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  • All fields: decide
(118 results)



Display: 20

    • Page 15

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    • 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,...
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    • 12 supports” (Ysseldyke, Burns, Scholin, & Parker, 2010, p.58). Tier 2 intervention, generally consists of small group differentiated instruction that is explicit and systematic (Bursuck & Blanks, 2010; Greenfield et al., 2010; Vaughn & Fuchs,...
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    • 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...
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    • 18 Chapter 2 Planning for Web Design CONCERNS FOR PEOPLE WITH DIS-ABILITIES The Americans with Disabilities Act has pre-scribed certain standards for web pages that the government and government contractors must abide by. Because of this,...
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    • 20 commonly known. Student work samples, portfolios, unit tests, and classroom observation all serve as excellent indicators of student response to applied pedagogy. But the data must be collected, and among the simplest to collect and most readily...
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    • 22 • Student must complete a consent form to agree to participate in an interview and subsequent survey. • Participant must have the funding to pay for the all-inclusive trip cost ($110). The responses from the interview questions were analyzed...
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    • 23 meet a community need, build leadership skills, enhance their resume, a calling or duty and to feel good about themselves. Table 1 shows the findings for this question – motivations to serve. Table 1 Coding Motivations to Serve Category...
    • Page 28

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    • 23 problem. If they felt able to solve the problem, they did so; if not, they walked away and did not attempt the problem. When teachers first introduce the problem-centered teaching methods and begin to push students to solve problems in a new...
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    • 30 Chapter 2 Planning for Web Design to illustrate content or when they themselves are the content you wish to provide. But don’t use images just to “pretty the pages up.” 7. Implementing link indirection, interception or redirection. Never...
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    • 31 ranked above Facebook, YouTube and Twitter. However in a follow up question the survey asked students and parents to site other online tools used in seeking information about colleges. With the exception of a few scholarship sites, such as...
    • Page 36

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    • 31 toward reading by marking the picture that most closely depicted how they felt about reading. This quantitative assessment was designed to complement qualitative data in a way that was reliable, valid, and based on norms with a large-scale frame...
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    • 32 Chapter 2 Planning for Web Design Chapter Quiz 1. Define a reverse and explain why it may not be effective for handicapped persons. 2. Discuss the importance of planning before imple-menting a web design. 3. List at least five items that should...
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    • 34 Question Yes No Very Unsuccessful Unsuccessful Successful Very Successful Did you enjoy this course? 94% 6% How would you describe your math experience in this course? --- — 0 7 73 20 How would you rate yourself as a problem solver? --- --- 0...
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    • 36 The different learning styles were finally ranked from the most preferred to the least preferred so the educator could decide the stories that would best meet the desires of the individual. The average tally points in March were figured and...
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    • 44 completely ignored, but the question is where and how can higher education use it to be most effective. The survey questions did not address current, if any, interaction from colleges or universities. Perhaps the students are not receiving...
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    • !45 accommodating me in our conversation, he was being divergent, but not with the end goal of positive communication. Once the group recognized this, they self-regulated their own and shut him down (J. Sorensen, personal communication, Oct. 8,...
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    • 45 Appendix B Action Plan Outline 1st Incident: o Classroom Placement o Behavior Tracking Sheet (3-5 days) o Incident Report o Contact Parents o Data Team: Get Suggestions from Committee of Faculty & Staff 2nd Incident: o Skills Room Placement –...
    • Page 52

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    • 46 fun out of teaching. She felt the pressure involved with performing well on high-stakes tests but understood the need to push students to increase their capabilities so they would be prepared to go into the workforce or on to higher education...
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    • 5 CHAPTER 2 Literature Review Engaging students in math concepts is crucial to their understanding in the field of mathematics. The pupil’s desire to continue enrolling in the different classes offered in mathematics including but not limited to...
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    • 53 Phone (Text Message or Call) 1 2 3 4 5 In Person (College Rep or High School Counselor) 1 2 3 4 5 What is the single most important message from a college that would help you decide...

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