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    • Chapter 5 -  Page 25

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    • It was recorded by Henrietta Lunt that Thomas Jones was called to go tu the "Muddy" to help build n fort as protection against the Indians. T h e hluddy is a short river which extends from southwest of Moapa, Nevada past Ovcrton where it joins the...
    • Page 10

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    • 5 • “Learning to Read” Stage- This is the period in school when children are acquiring basic reading skills. Skills include phonemic awareness, phonics, and fluency. This stage usually occurs between kindergarten and third grade. • “Reading to...
    • Page 10

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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...
    • Page 10

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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 7 participated in strength training programs while others have never lifted a weight. The maturation of each participant was an additional limitation because each athlete was at a different point...
    • Page 102

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    • that Harrison can get any of the men to work under him. He has almost entirely lost the confidence of the Saints. Sunday, September 12: Gave counsel to the brethren that the Iron Works had better stand still for a day or two until something would...
    • Page 106

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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...
    • 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 115

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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...
    • 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 119

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 112 Question 9. Overall, the fifth grade teachers and the principal at this elementary school strongly supported TLIM program. This inference was based upon their belief that they would use TLIM program’s habits...
    • Page 12

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    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 9 Chapter 2 The choreography required of dancers is becoming more challenging. The movements in choreography include several power motions such as jumps, and require a great deal of balance in order to...
    • Page 120

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 113 about the program. Additionally, Ross et al.’s study may have been affected by a positive bias towards TLIM program since FranklinCovey funded it. While the adults in this study did not view TLIM program...
    • 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 126

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 119 character education programming was most effective at the elementary level in two respects: students and teaches felt positively about the program, and, they agreed on their assessment of the program. The most...
    • Page 127

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 120 for question 6, students had a higher mean score and a higher percentage of “agree/strongly agree” responses than the teachers/administrator). Moreover, the teachers and principal perceived that TLIM program’s...

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