Collections

  • All fields: component
(104 results)



Display: 20

    • Page 17

    •  
    • 1 4 4. What are some important points to remember about teaching spelling? The key points addressed are spelling must be taught, it must be individualized to meet the needs of the students and it must be taught across the curriculum. Teachers...
    • Page 19

    •  
    • 1 6 many forms of assessments with their program. There are diagnostic tests, formative and summative tests and measurements to allow for progress monitoring (Gentry, 2012). If mastery is not met, these tests inform the teacher of where re-teaching...
    • Page 15

    •  
    • 10 2. activities that are impersonal and unrelated to the day-to-day problems of the participants; 3. professional development that has a district-wide focus and does not meet the needs of the individual schools and teachers (Smith & Kritsonis,...
    • Page 20

    •  
    • 15 (Ruffell et al., 1998; Hoyles, 1992). Hoyles (1992) points out that students begin to understand teachers’ feelings about mathematics at an early age, and this attitude transference affects students learning. Teachers need to be confident and...
    • Page 20

    •  
    • 15 presented are phonemic awareness, phonics instruction, guided oral reading, comprehension strategies, fluency, vocabulary development, computer technology, and teacher training (National Institute of Child Health & Human Development, 2000). All...
    • Page 22

    •  
    • 16 technical electives and open university electives [Wes07]. Additionally, they suggested that each of the technical subjects must be accompanied 1 hour lab hours. The purpose of this lab course is to maintain hands-on experience among students...
    • Page 20

    •  
    • 17 similarly was sentence structure. In the framework of this study, this is not surprising; the hard rules of grammar are the same, regardless of culture or other human factors. AES System Perceptions In a study asking whether MyAccess! users...
    • Page 22

    •  
    • 17 the assignment and give sufficient background information to get students started (Cobb et al., 1991). With sufficient information, students are then able to ask questions to clarify and interpret the assignment and begin constructing several...
    • Page 5

    •  
    • 2 the “greening” of schools to bring a natural environment to urban areas and supplement school meal plans with food grown on campus. Urban school gardens provided a valuable learning environment that was unusual in large cities. Rural schools...
    • Page 25

    •  
    • 21 Teachers face many barriers: time, accessibility of the parents, and the ineffective outcome of previous parent teacher encounters. However, there are valid reasons why parents slip in consistent communication with schools, and teachers. The...
    • Page 22

    •  
    • !23 Method As stated above, I utilized Communication Accommodation Theory for the research component of my Master’s project. Initially, I had proposed that my main source of interactions be students from Hunan Normal University; however, once...
    • Page 28

    •  
    • 23 Regardless of reports that homework may or may not increase academic achievement, elementary students are spending increasing amounts of time studying outside the classroom. In a longitudinal study from 1981 to 1997, Hofferth & Sandberg (2001)...
    • Page 32

    •  
    • 28 Educators have a huge effect on student motivation. Enthusiasm can help undo years and years of self-perceived failure. Demos and Foshay have reflected on the importance of the teacher’s role in modeling reading enthusiasm. Since disengagement...
    • Page 42

    •  
    • 3 9 teachers the data that was collected from using the Spelling Connections program, I would hope to convince them of the importance of taking the time to teach spelling. Tier 2 and Tier 3 students in the study, made huge gains and most are now...
    • Page 34

    •  
    • 31 The next question dealt specifically with the Spring Service Expedition. The students were asked to rate how influential each factor was for them with regard to the Expedition. Table 6 shows the results to their responses. Table 6 UVU Spring...
    • Page 35

    •  
    • 33 Data Results – Participant Survey In addition to tracking the number of students placed in the seclusion/skills classroom, the researcher also conducted a survey in order to gain feedback from the participants, teachers in this study (See...
    • Page 36

    •  
    • 33 materials for the garden including funding and space; (b) lack of time for staff, students, and faculty to properly implement school garden learning; and (c) lack of knowledge and curriculum. Overcoming these barriers has expanded the reach and...
    • Page 40

    •  
    • 35 were sent home in both Spanish and English. These data were then compared to the data from the parents whose students received SETHL books only in English. Qualitative methods used the ERAS assessment to measure change in the feelings of the...
    • Page 39

    •  
    • 36 sites? Here again, important factors for practical use is evident ranging from potential for impact, the type of project suited to the audience and match of skill with the project. The male participants tended to chose sites where they felt that...
    • Page 41

    •  
    • 38 Chapter 6 Implications The following specific recommendations were identified from the current study. The term educator in this chapter is used very loosely to include faculty, student life personnel and service center staff. Educators should...

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