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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 29 Chapter 3 – Methodology The purpose of this creative research project was to design, develop, and evaluate a sixteen lesson unit on Greek mythology (with a technology focus) for use with tenth grade...
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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 12 must have access to Tier 1 instruction regardless of identification. It is understood that when students miss Tier 1 instruction, they fall further behind (Fuchs, Fuchs, & Compton, 2012). It is...
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    • The I-Text Distance Learning System 42 APPENDIX 3 SOURCE CODE FOR THE I-TEXT AND RELATED CONSOLES The following is source code for each of the RIA’s included as part of the I-Text system. Unless noted, the source code is written in Actionscript 3.0...
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    • 2 9 For the next six weeks the Words Their Way spelling program was used to teach spelling. This consisted of specific groups of students at each level of spelling development, ranging from students in the within-word patterns to...
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    • 3 0 Information obtained via the teacher survey was compiled into a graphic display to show teachers’ attitudes towards spelling instruction and how they felt about the best programs for spelling instruction. This survey information collected...
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    • PHOTOGRAPHY 25 Narrative The previous section has attempted to discuss narratives and uncover their communicative qualities in visual form. This section will first focus on the narrative in its simplest meaning, as a story- a “spoken or written...
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    • NON-VERBAL COMMUNICATION IN INSTANT MESSAGING 29 Clatterbuck’s CL7 measure of global uncertainty (Clatterbuck, 1979; Douglas, 1990). High scores represented greater uncertainty, whereas low scores indicated greater levels of attritional confidence...
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    • NON-VERBAL COMMUNICATION IN INSTANT MESSAGING 31 Chapter Four Analysis and Results Design The results obtained from the two groups responses to the questionnaire were compiled and analyzed using Excel and SPSS. The data were then analyzed with...
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    • 29 support those struggling students. Procedures To complete this study, the researcher developed a math homework tracker to obtain a better idea of what is being done at home to support students in day to day learning objectives. This tracker was...
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    • 35 and aliterate (students who can read, but choose not to) readers. A complete log of events was kept to record activities related to the creative project. All materials have been properly compiled and organized for review as part of this study,...
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    • SOCIAL THINKING INTERVENTIONS 33 decline participation for their students. Once participants were chosen, a social thinking curriculum tailored to their particular strengths and deficits was developed. The curriculum was implemented twice a week...
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    • 56 Chapter 5 Discussion Introduction The purpose of this chapter is to discuss what was learned from the Literature Review in chapter two and compare it with what was discovered from the local findings of chapter four after students were taught...
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    • Procedures The survey was given once three-quarters of the way through the school year. The survey was given by the students’ Language Arts teachers. Students were given a link to follow to a Google Document where they could answer the survey...
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    • Chapter 4 Results This study was examines students’ and teachers’ attitudes toward iPads and their use in the classroom for writing. The data was collected using two different Google Document surveys. Students were given 26 multiple choice...
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    • 56 Appendix A Survey Items: PARENT Gateway Thank you for taking the time to complete this short survey by Andy Burt, Master of Education student at Southern Utah University. The information from this survey will be used in a Master’s Thesis. This...
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    • 58 Appendix B Survey Items: Teacher Gateway Thank you for taking the time to complete this short survey by a Masters of Education student at Southern Utah University. This survey should only take about 5 minutes of your time. Your responses are...
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    • 59 Appendix C Survey Items: PARENT SUCCESS Academy Thank you for taking the time to complete this short survey by Andy Burt, Master of Education student at Southern Utah University. The information from this survey will be used in a Master’s...
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    • 61 Appendix D Survey Items: Teacher SUCCESS Academy Thank you for taking the time to complete this short survey by a Masters of Education student at Southern Utah University. This survey should only take about 5 minutes of your time. Your responses...
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    • 29 INCLUSION: IN SERVICE TRAINING planned workshop took place after school in the training room at Monroe Elementary School. The training was split into three different sessions, with each session being approximately one hour. The workshop was closel...
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    • 30 INCLUSION: IN SERVICE TRAINING 1. Created and administered a questionnaire on inclusion in order to determine teachers’ understanding, application, and interests in learning more about inclusion. The information gathered from the questionnaire dro...

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