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  • All fields: easier-
(38 results)



Display: 20

    • Page 26

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    • Thomas, and the othe~s, who left on this assignment, undouhtedly followed the Old Spanish route. St. George had not been settled yet and rhc Black Kidgc prc~entcd fonnidablc obstacle. It was while Thomas a was working by the "hluddy" that he took...
    • Page 3

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    • List of Figures Figure 1: Teachers’ Ability to Read All of Students’ Computer Work.........................................22 Figure 2: Students’ View on Handwritten Work Being Read .......................................................23 Figure...
    • Page 16

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    • accessed by students wherever and whenever they have access to the internet (Lamb & Johnson, 2012). Audience and student motivation. “Studies have found that whenever students write for other actual, live people, they throw their back into the work...
    • Page 36

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    • Figure 18: Students’ View on Sharing Using iPad Results: As illustrated in Figure 18, 59% of the responding students believe that sharing what they write is easier with an iPad. Figures 16 -18 demonstrate that students are engaged in social media...
    • Page 37

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    • Figure 20: Harder to Write Using iPad Than Handwriting Results: As illustrated in Figure 20, half of responding students reported that it is harder to write with an iPad than to handwrite. Figure 21: Easier to Write with iPad Results: As...
    • Page 41

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    • because what they are able to write will be legible to both them and their teacher and will be easier to edit as well. They read what I write Seventy-five percent of the students strongly agreed or agreed that what they wrote with the iPad was...
    • Page 52

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    • Writing is boring. * o Strongly Agree o Agree o Disagree o Strongly Disagree It’s easier to share what I write using my iPad. * o Strongly Agree o Agree o Disagree o Strongly Disagree I find it easier to write with my iPad. * o Strongly Agree o...
    • Page 76

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    • Strongly Agree 101 21% Agree 140 29% Disagree 171 35% Strongly Disagree 74 15% It’s easier to share what I write using my iPad. Strongly Agree 104 21% Agree 185 38% Disagree 140 29% Strongly Disagree 57 12% I find it easier to write with my iPad. 72
    • Page 6

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    • 1 Chapter 1 Introduction – Nature of the Problem It is well known that students go through what is commonly referred to as “the fourth grade slump.” Research presented by Hall, Sabey, & McClellan (2005) and Fang (2008) has shown that this “slump”...
    • Page 19

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    • 14 Another suggestion to activate interest and increase students’ vocabulary about a specific topic is through the use of informational alphabet books (Yopp & Yopp, 2000). Prior to studying a specific topic, the teacher will have students...
    • Page 22

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    • 16 adaptive assessment known as Measure of Academic Progress (MAP). When the student correctly answers questions, they become increasingly difficult. When the student answers the questions incorrectly, the questions become easier (McCall et al.,...
    • Socotwa text: page 006

    • Glen Canyon (Utah and Ariz.); Rafting (Sports)--Colorado River (Colo.-Mexico)
    • boats; the girls now were acquiring the knack of rolling sleeping bags up small, and were even able to calm straggling hair. Suddenly shouts sent our glances toward the river where one of the rafts was being carried toward the center of the...
    • Socotwa text: page 020

    • Glen Canyon (Utah and Ariz.); Rafting (Sports)--Colorado River (Colo.-Mexico)
    • to the top of the huge arch, and just before the turnoff he made a final effort which converted the undecided so that almost everyone wanted to go up. About 23 people actually made the descent onto the bridge and even more took the trip to the...
    • Page 17

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    • Testimonial videos 17 resources (strengths and weaknesses) and external situation (opportunities and threats) must match in order for it to develop an effective strategy” (p. 53). Strengths are the internal advantages that your company has over its...
    • Page 8

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    • Chapter 1 Introduction After learning to read, speak, and write a second language (Slovene), this teacher-researcher was amazed by how much better she understood the grammar of her native tongue. She attributes this discovery to the fact that she...
    • Page 43

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    • 36 Chapter 3 Methodology Action Research Introduction The purpose of this qualitative study is to explore why secondary students have a difficult time with sentence structure and punctuation. For years these students have had instruction on how to...

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