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  • All fields: outcomes
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Display: 20

    • Page 93

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 86 Figure 23. Mean teacher/administrator responses (n = 3) by question. Figure 24. Percentage of “agree” and “strongly agree” teacher/administrator responses (n = 3) by question. Summaries of the...
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    • EDUCATION REFORM IN AMERICA 13 the children responded to the divorce/separation of parents. In his study Arkes discovered that reading comprehension becomes especially difficult for children who experience a divorce. In 1991 Paul Amato and Bruce...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 87 comparison of the averages of the percentages of “agree” and “strongly agree” teacher/administrator responses for each category of question. At this level of analysis, the teachers’ and the principal’s...
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    • EDUCATION REFORM IN AMERICA 14 television could be watched and what type of television was watched and going to the public library were found to increase academic performance for those students who were recipients of these actions. The researchers...
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    • Emotions in Conflict 80 Final Thoughts This thesis was designed to further the understanding of the role that emotions play in conflict. Fisher and Shapiro's (2006) core concerns of appreciation, affiliation, autonomy, status and role were used as...
    • Page 95

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 88 Figure 26. Average percentage of “agree” and “strongly agree” teacher/administrator responses (n = 3) by category. Comparisons of the teachers’ versus administrator’s responses at the level of both comparative...
    • Page 96

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 89 Figure 27. Principal (n = 1) and mean teacher (n = 2) responses compared by question. The principal’s scores, when analyzed by category, indicated that he viewed the weakest relationship to be between TLIM...
    • Page 97

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 90 Figure 28. Mean principal (n = 1) and mean teacher (n = 2) responses compared by category. Figure 29. Percentage of principal (n = 1) and teacher (n = 2) “agree”/“strongly agree” responses compared by...
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    • iii Table of Contents List of Tables ................................................................................................................................ iv List of Figures...
    • Page 98

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 91 Student and Teacher/Administrator Comparative Results Comparisons of the student results with the teacher/administrator results at the level of comparative question analysis are provided in Figures 30 and 31....
    • Page 99

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 92 Both populations, as discussed in their individual summary sections, perceived a stronger positive impact from TLIM program on students working in groups of their peers than on improved relationships with their...
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    • 92 Executive Summary Social media has grown to a point that it cannot simply be ignored. People from all types of different demographics are using social media each day. And so it makes sense to use the social media platform for marketing purposes....
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 93 Figure 31. Percentage of student (n = 34) and teacher/administrator (n = 3) “agree” and “strongly agree” responses compared by question. Comparisons of the student and teacher/administrator results at the level...
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    • 52 INCLUSION: IN SERVICE TRAINING Appendix B Classroom Observation Form INCLUSION – CLASSROOM OBSERVATION FORM School: ________________ Grade: ____ Subject: _________ Teacher: __________ Date: _______ Period/Time: ________ General description of...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 94 social competence and TLIM program, and even less strongly hold a positive view of TLIM program itself. The adults, when taken as a whole, perceived the converse: They viewed the weakest relationship as between...
    • Page 102

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 95 Figure 33. Average percentage of student (n = 34) and teacher/administrator (n = 3) “agree” and “strongly agree” responses compared by category. A comparison of the percentage breakdown of the students’ and...
    • Page 103

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 96 most useful, and habits 6 – 7 (“Synergize” and “Sharpen the Saw”) to be less useful, comparatively. The teachers’ and principal’s responses also indicated that they perceived each habit as helpful/useful, but...
    • Page 94

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    • Emotions in Conflict 89 Park, CA: Sage. Sternberg, R. J., & Soriano, L. J. (1984). Styles of conflict resolution. Journal of Personality and Social Psychology, 47, 115–126. Thomas, K. W. (1976). Conflict and conflict management. In M. Dunnette...
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    • 3 The purpose of this study was to discover what elements of current professional development offerings are effective and determine those that fail to promote student achievement. Additionally, this study sought which types of professional...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 97 habits, all of the habits were either ranked the same or within one place of each other by both the students and the teachers/administrator. When the student and teacher-administrator responses were compared by...

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