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    • No pirates no princesses 50 Chapter 5: Discussion The purpose of the study is to understand the struggles mothers have and strategies mothers use in raising children with values and responsibility in a media saturated consumer culture using a...
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    • No pirates no princesses 59 struggled more as well. Finding a way to honestly and fairly delegate (Such and Walker, 2004), responsibilities for the home is a struggle. Thematic Analysis: Strategies Mothers describe different strategies in their...
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    • No pirates no princesses 84 I: GREAT, GREAT, SO DO YOU FEEL LIKE YOU‘VE BEEN IMPACTED BY THE CONSUMER CULTURE? K: YES DEFINITELY THERE ARE CERTAIN SHOWS ON OR CHANNELS THAT I CAN‘T WATCH BECAUSE THEIR SO BOMBARDED. THEIR FRIENDS WEAR FERG...
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    • No pirates no princesses 97 I: It‘s extraordinary. M: And it‘s been like with every kid like that. Billie is just getting to the phase, because she had a friend Bridget who dropped off stuff I don‘t know that people just think, oh M‘s...
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    • No pirates no princesses 120 and my child has been blessed and gifted with the ability to sing beautifully and she now attends the Orange County High School of the Arts in the music and theatre company. My step daughter J is 19 and she is my...
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    • No pirates no princesses 138 I: Okay. K: As they say in Yiddish, a Menche. I: A what? K: A Menche. I: So your faith dictates some of the way you raise your children? K: Yes, and for my husband. I: Because you‘re different faiths. K: I have one....
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    • No pirates no princesses 139 K: Indeed and helps to create some of that culture and pays our bills. And so I think that one way our kids become impacted is they want to see what Dad is working on. So they get to see that stuff. I: What is that? K:...
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    • No pirates no princesses 156 didn‘t used to create visually. So now he‘s being inundated by imagery and noise and volume, there‘s no way they‘d imagine it at that age. I: So there‘s a gap you determine if there‘s a gap in their...
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    • No pirates no princesses 166 exposed to over at her house and Lucy knows it. And I say there‘s many more fish in the sea. I‘m sorry, it‘s not about the girl, it‘s about the mom. You can absolutely do that. There‘s nothing wrong with it....
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    • No pirates no princesses 176 T: If you want to sit and fight it all the way it‘ll be five hours. And that seems to be working. Having twins in the same is a real eye opener in terms of having different teachers and different learning styles of...
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    • No pirates no princesses 178 able to say this is the value and get that and maybe a little bit more. So I want my kids to know that it‘s fine to have things and to want to pursue them, and there‘s nothing wrong with, I mean I spent a lot of...
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    • 13 included in student files as part of the researcher’s improvement plan to the Pro-Active Skill Building Program. It is intended by the researcher to encourage faculty and staff at the study site to incorporate these preventative interventions...
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    • 29 Participants & Settings Those who were impacted by the creation of this project were the students who were enrolled in 8th grade algebra at Parowan High School in Iron County School District during the 2009-2010 school year. The individuals were...
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    • 8 When the student [understood] that the life of the plants that have been sown depend[ed] upon his care and in watering them … without which the little plant drie[d] up … the child [became] vigilant, as one who [was] beginning to feel...
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    • 18 programs need to be very high quality and aligned with high-quality kindergarten programs (Mead, 2008). Another factor that has been identified as important to pre-kindergarten programs is the teacher belief system (Lar-Cinisomo, Fuligni,...
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    • 20 time, the students did show varying rates of progress when it came to specific target skills (West, Denton, & Reaney, 2000). A significant factor in student achievement is socioeconomic status. Low-income students have a higher probability of...
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    • 28 INCLUSION: IN SERVICE TRAINING Chapter 3 Methodology The purpose of this creative project was to design, develop, and deliver an in-­‐ service training to the staff at Monroe Elementary School in Monroe, Utah. The intended results of this creat...
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    • 44 INCLUSION: IN SERVICE TRAINING Chapter 6 Reflection As I reflected on this project, I realized it impacted the majority of the students and staff at Monroe Elementary School. I felt that this project was well received by all involved and will prod...
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    • 26 Procedures To conduct this study, the researcher used the following procedures to ensure dependability and validity of the data collection. First, the researcher needed to divide students into four groups. The groups were labeled red, blue, yellow...
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    • 35 Figure 3. Student Engagement After a Classroom Energizer Resting As a control, the researcher allowed the students to have one rest day. This involved the students coming into the researcher’s classroom and simply resting (sitting quietly) at th...
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