Skip to main content

SUU Digital Library

Add or remove other collections to your search:



Narrow your search by:



You've searched: All Collections

  • All fields: excited
(40 results)



Display: 20

    • Page 18

    •  
    • 12 ability to design curricula and alternative forms of assessment that would set their school’s educational objectives and experience apart from the traditional model—the very principle charter schools have been tasked with in the first place. In...
    • Page 24

    •  
    • 24 5/12/14 I started on my own discussed special projects with my manager. We decided that staff training was a priority in order to ensure smooth transitions between seasons. It was decided that the binder I would compile would be directed toward...
    • Page 32

    •  
    • 27 to meet standards for success set forth by state and nation. ELLs come from a variety of cultures and backgrounds and with knowledge they attained from previous experience. As I started this project, like most teachers that want to make a...
    • Page 27

    •  
    • 27 Today the resort is at full capacity with many Utah schools letting out and families coming on vacation. Families with younger kids have been exceptionally interested in our on-site offerings so they could keep travel to a minimum. We increased...
    • Page 31

    •  
    • 28 sample problems on the traditional whiteboard. The review took very little time, due to the fact the students were unable to view prior lessons. There were no graphics or charts to reinforce concepts or visual aids that would of enabled students...
    • Page 33

    •  
    • 30 and overall excitement in learning a new concept. The students’ felt highly motivated due to the involvement in matters that are closer to them and to the use of technology. The researcher also discovered that the students liked the...
    • Page 61

    •  
    • 56 with preselected vocabulary, the participants should also have had modeling and instruction on how to identify new vocabulary. In the future, this may prove to help participants give more accurate retells and improve their comprehension of...
    • Page 66

    •  
    • 60 students a broader knowledge base about the many ways to utilize what is around them. The students were not graded by comparing them to norms or to one another. Students’ scores increased according to their abilities and physical progress....
    • Page 68

    •  
    • 61 Teachers should not be too concerned with what they cannot control when it comes to student interest or attendance when teaching grammar or any other subject. Teachers can, however, become experts on topics and subjects as they change throughout...
    • Page 67

    •  
    • 62 Figure 13. Participants’ addition of ‘touch’ to vocabulary graphic organizer and ‘vet’, ‘police’, and ‘news reporter’ to the text structure graphic organizer. Figure 14. Participant included ‘day’ in his graphic organizer during a retell...
    • Page 69

    •  
    • 63 and running was not a punishment, their times rapidly decreased. Girls were excited to share their scores and talk about how many seconds or minutes were shaved from their times. It was physically harder for heavier girls to run. The beginning...
    • Page 79

    •  
    • 73 and the bottom of the scale is equally important. All students are taken into consideration when decisions about activities are made and lessons developed. I did this research to become a better teacher. I believe the day a teacher stops...
    • Page 15

    •  
    • 8 The final student group affected by similar obstacles includes the many students with learning disabilities who require individual attention and additional accommodations to improve reading and writing skills. Thus, it can be discouraging for a...
    • Socotwa text: page 004

    • Glen Canyon (Utah and Ariz.); Rafting (Sports)--Colorado River (Colo.-Mexico)
    • began counting the number of times we crossed the wash, but gave it up as a lost cause. We saw a live bunny. We ate more of our lunches. We lost one straw hat to Emily who threw it over the cliff' into the ravine. We stampeded some cattle, saw two...
    • Page 83

    •  
    • caprice of their savage nature which, through causes unknown to us, may at any moment become excited and arrayed against us. Let us then be wise and avoid every measure that gives them any advantage over us. To those brethren who have gone from the...
    • Page 24

    •  
    • COMMUNICATION THEORIES 25 their learning process. For this reason, results will not influence the overall project and will be used as a means to edit, update, or fix the necessary components of the visual aids. It is anticipated that small changes...
    • Page 106

    •  
    • dozen large carrots and one dozen large onions." They alsc raised squash and pumpkins and an abundance of com and grain. That day, after traveling to Parowan, Henry spent the evening in counsel with George A. Smith and President J. C. L. Smith....
    • Page 16

    •  
    • EFFECTS OF BACKGROUND MUSIC 12 that did not involve music. In one individual study, 10 children with Autism, ages 5 months to 9 years old, participated in 20 sessions of using songs during the lesson to help improve their rhythmic speech and...
    • Page 31

    •  
    • EFFECTS OF BACKGROUND MUSIC 27 Table 3 Response to Question 6- Study Music Preference Classical Country None Pop Rock Male African American 1 American Indian 1 1 1 Asian 1 3 Caucasian 1 1 23 9 3 Hispanic Latino(a) 2 Pacific...
    • Page 32

    •  
    • EFFECTS OF BACKGROUND MUSIC 28 provides complete details on the responses to question eight. Question nine asked,” Depending on what you circled above in question eight, please explain why you feel that way and what type of music made you feel that...

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