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  • All fields: male
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    • Page 36

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    • 33 The final question asked of the student participants as part of the study was what they feel their level of learning was with regard to their service experience. These results can be found in Table 9 below. Table 9 Level of learning with regard...
    • Page 58

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    • 51 0 5 10 15 20 25 30 35 3rd Quarter 4th Quarter Tally Points Students' Self-Assessed Bodily/Kinesthetic Learning Style Scores Males Females Class Figure 4.6. Comparing 3rd and 4th Quarter, Students’ Self-Assessed Bodily/Kinesthetic Learning Styles...
    • Page 39

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    • 36 sites? Here again, important factors for practical use is evident ranging from potential for impact, the type of project suited to the audience and match of skill with the project. The male participants tended to chose sites where they felt that...
    • Page 60

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    • 53 0 5 10 15 20 25 30 35 3rd Quarter 4th Quarter Tally Points Students' Self-Assessed Interpersonal Learning Style Scores Males Females Class Figure 4.8. Comparing 3rd and 4th Quarter, Students’ Self-Assessed Interpersonal Learning Style Scores,...
    • Page 68

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    • 61 Strongly disagree Neither Strongly agree March May 7. I do not want to continue taking math classes Males Females Both Figure 4.16. Comparison between March and May, “I do not want to continue taking math classes”, Male, Female, Both. The three...
    • Page 51

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    • The Human Element 46 American people as well as Caucasians didn't care about them,” (Webster, 2006). Demographics: People and Household Characteristics In 2000, the ninth ward consisted of 14,008 people, living in 4,820 households; 53.7 percent are...
    • Page 42

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    • 38 Kindergarten Teacher Questionnaire Six months into the school year, 26 kindergarten teachers in a local school district completed a questionnaire that asked specific questions pertaining to the amount of time and resources they allocated to...
    • Page 35

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    • 32 information and spitting it back; you’re thinking for yourself, you’re being your own person. The students also related the discussion of controversial topics—ones in which students can disagree—as being an integral factor for in-class Socratic...
    • 1903, page 33

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    • 33 STATE NORMAL SCHOOL. weights, horizontal bars, flying rings, etc., will be given to all male students. Special attention will be given to out-door games and .sports. Foot-ball, base-ball, basket-ball, tennis and track athletic teams will...
    • Page 78

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    • 71 “My current class is too easy” was a statement chosen by the educator to see how the students felt about the class concepts. Were the students being challenged (see Figure 4.26) ? Strongly disagree Neither Strongly agree March May 17. My current...
    • Page 36

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    • 33 bullied, and they’ve kinda had like suicide thoughts and stuff, and like, it’s just made it more real to me. Female student: They tell you all the percentages and stuff, and you are like, “Wow, that’s a lot of people” . . . but when you add it...
    • Page 80

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    • 73 Strongly disagree Neither Strongly agree March May 19. Math brings out my creativeness Males Females Both Figure 4.28. Comparison between March and May, “Math brings out my creativeness”, Male, Females, Both. Males, females and both disagreed...
    • Page 82

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    • 75 Strongly disagree Neither Strongly agree March May 21. Math never changes— everything you need to know has been discovered Males Females Both Figure 4.30. Comparison between March and May, “Math never changes-everything you need to know has been...
    • Page 17

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    • STUDENT ORIENTATION 18 program are primarily women ages 19 or older with only three men in the program of 75 students. Students in the beginning welding program were primarily young men ages 14 to 17 with only five young women in the program of 122...
    • Page 41

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    • 35 which is understandable because the items come from the same testing pool. In Tables 3 and 5, the variable names for the pretests are LARITF10 (LAnguage Rasch unIT Fall 2010) and MTRITF10 (Math Rasch unIT Fall 2010). The variable names for the...
    • Page 85

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    • 78 Table 4.10 March’s Average Survey Scores Question Male Female Both M SD M SD M SD 1 .80 .98 1.17 .80 .90 .90 2 -.40 1.02 .42 1.11 .05 1.15 3 -.30 1.35 .17 1.40 .16 1.40 4 -.10 .94 -.42 1.61 -.13 1.35 5 .90 .94 -.25 1.16 .34 1.21 6 1.00 .89 .58...
    • Page 87

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    • 80 Table 4.11 May’s Average Survey Scores Question Male Female Both M SD M SD M SD 1 .90 .83 .17 1.46 .54 1.27 2 -.30 .90 .00 1.22 -.01 1.12 3 .00 .89 -.08 1.32 .05 1.15 4 .30 .46 -.33 1.11 .11 .93 5 .90 .70 .25 1.09 .48 .99 6 .80 1.17 .58 1.11 .68...
    • Page 56

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    • 52 Appendix B Kindergarten Teacher Questionnaire Kindergarten Teachers’ Beliefs About Students’ Academic Progression 1. What is your gender? Male Female 2. What is your race? White African-American Hispanic Asian Native American Pacific-Islander 3....
    • Page 47

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    • 41 2. Are both groups of students (English language learners and native English speakers) from Cherry Hill and Vineyard elementary schools meeting their individual NWEA growth targets in Language Usage and Math? There were 80 fourth-grade Cherry...
    • Page 48

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    • 42 The Vineyard NWEA Math growth projections in Table 7 show that 5 out of 16 (31%) ELLs met their learning goals while 23 out of 64 (36%) of the native English speakers met their goal. Table 7 Percent of Mathematic Projected Growth Targets...

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