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    • Page 22

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    • DAVID’S VS. GOLIATH 22 The narrative paradigm is used to recognize stories used in everyday life whether it be in a speech, writing, online blogs, or other forms of communication. The idea is that everyone uses stories since everyone understands...
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    • EFFECTS OF BACKGROUND MUSIC 9 a viola played sixteen melodies for the children. Four of each song represented sad, angry, happy and frustrated emotions. There was a control group of one hundred college-aged students, so the researchers could...
    • Page 238

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    • WOODBURY: My dear friends: I hardly know where to hegiri and where to end. As way indicated by the chairman, I have been more-or-less associated with Brother Lehi for at least 40 years. I came to Cedar City in '93 as a school teacher in the public...
    • Page 243

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    • level. Now, Brother Jones, of course, didn't have those qualities alone, but I think you will agree with me, among those who did, he was outstanding. Men of vision are in a sense the eyes of a community. They see ahead and sometimes when others of...
    • Page 23

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    • 20 whiteboard had greater concept retention after a three week time period, if they had reviewed the lessons on the interactive whiteboard. The students who enjoyed looking at past lessons at home or in their free time were able to recall...
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    • 23 The use of e-media also allowed the researcher to build upon students’ background knowledge allowing students to recognize and learn with familiar concepts. The researcher discovered that students learning using the traditional whiteboard were...
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    • EFFECTIVE ORGANIZATIONAL COMMUNICATION AFFECTS EMPLOYEE ATTITUDE, HAPPINESS, AND JOB SATISFACTION 1 Chapter 1: Introduction Smart business leaders know that happy workers are productive workers and ultimately benefit their companies (Waggoner,...
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    • 61 Figure 11. Early writing sample from Participant 2 Figure 12. Later writing sample from Participant 2 The researcher also observed increased writing skills in the study participants’ own graphic organizers. Since the graphic organizers were...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 13 understanding character education in today’s schools. Three characteristics of quality character education were particularly relevant for the purposes of this study: overt, intentional, and integrated...
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    • 15 need to be developed so that they provide new ways to assess the non-cognitive skills that students need to succeed in college and in the workplace. Northwest Evaluation Association (NWEA) proposes that a growth-based evaluation be included into...
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    • 19 moved to the next unit, while those who have not achieved it are provided with modified instruction. This evaluation strategy is especially important for at-risk students. Good teachers recognize the importance of assessing students over time to...
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    • 16 (Hill et al, 2012, p. 515). However, their primary discussion was to illustrate that assessments used to certify and reward teachers should be constantly evaluated. Looking at the connection between student achievement and teachers’ professional...
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    • Addressing teachers’ fear of technology and student success. “Two concerns that teachers have about using technology such as IM or blogs with their students is that students will not take the work seriously and will not use what they have learned...
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    • Girls and Relational Aggression 5 Instrumental relational aggression: Manipulating relationships by using aggression or threats of aggression to get what one wants. Reactive relational aggression: Exhibited response to provocation caused by a...
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    • Girls and Relational Aggression 10 Relational aggression is subtle and manipulative and doesn’t appear to be average aggressive behavior. Many people view it as a form of socialization and a temporary stage of development that girls will outgrow....
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    • Girls and Relational Aggression 15 aggressor’s give restitution, empowering bystanders, and protecting targets and bystanders from an aggressor’s retaliation. What won’t work for stopping relational aggression is blame, taking no action, and having...

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