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Display: 20

    • Page 23

    • Page 23
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    • U.S. Embassy 23 Similar to Dr. Challis’s course format, Dr. Heuett allows students to choose their own speech topic. Having the fortunate opportunity to attend speeches that have impacted and changed me, I was determined to set the bar for my...
    • Scholar Archive
    • Page 56

    • Page 56
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    • 49 Interests, skills, and strengths for the mathematical/logical learning style include experimenting, working with numbers, problem solving, thinking logically, exploring ideas, questioning and wondering about natural events. Making categories,...
    • Scholar Archive
    • Page 8

    • Page 8
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    • The I-Text Distance Learning System 5 7. Quiz Console – Students can take quizzes using the Quiz Console. Instructors can build quizzes using four question types: multiple choice, true-false, fill in the blank, and short answer. The quizzes are...
    • Scholar Archive
    • Page 24

    • Page 24
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    • U.S. Embassy 24 (2003) were important starting points for a flow of literature that helped enrich my understanding of the political world and international relations. Understanding the global community was of utmost importance in preparation for...
    • Scholar Archive
    • Page 57

    • Page 57
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    • 50 are the best way for a visual/spatial learner to learn (Utah State Office of Education, n.d.) (see Figure 4.5). 0 5 10 15 20 25 30 35 3rd Quarter 4th Quarter Tally Points Students' Self-Assessed Visual/Spatial Learning Style...
    • Scholar Archive
    • Page 58

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    • 51 0 5 10 15 20 25 30 35 3rd Quarter 4th Quarter Tally Points Students' Self-Assessed Bodily/Kinesthetic Learning Style Scores Males Females Class Figure 4.6. Comparing 3rd and 4th Quarter, Students’ Self-Assessed Bodily/Kinesthetic...
    • Scholar Archive
    • Page 10

    • Page 10
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    • The I-Text Distance Learning System 7 Table 1 - Results of Student Survey (n = 15) BB Vista Better Both the Same I-Text Better Feedback 1 12 2 Navigation 6 5 4 Easier to Understand 4 8 3 Easier in General 4 7 4 Communicate Course Expectations 3 5...
    • Scholar Archive
    • Page 59

    • Page 59
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    • 52 0 5 10 15 20 25 30 35 3rd Quarter 4th Quarter Tally Points Students' Self-Assessed Musical/Rhythmic Learning Style Scores Males Females Class Figure 4.7. Comparing 3rd and 4th Quarter, Students’ Self-Assessed Musical/Rhythmic Learning Style...
    • Scholar Archive
    • 1898, Jan 29

    • 1898, Jan 29
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    • Sat. Jan. 29, 1898: Wea. Snow about 3 in. deep broke away about noon we made several exposures in the afternoon. I attended M.I.A. meeting in the evening. Sunday 30: Wea. Clear and cool made one exposure and printed some went to the class...
    • Crawford Family, Zion National Park
    • Page 27

    • Page 27
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    • 21 counterparts (NAEP, 2011). RTI gives educators the flexibility to meet the needs of diverse learners to help all students find success in learning to read. Another group of students who would benefit from the focused and individualized nature of...
    • Scholar Archive
    • Page 11

    • Page 11
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    • The I-Text Distance Learning System 8 contact was synchronous (though they used different words). Further study is necessary to determine in what ways communication was better with the I-Text system. The differences in opinion with regard to...
    • Scholar Archive
    • Page 60

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    • 53 0 5 10 15 20 25 30 35 3rd Quarter 4th Quarter Tally Points Students' Self-Assessed Interpersonal Learning Style Scores Males Females Class Figure 4.8. Comparing 3rd and 4th Quarter, Students’ Self-Assessed Interpersonal Learning Style Scores,...
    • Scholar Archive
    • Page 61

    • Page 61
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    • 54 0 5 10 15 20 25 30 35 3rd Quarter 4th Quarter Tally Points Students' Self-Assessed Intrapersonal Learning Style Scores Males Females Class Figure 4.9. Comparing 3rd and 4th Quarter, Students’ Self-Assessed Intrapersonal Learning Style Scores,...
    • Scholar Archive
    • Page 62

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    • 55 The educator interprets the first statement, “I like finding answers to a math problem” as self-motivation. The student strives until an answer is found. The creator included this statement to learn about math attitude. The students remained...
    • Scholar Archive
    • Page 16

    • Page 16
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    • Student Executive Council . . . governing officers of the Branch College Student Body . . . composed of faculty representatives, stu-dent body officers, and two representatives from each class . . . have operated wisely and efficiently under the...
    • BAC-CSU-SUSC Yearbooks
    • Page 71

    • Page 71
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    • PROM COMMITEE GRANT SEAMAN General Chairman LOIS LOWMAN Art Director CARL RICHARDS Construction LUCILLE BARLOW General Committee GENEVIEVE KOPP General Committee ROGER MARTIN Electrician The annual college Prom was sponsored by the Freshman class...
    • BAC-CSU-SUSC Yearbooks
    • Page 63

    • Page 63
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    • 56 Strongly disagree Neither Strongly agree March May 2. I do not enjoy math Males Females Both Figure 4.11 Comparison between March and May, “I do not enjoy math”, Males, Females, Both. Males disagreed with the statement, “I do not enjoy...
    • Scholar Archive
    • Page 64

    • Page 64
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    • 57 Strongly disagree Neither Strongly agree March May 3. I find math boring Males Females Both Figure 4.12. Comparison between March and May, “I find math boring”, Males, Females, Both. Males agreed slightly with the statement “ I find math...
    • Scholar Archive
    • Page 18

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    • Backbone or the Branca College . . . . largest class in history . . . . leaders in all extra curricular activities . . . . boast leading politicians, student officers, best debaters, outstanding musi-cians, editors of both student publications, and...
    • BAC-CSU-SUSC Yearbooks

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