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Display: 20

    • Page 24

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 20 knowledge are shared across both languages and cultures. Because emerging bilingual students draw on their full linguistic repertoires, teachers, researchers and test-makers need to attend to and design instruments that address what emerging...
    • Page 33

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 29 language acquisition. As parents offer positive reinforcement during a child’s formative years, their children ultimately achieve language acquisition success. However, by the time students reach high school, they have had so many discouraging...
    • Page 51

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 47 method was changed to a more conducive format for data collection and analysis (created through surveymonkey.com). The purpose of the survey was to gather rubric and percentage scores and compare results to the original survey written at the...
    • Page 54

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 50 abilities? Why or why not?” and “What did you find most revealing about the 2015-2016 section comparison? Was it surprising? Why or why not?” Case Study Participants Originally, only two groups were going to be used for this study: one junior...
    • 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 115

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 111 ESL and bilingual instructors. Although further research should be conducted on how ESL instructors can fully capitalize on their students’ bilingualism and how it can “foster their biliteracy” (Butvilofsky & Sparrow, 2012), the results from...
    • Page 116

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 112 school public education system’s ineffectual objective and quantifiable assessment approach and how it directly conflicts with university-level subjective expectations by showing how standardized test scores were not adversely affected and how...
    • 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 141

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 137 1Hardly no relics are more famous than the Liberty Bell, which sits outside Independence Hall in Philadelphia. 2Patriotic citizens proceeded to ring the bell for awhile when the Declaration of Independence was adopted in July 1776. 3Being that...
    • Page 53

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 53 Folkes, V. S., Koletsky, S., & Graham, J. L. (1987). A Field Study of Causal Inferences and Consumer Reaction: The View from the Airport. Journal of Consumer Research, 13(4), 534-539. Hewstone, M., Rubin, M., & Willis, H....

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