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  • All fields: interviewed
(89 results)



Display: 20

    • Page 58

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    • 52 voiced and suggestions could be made to tailor the classroom instruction to the needs of individual students. Collaboration encouraged services between general and special education to be integrated. The open professional communication improved...
    • Page 98

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    • No pirates no princesses 93 K: GIVE YOUR KIDS A HUG EVEN WHEN YOU‘RE MAD AT THEM. ESPECIALLY WHEN THEY‘RE TEENAGERS. I: KIND OF HARD WITH THE TEENAGERS, HUH. K: YEAH Transcript two: 09/12/2008, interviewed in person in Studio City, CA I: Okay, so...
    • Page 99

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    • 92 6 students used 0 subject areas (27%) 1 student used 3 subject areas (5%) 7 students used 4 subject areas (32%) 5 students used 5 subject areas (23%) 3 students used 6 subject areas (14%) Scale Drawing: Number of Learning Styles Used by Each...
    • Page 109

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    • 102 High School are females? The boys also disagreed with the statement but not as strongly (see Figure 4.31). Depending on the different types of activity the students were working on determined the different learning styles they used. After the...
    • Page 124

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    • No pirates no princesses 119 I: I‘ll make you a copy. Transcript 3: September, 2008, interviewed in person in Laguna Beach, CA I: Okay, we are here on Sept. 13th with E.S. E: Hello. I: Thank you so much for taking the time today. E: My pleasure. I:...
    • Page 2

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    • Commitment iii AN EXPLORATION OF THE CONSTRUCTION OF COMMITMENT LEADING TO MARRIAGE D. Scott Sibley Dr. Matthew H. Barton, Thesis Supervisor ABSTRACT The purpose of this study was to research how newly married couples construct and...
    • Page 2

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    • Emotions in Conflict iii THE ROLE OF EMOTIONS IN CONFLICT BETWEEN ELEMENTARY EDUCATORS AND PARENTS Brian Godfrey Dr. Brian L. Heuett, Thesis Supervisor ABSTRACT This thesis was designed to further the understanding of the role that emotions play in...
    • Page 8

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    • Emotions in Conflict 3 Because emotions and conflict are interdependent, it is believed that people avoid conflict in attempt to escape its accompanying emotions. Researchers Bodtker & Jameson (2001) believe that in order to manage conflict more...
    • Page 26

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    • RECEPTION PERCEPTION 22 receptionists’ lenses through which they view their job experience. This self-description section will cover a general description of the receptionists in the study, how they describe their jobs responsibilities, length of...
    • Page 29

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    • RECEPTION PERCEPTION 25 My biggest goal in life was to be a mom. You know? And now I’m here, and I’m here all the time and I spend more time here than I do with my kids and that’s not my goal. So I told my husband, “No, this is not working out. I...
    • Page 142

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    • No pirates no princesses 137 Transcript four: September, 2009, interviewed in person, Studio City, CA I: Okay we have Caryn here. Can you tell us a little bit about your background and the age of your children. K: My children are 10 and 8. Two...
    • Page 157

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    • 1. There was not adequate funds and financing for such an extensive project. 2. There were many time-consunling law suits involvillg water rights. Moreover, "the general Land Office made an adverse report on the New Castle Reclamation Co. in the...
    • Page 164

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    • center of the street for said line. . . 4th -to enter Cedar City at 2nd South Street in the east part of the city. . . 5th -the privilege of purchasing enough of said plant to supply the city and its inhabitants with light, or the entire plant at...
    • Page 34

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    • Commitment 29 interviewed a recently married couple and asked several questions relating to commitment. According to Weigel (2003): The findings revealed particular events, conditions, and interactions that the couple themselves said are relevant...
    • Page 159

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    • No pirates no princesses 154 Transcript five: September 2008, interviewed in person n Sherman Oaks, CA. I: Okay, I‘m with Melissa talking about our culture. Could you start with a little background on yourself. M: I was born in Chicago and I‘m...
    • Page 46

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 39 the “results we’ve seen with students is what stands out,” and, “The Leader in Me empowers students to be in charge of their daily actions and learning” (FranklinCovey, 2012, pp. 3-4). Lastly, both...
    • Page 40

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    • Commitment 35 scheduled a time to meet. Before the interview began, the couple met with the researcher in a computer lab close to the conference room in order to explain the study and to distribute the informed consent forms. Any questions the...
    • Page 50

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    • 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 44

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    • Emotions in Conflict 39 Chapter 4 Results In order to accomplish the purposes of this study, elementary teachers were interviewed about their experiences, emotions, and conflict outcomes relating to appreciation, affiliation, autonomy, status and...
    • Page 47

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    • Commitment 42 It was a good foundation that we were just friends and had that connection before any real romance was integrated in. I guess you know that person. You know the different aspects of who they are rather than, I have an attraction to...

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