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    • Page 16

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    • 22. B. H. Roberts, A Comprehensive Histoy of The Church ofJesus Christ of Latter-Day Saints, (Salt Lake City, Utah: Deseret News Press, 1930), Vol 1 1 1, p. 165. th 23. William Edwin Berrett, The RestoredChurch, (Salt Lake City, U a :Deseret Book...
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    • scouting parties who traversed wide areas. The leaders chosen were called to this work by the authority of the Priesthood, and were carefully selected men. The call to found settlements became a religious duty to which families responded. It was a...
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    • Lamboume, m The Pioneer Trail, The Deseret News Publishing Company, Salt Lake City, Utah, 1913. Larson, Karl, Erosrus Snow, University of Utah Press, Salt Lake City, Utah, 1971. Lee, John D., Joumal o/ The Iron Counfy Mission, Edited by Gustav O....
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    • 65 References Abadiano, H. R., & Turner, J. (2002). Reading expository text: The challenges of students with learning disabilities. The NERA Journal, 38(2), 49-55. Akhondi, M., Malayeri, F.A., & Samad, A.A. (2011). How to teach expository...
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    • 71 Appendix B Retell Rubric used for Scoring Student Retells Comprehension Guide for Expository Text (Assessing Literal Level Comprehension on an Instructional Level Text) Student: _________________________________________________ Date:...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 4 Chapter 1 – Introduction Students are naturally curious, and often wonder about the basis of their education. They ask, “Why do I need to know what a square root is?” or “Who cares about the wars in our...
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    • 48 References Barack Obama’s and Joe Biden’s plan for lifetime success through education. (n.d.). Retrieved from http://www.barackobama.com/pdf/issues/PreK-12EducationFactSheet.pdf Brady, R. C. (2003). Can failing schools be fixed? Retrieved from...
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    • Girls and Relational Aggression 14 school problems, and eating disorders (McKay, 2003). Relational aggression offers a number of difficulties for girls such as peer relationship issues, behavior problems, struggle with academics, and...
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    • 59 later assigned to teach, then it is up to each one to spend the time learning what he or she missed. Teachers must use the time they have with students in class to teach what they need to teach because that’s the only time they have any...
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    • 15 post-secondary goals. It is difficult to find documentation regarding students who are considered at-risk. At-risk students tend to have parents who are not vested in their child’s future and/or may not know how to positively influence decisions...
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    • 18 Instrumentation The data were collected through quantitative measures. I relied on the use of pre-treatment and post-treatment surveys. I used an adaptation of the Universal Encouragement Program (UEP) survey that our counselor has included on...
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    • 28 References Bedsworth, W., Colby, S., & Doctor, J. (2006). Reclaiming the American dream. Retrieved from The Bridgespan Group website: http://www.bridgespan.org/LearningCenter/ ResourceDetail.aspx?id=412 Cabrera, A.F. & La Nasa, S.M. (2002)....
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    • 42 Jordan, N. C., Hanich, L. B. & Kaplan, D. (2003). A longitudinal study of mathematical competencies in children with mathematics difficulties with and without co-morbid reading difficulties. Child Development,74, 834–850. Retrieved from...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 10 performance character: self-efficacy beliefs and social competence skills. The literature has suggested that these beliefs and skills strongly relate to the functioning of performance character. As was already...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 13 understanding character education in today’s schools. Three characteristics of quality character education were particularly relevant for the purposes of this study: overt, intentional, and integrated...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 16 and likable”—implied the need for strong modeling of performance character by educators (Noddings, 2011, p. 335). Covey’s “The Leader in Me” (TLIM) program as character education. Stephen R. Covey (2008) stated...

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