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Display: 20

    • Page 83

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    • Emotions in Conflict 78 Limitations While this research study produced rich data and clearly supported the hypotheses, there were a few limitations. The demographics used in this study could be considered a major limitation. The teachers used in...
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    • 41 are working. The children speak Spanish to their parents, and both English and Spanish to each other. While the interview is conducted in Spanish with the mom, she mentioned that she is learning English from her children and likes to practice...
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    • EDUCATION REFORM IN AMERICA 15 Inconsistent Academic Standards According to research done by the Council of Chief State School Officers and National Governors Association Center: For years, the academic progress of our nation’s students has been...
    • Page 50

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    • Appendix A Student Survey given through Google Drive Writing in Language Arts-Student Survey * Required What grade are you in? * o 7 o 8 I like to write * o Strongly Agree o Agree o Disagree o Strongly Disagree I write daily in Language Arts. * o...
    • Page 8

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    • 6 in the area of ESL. She has taught in the Iron County School District in the state of Utah for six years. Two of the years taught were in fourth grade and the remaining four have been in first grade. Definition of Terms The following are...
    • Page 78

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    • 72 with the hope that they might find something that fits their interests and abilities, allowing them to remain active throughout adulthood. Conclusion I have taught at the same middle school for the past twenty three years and literally loved...
    • Page 53

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    • o Agree o Disagree o Strongly Disagree How many days a week do you write in Language Arts? * o 1 o 2 o 3 o 4 o 5 How many days a week do you handwrite in Language Arts? * o 1 o 2 o 3 o 4 o 5 How many days a week do you write on an iPad in Language...
    • Page 22

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    • TIMELINE PROJECT 23 overly complex or unreadable code. It assigns a numeric grade based on GPA's; 4.0 is the best possible score for code to achieve. Table 2 shows the scores for each of the projects in this work. Table 2: Code Climate GPA Project...
    • Page 56

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    • 52 INCLUSION: IN SERVICE TRAINING Appendix B Classroom Observation Form INCLUSION – CLASSROOM OBSERVATION FORM School: ________________ Grade: ____ Subject: _________ Teacher: __________ Date: _______ Period/Time: ________ General description of...
    • Page 58

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    • 54 INCLUSION: IN SERVICE TRAINING INCLUSION SCENARIOS Name: Jimmy Grade: 3 Classification: Autism Jimmy tested well above grade level in reading (grade 5.2) and mathematics (grade 6.1). He is having trouble getting along with his classmates, but trie...
    • Page 59

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    • 55 Chapter 6 - Reflection As I reflected on this project, I was both excited and relieved about its implications. The idea for this project stemmed from an experience I was having with my own second grade daughter (who was also my student at the...
    • Page 59

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    • 7th Grade Language Arts Only-For second quarter of the 2013-2014 what were the grades of your students in Language Arts? Fill out all grades that apply to what you teach. How many students received 8th Grade Language Arts Only-For second quarter of...
    • Page 96

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    • Emotions in Conflict 91 Appendix A Interview Questions Please state the grade that you teach, the number of years you have been a teacher, and your age. In your experience interacting with parents to resolve concerns, when have you felt...
    • Page 106

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 99 Chapter 5 Discussion This thesis introduced conclusions about TLIM program into the academic literature on character education. Using a phenomenological, case-study approach, this study targeted the perceptions...
    • Page 59

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    • 53 English classes. Parents with low-literate children spoke only their native Spanish during the home visit interview and never mentioned that they were learning English. All parents interviewed for the home visits were either from Mexico or...
    • Page 54

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    • 50 of these other subjects, especially biology because I have obtained the least amount of formal education with regard to biology. I have also considered developing an outline to be used by a school system in aligning science education from...
    • Page 107

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 100 fifth graders vs. third, fourth and fifth graders), the results cannot be directly correlated. Yet, the similarity in results supports the notion that students at this school perceived that they knew TLIM...
    • Page 60

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    • 54 century students experience literacy, especially linguistically diverse students from low-SES households. Nearly every parent marked they had a home computer with access to the Internet, and more than half the students marked that they used...
    • Page 55

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    • 51 References Arizona Department of Education. (2005). Standards Based Teaching and Learning. Retrieved Mar. 13, 2010, from http://www.ade.state.az.us/standards/science/highschool.pdf. Buthelezi, T., Dingrando, L., Hainen, N., Wistrom, C., & Zike,...
    • Page 108

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 101 academic achievement per se. Additionally, they confirmed Ross et al.’s (2012) findings, in a similar case study, that students maintained “positive but weaker support” for the idea that TLIM program directly...

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