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  • All fields: Male
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    • Page 61

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    • "Lu," who hails from Parowan, was one of the outstanding girls on the campus. As Student Body President, she took firm hold of the "goin's on" of the B. A. C. and really made them click. Her friendliness made her very well liked by everyone on the...
    • Page 84

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    • 'Con" Jones Merrill P E R S O N A L I T I E S CONRAD HATCH-Sophomore from Koosharem Kas everything that is needed in a regular fellow. Con distinguished himself as a freshman because of his fighting "do or die" spirit in athletic contests. He has...
    • Page 49

    • Music--Instruction and study; Education; Students--Music; Parents--Music; Teachers--Music
    • ·"' Browning: Attitude Toward Music Appendix C Teacher Survey Please check your gender: Male Female What grade do you teach? How many years have you taught? ----~ How often used is music used in your classroom? Check One. ___ Every Day ___ 2-3...
    • Page 42

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    • . /!. Chloris Bowman, Mrs. Whetten, Beth Prestwich, Vodis Fidel The Women's Athletic Association took an active part in furnishing a year of fun and excitement to all who participated in the intramural program. Because the male sex was rather...
    • 1955_001 30

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    • .CEDAR CrrY, UTAH Social Science: History (Any lower-division course) Psychology 53 (required for all Education majors) Political Science 10, 70. Sociology 10, 70. Economics 51. Humanities: Humanities ·1, 2, 3 (one of these required) All literature...
    • Page 5

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    • 1 Chapter 1 Introduction Nature of the Problem Student dress codes exist to protect the learning environment at school. The purpose statement from Washington County School District’s (WCSD) 2013 policy on student dress states “every student in the...
    • 1958 20

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    • 10 Graduation Requirements English 2, 3, 4, 12, 13; Speech 1, 13, 14, 82, 83, 84; Journalism 12, 13, 14; French 1, 2, 3; Span­ish 1, 2, 3. 2. Biological Science -------------------­------------------------------ 8 credit hours Students may satisfy...
    • Page 13

    • Autism; Education; Educational psychology
    • 10 provided adequate support and encouragement for her to be socially included in the classroom” (Mayton, 2005, p94). Although the young girl felt accepted by the teacher she did not feel completely accepted by other students in her class; the...
    • Page 107

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    • 100 the statement, “Math is hard for me even when I study” and after the real-life math activities involving the bodily/kinesthetic learning style disagreed strongly. Females were neutral but changed slightly after the activities (see Figure 4.18)....
    • Page 114

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    • 107 I learned during the research how very important it is to use cross curriculum to encourage interest in mathematics. I have learned that reaching one child is worth all the time, effort and persistence it takes. Being an advocate does make a...
    • Page 15

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    • 11 fully partake of the educational system because the student dress code policy is inhibiting her learning environment, and that rule is not doing the same thing to a male; the female student could have a legitimate claim regarding Title...
    • Page 17

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    • 11 short-term improvement in their experimental group. After one year the experimental group continued to outperform the control group (Iseman, 2011). As beneficial as this strategy was for the experimental group, its efficacy is still only...
    • 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 155

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    • 145 TABLES Table 1 Demographic Characteristics (N=973) Trait Frequency Percentage Gender (n=955) Male 491 51.41 Female 464 48.59 Age (n=955) 18-24 51 5.34 25-34 82 8.59 35-44 134 14.03 45-54 199 20.84 55 and over 489 51.20 Education...
    • Page 19

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    • 15 When a female student dresses for warm weather, she is not trying to sexually arouse the male students and teacher. The guidelines in the WCSD student dress policy are rationalized by their intention to protect students from physical and moral...
    • Page 19

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    • 16 effects of the AVID program schoolwide. “Schoolwide” does not mean that every student in the school takes the AVID class, but that the culture and beliefs of AVID influence the school. The practices observed included raised expectations and...
    • Page 20

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    • 16 that the policy is referring specifically to bras. Therefore, the policy is referring specifically to female students. This focus on modesty, and its seeming focus on female students, has caused other districts problems. In an article for Time...

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