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    • Page 23

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    • 17 strategies and altering attitudes, assessment can and should be a crucial part of all educational endeavors (Brimijoin, 2005). The public tends to look at assessment as a student issue; we need to understand the broad spectrum of people and...
    • Page 22

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    • 18 The student population of East Shore High School was primarily considered at-risk. 75% of the student population was Caucasian, 21% was Hispanic, and 5% were American Indian, Asian, Black, or Polynesian. Thirty four percent of the student...
    • Page 30

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    • 24 Chapter 4 Results Assessments are a thriving part of the educational landscape. They affect the entire educational community and may influence how a charter school is perceived. The two groups most impacted by that perception are parents who are...
    • Page 27

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    • 24 Figure 3. Comparison of students planning to attend post-secondary education or training before and after presentations. the presentations 22% stated they discuss the same plans very often while no students stated that they never discuss...
    • Page 47

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    • 41 Gateway Preparatory Academy parents nor SUCCESS Academy parents chose their school because of annual test scores, seemingly contradicting responses from item one unless these parents’ perception of academic performance is determined by something...
    • Page 48

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    • 42 appear aware and very positively impacted by a school’s instructional model. According to the evidence, a charter school’s instructional model is the key determinant for selective parents, not test-score data. Perception of a school is more...
    • Page 7

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    • BMI AND WEIGHT DISCRIMINATION 8 discrimination, meaning being discriminated against, is associated with depression, low self-esteem, and reduced ability to achieve a healthy body weight, then it is important to assess sources of weight...
    • Page 15

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    • EFFECTIVE ORGANIZATIONAL COMMUNICATION AFFECTS EMPLOYEE ATTITUDE, HAPPINESS, AND JOB SATISFACTION 11 Hutchison, & Sowa, 1986; Eisenberger & Stinglhamber, 2011; Neves & Eisenberger, 2012; Rhoades & Eisenberger, 2002; Shore & Shore, 1995). In their...
    • Page 31

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    • EFFECTIVE ORGANIZATIONAL COMMUNICATION AFFECTS EMPLOYEE ATTITUDE, HAPPINESS, AND JOB SATISFACTION 27 Chapter 3: Method The goal of this thesis was to determine how bi-directional communication affects the level of individual, team, and management...
    • Page 45

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    • EFFECTIVE ORGANIZATIONAL COMMUNICATION AFFECTS EMPLOYEE ATTITUDE, HAPPINESS, AND JOB SATISFACTION 41 Conclusions The most remarkable finding of this study is the relationship between participants’ attitude, happiness, and job satisfaction with the...
    • Page 28

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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 29 Chapter 3 – Methodology The purpose of this creative research project was to design, develop, and evaluate a sixteen lesson unit on Greek mythology (with a technology focus) for use with tenth grade...
    • 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 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 123

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 116 was meeting another one of its goals for TLIM program implementation: increased positive social interactions. Their response paralleled the high amount of student support for this connection as well. It should...
    • Page 124

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 117 teacher-student interactions. Or, perhaps student-student relationships were in greater need of improvement than teacher-student relationships at the time of the program’s implementation. The adults who...
    • 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...
    • Page 128

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 121 utility. But, as highlighted both in Chapter 4 and above, the adults strongly preferred the habit “Synergize” as compared to the students. While the students selected “Be Proactive” (18%) twice as frequently...
    • 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 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...

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