SUU Digital Library

You've searched:

All Collections
  • All fields: determining
(65 results)



Display: 20

    • 1897, page 14

    • 1897, page 14
    •  

    • 14 SOUTHERN BRANCH OF THE Subjects of Instruction. ARITHMETIC.-The fundamental processes of arithmetic are thoroughly considered, including common and decimal fractions, the metric system of weights and measures, simple and compound...
    • Branch Normal School Catalogs
    • 1898, page 15

    • 1898, page 15
    •  

    • 15 STATE NORMAL SCHOOL ALGEBRA.-This course includes a thorough treatment of the fundamental operations; use of brackets; simple equations, factoring; highest common factor; lowest common multiple; simple and complex fractions; involution...
    • Branch Normal School Catalogs
    • 1899, page 27

    • 1899, page 27
    •  

    • 27 STATE NORMAL SCHOOL (b) Required of second-year Normal students: 2 hours per week throughout the year. PLANE GEOMETRY.-This course includes the general proprieties of regular polygons. their construction, perimeters and areas;...
    • Branch Normal School Catalogs
    • 1900, page 28

    • 1900, page 28
    •  

    • 28 SOUTHERN BRANCH OF THE Fourth year. First half. Second half. Educational Psychology 4 English a 2 2 Pedagogy 2 2 2 Training 4 4 Drawing b 1 1 History of Education 2 Manual Training 1 1 Reading b 2 2 School Accounts 2 ...
    • Branch Normal School Catalogs
    • Page 16

    • Page 16
    •  

    • Sec. 5. . . T h e polls t o be open from seven to ten o'clock, morning, a n d from three to s i x , afternoon. April 7 . 1855.. .An Ordinance relative to building o r repairing the City Wall: Be i t ordained by t h e City Council of Cedar City t h...
    • Evelyn and York Jones Books
    • Page 194

    • Page 194
    •  

    • for the building of the Library Building, found the lowest bid to be $9,500, not considering the heating and plumbing which came to $2,600 to erect the building complete for occupancy. They wished the Council to assist them in raising funds...
    • Evelyn and York Jones Books
    • Page 54

    • Page 54
    •  

    • 50 Chapter 6 Reflection Looking back at this project, I have been able to witness, first hand, the important role that parents play in their child’s academic success. As a teacher I understood that those students that did not receive help from...
    • Scholar Archive
    • Page 56

    • Page 56
    •  

    • 52 sources of assessment to accurately and efficiently identify students who need the additional guidance. Daily assessments of any kind provided some of the purest feedback of what a student understood or struggled with. The assessments that were...
    • Scholar Archive
    • Page 18

    • Page 18
    •  

    • 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,...
    • Scholar Archive
    • Page 22

    • Page 22
    •  

    • 16 to respond confirms the presence of LD, and persistence of the academic problem then warrants special education” (2003, p. 139). Screening and Progress Monitoring The basis for determining student need begins with universal screening. Accurate...
    • Scholar Archive
    • Page 25

    • Page 25
    •  

    • 19 2003). In addition to improving the core academic instruction, by working together, educators will have the opportunity to focus on instruction and monitoring students’ response to accurately determine those in need of special education...
    • Scholar Archive
    • Page 30

    • Page 30
    •  

    • 24 Perceptions of Teachers Concerning RTI In their study, Greenfield et al. (2010) found that teachers in their first year of school-wide RTI implementation used progress monitoring more strategically and became more confident in using the data...
    • Scholar Archive
    • Page 33

    • Page 33
    •  

    • 27 to an hour or less. To form a baseline of information concerning teachers’ overall understanding of the RTI framework, the researcher began with interview questions created by Terry Ann Paradis (2011) from her dissertation. The questions were...
    • Scholar Archive
    • Page 61

    • Page 61
    •  

    • 55 determine if a child struggles reading fluently, but cannot define “specific skill deficits that are contributing to poor reading fluency or how to guide intervention” (Ysseldyke et al., 2010, p. 56- 57). Therefore, it is paramount for...
    • Scholar Archive
    • Page 66

    • Page 66
    •  

    • 60 One teacher stated that RTI did not impact advanced students. However, the researcher sees it in a different way, if all teachers’ energy and focus is put into moving struggling readers, making adaptations to instruction to help them be...
    • Scholar Archive

QuickView

Display a larger image and more item information when the pointer pauses over a thumbnail
on off
 

Layout options:

Thumbnail with title
Grid with smaller thumbnails and more detail
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
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