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(256 results)



Display: 20

    • 1901, page 16

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    • 16 SOUTHERN BRANCH. Elementary Zoology: This is a thoroughly practical course for teachers, and little. attention is given to those subjects which the teacher cannot use in common school work. Burnett's Zoology is used. 3 hours per week,...
    • 1902, page 22

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    • 22 SOUTHERN BRANCH the student with the histology of the body. Some pathological conditions are investigated and sources of disease located. 2 hours per week throughout the year. Geology.-This work will be considered under three...
    • 1903, page 29

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    • 29 STATE NORMAL SCHOOL. Catiline are read and translated with a more careful study of conditional sentences. Work in writing Latin and conversational exercises in Latin are given throughout the year. Three hours per week throughout the...
    • 1904, page 26

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    • 26 SOUTHERN BRANCH GERMAN. MR. MABEY. German 1. ELEMENTARY COURSE. The object of the first year's work is to familiarize the student with German construction so far as to enable him to read easy German text without difficulty....
    • 1905, page 30

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    • 30 SOUTHERN BRANCH. tion for a systematic acquisition of vocabulary. The grammar and composition work is equivalent to that comprised in part f of Thomas's Practical German Grammar.. A number of easy texts are read and short poems memorized....
    • 1906, page 31

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    • 31 STATE NORMAL SCHOOL. service as clerks. For those who wish to become teachers in our Spanish possessions such a course will be very valuable. FRENCH. Mr. DuPoncet. French may be given for any who may wish...
    • 1907, page 33

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    • 33 STATE NORMAL SCHOOL. FRENCH. MR. DU PONCET. Three years in French are offered. LATIN. MR. DU PONCET. Three years in Latin are given. MANUAL TRAINING. MR. WOODBURY. (1) This course is designed for students of...
    • Page 11

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    • 5 reading, writing, and listening as outlined in the Utah Core Curriculum. These tests are an integral component of U-PASS (Utah Performance Assessment System for Students) and the federal No Child Left Behind legislation. Digital literacies:...
    • Page 27

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    • 21 there is a possibility that someone else in the home is (Haneda, 2006). ELL out-of-school “literacy practices are typically bilingual or multilingual in nature” (Haneda, 2006, p. 339), as they are associated with religion and parental...
    • 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 31

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    • 25 considered more popular modes of receiving printed messages. If educators understand this multimedia culture, and how students in the digital era interpret messages, they can use this knowledge to build on students’ current interests and...
    • Page 33

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    • 27 that curriculum standards are taught and students are prepared for end-of-level tests, such as the CRTs. However, if educators recognize that another priority of teaching should be to learn about the HLEs, home communities, and the cultural...
    • Page 35

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    • 29 Chapter 3 Methodology The purpose of this research project was to investigate whether the connection between literacy achievement among English language learners (ELLs) from low socio-economic status (SES) families and their home-literacy...
    • Page 37

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    • 31 Instrumentation Questionnaires, language arts scores from end-of-level CRTs, UALPA scores, free and reduced lunch data (Title I), and ethnographic case studies were used to examine the connections between home-literacy environments and literacy...
    • Page 9

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    • 5 Definition of terms Academic Achievement: Students being able to perform independently at grade level proficiency. Basic Skills Test: The Basic Skills Test is an assessment measuring a student’s understanding as it pertains to math fundamentals...
    • Page 18

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    • 14 Where parents are capable of guiding the child and are inclined to supervise the home study, their children succeed in school. But where the parents are illiterate or for other reasons are unable to supervise the home study, their children as...
    • Page 19

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    • 15 Not all children are receptive to the same type of instruction provided (Yang, 2006). Some students may thrive in a straightforward type of instruction. Others might need a more holistic approach to learning. There are two major types of...
    • Page 21

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    • 17 may be unrelated to what is going on in the classroom, there is still a lot of pressure placed on the positive results from these assessments. The assumption that something is wrong with education is based on sparse information about the...
    • Page 22

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    • 18 • The degree of repetition of topics (U.S. curriculum was highly repetitive; topics were introduced too early, taught with too little depth, and were endlessly repeated). • Logical order of topics (topics in U.S. were not presented in a...
    • Page 28

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    • 24 Some Parents Have the Will but Lack the Ability to Help Their Children in Mathematics Many parents of today’s children were involved in a much different math curriculum than what their children face now (Harris & Goodall, 2008)....

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