Skip to main content

SUU Digital Library

You've searched: All Collections

  • All fields: educator
(120 results)



Display: 20

    • Page 10

    •  
    • 5 Researcher Qualifications The M.Ed. candidate’s qualifications to complete this action research study are adequately suited to providing quality, relevant professional development that equates to improved student achievement. The candidate’s...
    • 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 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 105

    •  
    • Smokescreens, Lies and Deceptions: The Media and the Vietnam War. 100 Appendix I: Treatment Client: Set the Record Straight Foundation, http://VietnamWarMyths.com Project: Educational Film Producer: Richard Simonson, M.Ed. Date: 10 August...
    • 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...
    • Page 107

    •  
    • 100 the statement, “Math is hard for me even when I study” and after the real-life math activities involving the bodily/kinesthetic learning style disagreed strongly. Females were neutral but changed slightly after the activities (see Figure...
    • Page 108

    •  
    • 101 complained when anything they were required to accomplish took more time than they thought it should. Students’ understanding of math was very interesting. Pupils leaned towards disagreeing with the statement, “Math brings out my...
    • Page 109

    •  
    • 102 High School are females? The boys also disagreed with the statement but not as strongly (see Figure 4.31). Depending on the different types of activity the students were working on determined the different learning styles they used. After the...
    • Page 11

    •  
    • 5 Chapter 2 Literature Review Preface This literature review begins by explaining the importance of early reading intervention including federal legislation prompting RTI. There is a brief section discussing the complexity in learning to read which...
    • Page 110

    •  
    • 103 Eighteen out of the twenty-two students used six of the learning styles. Musical/rhythmic learning style was not used in the presentation (see Figure 4.35). The final project given to the student was a scale drawing. Six students did not...
    • Page 111

    •  
    • 104 Students showed excitement in learning math concepts. Not all students stated that they enjoyed math but using real-life math activities was beneficial for the educator and the students.
    • Page 113

    •  
    • 106 Learning in detail about the different learning styles created by Howard Gardner increased my desire to implement the strategies that have been proven to help students learn to the best of their abilities. Even though at times I feel frustrated...
    • Page 114

    •  
    • 107 I learned during the research how very important it is to use cross curriculum to encourage interest in mathematics. I have learned that reaching one child is worth all the time, effort and persistence it takes. Being an advocate does make a...
    • Page 12

    •  
    • 8 attained the mastery criterion early in the sequence of tasks. (Burns & VanDerHeyden, 2009, p. 85-86). Most educators and schools are aware of the active process of early intervention and practice it daily. Iron Springs Elementary in Cedar City,...

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