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  • All fields: juniors
(82 results)



Display: 20

    • Page 6

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    • 3 Academy states that we strive “to help students rediscover the value and rewards of education and guide them in becoming literate, socially-responsible, lifelong learners” (USOE, 2006, p. 3). SEA is an alternative high school in Cedar City, Utah,...
    • Page 42

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 38 Participants Approximately two groups or a maximum total of 50 bilingual English/Spanish students will be selected to participate in this study for the purpose of analyzing their English writing abilities before and after the implementation of...
    • Page 48

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 44 and differences among the academic groups. Third, by explaining any missing or conflicting data. Fourth, by presenting both the quantitative and qualitative data and findings collected for this research while following the order of the three...
    • Page 54

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 50 abilities? Why or why not?” and “What did you find most revealing about the 2015-2016 section comparison? Was it surprising? Why or why not?” Case Study Participants Originally, only two groups were going to be used for this study: one junior...
    • Page 55

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 51 Table 1 Case Study Participants Native- English Female Students Native- English Male Students Native- Spanish Female Students Native- Spanish Male Students Total Female Students Total Male Students Total: Juniors: 2 2 20 16 22 18 40 Seniors: 1 1...
    • Page 56

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 52 Finally, exit card results (see Appendix B), while extremely useful throughout the metacognitive-enriched course, were not kept for this paper’s interpretive analysis. Their purpose was to provide a quick, informal self-assessment, along with...
    • Page 57

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 53 Figure 1. September 2015 College Attendance Objectives and Writing Expectations The Writer’s Survey that was administered in December 2015 included 64% or 32 junior and 36% or 18 senior participants. Approximately 12% classified themselves as...
    • Page 58

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 54 writing more (being given more writing assignments from their teacher) would help them prepare better. Twenty-six percent believed that they could use more one-on-one time with their teacher, and 23% thought that they needed more opportunities...
    • Page 59

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 55 strongly agreed that they were comfortable, and in December, 15% neither disagreed nor agreed that they were comfortable, but 83% either agreed or strongly agreed that they were. The following questions related to the participants’ feelings...
    • Page 60

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 56 Finally, 100% of juniors and 81% of seniors claim to be highly motivated to improve their writing skills, and 100% of both juniors and seniors believe that by improving their writing skills, they will become more marketable in the 21st century...
    • Page 61

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 57 enjoy proofreading and being able to express feelings through the writing process. “[I like] that a peer reads and helps us with our writing”; “I like learning how to organize my thoughts and information”; “I like writing because I can express...
    • Page 72

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 68 The first assessment simply asked the students to compare results from both essays and determine where they received the higher score, if their score was exactly the same, or if they only wrote one essay. From the junior classes, 77.14% received...
    • 1941 77

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    • 7 6 BRANCH AGRICULTURAL C O L L E GE Summary of Enrollment^1940-41 Freshmen 208 Sophomores 107 Juniors - 25 Vocational 6 Special ^ 5 C. P. T . Regular 4 National Defense 178 C. P. T 55 U. S. A. C. Extension 10 TOTAL 598 Less Students Listed Twice...
    • Page 80

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 76 Figure 20. Overall English Essay Writing Weakness by Category Participants were asked not only to evaluate their writing weakness and strengths based on rubric scores, but from teacher’s handwritten comments as well. Students were able to...
    • Page 82

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 78 Figure 22. Senior Teacher/Peer Feedback Response Native Spanish Essay Overall score was higher for bilingual students who wrote in their native Spanish language in December 2015. When asked to report in which month they received a higher...
    • Page 83

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 79 Figure 23. Combined Spanish Essay Score Comparison Figure 24. Junior Spanish Essay Percentage Grade Comparison 0% 10% 20% 30% 40% 50% 60% 70% Below 60% Between 61-70% Between 71-80% Between 81-90% Between 91-100% Junior Spanish Essay Percentage...

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