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  • All fields: goals
(340 results)



Display: 20

    • Page 98

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    • STRAIGHT IS THE GATE 99 the pursuit of happiness. They wished to live their lives without interference or persecution. These goals pushed the people in the community to break down long-standing barriers and allow themselves to become...
    • Page 58

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    • iGRIEVE 54 amazing” (Oct. 9), and “people like Steve make the world keep on turning” (Oct. 7). Like other strategies, these comments can also be classified into one of the other categories as well. Problem-focused coping: Suggestions for...
    • Page 18

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    • 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 59

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    • iGRIEVE 55 personally pledge to remember Jobs may not be explicitly tied to his goals and values, but they may indicate that the action of buying an Apple product keeps those goals and values alive. Positive reappraisal: Appreciation of time spent...
    • Page 19

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 15 Fullan (2007) has identified several elements of successful change. Successful change, one of which is “be driven by tapping into people’s dignity and respect” (Fullan, 2007, p. 44). This element has...
    • Page 20

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 16 coupled with norms, opportunities for improvement, and continual learning. The teams view improvement as a joint effort through evaluation, analysis, and experimentation. When working together for a...
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    • COMMUNICATION THEORIES 3 Table of Contents TITLE ............................................................................................................................. 1 APPROVAL PAGE...
    • Page 23

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 19 Many decisions need to be made when planning professional development. One of the most important decisions involves the content and intended outcome of the professional learning opportunity. A series...
    • Page 24

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 20 (2000) have suggested that the longer the activities, the more effective they are. The learning opportunities tend to be more focused, allow more opportunity for active learning, and are more coherent...
    • Page 29

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    • 16 Chapter 2 Planning for Web Design Introduction Many web designers, including both the novice and experienced, create web con-tent that ignores principles of good design. Their pages may contain busy colored backgrounds, a multitude of animated...
    • Page 103

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    • 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 27

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 23 Chapter 3 Methodology This research utilized a descriptive case study. The intent of the research was not to provide results that are generalizable to all educational settings, rather it is to provide...
    • Page 16

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    • 13 Burstein, 2006). Interestingly, despite the high correlation of AES to human scores, and the newer software, in 2006 the AWA switched to using IntelliMetric, a program developed by another company (Dikli, 2006; Grimes, Warschauer,...
    • Page 24

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    • EL INFORMATION PROCESSING IN MATH 17 It is essential for teachers to be familiar with the concepts before teaching them to students. Teachers must to be taught how to properly teach ELs the Math concepts they need to succeed academically. It is...
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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 28 Chapter 4 Results The purpose of the study was to examine the perceptions of general education teachers on the school-wide implementation of RTI. The study provided the researcher with usable data to...
    • Page 26

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    • EL INFORMATION PROCESSING IN MATH 19 Memorizing formulas should be replaced by teaching students problem-solving skills (Llieva, 2011). Teachers also need to be made aware of students’ need to reach higher levels of academic English proficiency and...

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