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Display: 20

    • Page 15

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    • 15 promote our featured activity of the week to get guests thinking about how to spend their leisure time the minute they begin their stay with us. In the next yearโ€™s activity inventory, Marriott hopes to see a strong improvement in our special...
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    • 17 Chapter 3 Methodology The purpose of this thesis was to study the effects of a school-wide career introductions program on at-risk studentsโ€™ perception of, interest in, and planning toward post-secondary education. The research questions that...
    • Page 27

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    • 21 . Problems with this study include the unnatural environment of being in a quiet room while being videotaped, the variable of the suggestion that the toy might help the students focus, and the very small student sample. In another example...
    • Page 24

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    • 21 Pro: All student participation. The researcher gave each student manipulatives and conducted several mini-lessons, modeling the lesson concept using manipulatives. The students then created the teacher sample to display on their desks and then...
    • Page 31

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    • 25 Procedures At the beginning of the study, the researcher administered the MARS math anxiety rating scale (Suinn, 1979) in both the control classroom and the test classroom. The level of math anxiety was noted, without identifiers, for each...
    • Page 31

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    • 28 sample problems on the traditional whiteboard. The review took very little time, due to the fact the students were unable to view prior lessons. There were no graphics or charts to reinforce concepts or visual aids that would of enabled students...
    • Page 35

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    • 29 In keeping with the format of a matched pairs experiment, when Topic 2 was introduced, the researcher changed the approaches to the two classes: Class A became the kinesthetic class, and Class B became the non-kinesthetic class. Between the...
    • Page 6

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    • 3 Academy states that we strive โ€œto help students rediscover the value and rewards of education and guide them in becoming literate, socially-responsible, lifelong learnersโ€ (USOE, 2006, p. 3). SEA is an alternative high school in Cedar City, Utah,...
    • Page 37

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    • 31 to the mean of ๐‘˜โˆ’๐‘›๐‘› for Class B which showed little advantage at 0.46%, due to its lurking variable. Figure 2: ๐‘˜โˆ’๐‘›๐‘› for Class A Only Figure 3 illustrates a bell-shaped standard error curve which can show the likelihood of duplicating the results...
    • Page 41

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    • 35 variable of the differences in classes, the mean of ๐‘˜โˆ’๐‘›๐‘› for Class A at 13.27 % may paint a more accurate picture of the benefits of kinesthetic learning, and can be considered statistically significant. Similarly, the p value for ๐‘˜โˆ’๐‘›๐‘› at 0.6%...
    • Page 42

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    • 36 growth for Class B could not be determined to be statistically significant. Thus the academic growth for Class A was examined separately. The growth Class A experienced was statistically significant, but the smaller sample makes the results even...
    • Page 50

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    • 44 Chapter 5 Discussion The intention of this thesis was to compare the academic growth of the fourth-grade Cherry Hill Elementary ELLs to the academic growth of their peers in Math and Language Usage using the Northwest Evaluation Association...
    • Page 51

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    • 45 assessments, statistical significances were observed. A probable reason that a greater educational significance was not observed may be due to the learning curve that teachers experience in order to effectively use the assessment program....
    • Page 66

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    • 59 later assigned to teach, then it is up to each one to spend the time learning what he or she missed. Teachers must use the time they have with students in class to teach what they need to teach because thatโ€™s the only time they have any...
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    • 6 Standard Error: A statistical term for a measure of the accuracy with which a sample represents a population. A sample mean can deviate from the true mean, and this is the standard error. True Mean: A hypothetical value that would occur if every...
    • Page 67

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    • 60 needs to be presented in a fun, beautiful, and appetizing way in order for students to give their attention to it, sample it, enjoy it, reject it, and discuss it. Without experience to discuss the dish, or grammar, students cannot fully...
    • Page 66

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    • 61 Figure 11. Early writing sample from Participant 2 Figure 12. Later writing sample from Participant 2 The researcher also observed increased writing skills in the study participantsโ€™ own graphic organizers. Since the graphic organizers were...
    • Page 71

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    • 66 Fang, Z. (2008). Going beyond the Fab Five: Helping students cope with the unique linguistic challenges of expository reading in intermediate grades. Journal of Adolescent & Adult Literacy, 51(6), 476-482. Gajria, M., Jitendra, A. K., Sood, S.,...

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