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  • All fields: 8th
(76 results)



Display: 20

    • Page 113

    • Page 113
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    • 106 Learning in detail about the different learning styles created by Howard Gardner increased my desire to implement the strategies that have been proven to help students learn to the best of their abilities. Even though at times I feel frustrated...
    • Scholar Archive
    • Page 120

    • Page 120
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    • 113 REQUEST FOR IRB EXEMPTION Name: Dr. James W. McCoy and Colleen Okeson Position at SUU: Assistant Professor of Graduate Studies in Education College: Education Telephone # and fax #: Phone: 435-865-8290 Fax: 435-865-8485 Exemption category...
    • Scholar Archive
    • Page 122

    • Page 122
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    • 115 March 2, 2010 Dear Parents, Your child is being invited to take part in a research study to encourage an interest in mathematics. The study will include real life math problems integrating Howard Gardner’s multiple intelligences. For...
    • Scholar Archive
    • Page 17

    • Page 17
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    • 13 continue to show that one-fourth of grade school students do not read outside of school, and the majority read only for a few minutes daily (National Assessment of Educational Progress (NAEP), 2007 as cited by Moats, 2009). “In a reanalysis of...
    • Scholar Archive
    • Page 9

    • Page 9
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    • 2 implemented as instructional projects to engage students in mathematics at Parowan High School. The instructional projects the students choose for their activity will be worked on and completed outside of the regular classroom. The educator will...
    • Scholar Archive
    • Page 32

    • Page 32
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    • 25 shows that math scores improved when the 8th grade math class included multiple intelligences as part of teaching. Knowing and understanding that an educator does not need to prepare eight different lessons to accommodate the eight multiple...
    • Scholar Archive
    • Page 29

    • Page 29
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    • 26 between higher submission numbers and higher scores, then the author sought to establish how many submissions were needed to make a difference. 3. How do teachers use AES programs in their classrooms? This was addressed in a minimalistic way....
    • Scholar Archive
    • Page 36

    • Page 36
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    • 29 Participants & Settings Those who were impacted by the creation of this project were the students who were enrolled in 8th grade algebra at Parowan High School in Iron County School District during the 2009-2010 school year. The individuals were...
    • Scholar Archive
    • Page 7

    • Page 7
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    • 3 For this researcher, interest in geology has led to a deep interest in all of the major areas of science: geology, chemistry, physics, and biology. During the past five years, the researcher has been teaching science courses that involve all of...
    • Scholar Archive
    • Page 6

    • Page 6
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    • 3 will also investigate the amount of revisions students perform using the programs, and whether or not revising with these programs translates into better writing scores on the DWA. The research will be conducted on schools in a single district....
    • Scholar Archive
    • Page 34

    • Page 34
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    • 31 School 2 0 88% School 1 3.38 87% School 7 0 85% Table 1.1 represents schools, the average number of submissions on the AES program MyAccess per 8th grade student over the course of a year, and the 8th grade pass rate percentages for each school....
    • Scholar Archive
    • Page 40

    • Page 40
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    • 37 Hispanic Pass Rate Hispanics were the majority minority in the district of study. Only 33 African American 8th grade students in the district took the test, whereas 402 Hispanic 8th graders took the test. The numbers were the most substantial...
    • Scholar Archive
    • Page 46

    • Page 46
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    • 43 In the School 3 school 3 teachers taught the 8th grade mainstream English classes. Teacher 1 was an Intern, and it was his first year teaching eighth grade. Teacher 2 had taught 4 years. Teacher 3 had taught 8 years. All three teachers were...
    • Scholar Archive
    • Page 62

    • Page 62
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    • 55 The educator interprets the first statement, “I like finding answers to a math problem” as self-motivation. The student strives until an answer is found. The creator included this statement to learn about math attitude. The students remained...
    • Scholar Archive
    • Page 12

    • Page 12
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    • 9 “Comprehension is a complex process” (Pardo, 2004, p. 272). Therefore, reading comprehension requires certain skills and knowledge: decoding words, reading fluently with prosody, and personally interacting with the text to make meaning from...
    • Scholar Archive
    • Page 104

    • Page 104
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    • 97 events. After observing and interviewing all students in the creative project, the instructor realized that the boys often became frustrated and tired of repetition, like converting measurements for the scale drawing project and making numerous...
    • Scholar Archive
    • Page 105

    • Page 105
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    • 98 The final learning style surveyed, intrapersonal, showed fewer males with a preference of working alone. The educator, during her years of teaching, has observed that boys chose to work alone rather than with other students. After the...
    • Scholar Archive
    • Chapel 1905-06

    • Chapel 1905-06

    • Branch Normal School--Cedar City (Utah)--Chapel; Eastwood, Maude; Marshman, John; Decker, George W. (George William); Hansen, Elias; Tollestrup, A. N. (Alfred Nephi); Mabey, Charles R.

    • A large group of people. Most are seated. They are in a large room. First row left to right, 1st. and 2nd. persons unkown, 3rd. _Miller, 4th. Maude F. Eastwood, 5th. John Marshman, 6th. George W. Decker, 7th. _Smith, 8th. Elias Hansen, 9th....
    • Branch Normal School Photographs
    • 1901, addresses 7

    • 1901, addresses 7
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    • Addresses: Chicago Dental Parlors 159 ½ Main St., over W.W. office S.L.C. Dr. Ervin (dentist) 212 Main St., Salt Lake City, Cutler Bros. Co., 36 Main St., Salt Lake City, Robinson Bros. Co., 124 Main (shoe builders) S.L. City Chalmers Dental...
    • Crawford Family, Zion National Park

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