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    • Page 255

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    • take charge of all concrete work. Forms were not feasible because there was nothing to brace to; consequently, the walls were placed with a rather d r y mix, riither than poured. The first water turned into the reservoir c:aused a crack and a...
    • Page 26

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    • 26 Three Score and Ten i ~Retrospect l United States Attorney and the Attorney General, Homer Cummings, appointed me as Dan's assistant. Dan later asked me why I did not come back to see him between the time 1 first approached him concerning the...
    • Page 15

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    • 9 in the case of a student with a high IQ but an academic score in math that is twenty points below her tested IQ yet still above average. The reverse situation, the student who has a low IQ and an equally low math achievement score, is a common...
    • Page 6

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    • COMMUNICATION THEORIES 7 passive learning, are fundamental to the learning and cognitive processes of students today” (p. 55). Many educators are struggling to find solutions to the shifting needs of students. Research suggests that by...
    • Page 18

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 11 the 1920s and 1930s as psychology’s understanding of character developed (Cunningham, 2005). Although progressive education’s emphasis on character education died out in the late 1930s, Sputnik’s launch...
    • Page 21

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 14 that character education happened, either mindlessly or mindfully, it was best for schools to overtly and purposefully foster students’ self-efficacy and social competence. Carter (2011) spoke of the necessity...
    • Page 28

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 21 suggest that the funding of the research affects the quality of the studies’ methodology (although this potential bias is discussed more in Chapter 5), but rather to note that academic researchers have not...
    • Page 45

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 38 Both teachers and administrators linked this cultural change directly to increased academic achievement. One administrator noted that since implementing TLIM program her school made Annual Yearly Progress for...
    • Page 58

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 51 Data Analysis The analysis of this data utilized a variety of methods associated specifically with each type of survey question. Rating scale questions were analyzed using descriptive, basic statistical,...
    • Page 19

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    • The brain responds like muscles do, growing with use, withering with inactivity. The neurons in the brain connect to one another through “leaves” on treelike branches, and exercise causes those branches to grow and bloom with new buds, thus...

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