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    • Page 49

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 45 collected in September using questions created by the researcher through an online testing service (socrative.com), included both open-ended questions and questions based on the Likert scale to determine students’ intent to further their...
    • 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 102

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 98 Whether the United States’ secondary language arts classrooms are comprised mainly of native English speakers or a mixture of multicultural and, therefore, multilingual students—a scenario that is far more likely based on today’s diverse...
    • Page 103

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 99 Outline The findings and interpretations included in this chapter will be aligned with the previous chapter’s presentation of the data: the writer’s surveys, the writer’s portfolio questionnaire, both the English and native Spanish essays, and...
    • Page 132

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 128 Appendix C Sample Survey 1. Gender: a. Male b. Female 2. Grade: a. 11th b. 12th 3. How would you best classify your English proficiency level? a. Native English speaker b. Native Spanish speaker with 2 years Intensive English c. Native Spanish...
    • Page 134

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 130 8. What were your expectations for this writing class? Were they fulfilled? Why or why not? 9. What writing skills do you feel you still need to work on before attending college? 10. What type of writing do you feel would best help you improve...
    • Page 14

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 10 postsecondary education occurring on the same continuum, with high school learning intended specifically to prepare students for the next level of study. (Fanetti, et al., 2010, p. 77) However, outcome does not always follow expectations and...
    • Page 15

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 11 While basic developmental writing courses were effective, ones that focused only on grammar weren’t, and since most college placement tests are generally multiple choice, a student’s language or grammar skills are being tested rather than their...
    • Page 7

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 7 One can see the passion fans have for their beloved team by simply searching the term “Redskins” on Twitter. Other groups are not as willing to allow justification and do not buy into Mr. Snyder’s retelling of the origin of...
    • Page 39

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 39 more people would agree that patriot is not considered offensive than would agree that redskin is not offensive. I would not be researching this otherwise. The Fighting Irish may be an insulting nickname to some, but...
    • Color Guard

    • Utah Summer Games
    • Four members of the United States Armed Forces escort the American Flag onto the field during the 1996 Utah Summer Games Opening Ceremony.
    • Page 17

    • Television programs; Fantasy fiction; Masculinity; Disabilities
    • REDEFINING MASCULINITY IN HBO’S GAME OF THRONES !18 disabilities. Part of this humanization is the sexualization of disabled characters that is equal to that of non-disabled characters (Ellis, 2014; Meeuf, 2014). In an interview with Peter...
    • Page 16

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 9 phonics as one of the five pillars of scientific reading instruction in the classroom. With that foundation in place, the review will then navigate through the various studies involving pre-service and in-service teacher preparation in phonics....
    • Page 19

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 12 not show preference for the science of reading as any more valid than other previous approaches, (g) the level of work required for many of the courses did not reflect college-level expectations or work. The council also felt that if proper...
    • Page 20

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 13 enough pre-service preparation to help them when they encountered the vicissitudes of their beginning years of in-service teaching. This study drew heavily on the research efforts of others in concluding the following: (a) teachers had lots of...
    • Page 21

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 14 5. States did not understand the dual nature of licensing tests. 6. States continued to neglect content preparation for teachers. 7. States did not ensure that special education teachers were well prepared to teach students with disabilities. 8....
    • Page 24

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 17 language constructs needed to teach reading to struggling students? Second, did they understand dyslexia? Ninety-one pre-service teachers participated in the study. Demographically, there were 27 females and 1 male between the ages of 20-28...
    • Page 44

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 37 Chapter 5 Discussion This discussion will provide perspective about the study that was undertaken. This will be done as follows. First, the initial problem and issues will be reviewed. Next, a comparison of results from this study with respect...
    • Page 9

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 9 Chapter 2 Literature Review This review of literature includes research and articles that focus on technology in the classroom, and more specifically, the use of student response systems (SRS) in the classroom....

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