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Display: 20

    • Page 149

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    • "Father took me to Milford, north of Lund, in a bug,^ and I proceeded on my way to Salt Lake City. 'This was the first time I had heen on a train, I had never been to Salt Lake City hcfore, nor stayed in a hotel or bought food in a restaurant. No...
    • Page 180

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    • "The old-time cowhand lived in the saddle. He was strictly a riding man, and detested walking even for short distances. The true cowboy's life, with its hardships, isolation and dangers, developed all the sterner qualities to a high degree." "On a...
    • Page 456

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    • 'diamond hitch' on a pack when 1 was 14 years old and, naturally, those people didn't. So, we had quite a time moving that big outfit. In a few days things kind of moled down and we started on horseback for the United States. We delayed and stopped...
    • Page 286

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    • . that he didn't come out and make-believe to do so. The leader, a well-built and, for a Ute, rather handsome man, could speak a few words of MexicanSpanish. He bore a name comrnon to many chiefs in Utah, but not then known to fame. He was a, but...
    • Page 14

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    • 1 1 the newspaper ran the letters exactly as they had been written. It didn't take long to figure out why. For starters, the 25 students spelled "vandal" in nearly as many ways. "Dear Vandales" went one letter, "I really think that you were tuped...
    • Page 9

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    • !10 decided at 2:55 p.m. Trying to adapt to the wants of the Chinese was difficult because, at times, they did not even know what they wanted, and when they did, often that would change an hour later too. While this aspect certainly proved...
    • Page 107

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    • 100 the statement, “Math is hard for me even when I study” and after the real-life math activities involving the bodily/kinesthetic learning style disagreed strongly. Females were neutral but changed slightly after the activities (see Figure 4.18)....
    • Page 109

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 105 One of the most exciting outcomes of this research originated from the native student essay results. While much research already exists to prove that metacognition strategies can help students become critical thinkers and, therefore, creative...
    • Page 111

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 107 antecedent section); the students’ astonishment was reflected in a typical response: “[It was surprising] that the second time I [took] it my score improved so much even though we didn’t necessarily study for this test in particular. Just...
    • Page 10

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    • !11 have an official space, and we wouldn’t be able to complete our original plans laid out by Dr. Harris. This meant that much of my time was initially spent tutoring English, answering questions about America, and playing basketball with the...
    • Page 133

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 129 7. I am comfortable with the writing process. 8. I usually spend time writing thinking about what I want to write about before I begin drafting. 9. I revise my writing assignments at least twice before turning in the final paper. 10. I receive...
    • Page 18

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    • 13 have the same resources and the homework is done with less success resulting in a lower grade for that student (Danielson, et al., 2011; Kohn, 2006). Improving summative grades is not a strong reason for assigning homework since grades do not...
    • Page 22

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    • 19 This information advocates the idea that AES systems are most beneficial to lower-level or general education students. The most surprising thing about this finding is that it is close. It would be expected that the lowest students would get the...
    • Page 23

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    • ! 19! is valued as an opportunity to claim supremacy, if it is a salve for an insecure ego, then the desire to win will likely lead to ethical lapses” (Shields and Bredemeir, 2010). David Shields shared these concepts of re-claiming the true...
    • Page 23

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    • 20 This study does not address how many submission and revisions students made over the course of the year. It also does not look at how, and whether or not, teachers used additional features in the program. Thus, it is still undetermined how many...

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