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: illustrated
(27 results)



Display: 20

    • Range management, overgrazing

    • Range management--Dixie National Forest (Utah); Grazing
    • Picture taken approximately on the proposed forest boundary, looking southwest. It illustrates the heavy growth of pinon pine and white cedar on the proposed addition. Also, in the foreground, one may note the lack of grass and browse shrubs and...
    • Page 229

    •  
    • The problem of wlonization was particularly difficult during the Utah War because of the large number of people called back to Utah. In addition, two to four thousand immigrants were brought into the tenitory each year by the pioneer companies....
    • Page 27

    •  
    • Results: As illustrated in Figure 1, 100% of the responding teachers agree that they read what students have written. Figure 2: Students’ View on Handwritten Work Being Read Results: As illustrated in Figure 2, 77% of students feel that their...
    • Page 28

    •  
    • A majority of the students responded that they felt their written and computer work was read. It is interesting to note that while 100% of the teachers responded that they read what students wrote on the computer, all indicated they didn’t have...
    • Page 29

    •  
    • Question 2: Teacher Training on iPads Results: Five of the six responding teachers said that more instruction would help use them and students use the iPad more successfully. A teacher replied, “Yes. I would like to learn more tools and techniques...
    • Page 30

    •  
    • Results: As illustrated in Figure 8, half of the responding students reported that they would write with their iPad if given a choice. As shown in Figures 5 and 6, half of the teachers feel that they have not been given enough training, and 100%...
    • Page 31

    •  
    • Figure 10: Teachers’ Views on Benefits of Writing on iPad Results: As illustrated in Figure 10, four of the six of the responding teachers agree that writing on an iPad is beneficial to students while two disagree. Figure 11: Teachers’ Views on...
    • Page 33

    •  
    • Figure 12: Frequency of Handwriting in Language Arts-Students Results: As illustrated in Figure 12, 9% of the responding students reported that they handwrite 1 day a week, 12% reported 2 days a week, 22% reported 3 days, 21% reported 4 days and...
    • Page 34

    •  
    • Figure 14: Frequency of Writing on iPads in Language Arts-Teachers Results: As illustrated in Figure 14, two of the responding teachers reported using iPads once a week, two reported using the iPad twice a week, one reported three times weekly and...
    • Page 35

    •  
    • Figure 16: Student Texting Frequency Results: As illustrated in Figure 16, 75% of students text daily. Figure 17: Student Use of Social Media Frequency Results: As illustrated in Figure 17, 78% of responding students use social networking sites...
    • Page 36

    •  
    • Figure 18: Students’ View on Sharing Using iPad Results: As illustrated in Figure 18, 59% of the responding students believe that sharing what they write is easier with an iPad. Figures 16 -18 demonstrate that students are engaged in social media...
    • Page 37

    •  
    • Figure 20: Harder to Write Using iPad Than Handwriting Results: As illustrated in Figure 20, half of responding students reported that it is harder to write with an iPad than to handwrite. Figure 21: Easier to Write with iPad Results: As...
    • Page 38

    •  
    • Figure 22: Students’ View on the Fun of Using the iPad versus Handwriting Results: As illustrated in Figure 22, 58% of responding students view writing on an iPad as more fun than handwriting. Conclusion. The data indicates that students do not...
    • Page 48

    •  
    • 43 Figure 4. Individual Participants’ Rankings on Retell Post-assessments by Instructional Groups To better compare these results with the pre-assessment results, the means from each of these subcategories was calculated and illustrated in Figure...
    • Page 44

    •  
    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 45 Leeming, David. (1992). The World of Myth: An Anthology. New York, NY: Oxford University Press. Littleton, C.S. (2002). Mythology: The Illustrated Anthology of World Myth and Storytelling. London: Duncan...
    • Page 26

    •  
    • Girls and Relational Aggression 22 schools’ computer labs where the survey was completed and supervised by the researcher. Certain demographic information was collected and held strictly confidential, with no identities being exposed. The survey...
    • Page 19

    •  
    • 13 When results are positive, the school and its stakeholders can claim an excellent academic program; however, when results are negative, they list the many reasons why high-stakes testing is a poor indicator of school success. In order to...
    • Page 49

    •  
    • 43 agree.” Clearly, perceptions about assessments as accurate tools related to student learning are varied. It would seem, however, that those who disagree with testing’s efficacy in academic evaluation are more confident in their position that...
    • Page 52

    •  
    • 46 Research Question 2 The second research question addressed participants’ self-image and self-esteem. There were ten questions on the perception assessment, and each of the ten questions is illustrated in figures below (see Appendix D). Scores...

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