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  • All fields: 1960*
(524 results)



Display: 20

    • Page 10

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    • INFLUENCING INTENTIONALITY 10 The teacher would also ask students to comment about the subject matter of the artwork. The purpose of these questions was to guide students to learn moral lessons from the works of art and to increase the children’s...
    • Page 77

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    • INTERPRETING WITH DEAF UNDER COMMON LAW TO 1880 72 curiosity, and especially so when there is a risk of semantics and precision operating at cross-purposes. Martha expertly delivers an armchair linguistics response nearly two centuries before the...
    • 1914, Oct 2

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    • Fri. Oct. 2, 1914: Ther. cool Wea. cloudy Orin Ruesch, Elma Winder and I went up to Heapses canyon hunting deer we found one shot at it a few times, but didn’t get it. Saturday 3: Ther. cool Wea. Rain. All I done was to haul a load of corn this...
    • Page 13

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    • SOCIAL THINKING INTERVENTIONS blueprint of what an effective intervention should look like based on these previous findings. Initial Treatments Over the past 25 years, a variety of treatment approaches have been used in an attempt to remediate the...
    • Page 24

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    • THE WEB 25 Module 2 Assignment: Web Scavenger Hunt Using a search engine find answers to the following questions. For each question list the query string (phrase) you typed to find the answer and the rank/position of the answer with the...
    • Page 14

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    • INFLUENCING INTENTIONALITY 14 The student could feel pressure to judge all artwork in the classroom as high quality, despite his own personal taste or emotional response (Hamblen, 1987). Discipline Based Art Education. Over time, a new type of art...
    • Page 24

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    • 17 was available to define grammar’s purpose. It was not until the twentieth century that linguists and teachers really started diving into the realm of research to discover how the English language’s structure should work most effectively. The...
    • Page 16

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    • INFLUENCING INTENTIONALITY 16 Over the last 30 years, many educators have followed the advice of Michael (1980), Kennedy, and Stinespring (1988) by favoring studio practices over art-viewing experiences in their curriculum. They spend most of their...
    • Page 26

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    • 19 one of the major quotes for their position changed many educators’ minds about teaching grammar at all. They responded by claiming that they “performed carefully and methodically” when they analyzed five studies for their synthesis on the link...
    • Page 27

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    • 20 which is first, Prewrite; second, Write; third, Revise; fourth, Edit; and finally, Publish. As paradigms shifted, “The writing process was at the heart of the student-centered composition class, where the product was de-emphasized, along with a...

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