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Display: 20

    • Page 17

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 17 PowerPoint presentations help keep the presenter on track. They are easy to make and easy to read. However, PowerPoint presentations are used so often that they tend to be horribly boring with too much...
    • Page 38

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 34 processes and began to engage in self-dialogue, they developed self-efficacy, habits of learning to learn, and ultimately gained more writing experience and confidence (Arroyo & Quintana, 2008). Viewing bilingual students as a writing asset...
    • Page 69

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 65 what you do right, so when it’s time to do your final paper you do it the best you can”; “With all the knowledge acquired with experience it becomes easier to avoid mistakes.” The final two responses: “Well I have been learning from my own...
    • Page 86

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 82 Figure 27. Junior Native Spanish Essay Summary Results by Category Figure 28. Senior Native Spanish Essay Summary Results by Rubric Category 0% 10% 20% 30% 40% 50% 60% 70% 80% Introduction Sentence Structure Word Choice Content Capit/Punctuation...
    • Page 100

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 96 Senior responses: “That I did better but just in a minimal amount. Not really, this is the first semester I have really been learning real English and Grammar. This class feels real.” “That I’ve improve[d] in some things, but not in all. So I...
    • 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 105

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 101 and literary analysis—because they wanted a challenge. These two thought-provoking pieces, one where they were required to connect a random topic to a prewritten thesis statement and the other that required careful, analytical thought that went...
    • Page 119

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 115 inspiration is slower to emerge; and red, when “desperation is high. I don’t know how to put ideas onto paper.” Another student compared himself as a writer to a turtle. “Slow imagination; shell is a comfort zone. It’s a protection against...
    • Page 123

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 119 before embedded transformations could take place? Ultimately, the possibilities for further testing concerning these types of mental and practical academic shifts are endless. Summary This study, which was based on a mixed-method, action...
    • Page 131

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 127 Apendix B Sample Exit Card Questions 1. Based on teacher feedback, which revision strategy could I use to improve my writing? Why? 2. What are two things I can do to improve the organization of my narrative piece? 3. Which argument(s) in my...
    • Page 1

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • i Table of Contents Chapter 1: Introduction ....................................................................................................... .1 Chapter 2: Literature Review...
    • Page 4

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • iv Figure 22: Senior Teacher/Peer Feedback Response…………………………………………….77 Figure 23: Combined Spanish Essay Score Comparison……………………………………..….78 Figure 24: Junior Spanish Essay Percentage Grade Comparison……………………………..…79 Figure 25: Senior Spanish...
    • Page 15

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 8 Chapter 2 Literature Review The body of literature on the subject of phonics instruction has covered decades. Even as long as a century ago, literature existed showing phonics instruction as a part of school curricula. It appeared in Utah...
    • 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 39

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 32 practice. Finally, a summary of these results is given in preparation for the final discussion to be found in Chapter 5. Basic Language Constructs Survey Data The Basic Language Constructs Survey was the tool used to evaluate the skills...
    • 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 50

    • Teachers--Training of; Reading--Phonetic method; Utah--Education.
    • 43 References Binks-Cantrell, E.; Joshi, R.; Washburn, E. (2012). Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy. The International Dyslexia Association. DOI 10.1007/s11881-012-0070-8. Sent by...
    • Page 39

    • Students--Testing.; Education--Testing.; Educational technology.
    • SRS TECHNOLOGY AND ENGAGEMENT 39 consuming ways to respond. These tools such as flashcards leave no easy way for teachers to evaluate the data if they are collected manually versus with an SRS. Another positive outcome for practitioners is using a...
    • Page 63

    • Reading comprehension; Evaluation; Education; Introversion; Dialogue
    • 62 academic performance. British Journal of Educational Psychology, 79(4), 769-782. Gao, Y. (2013). The effect of summary writing on reading comprehension-the role of mediation in EFL classroom. Reading Improvement, 50(2), 43-47. Good, C.V. (1959)...
    • Page 22

    • Reading comprehension; Evaluation; Education; Introversion; Dialogue
    • 21 clarifying confusing points, sharing what individuals viewed as important in the text, making connections to other texts, critiquing the author, connecting the text to their own lives and experiences, and relating the text to other knowledge...

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