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    • yearbook1917i079: Home Economics

    • Beaver Murdock Academy--Beaver (Beaver County, Utah); School yearbooks
    • Home Economics. In October, 1913, a group of girls met under the leadership of Miss Hettie White, to organize the Home Economics Club, which later became known as the "H'e" club. At this meeting Laura Gurr was chosen president and Miss Ethel Bay,...
    • mcbooki372p284: Freighting (cont.)

    • Beaver County, Utah--History
    • Mrs. Johnson says they brought the grain and other things that they raised. They smoked and cured the pork they brought and the freighters would buy up butter from the different stores there and mix it altogether and print it with a round mold....
    • Page 495

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    • manufacture of iron. Drama, for which Cedar has now become nationally known, was a favorite interest and avocation of the townspeople from the earliest days. Amusements, recreations of various kinds, and celebrations of important events livened up...
    • Page 88

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    • placed once more in the press for 24 hours.The cheese was then placed on the swinging shelf, after being numhered and buttered to help its curing. The cheese had to be greased and turned over every other day. It took six weeks for even a small...
    • Page 137

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    • week for board and room. Ann's husband, Robert S. (Bert) Gardner, was a hoarder at their house and this is how they met. The girls helped with all the housework including washing, ironing, and sewing. Everything was made by hand because, in those...
    • Page 160

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    • Even with the discouragement and the failure of the Escalante Projectas it was planned, there was nothing that could stop the growth and development of the vast Escalante Valley. Lehi's oldest son and his wife, Willard and Sophia Jones and their...
    • Page 14

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    • more diverse audience. 78% agree that digital technologies encourage creativity. 79% agree that digital technologies encourage collaboration amongst students. These teachers view cell phones, social networks and texting as a way to aid student...
    • Page 42

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    • big screen and ease of use that outshines the iPad.” “For some of my other students, when they use the iPad, they write something they don't like, then erase it over and over again, leaving them with nothing completed by the end of the period,” and...
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    • 27 was also asked to verbalize why they identified the text as either narrative or expository. Although this instruction lasted only two class sessions, the introduction of texts as either expository or narrative prepared the students for the study...
    • 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...
    • Page 38

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    • 33 Multiple methods group. Because of the incorporating of vocabulary, text features, and text structure, this instructional strategy was a little more complex. To not overwhelm the participants with three separate graphic organizers, the...
    • Page 39

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    • 34 captions. After reviewing the information, the instructor recorded one supporting detail from every two pages on the group graphic organizer. By stopping at the pre-determined vocabulary words and prior to turning each page, the instructor and...
    • Page 64

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    • 59 the “High 5!” multiple methods approach conducted by Dymock and Nicholson (2010) and the Four-Part Lesson Cycle created by Montelongo et al. (2010) were highly effective. While this multiple methods strategy was shown to be the most effective,...
    • Page 29

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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 30 aforementioned, sixteen lesson plans about Greek mythology and the survey of students regarding their efficacy (in relation to technology). After the lessons were taught, the professional panel of English...

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