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  • All fields: struggle
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Display: 20

    • Page 280

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    • per day. AU of the money for this machinery was raised locaily. The end product of the factory was sold through cooperative stores in southem Utah, and to Z.C.M.I. in Salt Lake City. The factory operated until 1910.6 The foliowing letter &en by...
    • Page 373

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    • log school house. Broughton wrote:"We al1 went forth with enthusiasm at out new task of fencing land, digging stumps, building houses, making corrals etc. While George (15) and Oscar (18) were building big log houses, Tom, Edgerton and 1 were...
    • Page 4

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    • ming, Southern Idaho, Utah, Nevada, Northern Arizona and Southern California were all included in their rolonization plans. Strategic points throughout this vast empire were to be occupied and controlled. The intervening territory would be filled...
    • Page 31

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    • had to be cleared of sagebl-ush and greasewood. Heavy d r a p were made of tree trunks and poles, and the t~rushwas hurned. T h e plows were made of mountain mahogany and the shares of iron. Often, the land was hard and dry, and water for the...
    • Page 100

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    • and get u p as they have done today. . . KO water again tonight. T h e men went hunting for water and found a little, and the children were relieved; they fell asleep without supper and we cannot do the dishes again tonight. Oct. 3 1 - We had a...
    • Page 13

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    • According to Hutchison, et al., digital texts require different skills and can be called a new literacy due to the novelty of reading and navigating them (2012). It’s important that teachers know how to teach these skills so students can learn the...
    • Page 22

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    • how to implement and use iPads on a daily basis with an assigned coach. The third step has the coaches work with the teacher throughout the year (Krzystowczyk , 2013). Another idea for helping teaches begin to set up curriculum using technology is...
    • Page 32

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    • Question 3: Quality of Writing on iPads Results: Seventeen percent of the responding teachers felt that students had better quality of writing with iPads. One teacher commented, “Students in general have fewer errors and writing is more legible...
    • Page 39

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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 40

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    • fascinating that a lack of time and a lag of time between training and implementation both play a part in teachers feeling as if they need more training. When asked, “Would more instruction using iPads help you and/or your students use them more...
    • Page 68

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    • From your observations, do students write better quality (fewer errors, address the topic better) with iPads or handwritten? Why? Student's in general have fewer errors and writing is more legible using iPads. About equal. My 7th graders make more...
    • Page 7

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    • 2 knowledge. Students are explicitly taught in the younger grades how to identify characters, setting, and plot. Students entering fourth grade are provided with textbooks in the areas of Social Studies and Science. They are asked to read the...
    • Page 11

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    • 6 Chapter 2 Literature Review The National Center of Educational Statistics concluded that more than two thirds of students are not proficient readers (Biancarosa, 2005). This is a staggering statistic that leads one to question. How can teachers...
    • Page 3

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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...
    • Page 25

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    • 19 moved to the next unit, while those who have not achieved it are provided with modified instruction. This evaluation strategy is especially important for at-risk students. Good teachers recognize the importance of assessing students over time to...

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