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  • All fields: guidance
(113 results)



Display: 20

    • Page 72

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    • INTERPRETING WITH DEAF UNDER COMMON LAW TO 1880 67 Swinburne’s (1686/2002) unfinished work at his death in 1624 on matrimonial contracts introduced in chapter two extended the DP’s right to use gesture-based language. In section XV, entitled “Of...
    • Page 6

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    • vii Acknowledgments I would like to take this opportunity to graciously thank Prent Klag for his wisdom, help, and red pencil. I would also like to thank the teachers, parents, and administration at both SUCCESS Academy and Gateway Preparatory...
    • Page 27

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    • 23 Parents who have negative experiences in school, and/or a lack of education maintain attitudes and beliefs that are very hard to overcome for the classroom teacher. The way in which parents feel about schools and the emotional connections...
    • Page 36

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    • Graduate Curriculum Proposal Form for Substantive Changes. The Substantive Changes form must be attached to show proof (signatures) of the appropriate levels of approval through the University. This form can be found...
    • Page 32

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    • 28 considered valid and accurate, the researcher needed the honest input of parents regarding their students and the homework process inside their home. The study participants involved in this project were sixth grade students assigned to the...
    • Page 39

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    • structure of the institution? What changes in faculty and staff will be required? What new physical facilities or modification to existing facilities will be required? Describe the extent of the equipment commitment necessary to initiate the...
    • Page 42

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    • When can Level 5 Program Changes be submitted? • All changes must go through their Department and College/School Curriculum Committee. Check with individual Departments and Colleges/Schools for submission deadlines. • Program Change submissions at...
    • Page 26

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    • 22 Furthermore, Marinak and Gambrill have suggested that books as rewards for increased reading are a gratifying, successful reward for students. Specifically, when offering extrinsic rewards for reading, books are less undermining to intrinsic...
    • Page 87

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    • INTERPRETING WITH DEAF UNDER COMMON LAW TO 1880 82 not to invite a challenge from Garrow during cross-examination. Though not standard practice today, Neuman Solow (1988) recommended conveying dysfluent DPs in the third person, “so that the...
    • Page 92

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    • INTERPRETING WITH DEAF UNDER COMMON LAW TO 1880 87 An interlocutor–intimate who shares and often co-composes the social world of the DP is the standard for preferred interpreters rarely questioned in the data. Where the interpreter and DP are not...
    • Page 47

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    • 43 attained the mastery criterion early in the sequence of tasks (Burns & VanDerHeyden, 2009, p. 85-86). Having a lack of parental guidance from home concerning math had put these four students behind their grade level concerning their basic math...
    • Page 50

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    • CWSW 50 Each classroom was set up with a projector and pull down screen. All this, plus a computer with access to Microsoft office suite, was made available. These simple but important devices made the workshop run smoother than I was expecting. I...
    • Page 53

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    • 49 developed poor work ethic, study habits, and a history of poor performance on testing. Much of the work and effort that the researcher put into these students is insignificant to the influence they have had prior to entering his class. “The...
    • Page 54

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    • 50 Chapter 6 Reflection Looking back at this project, I have been able to witness, first hand, the important role that parents play in their child’s academic success. As a teacher I understood that those students that did not receive help from home...
    • Page 56

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    • 52 sources of assessment to accurately and efficiently identify students who need the additional guidance. Daily assessments of any kind provided some of the purest feedback of what a student understood or struggled with. The assessments that were...

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