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    • Page 439

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    • Although she died when 1was but eleven years old, her sweet and noble infiuence has permeated my iife. Any child should be wnsidered fortunate, indeed, who has had the pnvilege of close association with a grandrnother of such sweet character. There...
    • Page 58

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    • 52 schools, state-mandated assessments do not overwhelming effect perception in either a negative or positive way. Many charter schools use their unique instructional model or philosophy to market to their community; this practice should continue,...
    • Page 26

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    • 20 cursive kinesthetically form muscle memories that are stronger than when printing. Next she taught the students to spell (again, before beginning reading instruction) by having the students write the cursive letters on the blackboard. The large...
    • Page 21

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 14 that character education happened, either mindlessly or mindfully, it was best for schools to overtly and purposefully foster students’ self-efficacy and social competence. Carter (2011) spoke of the necessity...
    • Page 139

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 132 Birch, S., & Ladd, G. (1996). Interpersonal relationships in the school environment and children’s early school adjustment: The role of teachers and peers. In J. Juvonen & K. Wentzel (Eds.), Social motivation:...

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