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  • All fields: modeled
(31 results)



Display: 20

    • Page 118

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 114 The common denominator among all of these strategies and therefore may have contributed the most to the class’s overall success was to establish a climate of trust. Most students report a certain level of competitive distrust among their peers...
    • Page 16

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    • 12 development, engagement in reading involves the dual function of motivational processes and cognitive strategies (Guthrie & Wigfield, 2000). Given this perspective, Guthrie and Wigfield report that “highly engaged readers are both internally...
    • Page 16

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    • F2f vs. Technology 16 nature and very difficult, if not impossible to transfer. In order to teach tacit knowledge, experiential learning must be provided. The student needs to physically do exercises and experience how things work. It is...
    • Page 21

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    • 17 and modeled consistently in order for students to practice well (2007, p. 189). Research suggests that instruction and practice in summarizing will not only improve students’ ability to summarize text, but also their overall comprehension of...
    • Page 21

    • Spanish language; Language experience approach in education; Writing
    • 17 editing and publishing to be more important. Teaching only one of these areas is not enough for emerging bilingual students (Escamilla et al., 2014). Bilingual educators must teach all facets of writing in order for students to be successful,...
    • Page 23

    • Reading comprehension; Evaluation; Education; Introversion; Dialogue
    • 22 that emerges in using dialogue journals as each conversation is a unique dialogue between student and teacher. Dialogue journals are typically private, between the student and the teacher, though the student can choose to share his or her...
    • Page 26

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 22 interviews with students in classrooms where metacognitive strategies were used, Preus reported that the students she observed talked about how the teachers used T-charts and organization charts to help them organize their thinking, how teachers...
    • Page 26

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    • 20 repeated often until students feel comfortable with it, and then they were gain the confidence to act independently, after success and feedback have given them a solid foundation. Goal Setting Goal setting can build self-efficacy, aid in brain...
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    • Emotional Manipulation and Psychopathy 27 Perception, include questions that are socially undesirable it is necessary to control for the effects of Impression Management. The individual effect sizes of Impression Management are not...
    • Page 28

    • Music--Instruction and study; Education; Students--Music; Parents--Music; Teachers--Music
    • Brovvning: Attitude Toward Music 28 differently than when music is not used often. for this reason, the researcher grouped the responses by the response to the first question, ·'How often is music used in the classroom?'" The plan for analysis was...
    • Page 29

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    • both schools, in each area of the fitness test, to compare the effectiveness of the program. These scores gave the researcher progress indicators. Using the fitness test as a pre-assessment and post-assessment had multiple benefits. The fitness...
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    • “WE SPARED NO EXPENSE” 32 Hammonds own intentions toward the park- it is strictly viewed as an amusement park, if an advanced one. This theme is particularly interesting in the context of the book, as it calls back to the original argument Crichton...
    • Page 33

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    • ANALYSIS OF CALIFORNIA SENATE BILL 967 32 from compliance is also modeled by federal legislation. As of 2016, 285 religious exemptions to Title IX had been granted and none had been denied (Augustine-Adams, 2016). According to the U.S. Department...
    • Page 34

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    • 29 After an overview of the lesson outline, the instructors were given further directions depended upon their assigned instructional group. The researcher explained how to teach each method with the provided graphic organizers and expository...
    • Page 35

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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....
    • Page 35

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    • TEACHER EFFICACY WITH STEM PEDAGOGY 35 a lesson. Another support from coaches is to be a resource with ideas for lessons, support with students, and implementation of STEM learning. 20% (12) responses indicated that this coaching help would be a...
    • Page 36

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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...

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