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    • Page 164

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    • 156 _ The Challenge ............ c lnlt _ : : DinnitNu: Fu~ ~ad tk SlOf) -Tbf ChaI!c'ngI: - InfOlll'allIOll from ItIf SlOf) and 1hc: >UlUSUC$ dw't> ""II ~lp)'Oll1O.soI''f _ cflhf probkll'lli IJyt folloor.. ....'nIC yaUf ans"'Cf 'iC1llentn...
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    • 19 teachers, the researcher then decided what core classes to teach. The core classes that students needed to graduate were English, history, math, and science. The researcher then needed to find fifteen willing students to participate in the...
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    • 20 The methods that were used in the data collection were composed of two parts. The type of data that was used was credit comparison. The purpose of these data collection techniques was to allow the teacher to see how successful student and...
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    • 21 Chapter 4 Results Introduction Discovering whether or not a collaborative study program would be beneficial in helping students earn credit toward high school graduation was the primary goal of this study. The students met for a total of ten...
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    • 22 the month of March 2011, both groups saw a dramatic increase, about 75% higher than the previous month. During December 2011, the credit dropped for both groups; 28% for the average student and 9% for the student involved in the collaborative...
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    • 23 groups earned; both the males and the females lowered the amount of credit completed by 31%. The males fluctuated, dropping 8% in October and 10% in December. They then completed 68% more credit in January. The females also dropped in October;...
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    • 24 completed compared to the eleventh and twelfth graders. The eleventh graders had the highest percentage, almost reaching an average of a full credit completed per month in November 2011 and January 2012. All of the students in the collaborative...
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    • 25 more than the Caucasian students. Both groups earned more than the students not involved in any collaborative group setting. Table 3 Hispanic Students versus Caucasian Students in the Collaborative Learning...
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    • 26 #2, the students completed more than double the amount of credit. Figure 2 shows the average percentage of improvement in graph format, showing the increase in credit completion by the students once entering the collaborative study...
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    • 27 credit than other students five of the reported months. 0.670.760.750.600.580.880.581.310.630.631.210.710.650.620.490.770.350.260.410.390.340.240.180.38Jan.2011Feb.2011March.2011July-Sept.2011Oct.2011Nov.2011Dec.2011Jan.2012Average Amount of...
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    • 28 In order to support the goal of increasing parent involvement, the researcher provided parent disclaimers to be sent home with the behavior-tracking sheets at each stage in the discipline plan. The disclaimers explain each step in the Pro-Active...
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    • 4 Another purpose of this study was to better involve parents in the decision-making concerning discipline measures taken when assisting target students. Research has shown, “students whose parents are involved in their education often show...
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    • 4 Students involved with bus transportation were generally eliminated (after conferencing with these students and parents) from club invitations due to the inability to arrive at school at the prescribed time. While one parent did offer to drive a...
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    • 42 multiplying, and dividing of decimals, number sense, basic algebraic understanding, and simple adding and subtracting of fractions. The fifth grade basic skills results were high in relation to the scores of their initial sixth grade test, and...
    • Page 53

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    • 49 developed poor work ethic, study habits, and a history of poor performance on testing. Much of the work and effort that the researcher put into these students is insignificant to the influence they have had prior to entering his class. “The...
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    • 5 She now teaches fifth grade at Eagle Elementary, and has had the privilege of being an instrumental faculty member at a school which has twice been named “Title One School of The Year” as well as a “Blue Ribbon School” of national acclaim. While...
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    • 51 Appendix E Procedures Summary for Parent Communication Dear Parent(s)/Guardian(s), Your child, ____________________, has been placed on a behavior-tracking sheet for his/her behavior in class. I have met with your child, and together we have...
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    • 7 Chapter 2 Literature Review Math can pose problems for students, teachers, and parents alike. This project examines peer-revised research to determine common characteristics of successful and not so successful math students, teachers, and home...

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