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    • 1900, page 33

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    • 33 STATE NORMAL SCHOOL. LIST OF STUDENTS. NORMAL CLASS. THIRD YEAR. Berry, Ella Kanarra, Iron Co. Bracken Ida Pine Valley, Wash. Co. Dalley, Amelia Summit, Iron Co. Dalley, Julius Sylvester " Dalley, Minnie "...
    • 1900, page 34

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    • 34 SOUTHERN BRANCH OF THE FIRST YEAR. Adams, Juliette Parowan, Iron Co. Anderson, Albert Toquerville, Washington Co. Anderson, Franklin Toquerville, Washington Co. Barrett, Johannna Minersville, Beaver Co. Bladen, John M Cedar, Iron Co....
    • 1901, page 23

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    • 23 STATE NORMAL SCHOOL. Bulloch, Alice Cedar, Iron Co. Bulloch, Robert Fife " Bulloch, Thomas " Burkholder, Oliver " Canfield, Irene " Connell, Calvin Parowan, Iron Co. Cornelius, Henry Virgin, Wash.Co Cornelius, Rose ...
    • Page 11

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    • STUDENT EMPLOYEE HANDBOOK 6 information gathering, project design, drafts: additions and revisions, implementation, and testing validity. Planning Before a project begins, it is important that a clear vision of the impending outcome is set forth....
    • Page 28

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    • STUDENT EMPLOYEE HANDBOOK 23 References (2011). How to write an employee handbook. Resources for Entrepreneurs. Retrieved from http://www.gaebler.com/How-to-Write-an-Employee-Handbook.html Agthe, S. A. (2008). Ten tips: How to write an employee...
    • Page 2

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    • iii Abstract This thesis introduces conclusions about Stephen Covey’s “The Leader in Me” (TLIM) program—a performance character education program—into the academic literature on character education. Using a phenomenological, case study methodology,...
    • Page 9

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 2 The development of students’ self-efficacy and social competence as related to character education programming—referred to by some as performance character—is essential, but not well investigated. Anecdotally,...
    • Page 12

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 5 Definitions Character education. Character education is the process of educating students about metacognitive, academic (executive-functional and non-cognitive) and socio-emotional skills that empower them to...
    • Page 13

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 6 relationships, and make decisions based on ethics and responsibility. This set of skills enables students to self-regulate, resolve conflict, and lead effective lives. Support for and further explication of this...
    • Page 20

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 13 understanding character education in today’s schools. Three characteristics of quality character education were particularly relevant for the purposes of this study: overt, intentional, and integrated...
    • Page 23

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 16 and likable”—implied the need for strong modeling of performance character by educators (Noddings, 2011, p. 335). Covey’s “The Leader in Me” (TLIM) program as character education. Stephen R. Covey (2008) stated...
    • Page 24

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 17 establish priorities, and to execute a plan by staying disciplined and focused. Embedded in the three habits are time management skills, planning skills, goal-setting skills, and other basic organizing skills...
    • Page 25

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 18 life skills, respectively. Figure 1 provides a comparison between TLIM program’s habits and key factors of social and emotional Learning (SEL). Using the Collaboration for Academic, Social, and Emotional...
    • Page 28

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 21 suggest that the funding of the research affects the quality of the studies’ methodology (although this potential bias is discussed more in Chapter 5), but rather to note that academic researchers have not...
    • Page 29

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 22 The Case for Character Education in Elementary Schools The majority of character education programs in the United States have been implemented in elementary schools (c.f., Social and Character Development...
    • Page 35

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 28 Self-efficacy significantly influenced one’s self-regulation, a key component in learning academic, social and emotional skills (Maddux, 2009, p. 339). Derrington and Goddard (2008) defined self-efficacy as the...
    • Page 37

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 30 strategies a focus of professional practice, for they are important components of motivation and of academic achievement” (Pajares, 2002, p. 121). In this way, character education, including the TLIM program,...
    • Page 39

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 32 attachment, relational trust, sense of belonging, or sense of community)” was a foundational aspect of character education (p. 269). This was because, developmentally speaking, the process of character...
    • Page 41

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 34 the impact of social emotional interventions on students’ academic success. Finally, the House Subcommittee on Early Childhood, Youth, and Families (2000) provided testimonial support for character education’s...
    • Page 42

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 35 concluded, “Though mostly anecdotal, the preliminary findings above offer tangible, promising encouragement to The Leader in Me schools of all sizes and types, and all across the globe” (Hatch, 2012, p. 11). He...

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