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  • All fields: comparative
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    • Page 276

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    • Altogether, Cedar City seems to be a thrifty settlement and a good place for men to go who wish to get a start. Bishop Lunt informs us that they desire more population, and they are wilhg to give settlers land to cultivate and water to imgate it....
    • Page 9

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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 10 Since educators teach in a wide variety of geographic locales, it is important for students to understand that the myths taught correspond with a number of diverse cultural identities. Littleton (2002)...
    • Page 43

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    • EFFECTIVE ORGANIZATIONAL COMMUNICATION AFFECTS EMPLOYEE ATTITUDE, HAPPINESS, AND JOB SATISFACTION 39 work, which supports results found in studies done in other situations (Bolman & Deal, 1997; Froman, 2010; Peters & Austin, 1985; Saari & Judge,...
    • Page 59

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 52 Chapter 4 Results Detailed student survey results, summarized student survey results, detailed teacher/administrator survey results, summarized teacher/administrator survey results, and...
    • Page 72

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 65 For the second part of question 6, students who agreed that TLIM program helped them improve their relationship with their teacher indicated that each of these specific habits helped them (listed by preference,...
    • Page 73

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 66 academic scores as weak as compared to the other relationships asked about in this study. While more than 50% of the students agreed that TLIM program helped them improve their grades, these results indicated...
    • Page 74

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 67 Figure 10. Mean student responses (n = 34) by question. Figure 11. Percentage of “agree” and “strongly agree” student responses (n = 34) by question. Summaries of the student results at the level of comparative...
    • Page 76

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 69 Figure 13. Average percentage of “agree” and “strongly agree” student responses (n = 34) by category. The second part of each student question, detailing which habits were most often selected as helpful/useful...
    • Page 90

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 83 Figure 22. Teacher/Administrator responses (n = 3) about whether they agree with this statement: “The ‘Leader in Me’ program has improved the relationship between my students and me.” For the second part of...
    • Page 92

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 85 disagreed, one teacher agreed and the principal strongly agreed that there was a link between these factors. At the level of comparative question analysis, the discrepancies in responses between questions of...
    • Page 93

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 86 Figure 23. Mean teacher/administrator responses (n = 3) by question. Figure 24. Percentage of “agree” and “strongly agree” teacher/administrator responses (n = 3) by question. Summaries of the...
    • Page 95

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 88 Figure 26. Average percentage of “agree” and “strongly agree” teacher/administrator responses (n = 3) by category. Comparisons of the teachers’ versus administrator’s responses at the level of both comparative...
    • Page 97

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 90 Figure 28. Mean principal (n = 1) and mean teacher (n = 2) responses compared by category. Figure 29. Percentage of principal (n = 1) and teacher (n = 2) “agree”/“strongly agree” responses compared by...
    • Page 98

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 91 Student and Teacher/Administrator Comparative Results Comparisons of the student results with the teacher/administrator results at the level of comparative question analysis are provided in Figures 30 and 31....
    • Page 100

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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 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 125

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 118 The principal held a noticeably higher opinion of TLIM program than the two teachers. He “strongly” agreed with all but two questions. While this study primarily focused on adult perceptions as a unified...
    • Page 18

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    • 15 Participants & Setting The participants of this study were students in a fourth grade, public elementary school (East Elementary) in Iron County School District, located in Cedar City, Utah. The participants were a combination of low functioning...

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