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    • Page 190

    • Page 190
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    • No pirates no princesses 185 Transcript eight: November 4, 2008, interviewed in person, Cedar City, UT I: Okay I‘m here with T C. So, can you give me a little background on yourself? T: Born and raised in Las Vegas Nevada, parents divorced when I...
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    • Page 191

    • Page 191
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    • No pirates no princesses 186 I: Family of nine. T: Family of nine. I: And the age range is… T: The age range two years to fourteen years. I: You‘ve already said that you and your husband Ed try to be very organized with money, but how would you...
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    • Page 90

    • Page 90
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    • 83 Statements one through four show that males changed in relation to themselves. On statement four, males scored significantly higher in May than they did in March. On question ten, males scored significantly lower in May than they did in March....
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    • Page 23

    • Page 23
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    • 20 nine percent increase in enthusiasm for studying math (Winters, Ring, and Burriss, 2010, p. 248-H). “Researchers found that enthusiasm for learning, standardized test scores, and GPAs were higher in ninety-two percent of the comparisons-...
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    • Page 24

    • Page 24
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    • 21 A 2005 study of fifth graders across three inner city Baton Rouge schools conducted by, J.L. Smith and C.E. Mostenbocjer, found that gardens in the school correlated with a higher achievement in science (Blair, 2009, p. 23). In a separate...
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    • Page 49

    • Page 49
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    • 46 Survey The following section presented data gathered in the interviews with each suburban school district. The sample was thirty suburbs with six suburbs not responding resulting in a sample size of twenty-four reporting data. There were ten...
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    • Page 50

    • Page 50
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    • 47 The most popular school gardens were vegetable and natural/native habitat. All of the nine reporting suburban groups had a natural/native habitat and vegetable garden. The second most frequently cited type of school garden in the suburban groups...
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    • Page 70

    • Page 70
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    • 67 alignment was “very well” while twenty-five percent described state curriculum standards and school gardens as aligning “well.” The remaining thirty-three percent of schools stated that school gardens aligned “somewhat well” with...
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    • Page 74

    • Page 74
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    • 71 will need to have enlisted the support of district administrators with evidence that school gardens are an academic tool that has improved teaching and learning. Interviews with school districts for this survey provided numerous examples...
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    • Page 37

    • Page 37
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    • 34 School 8 27.66% School 10 29.64% School 11 JR 30.63% School 2 JR 37.73% School 3 JR 44.09% School 7 Junior 51.15% The tables validate the belief that socio-economic status is a major contributor to student success on tests. For example, School 9...
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    • Page 26

    • Page 26
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    • Self-Disclosure and Cohesion in the Classroom 21 students to assess the reliability for the longer and shorter MCI. The cohesion portion which was used in this study reported a .80 and .67. Once again five questions that were specifically regarding...
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    • Page 42

    • Page 42
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    • Self-Disclosure and Cohesion in the Classroom 37 WILLINGNESS TO COMMUNICATE SCALE (WTC) DIRECTIONS: Below are nine situations in which a person might choose to communicate or not to communicate in the seminary. Suppose you have completely free...
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    • Page 43

    • Page 43
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    • Self-Disclosure and Cohesion in the Classroom 38 SELF-PERCEIVED COMMUNICATION COMPETENCE (SPCC) DIRECTIONS: Below are nine situations in which you might need to communicate in the seminary class. People’s abilities to communicate effectively vary...
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