Skip to main content

SUU Digital Library

You've searched: All Collections

  • All fields: educator
(143 results)



Display: 20

    • Page 69

    •  
    • 66 appropriate educator or administrator for testing. Since the QRI can be administered on any level K-12, students who are referred should be tested at least once a year to determine improvement and to provide appropriate adaptations in curriculum...
    • Page 25

    •  
    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 26 One such myth comes from Polynesian culture, and is the reason for the name of one of the islands. He was a trickster hero who often helped mankind, but who was also mischievous toward the gods. He is...
    • Page 26

    •  
    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 27 feel comfortable and in control. Innumerable projects and lesson plans emerge as a result of allowing students to take advantage of this prevalent genre. Divaricating Opinions on the Most Effective Teaching...
    • Page 91

    •  
    • 84 Projects Seven math stories were chosen from Math Stories for Problem Solving Success (Overholt, et.al., 1990) to give the students a choice for their first activity. These stories were picked from the book after analyzing the survey on...
    • Page 27

    •  
    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 28 contained in a droplet or the whole mystery of life within the egg of a flea. For the symbols of mythology are not manufactured; they cannot be ordered, invented, or permanently suppressed. They are...
    • Page 56

    •  
    • 50 Chapter 5 Discussion Evaluation of teacher perspective on implementation of an RTI framework provided a bridge from theoretical understanding to practical application of the model. Insights of practicing educators highlighted and supported...
    • Page 28

    •  
    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 29 Chapter 3 – Methodology The purpose of this creative research project was to design, develop, and evaluate a sixteen lesson unit on Greek mythology (with a technology focus) for use with tenth grade...
    • Page 30

    •  
    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 31 • Creation of Lesson 13 (appx. 3 days) • Creation of Lesson 14 (appx. 3 days) • Creation of Lesson 15 (appx. 3 days) • Creation of Lesson 16 (appx. 3 days) • Creation of Student Survey (appx. 3 days) •...
    • Page 59

    •  
    • 53 amount of data collected in this school and their focus on collaboration, the researcher was concerned time taken to collect and analyze data and focused interaction with collaborating educators was not developed to its fullest potential. Even...
    • Page 96

    •  
    • 89 1 student used 2 subject areas (5%) 3 students used 5 subject areas (14%) 18 students used 6 subject areas (82%) Bridge Building: Number of Learning Styles Used by Each Student Figure 4.36. Bridge Building: Number of learning styles used by each...
    • Page 18

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 14 on many levels. Changes can be made to school organizations, philosophical beliefs, school environment, and individual educator behavior. Teachers need to demonstrate a willingness to participate and...
    • Page 32

    •  
    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 33 • A survey for the educators to complete • A Survey for students to complete Evaluation The completed project was evaluated by using the surveys that were given to the panel of professional English...
    • Page 64

    •  
    • 58 modifications to assist the learner. Before making a referral, the teacher had the benefit of talking with other professionals, one of which being the special educator, to determine ways to enhance her own teaching and begin adapting and...
    • Page 101

    •  
    • 94 Scheduled interviews for the third project were interrupted by the many activities at the end of school. Students were talked to when their projects came in either before or after school. The eighth grade students at Parowan High School do not...
    • 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...
    • Page 103

    •  
    • 96 Chapter 5 Discussion Engaging students in the study of mathematics is one of the goals of NCTM (Principles, 2000). The educator used Howard Gardner’s theory of multiple intelligences created in 1983 to increase the level of engagement of her...
    • Page 104

    •  
    • 97 events. After observing and interviewing all students in the creative project, the instructor realized that the boys often became frustrated and tired of repetition, like converting measurements for the scale drawing project and making numerous...
    • Page 105

    •  
    • 98 The final learning style surveyed, intrapersonal, showed fewer males with a preference of working alone. The educator, during her years of teaching, has observed that boys chose to work alone rather than with other students. After the...
    • Page 106

    •  
    • 99 The average response to the statements “I do not enjoy math, I find math boring, and I am not interested in math” was neutral, didn’t agree or disagreed. The students signed up for the next class required because it was expected. The educator...
    • Page 6

    •  
    • 2 behind academically they lose a certain amount of self-confidence. This is especially crucial when dealing with math. The time restraints in a regular education classroom make it difficult for a teacher to address the varying problems of each...

QuickView

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

Layout options:

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