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    • Page 40

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    • camps was the product of many small farms and dairies combined. Few families had enough surplus to justify a trip on their own. In 1870. Iron Ciounty had 264 farms, most of them composed of less than 10 acres. Consequently, shipping to the mines...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 4 Chapter 1 – Introduction Students are naturally curious, and often wonder about the basis of their education. They ask, “Why do I need to know what a square root is?” or “Who cares about the wars in our...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 21 Civilization Origins – Eastern: Japanese One of the most interesting differentiations that sets Japanese myth apart from that of other myths is that the creation of earth came from Amaterasu, a woman. Many...
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    • 2 need to score as proficient or better on its state’s standardized tests. Scores from these subgroups are compared to the scores of their peers. All students, including ethnic minority, low income, and special education students, must meet these...
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    • 10 Education, 2010). According to Education Week, the majority of Hispanic and Black males in Utah do not graduate from high school with a standard diploma (Utah Education Facts, 2011). The percentage of dropouts among Hispanic individuals is three...
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    • 50 http://www2.ed.gov/pubs/NatAtRisk/risk.html NGA Center for Best Practices. (2011). Closing the achievement gap. Retrieved from http://www.subnet.nga.org/educlear/achievement No Child Left Behind Act of 2001. Pub. L. No. 107-110, 115, Stat. 1425...
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    • Chapter 1 Introduction Context of the Problem In 1991 Minnesota passed the nation’s first charter school law, followed by several more states, including California, Michigan, Arizona, and Massachusetts (Manno, 2004). This charter school movement...
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    • 45 about their student’s school, nor about their choice as parents. It seems test scores do not have a negative impact on a parent’s perception of their child’s charter school. Figure 18. Combined results of item 8: What do state-mandated testing...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 1 Chapter 1 Introduction “Intelligence is not enough. Intelligence plus character—that is the goal of true education” -Martin Luther King Jr.1 Context of the Problem Martin Luther King Jr.’s words challenge us as...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 7 Chapter 2 Literature Review Character Education Character education as defined for this study. What is character education? In some ways this is a difficult question to answer, especially as it is usually...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 11 the 1920s and 1930s as psychology’s understanding of character developed (Cunningham, 2005). Although progressive education’s emphasis on character education died out in the late 1930s, Sputnik’s launch...
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    • not be long enough to permanently alter lifestyle habits. The researcher plans to implement the program at least twice a year, possibly in the fall and in the spring. It should also be expanded to include third-and fifth-grade students so that...

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