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  • All fields: introduced
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Display: 20

    • Page 16

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    • 12 were paired with master teachers and then given extra training related to interventions that successfully worked with at-risk students (Henderson-Sparks, Paredes, and Gonzalez, 2002). These student teachers taught in lower socio-economic areas,...
    • Page 5

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    • 2 money from the National Defense Education Act and began providing schools with technology (Jones, 2010). Background, Significance, Purpose Statement, and Study Setting Modern technology is becoming more advanced in how it is implemented as an...
    • Page 31

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    • 25 Procedures At the beginning of the study, the researcher administered the MARS math anxiety rating scale (Suinn, 1979) in both the control classroom and the test classroom. The level of math anxiety was noted, without identifiers, for each...
    • Page 34

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    • 28 5. Recording of all beginning scores for strength, aerobic, and perception assessments. 6. Introduction to the weight room machines and safety procedures and equipment, explanation of accommodations that machines have for injuries students may...
    • Page 35

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    • 29 In keeping with the format of a matched pairs experiment, when Topic 2 was introduced, the researcher changed the approaches to the two classes: Class A became the kinesthetic class, and Class B became the non-kinesthetic class. Between the...
    • Page 463

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    • 3.23 acres of ground at 1700 North 300 East and to change the zoning andv use permit for the Youth Corrections ~ u l c purpose Center. Considerable discussion from public. York Jones, Historic Preservation Committee, asked permission to use the...
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    • 30 Days three and four utilized a new text with new vocabulary words. The same procedures were followed as in days one and two. On day three, the instructor read the text and modeled the recording of new vocabulary words with drawings and writings....
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    • 31 The instructor then lead a text feature walk through the text and pointed out pictures and captions. The instructor read the captions and made predictions about what else the book would tell the group. This think-aloud and recording of...
    • Page 39

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    • 32 English? That's reason enough” (p. 1). This line of thinking is not enough for the average teenage American, though. Apparently it isn't enough for the average Language Arts teacher or state offices of education, either. Substantial proof needs...
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    • 32 On days seven and eight, yet another text was introduced. Prior to the reading of this text, participants experienced a text feature walk through the text and recorded information onto their graphic organizers receiving minimal guidance in this...
    • Page 38

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    • 33 Multiple methods group. Because of the incorporating of vocabulary, text features, and text structure, this instructional strategy was a little more complex. To not overwhelm the participants with three separate graphic organizers, the...
    • Page 40

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    • 34 would be doing the same workouts as they would be. Students that could not do at least one pull-up independently were trained on the adaptable pull-up machine to assist them. Students were introduced to a wide range of abdominal workouts that...
    • Page 41

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    • 35 appropriate workout. Using this method of timing, students are able to increase individual aerobic endurance while not worrying about other runners. This puts smiles on their faces and pride in their hearts to accomplish something they could not...
    • Page 12

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    • 5 agreement and pronoun-antecedent agreement (CCSS, p.56). It also states that the use of punctuation should be mastered by the 4th grade, but it doesn’t say exactly what punctuation rules should be taught until 6th grade; and, at that point, the...
    • Page 61

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    • 56 with preselected vocabulary, the participants should also have had modeling and instruction on how to identify new vocabulary. In the future, this may prove to help participants give more accurate retells and improve their comprehension of...
    • Page 63

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    • 57 were used to increase aerobic levels. Students completed many different workouts none being labeled the “mile” most were in fact more than a mile in distance. This study found that when students were not “made” to run the mile in a certain time...
    • Page 69

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    • 62 Chapter 6 Reflection If I were to teach my sentence patterns over again, I would be more prepared to teach students the different types of phrases and clauses that they could use in the patterns because phrases and clauses are a new requirement...

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