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    • Page 44

    • Page 44
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    • 37 learning style survey. Table 4.2 illustrates the information for this test. Table 4.3 shows the t-test results for the class members (boys and girls) in March 2010. Table 4.1 March’s comparison of males learning styles Learning Style Males vs....
    • Scholar Archive
    • 1915 42

    • 1915 42
    •  

    • Our Motto: "Wotk and Win" CLASS POEM Who defended that flag pole, Against the Juniors bold? The Sophs. Who kept their colors waving high While they struggled valiantly by? The Sophs. Who stood by and cheered them Against those who fought them? The...
    • BAC-CSU-SUSC Yearbooks
    • Page 27

    • Page 27
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    • The Human Element 22 Thus, the field has an ever growing body of literature that outlines numerous different ways to categorize crises. The Institute for Crisis Management (ICM) offers 16 categories of crisis types: “business catastrophe, class...
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    • Page 45

    • Page 45
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    • 38 style scores were significantly higher than the class’s scores in other areas. Male students’ musical/rhythmic learning style scores were not significantly higher than in other areas. Male students’ musical/rhythmic learning style scores...
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    • Page 11

    • Page 11
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    • 7 students (Manning, Stanford, & Reeves, 2010). The intent was that extra financial support shown through evidence-based practices would offer the tools necessary to raise benchmark scores (Al Otaiba, Kosanovich-Grek, Torgesen, Hassler, & Wahl,...
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    • Page 26

    • Page 26
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    • 23 meet a community need, build leadership skills, enhance their resume, a calling or duty and to feel good about themselves. Table 1 shows the findings for this question – motivations to serve. Table 1 Coding Motivations to Serve Category...
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    • Page 46

    • Page 46
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    • 39 mathematical/logical, bodily/kinesthetic, and musical/rhythmic learning style scores were significantly higher than in other areas. Female students’ mathematical/logical, bodily/kinesthetic, and musical/rhythmic learning style scores were...
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    • Page 29

    • Page 29
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    • 25 Instrumentation The evaluator used modified version of a pre-­‐existing evaluation form to track student engagement. The original form has been designed and used by school administrators in many Utah school districts for many years review teach...
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    • 1903, page 15

    • 1903, page 15
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    • 15 STATE NORMAL SCHOOL. condition within one year; otherwise the subject must be taken again in class. No student will be allowed to register for more than eighteen hours of class work per week, except by vote of the...
    • Branch Normal School Catalogs
    • Page 30

    • Page 30
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    • 26 Procedures To conduct this study, the researcher used the following procedures to ensure dependability and validity of the data collection. First, the researcher needed to divide students into four groups. The groups were labeled red, blue, yellow...
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    • Page 48

    • Page 48
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    • 41 The post-survey of learning styles showed that the girls’ first choice remained as musical/rhythmic learning style and decreased slightly with bodily/kinesthetic learning style. The boys’ first choice showed an increase in bodily/kinesthetic...
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    • Page 49

    • Page 49
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    • 42 Male students’ verbal/linguistic learning style scores were significantly lower than in other areas as shown in Table 4.4. Male students’ verbal/linguistic learning style scores were significantly lower than the class’s scores in other...
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    • Page 50

    • Page 50
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    • 43 Table 4.5 May’s comparison of females learning styles Learning Style Female vs. Female Female vs. Class df t(df) p df t(df) p Verbal/Linguistic 11 2.12 .07 11 2.48 .04 Mathematical/Logical 11 -3.45 .009 11 -2.92 .02 Visual/Spatial 11 -0.91 .39...
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    • Page 51

    • Page 51
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    • 44 scores were not significantly higher than in other areas. Female students’ bodily/kinesthetic and interpersonal learning style scores were significantly higher than the class’s scores in other areas. Table 4.6 May’s comparison of the...
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