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Display: 20

    • Page 24

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    • 18 to consider multiple intelligences, unique goals of this learner, specific concerns about this learner, content demands, and how the students are going to communicate with the teacher they have mastered the concept (Ellis, Lieberman & LeRoux,...
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    • 22 Figure 1. Diagram of students who participated in the study. and 6% transportation: distribution and logistics services. The researcher found guest speakers using data collected from the pre-treatment survey. The careers that were presented were...
    • Page 38

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    • 32 data was used as the posttest. Language usage and math scores of each subgroup from both schools were compared for each of the NWEA tests. Student language and math YPP annual assessments were collected from Cherry Hill’s fourth-grade students...
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    • 6 college, and the sum equals less effective learning and chaos while to teaching the requirements for the future core curriculum. Student learning must surely be affected by such instability. If teachers did not have previous grammar instruction,...
    • Page 69

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    • 63 and running was not a punishment, their times rapidly decreased. Girls were excited to share their scores and talk about how many seconds or minutes were shaved from their times. It was physically harder for heavier girls to run. The beginning...
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    • 9 adults should be used as examples. It was suggested that they be brought into schools as guest speakers to show that both rural living and having a college education can go hand in hand” (p. 13). Other influencing factors. Bedsworth, Colby, and...
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    • Exploring Aspects of Relational Aggression of Girls Ages Eight to Twelve A Thesis submitted to Southern Utah University in partial fulfillment of the requirements for the degree of Master of Education December 2012 By Cynthia J. Ainge Thesis...
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    • Girls and Relational Aggression 15 aggressor’s give restitution, empowering bystanders, and protecting targets and bystanders from an aggressor’s retaliation. What won’t work for stopping relational aggression is blame, taking no action, and having...
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    • Girls and Relational Aggression 2 youth and should be considered an important focus in bullying prevention and intervention (Young, Nelsen, Hottle, Warburton, &Young, 2011). In schools, physical violence can be observed and dealt with because it is...
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    • Girls and Relational Aggression 3 • How frequently is relational aggression happening? • How frequently are young girls perpetrating relational aggression? • How does it make a girl feel when they are treated aggressively? • What is the biggest...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 16 have already heard of characters from these two mythologies. They may have heard of Cupid, Hercules, or Poseidon (to name a few possibilities). Furthermore, words and symbols from these mythologies are...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 17 Badb, Macha, and Queen Maeve were also prominent feminist figures in the stories of the Celtic people. For a king to have success as a ruler, he must “marry” one of the goddesses in a divine ritual. In this...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 19 that have been collected in past lives, and how they will positively or negatively affect the life to come. Therefore if an individual was sinful or negligent in his past lives, he could expect to return in...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 23 Students can enjoy this mystery along with everyone else as they make their own predictions about the purpose of the Peruvian etchings. A great way to parallel this, is, as previously mentioned, is to...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 36 Chapter 4 – Results The purpose of this creative project was to design, develop, and evaluate a sixteen lesson unit on Greek mythology (focusing on the use of technology in teaching said unit) for use with...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 43 the group those particular scores. I believe that this would help me to more accurately work out an appropriate and fair grade for the students, and it would assist them in seeing that I cared about their...
    • Page 38

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    • mission." In the morning the company split up to examine all aspects of the valley as to water, soil, and facilities for farming. The group, consisting of ten men, drove through the cottonwood valley and came to a small ridge of mountains on the...

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