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  • All fields: Outcomes
(168 results)



Display: 20

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    • Perceived Outcomes of “The Leader in Me” Program on Self-Efficacy & Social Competence—A Case Study A Thesis submitted to Southern Utah University in partial fulfillment of the requirements for the degree of Master of Education May 2013 By Ariel...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 3 FranklinCovey Company. By not being funded by FranklinCovey and by targeting student perceptions, this study contributed to the field of character education and to the current literature about TLIM...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 93 Figure 31. Percentage of student (n = 34) and teacher/administrator (n = 3) “agree” and “strongly agree” responses compared by question. Comparisons of the student and teacher/administrator results at the level...
    • Page 101

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 94 social competence and TLIM program, and even less strongly hold a positive view of TLIM program itself. The adults, when taken as a whole, perceived the converse: They viewed the weakest relationship as between...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 95 Figure 33. Average percentage of student (n = 34) and teacher/administrator (n = 3) “agree” and “strongly agree” responses compared by category. A comparison of the percentage breakdown of the students’ and...
    • Page 103

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 96 most useful, and habits 6 – 7 (“Synergize” and “Sharpen the Saw”) to be less useful, comparatively. The teachers’ and principal’s responses also indicated that they perceived each habit as helpful/useful, but...
    • Page 104

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 97 habits, all of the habits were either ranked the same or within one place of each other by both the students and the teachers/administrator. When the student and teacher-administrator responses were compared by...
    • Page 105

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 98 Figure 34. Side-by-side comparison of the percentage of the students’ (n = 34) and adults’ (n = 3) total habit selections by habit and by category. The meanings and implications of these results, as related to...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 99 Chapter 5 Discussion This thesis introduced conclusions about TLIM program into the academic literature on character education. Using a phenomenological, case-study approach, this study targeted the perceptions...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 100 fifth graders vs. third, fourth and fifth graders), the results cannot be directly correlated. Yet, the similarity in results supports the notion that students at this school perceived that they knew TLIM...
    • Page 108

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 101 academic achievement per se. Additionally, they confirmed Ross et al.’s (2012) findings, in a similar case study, that students maintained “positive but weaker support” for the idea that TLIM program directly...
    • Page 109

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 102 they plan to use in their future, all seven habits were ranked relatively high. This was the only student question on which they selected each of the seven habits with relatively equal frequency. This...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 4 Delimitations There were many fruitful lines of inquiry that this study did not address. Most notably, this was not a study of the impact that participant perceptions can have on the effective implementation of...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 103 In contrast to these two studies, this research did discover ambivalent and negative attitudes about the TLIM program among students. While these were minority views in this research, both Klag (2012a) and...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 104 program and improvements in relationships between students, specifically mentioning decreases in bullying and increases in cooperation in both studies. Lastly, students in both studies overtly named specific...
    • Page 112

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 105 But, “Be Proactive” and “Think Win/Win” were the most frequently selected habits. Interestingly, these habits are about thinking ahead and thinking of the purpose of one’s actions, then taking those actions....
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 106 this perception may maintain or increase student investment in the program at the school. Additionally, this perception demonstrated that TLIM program positively affected a mediating variable of academic...
    • Page 114

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 107 habits. This indicated that students perceived that the Private Victory habits were also useful towards working better in groups, in addition to the Public Victory habits. Covey maintained that the second...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 108 Additionally, students selected the same two Public Victory habits—“Seek First to Understand, Then to Be Understood” and “Think Win/Win”—as they did in question 2, again ranking these two habits higher than...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 109 principal would use TLIM program in a future classroom/school even if the school were not implementing the program. Questions 10 and 11 were free-response questions about what the teachers and principal did...

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