Skip to main content

SUU Digital Library

You've searched: All Collections

  • All fields: impacted
(27 results)



Display: 20

    • Page 28

    •  
    • 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 23

    •  
    • 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 30

    •  
    • 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 47

    •  
    • 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

    •  
    • 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 40

    •  
    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 37 The control group and the experimental group both improved in the SEBT, although there was no statistical difference found between the groups. These results contradict previously published studies....
    • Page 7

    •  
    • 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 27

    •  
    • 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 15

    •  
    • 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

    •  
    • 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

    •  
    • 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 20

    •  
    • 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

    •  
    • 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...
    • Page 41

    •  
    • PERCEIVED OUTCOMES OF TLIM PROGRAM 34 the impact of social emotional interventions on students’ academic success. Finally, the House Subcommittee on Early Childhood, Youth, and Families (2000) provided testimonial support for character education’s...
    • Page 43

    •  
    • PERCEIVED OUTCOMES OF TLIM PROGRAM 36 increasing student achievement by 11-17 percentile points (Fonzi & Ritchie, 2011, p. 20). Fonzi and Ritchie qualified this fact, insisting that “more documentation on the implementation of systematic research...
    • Page 50

    •  
    • PERCEIVED OUTCOMES OF TLIM PROGRAM 43 creates empowered and engaged individuals. In the Covey model, every student is a leader (Covey, 2008, p. 76). This fact illustrates the pedagogy of student empowerment that undergirds the notion of character...
    • Page 92

    •  
    • 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 108

    •  
    • 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...

QuickView

Display a larger image and more item information when the pointer pauses over a thumbnail
 

Layout options:

Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK
Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK