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  • All fields: kindergarten
(156 results)



Display: 20

    • Page 28

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 21 In 2015 there was a study that addressed trying to alleviate reading failure rates in kindergarten and first grade readers. The familiar principles of a carefully leveled curriculum (books), a leveled phonics curriculum, and a well-trained...
    • Page 30

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 23 Chapter 3 Methodology The purpose of this study was to examine in-service teacher phonics skills and classroom instruction practice for primary grade elementary teachers in a single school district in the state of Utah, and to evaluate teacher...
    • Page 40

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 33 configuration. Finally, for an open syllable (Figure 12), fifty-three percent correctly identified the open syllable with twenty-one percent choosing “no idea” as their answer. The last area of knowledge questions had to do with the letter “c”...
    • Page 43

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 36 The average teaching time for each week was put into an Excel spreadsheet along with the percentages derived from averaging the responses of each of the categories mentioned: Perception of university support, perception of district support,...
    • Page 53

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 46 Appendix A—Induction Survey--Teacher Grade Levels Figure 1. Teacher Participant Grade Levels Taught. (Created from results in Google Forms). Kindergarten=13.6% First Grade=27.3% Second Grade=31.8% Third Grade=20.5% Other (Special Education or...
    • Page 11

    • Spanish language; Language experience approach in education; Writing
    • 7 to perform at a specific level of proficiency in English on standardized tests, they are no longer considered ELLs and are put into mainstream education. There have even been times when bilingual programs have been challenged and outlawed, such...
    • Page 7

    • Music--Instruction and study; Education; Students--Music; Parents--Music; Teachers--Music
    • Browning: Attitude Toward Music 7 singing together. for example. as assembly. And coequal-cognitive is music that is taught as equal value to the other core subject areas. For this study, when the term music integration is used, it specifically...
    • Page 24

    • Music--Instruction and study; Education; Students--Music; Parents--Music; Teachers--Music
    • Browning: Attitude Toward Music 24 statisticnl repo11. this school has 958 students currently enrolled in classes. with 3 7 teachers hired to work there. The percentage of ethnic minority students is 8.5%, with a 3.8% level of English Language...
    • 1904-1905. Southern Branch of the State Normal School of the University of Utah. Cedar City

    • Branch Normal School (Cedar City, Utah) -- History; Cedar City (Utah) -- History; Iron County (Utah) -- History; College Catalogs; Southern Utah University (Cedar City, Utah) -- Curricula;
    • Contains the calendar, board of regents, and officers and instructors. It also includes general information such as history, site and building, laboratories and apparatus, museum, library and reading room, physical education, manual training shops,...
    • Page 8

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    • 2 need to score as proficient or better on its state’s standardized tests. Scores from these subgroups are compared to the scores of their peers. All students, including ethnic minority, low income, and special education students, must meet these...
    • Page 24

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    • 19 cognates is beneficial. All of these activities produce strong effects in mastery of targeted words, and smaller, but significant gains in comprehension of the selected text (Goldenberg, 2008). Other research supports the findings that...
    • Page 11

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    • 5 Definition of Terms Definitions of terms relevant to this study include the following:  Achievement gap: The disparity in academic achievement between different groups of students, especially groups defined by race/ethnicity, disability,...
    • Page 30

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    • 25 their primary language (L1) as well as their second language (L2). When children are able to read in both L1 and L2, they develop language skills in their L1, find it easier to read in English, and learn to read or improve reading skills in both...

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