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    • Page 11

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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...
    • Page 117

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 110 understanding of TLIM program over time. The likely cause for this was the passage of time during which more formal and informal training on TLIM program has taken place school-wide. Question 3. Two adults...
    • Page 118

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 111 the link between character education and academic achievement (cf., Chapter 2, pp. 33-34). Ultimately, the small population size of this study compromised the transferability of these results beyond this case...
    • Page 140

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 133 DeRoche, E. & Williams, M. (2001). Character Education: A Guide for School Administrators. Lanham, MA: Scarecrow Press, Inc. DeVitis, J., & Yu, T. (2011a). Introduction. In J. DeVitis & T. Yu, Eds., Character...
    • Page 149

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    • Legion. The escort arrived at Governor Young's at 9:00 a.m. and everyone saluted him at the west door of his mansion as he appeared on the steps.' The residents of Cedar City held their own celebration and Henry wrote the following about the...
    • Page 15

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    • 12 The researchers found there were some students who really enjoyed the project and learned a lot from it and those who completed it just for the grade. The researchers suggested that the project was most beneficial if the student could really...
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    • 10 learning disabilities or those who just struggle in general. Many of these students also have difficulty understanding vocabulary as it relates to their world. Effective Instruction Finding the best programs and the most effective means of...
    • Page 15

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    • 11 interviewer would then ask for clarifying details. The interviews provided valuable information about who dropped out and what would help those that were on the fence about whether or not to quit school. Christensen and Thurlow (2004) reported...
    • Page 16

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    • 13 that considers the whole context of teaching interactively with interactive whiteboards. Teachers also need to consider a cross-curricular approach to using interactive whiteboards, giving more opportunities for pupil interaction with the board...
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    • Girls and Relational Aggression 16 social and emotional learning actually apply these skills successfully preventing problems like substance abuse, aggression and bullying, and school failure. Because results from research on social and emotional...
    • 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 28

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    • 22 open-ended question were coded according to emerging themes. Finally, participants were given selected response items to choose from. Samples of surveys, as well as the open-ended question and selected response items are provided in appendices...
    • Page 29

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    • 23 in language arts and math. There are 30 math assessment questions and 25 language arts assessment questions. Students can see their score at the end of each assessment. Test items were developed and analyzed by university educational...
    • Page 30

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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...
    • Page 31

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    • 25 to create their own custom tests. These tests can be used to get a more in-depth understanding of each individual’s weaknesses on specific objectives. YPP reports provide details about the skills and concepts tested and include the corresponding...
    • Page 33

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    • 27 students also had PE classes; this meant girls had physical education twice in their regular schedule. This middle school had seven hundred and seventy-eight students at the end of the 2011-2012 school year; three hundred ninety-three of those...
    • Page 37

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    • Field Testing as Short Term Predictors of Performance What Are The Possible Risks And Discomforts? As with all studies and/or procedures, this study has potential risks. Though minimized, possible risks that may result from participation include: -...
    • Page 39

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    • 32 English? That's reason enough” (p. 1). This line of thinking is not enough for the average teenage American, though. Apparently it isn't enough for the average Language Arts teacher or state offices of education, either. Substantial proof needs...
    • Page 44

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 37 test scores represented significant improvement, in all the interviews conducted with the school, not one parent and/or school worker “mentioned a single thing about higher test scores. All their focus was on...

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