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  • All fields: McLaughlin
(23 results)



Display: 20

    • 1903, addresses 1

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    • Addresses.: Browning Brother Ogden, Utah. Sears Roebuck & Co Chicago, Ill National Remedy Co. 130, 132 & 134 Chartton., New York, N.Y. Comfort Augusta, Maine. Montgomery Ward & Co., Mich. Ave. & Madison St., Chicago, Ill Mead Cycle Co...
    • 1903, letters 1

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    • Letters.: Rec’d. Name. Answered. 1-2 Browning Bros. 1-2+ 1-6+ 1-6,2 1-13+ 4-20 5-12+ Sears Roebuck 02 4-12 01 4-22 1-2 National Remedy Co., 1-6 Comfort Pub. Co., 3-25p 3-25p 3-25c 3-6 5-12p 5-12p 7-17c 7-19 7-27 M.W. & Co., .02 2-21. 02...
    • Ranger meeting

    • Forest rangers--Dixie National Forest (Utah); Employees--Dixie National Forest (Utah)
    • Forest Rangers and Forest Service personnel. First row: M. L. Christensen, Bob Jacobsen, Don Young, Norman Huntsman, Paul Skabelund, Bruce Hronek, Max Fee, Jack Shumate. Second row: Mike Matthews, John Nielson, Matt Bulloch, Otis McCall, Bryant...
    • Zion Lodge employees

    • Zion Canyon Lodge (Washington County, Utah); Utah Parks Company -- Employees
    • Zion Lodge employees, Front row (on ground): Jim Mathesen, Dennis Garrity, Boyd Smith, Spence Maxwell, Carl Christensen, Jack McLaughlin, Ralph Mann, Art Nelson, Jerry Farnsworth, Lynn Dennett; Second row: Claudia Hirschi, Pat Request, Beth...
    • Page 28

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    • 22 students’ investment in school learning appears to increase” (Haneda, 2006, p. 343). ELLs can then feel safe to learn in this type of school environment as it allows them become active readers and writers when exposed to new texts. It is not...
    • Page 29

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    • 23 of the school, McLaughlin noticed that other Western-based institutions, such as the local Christian churches, provided religious reading material in Navajo and that Navajo literacy classes were established by members of the community. In terms...
    • 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 65

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    • 59 Learning Theories Knowledgebase. (2010). Social Development Theory (Vygotsky) at Learning-Theories.com. Retrieved October 10th, 2010 from http://www.learning-theories. com/vygotskys-social-learning-theory.html Macmillan/McGraw-Hill. (2006)....
    • Page 28

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    • 25 experiential learning basis, have been proposed as a method to reinforce nutrition education because youth who plant and harvest their own produce are more likely to eat it” (Beckman, Smith, 2008, p. 12). The 2008 study conducted by Beckman...
    • Page 29

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    • 26 contest. This study found that ninety-seven percent of the school gardens were used primarily for environmental education. Barriers to School Gardens Barriers to school gardens were obstacles that stood in the way, limited or slowed school...
    • Page 31

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    • 28 greatest percentage of responses shows that teachers are responsible for the garden” (Graham, Beall, Lussier, McLaughlin, & Zidenberg-Cherr, 2005, p. 150). Lack of curriculum materials linked to academic standards was significant barrier to...
    • Page 32

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    • 29 reduce barriers. Teachers who were familiar with maintenance people were able to solicit their input for planting opportunities (Coffee & Rivkin,1998). An obtained copy of the physical plans for schools helped to avoid utility lines and other...
    • Page 68

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    • 65 Lack of time for educators to use a school garden as a teaching tool was a supported barrier to school gardens by this research. Graham, Beall, Lussier, McLaughlin, & Zidenberg-Cherr (2005) found lack of time as a major barrier. This finding was...
    • Page 70

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    • 67 alignment was “very well” while twenty-five percent described state curriculum standards and school gardens as aligning “well.” The remaining thirty-three percent of schools stated that school gardens aligned “somewhat well” with...
    • Page 72

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    • 69 Networking and partnering with state initiatives resulted in funding and maintenance with school gardens in this research sample. The Department of Health had an initiative, Putting Prevention to Work, that funded some school garden...
    • Page 80

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    • 77 References Assadourian, E. (2003). Cultivating the butterfly effect. World Watch, Jan/Feb 2003, Vol. 16 Issue 1. Retrieved from Academic Search Premier database, doi: 08960615. Beckman, L. & Smith, C. (2008). An evaluation of inner-city youth...
    • Page 7

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 3 that influence the process of implementing any new innovation” (p. 619). Isolated training in RTI is inadequate. In order to maintain a high degree of implementation, continual support and training is...
    • Page 22

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 18 shown that the teacher variable is an important factor in student achievement. Only home related factors have a bigger influence (Kratochwill et al., 2007). NCLB (2002) requirements feature this change...
    • Page 23

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 19 Many decisions need to be made when planning professional development. One of the most important decisions involves the content and intended outcome of the professional learning opportunity. A series...

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