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  • All fields: creative
(37 results)



Display: 20

    • Page 10

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    • 3 person is limited in learning opportunities and lacks the skills necessary to create communication beyond what he or she hears. Now, as an English teacher, this teacher-researcher wonders how much grammar to teach each year. The current Utah...
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    • 70 Three Score and Ten in Retrospect medicine." It was 50 yards down the hill, so Dad started his arms swinging like a windmill at the top of the hill. By the time he got to the bottom, going about 50 mph at his own estimate, he hit the kid like a...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 13 few of the items that might be placed with the deceased. These items were meant to help the spirit keep comfortable and safe for as long as it was separated from the body (Littleton, 2002). The last step...
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    • EFFECTS OF BACKGROUND MUSIC 11 communication skills. “Music is a medium that involves a complex range of expressive qualities, dynamic form and dialogue, an offers a means by which some form of alternative communication can be established to help...
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    • 9 desired career and college readiness results. Some view this gap as an opportunity for teachers to maintain freedom to develop individual and creative lessons. In order to achieve success, though, a strong and concise understanding of what and...
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    • Writing with pen and pencil should not be completely forgotten. According to Snell: Writing with pen and paper felt appreciably different from typing. My mind would try to race ahead, but my pen could only go so fast. I ended up considering every...
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    • 19 teachers, the researcher then decided what core classes to teach. The core classes that students needed to graduate were English, history, math, and science. The researcher then needed to find fifteen willing students to participate in the...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 17 establish priorities, and to execute a plan by staying disciplined and focused. Embedded in the three habits are time management skills, planning skills, goal-setting skills, and other basic organizing skills...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 27 feel comfortable and in control. Innumerable projects and lesson plans emerge as a result of allowing students to take advantage of this prevalent genre. Divaricating Opinions on the Most Effective Teaching...
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    • DAVID’S VS. GOLIATH 28 allowing ourselves to become an integrated part of your team, saving you a seat at the lunch table and splitting milkshakes on the boardwalk” (2013). This approach to gain likeability is aimed at leveling with the consumer...
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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...
    • Page 30

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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 31 • Creation of Lesson 13 (appx. 3 days) • Creation of Lesson 14 (appx. 3 days) • Creation of Lesson 15 (appx. 3 days) • Creation of Lesson 16 (appx. 3 days) • Creation of Student Survey (appx. 3 days) •...
    • Page 31

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    • DAVID’S VS. GOLIATH 31 how they realized “a big agency simply could not compete with the personal approach to client service they both preferred” (2013). AMP3 also threatens the idea of receiving the same standard work for every client. They claim...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 34 • Did the students participate? • Did you learn something from this lesson? The professional educators were directed to respond in an extremely specific manner, and were asked to answer “Why?” or “Why not?”...

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