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Display: 20

    • Page 23

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 19 Since first-year college writing courses “are designed to encourage students to, in the words of one instructor, ‘just know that there are different ways to solve different writing situations’” (Fanetti, et al., 2010, p.82), high school...
    • Page 38

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 34 processes and began to engage in self-dialogue, they developed self-efficacy, habits of learning to learn, and ultimately gained more writing experience and confidence (Arroyo & Quintana, 2008). Viewing bilingual students as a writing asset...
    • Page 127

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 123 Preus, B. (2012). Authentic instruction for 21st century learning: Higher order thinking in an inclusive school. American Secondary Education, 40(3): 59-79. Retrieved on February 5, 2014 from Academic Search...
    • Page 5

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 1 Chapter 1 Introduction American education has been shaped by the great minds and innovative ideas of Plato, Aristotle, John Calvin, Jane Addams, Mary Wollstonecraft, and Thomas Jefferson, among many other respected philosophers and educators over...
    • Page 6

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 2 school writing expectations and college-level writing courses (Donham, 2014; Fanetti, et al., 2010; Hafner, et al., 2010; Sehulster, 2012). Both students and teachers suffer from this inconsistency. Students are confused with mixed messages; on...
    • Page 14

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 10 postsecondary education occurring on the same continuum, with high school learning intended specifically to prepare students for the next level of study. (Fanetti, et al., 2010, p. 77) However, outcome does not always follow expectations and...
    • Page 15

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 11 While basic developmental writing courses were effective, ones that focused only on grammar weren’t, and since most college placement tests are generally multiple choice, a student’s language or grammar skills are being tested rather than their...
    • Page 18

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 11 National Reading Panel (NRP) from 2000 to current teacher educator practice. This was to see if aspiring elementary teachers were receiving adequate instruction in the science of reading in their university courses. The council formed by this...
    • Page 19

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 12 not show preference for the science of reading as any more valid than other previous approaches, (g) the level of work required for many of the courses did not reflect college-level expectations or work. The council also felt that if proper...
    • Page 20

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 13 enough pre-service preparation to help them when they encountered the vicissitudes of their beginning years of in-service teaching. This study drew heavily on the research efforts of others in concluding the following: (a) teachers had lots of...
    • Page 41

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 34 Question response graphs and the associated statistical data for each question are located in Appendix M for this survey. Perceptions Survey Data The Perceptions Survey provided qualitative data on in-service teachers’ perceptions using an...
    • Page 119

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 112 Table 7 Excel Spreadsheet Raw Data for Correlation--Comparing Averages from Time Spent teaching phonics per week, Confidence in University Preparation, Perception of Phonics Qualifications, Perception of District Support, Actual Skill Level,...
    • Page 17

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 17 “The results were dramatic. Students indicated they were more likely to attend class and be highly engaged if an SRS was used. (Preis, et al., 2011) Many of the obvious benefits to using an SRS have been researched...
    • 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 10

    • Education; Cell phones; Teaching; Students
    • CELL PHONES AND STUDENT ENGAGEMENT 5 • ARS fosters an active and interactive classroom, keeping students interested and attentive • ARS provides immediate and frequent feedback, allowing students to take charge of their own learning, seeking out...
    • Page 11

    • Education; Cell phones; Teaching; Students
    • CELL PHONES AND STUDENT ENGAGEMENT 6 response technology, devised a questionnaire to cover the issues associated with the use of an ARS in the classroom. Data was collected from 11 different undergraduate classes at the University of Victoria. All...
    • Page 15

    • Education; Cell phones; Teaching; Students
    • CELL PHONES AND STUDENT ENGAGEMENT 10 Participants in the courses using the ARS indicated their answers by pushing the corresponding button on their device. Each participant in the other course was provided with two paddles to use for responding....
    • Page 17

    • Education; Cell phones; Teaching; Students
    • CELL PHONES AND STUDENT ENGAGEMENT 12 themed pencil or candy for simply answering at least half of the questions displayed during the lecture. The Performance group received an incentive based on the number of correct responses; a blank Scantron (a...
    • Page 20

    • Education; Cell phones; Teaching; Students
    • CELL PHONES AND STUDENT ENGAGEMENT 15 part entrance exam. This exam included 19 questions that focused on quantitative knowledge and required some mathematical computations. The other 75 questions focused on concepts and definitions. Throughout the...

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