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Display: 20

    • 1912, page 5

    • 1912, page 5
    •  

    • OFFICERS AND INSTRUCTORS. JOSEPH T. KINGSBURY, President. Student in University of Utah, 1872-1875; Student in Cornell University in 1876 and in 1877; Ph. B., 1891, A. M., 1892, Ph. D., 1894, Illinois Wesleyan University; D. Sc. (honorary),...
    • Branch Normal School Catalogs
    • 1912, page 14

    • 1912, page 14
    •  

    • 14 sewing room, and fitting room, all completely furnished and equipped for recitation, demonstration and thoro practical work. All utensils and materials for laboratory work are furnished by the department, and for the use of these, students...
    • Branch Normal School Catalogs
    • 1912, page 19

    • 1912, page 19
    •  

    • 19 souri Compromise, the Monroe Doctrine, the Compromise Measure of 1850, the Kansas-Nebraska bill, and causes of the Civil War. The textbook in use in the grades in Utah will give sufficient preparation. ENTRANCE EXAMINATIONS. ...
    • Branch Normal School Catalogs
    • Socotwa text: page 003

    • Socotwa text: page 003

    • Glen Canyon (Utah and Ariz.); Rafting (Sports)--Colorado River (Colo.-Mexico)

    • For the second time that day, Frisby became the national pastime, but eventually with the philosophy that if you can't beat 'em, join 'em, we played baseball too. Bob Parry, an experienced Rat, knew that the back seat of the bus made a most...
    • Socotwa, Glen Canyon Voyage
    • Page 21

    • Page 21
    •  

    • 15 targeted intervention to enable students to ‘catch up’ on critical reading skills” (Kamps et al., 2007, p. 155). In this tier, students receive “more intensive, research-based interventions with close progress monitoring” (Berkeley,...
    • Scholar Archive
    • Page 24

    • Page 24
    •  

    • 18 special educators are asked to take on the roles of intervention specialists, RtI experts, and Tier evaluators in addition to their undersold roles as high-quality instructors who perform daily with professional practices of rigor, excellence,...
    • Scholar Archive
    • Page 2

    • Page 2
    •  

    • THE WEB 3 THE WEB FOR COMMUNICATION PROFESSIONALS By Chris Hall Dr. L. Paul Husselbee, Capstone Committee Chair Abstract The World Wide Web is taking an increasingly prominent role in the lives of communication professionals. Students entering the...
    • Scholar Archive
    • Page 3

    • Page 3
    •  

    • THE WEB 4 Acknowledgements This project is dedicated first and foremost to Lorna, who has offered endless support and encouragement in my academic endeavors. Her confidence in me has been the catalyst that has transformed my dreams into reality. I...
    • Scholar Archive
    • Page 7

    • Page 7
    •  

    • THE WEB 8 online learning is that clear, constant communication is essential. Distance learners can feel disconnected from their programs and instructors because of the physical distance between themselves and those with whom they are interacting....
    • Scholar Archive
    • Page 10

    • Page 10
    •  

    • THE WEB 11 accomplish project goals. Understanding the code that makes up the web is no different than the paper and ink that makes up a printing press. This course will give students the technical foundation needed to get started developing and...
    • Scholar Archive
    • Page 11

    • Page 11
    •  

    • THE WEB 12 interaction and teacher-student immediacy. Without meeting several hours per week with the class and instructor in person, students can feel disconnected and grades suffer (Hutchins, 2003). Conaway, Easton & Schmidt (2005) found that if...
    • Scholar Archive
    • Page 12

    • Page 12
    •  

    • THE WEB 13 connect after conducting regular live video chats with their instructor, and the wide availability of video chat services makes this an easy way to help students succeed. Since online learners do not attend scheduled classes, online...
    • Scholar Archive
    • Page 234

    • Page 234
    •  

    • THE WEB 235 Appendix 2: ACRL Standards Standards, Performance Indicators, and Outcomes Standard One The information literate student determines the nature and extent of the information needed. Performance Indicators: 1. The information literate...
    • Scholar Archive
    • Page 26

    • Page 26
    •  

    • 21 and paid preparation time for teachers to create online and other classroom materials that supported ELL instruction. On the university level, instructors of teacher preparation programs increased information on instructional practices for ELLs....
    • Scholar Archive
    • Page 35

    • Page 35
    •  

    • PREFERENCES FOR GROUP LEADERSHIP STYLE 36 consisted of nine statements, and each statement presented two different attitudes toward leadership style. Participants then picked between the two choices to indicate which leadership style they would...
    • Scholar Archive
    • Page 5

    • Page 5
    •  

    • The I-Text Distance Learning System 2 either helps or hinders students’ ability to learn course content. In many cases, the studies have concluded that the use of hypermedia may cause confusion (e.g.-Kinshuk, 2009) or undue cognitive...
    • Scholar Archive

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