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    • Page 102

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    • No pirates no princesses 97 I: It‘s extraordinary. M: And it‘s been like with every kid like that. Billie is just getting to the phase, because she had a friend Bridget who dropped off stuff I don‘t know that people just think, oh M‘s...
    • Page 11

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    • 8 When the student [understood] that the life of the plants that have been sown depend[ed] upon his care and in watering them … without which the little plant drie[d] up … the child [became] vigilant, as one who [was] beginning to feel...
    • Page 125

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    • No pirates no princesses 120 and my child has been blessed and gifted with the ability to sing beautifully and she now attends the Orange County High School of the Arts in the music and theatre company. My step daughter J is 19 and she is my...
    • Page 143

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    • No pirates no princesses 138 I: Okay. K: As they say in Yiddish, a Menche. I: A what? K: A Menche. I: So your faith dictates some of the way you raise your children? K: Yes, and for my husband. I: Because you‘re different faiths. K: I have one....
    • Page 144

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    • No pirates no princesses 139 K: Indeed and helps to create some of that culture and pays our bills. And so I think that one way our kids become impacted is they want to see what Dad is working on. So they get to see that stuff. I: What is that? K:...
    • Page 15

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    • 13 included in student files as part of the researcher’s improvement plan to the Pro-Active Skill Building Program. It is intended by the researcher to encourage faculty and staff at the study site to incorporate these preventative interventions...
    • Page 161

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    • No pirates no princesses 156 didn‘t used to create visually. So now he‘s being inundated by imagery and noise and volume, there‘s no way they‘d imagine it at that age. I: So there‘s a gap you determine if there‘s a gap in their...
    • Page 171

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    • No pirates no princesses 166 exposed to over at her house and Lucy knows it. And I say there‘s many more fish in the sea. I‘m sorry, it‘s not about the girl, it‘s about the mom. You can absolutely do that. There‘s nothing wrong with it....
    • Page 181

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    • No pirates no princesses 176 T: If you want to sit and fight it all the way it‘ll be five hours. And that seems to be working. Having twins in the same is a real eye opener in terms of having different teachers and different learning styles of...
    • Page 183

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    • No pirates no princesses 178 able to say this is the value and get that and maybe a little bit more. So I want my kids to know that it‘s fine to have things and to want to pursue them, and there‘s nothing wrong with, I mean I spent a lot of...
    • Page 21

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    • 16 Health & Human Development, 2000). In addition, ELLs who are literate in their first language must be explicitly taught the similarities and differences in the alphabets, letter sounds, and phonemes that are found in their native language and...
    • Page 21

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    • Commitment 16 Chapter 2 Literature Review Researchers have found many factors that play a role in the evolution of commitment (Niehuis, Huston, & Rosenband, 2006; Ripley, Worthington, Bromley, & Kemper, 2005; Weigel, Bennett, & Ballard-Reisch,...
    • Page 22

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    • 18 programs need to be very high quality and aligned with high-quality kindergarten programs (Mead, 2008). Another factor that has been identified as important to pre-kindergarten programs is the teacher belief system (Lar-Cinisomo, Fuligni,...
    • Page 23

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    • U.S. Embassy 23 Similar to Dr. Challis’s course format, Dr. Heuett allows students to choose their own speech topic. Having the fortunate opportunity to attend speeches that have impacted and changed me, I was determined to set the bar for my...
    • Page 24

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    • 20 time, the students did show varying rates of progress when it came to specific target skills (West, Denton, & Reaney, 2000). A significant factor in student achievement is socioeconomic status. Low-income students have a higher probability of...
    • Page 28

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    • 22 students’ investment in school learning appears to increase” (Haneda, 2006, p. 343). ELLs can then feel safe to learn in this type of school environment as it allows them become active readers and writers when exposed to new texts. It is not...
    • Page 30

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    • 26 Procedures To conduct this study, the researcher used the following procedures to ensure dependability and validity of the data collection. First, the researcher needed to divide students into four groups. The groups were labeled red, blue, yellow...
    • Page 31

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    • 27 Chapter 3 Methodology The purpose of this creative project is to determine what influence parents have on student success in math and what can be done as a teacher to rectify a lack of parental involvement in a child’s math education. Specific...
    • Page 31

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    • SOCIAL THINKING INTERVENTIONS self-esteem should rise. Thus, as a result of this project, parents and teachers should observe improved self-esteem in participants. Participants and Setting Those who were chiefly impacted by the study were two...
    • Page 32

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    • 26 Chapter 3 Methodology The purpose of this research project was to determine individual teacher understanding of the RTI framework in place in their school, allow opportunity for teachers to share their insights of how RTI influences their...

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