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    • List of Figures Figure 1: Teachers’ Ability to Read All of Students’ Computer Work.........................................22 Figure 2: Students’ View on Handwritten Work Being Read .......................................................23 Figure...
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    • Chapter 3 Methodology The purpose of this study was to investigate how writing assignments change when iPads are used in instruction, did the type of writing teachers assign change, and did students’ attitudes towards writing change? The research...
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    • Figure 12: Frequency of Handwriting in Language Arts-Students Results: As illustrated in Figure 12, 9% of the responding students reported that they handwrite 1 day a week, 12% reported 2 days a week, 22% reported 3 days, 21% reported 4 days and...
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    • Figure 14: Frequency of Writing on iPads in Language Arts-Teachers Results: As illustrated in Figure 14, two of the responding teachers reported using iPads once a week, two reported using the iPad twice a week, one reported three times weekly and...
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    • Figure 16: Student Texting Frequency Results: As illustrated in Figure 16, 75% of students text daily. Figure 17: Student Use of Social Media Frequency Results: As illustrated in Figure 17, 78% of responding students use social networking sites...
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    • 16 adaptive assessment known as Measure of Academic Progress (MAP). When the student correctly answers questions, they become increasingly difficult. When the student answers the questions incorrectly, the questions become easier (McCall et al.,...
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    • Girls and Relational Aggression 20 Chapter 3 Methodology The purpose of this study was to examine the practice and nature of relational aggression among young girls’ aged eight to twelve years old. Research explored through a survey of participants...
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    • Girls and Relational Aggression 22 schools’ computer labs where the survey was completed and supervised by the researcher. Certain demographic information was collected and held strictly confidential, with no identities being exposed. The survey...
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    • Girls and Relational Aggression 23 allowed the researcher to visibly show and explain the different data. Using graphical data demonstrates the attitudes of this study. The final data was examined and explored to identify the frequency and feelings...
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    • Girls and Relational Aggression 39 References Bremer, C., & Smith, J. (2004). Teaching social skills. Information Brief, 3(5). Crick, N., Casas, J., & Mosher, M. (1999). Relational and overt aggression in preschool. Developmental Psychology, 33(4),...
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    • BMI AND WEIGHT DISCRIMINATION 55 Appendix B Table 1 Participant Descriptive Statistics Mean SD ± Maximum Minimum Mode Age (years) 37.59 12.92 88 18 32 Height (inches) 66.24 3.74 78 55 64 Weight (pounds) 185.25 56.36 435 101 140 BMI...
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    • 20 cursive kinesthetically form muscle memories that are stronger than when printing. Next she taught the students to spell (again, before beginning reading instruction) by having the students write the cursive letters on the blackboard. The large...

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