Skip to main content

SUU Digital Library

You've searched: All Collections

  • All fields: suggest
(38 results)



Display: 20

    • Page 311

    •  
    • Sept 5 , 1 9 4 0 ...Mr. and M r s . Lamont E. Tueller, Mrs. Cora Pace, Mrs. Elbert, M r s . Lillian Corry, Frank Jackson, Tom Mosdell, and William Flannigan met again with the Council to protest against holding softball games at night on the...
    • Page 440

    •  
    • one-half to Eva. in the Sheep Association, one-half to Florence, one-haif to Violet. in the Equitable to Maude individuaily. With regard to the furniture, 1 desire it to be divided between my eight children as the three boys think best, but want...
    • Page 41

    •  
    • because what they are able to write will be legible to both them and their teacher and will be easier to edit as well. They read what I write Seventy-five percent of the students strongly agreed or agreed that what they wrote with the iPad was...
    • Page 43

    •  
    • handwrite, and why they do or do not feel they write better with their iPad. This could be due to lack of teacher training on how to implement iPads into the curriculum (Figure 6) or difficulty typing on a small computer. Social media New...
    • Page 18

    •  
    • 13 will help students become more successful in their vocabulary usage. Therefore, tier two words should make up a majority of the vocabulary instruction. Tier three words are specific, technical terms that are important in understanding the topic...
    • Page 23

    •  
    • 18 covered three types of text structure list, main idea, and order. Students were taught how to identify each type of passage based upon text structure and then apply specific strategies for each type of structure. The study concluded that...
    • Page 24

    •  
    • 19 Retelling. Unlike summarizing, a retell is a recall of everything that was remembered from the reading. In a retelling the student is not concerned with the main idea and supporting details, but is instead concerned with the content as a whole....
    • Page 6

    •  
    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 3 Chapter 1 Introduction Dancers are not necessarily thought of as athletes, yet dance is a sport that requires strength, control, balance, coordination, and precision. Based on personal experience...
    • Page 36

    •  
    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 33 Table 3 Balance Assessment: SEBT Relative Gain Scores** ______________________________________________________________________________ Variable Control (n=14) Experimental (n=25) Mean...
    • Page 18

    •  
    • EFFECTS OF BACKGROUND MUSIC 14 They were asked to rate them on a five-point scale. The purpose of the study was to see if the majority of the students would characterize the music in the same categories. The students were then split into three...
    • Page 40

    •  
    • 33 every grade level with the “what” and the “when”, but not the “how.” For instance, a sixth grade teacher can easily find out what students should have been taught in previous grades as well as clearly understand what should be taught in the...
    • Page 61

    •  
    • 54 how to explain them more clearly. The teacher was better able to address punctuation questions because she herself learned how to communicate the grammar rules in a better way. For instance, rather than tell students that commas are used for...
    • Page 70

    •  
    • 63 students have to do is insert an independent clause on either side of a semi-colon and they have a compound sentence! This is consistent with the findings of previous research results because students only need to know what independent clauses...
    • Page 18

    •  
    • BMI AND WEIGHT DISCRIMINATION 19 bias that is similar to those that are leaner, suggesting that obese people themselves harbor negative feelings towards “fat people”. Those that are overweight hold negative associations with being overweight...
    • Page 21

    •  
    • BMI AND WEIGHT DISCRIMINATION 22 Conclusion The discrimination that obese and overweight persons experience in the workplace, social settings, healthcare settings and even from their own beliefs about themselves suggest that stigmas and stereotypes...
    • Page 30

    •  
    • BMI AND WEIGHT DISCRIMINATION 31 of who are normal weight compared to those who are overweight or obese. It must be noted that implicit responses to the scales have been analyzed in several previous studies and were not gathered during this study....
    • Page 15

    •  
    • 12 The researchers found there were some students who really enjoyed the project and learned a lot from it and those who completed it just for the grade. The researchers suggested that the project was most beneficial if the student could really...
    • Page 21

    •  
    • 15 pretest and post-test, with the last question on the post-test being one that asked how much they liked the lesson. The results of the study showed the treatment class having an 84% mean gain in mathematical proficiency for the concept being...
    • Page 22

    •  
    • 16 In a study involving children with specific learning disabilities, three children were selected and taught the “Touch Math” system. Next followed an intervention phase where the students were offered support as they solved addition and...

QuickView

Display a larger image and more item information when the pointer pauses over a thumbnail
 

Layout options:

Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK
Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK