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    • Page 18

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    • opening up to creativity, and collaboration. All of these are beneficial because it requires the teacher to think, change, grown and encourage innovation (Krzystowczyk, 2013). One reason teachers might consider using iPads is that it personalizes...
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    • Addressing teachers’ fear of technology and student success. “Two concerns that teachers have about using technology such as IM or blogs with their students is that students will not take the work seriously and will not use what they have learned...
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    • Chapter 5 Discussion The purpose of this study was to examine iPads and their effect on writing in the secondary classroom. The expected outcome of the research was to find that students preferred writing with an iPad because they are familiar with...
    • Page 47

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    • 42 graphic organizers presented in Appendix A. The participants were then asked to retell the information which was read to them. Their responses were scored on a retell rubric presented in Appendix B. Each response was ranked 0-4 with a possible...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 36 Chapter 4 – Results The purpose of this creative project was to design, develop, and evaluate a sixteen lesson unit on Greek mythology (focusing on the use of technology in teaching said unit) for use with...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 38 Table 1 Responses on Student Survey Researcher’s Class n=40 Alternate Class n=40 Question # yes # no % yes % no # yes # no % yes %...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 40 Additionally, one student made an excellent point stating that technology is not always accurate. However, research online must be located and found as reliable before usage. Another point from the...
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    • 24 past 10 years confirm the positive effects on students’ mathematics, spelling, and reading achievement when educators depend on CBM progress monitoring to assist them in their instruction (Fuchs & Fuchs, 2004). The senior product manager for...
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    • Girls and Relational Aggression 25 Item Analysis The first question on the survey asked participants how often they experienced being gossiped about, excluded from the group, or teased. Responses were that 51.4 percent indicated never having had...
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    • Girls and Relational Aggression 26 The second question asked participants whether they themselves had been mean to other girls by excluding them from the group, teasing them or gossiping about them. The girls responded that they had not been mean...
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    • Girls and Relational Aggression 27 Question number three asked whether the girls that are mean to you the most are close friends, girls you don’t know, girls in your class at school, or girls in your circle of friends. The girls responded with 42.9...
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    • Girls and Relational Aggression 28 For the fourth question the girls were asked what do they usually do when a girl is mean to them. Over half the girls said they just ignored them with 37.1 percent saying they would tell an adult (see Figure...
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    • Girls and Relational Aggression 29 Question number five asked girls to tell who they are mean to the most and 34.3 percent said girls who are sort of friends and 31.4 percent said girls in their class (see Figure 5). Figure 5. Responses to Question...
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    • Girls and Relational Aggression 30 The sixth question on the survey asked how much of a problem at school is girls being mean to each other. Responses were 34.3 percent saying that only a few of the girls at school are mean and 28.6 percent said...
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    • Girls and Relational Aggression 31 Question number seven addressed the issue of what do you think is the biggest reason for being mean to another girl. Responses were that 68.6 percent said because they were really angry at them and 25.7 percent...
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    • Girls and Relational Aggression 32 On question number eight participants were asked even if they were punished, or taught about bullying, hurt another girls feeling, or just wanted to be mean to save face, would they still keep being mean to other...
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    • Girls and Relational Aggression 33 Question number nine dealt with the feelings they feel when another girl gossips about them, teases them, or excludes them from the group. Sixty percent answered it made them sad and they wanted to cry. Twenty...
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    • Girls and Relational Aggression 34 The last question, number ten, examined demographic information. Responses were 31.4 percent of the girls were age nine, 26.6 percent were age eight, and 22.9 percent were age ten. The rest were 8.6 percent were...
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    • Girls and Relational Aggression 35 Summary Survey results were based on 35 eight to twelve year old female participants. Results revealed that relational aggression does occur in five Salt Lake City School District Elementary schools and is seen by...
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    • 9 were “likely to overestimate the academic performance of their schools” (Saatcioglu et al, 2011, p. 433). It would make sense to assume that after making a choice, such parents are then satisfied with that choice. They surveyed parents in a...

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