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  • All fields: research
(520 results)



Display: 20

    • Page 41

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    • Girls and Relational Aggression 37 Overwhelmingly, the girls agreed that when a girl was mean and used forms of relational aggression against them they usually ignored them. Coping with relational aggression was reported as difficult for most...
    • Page 146

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 139 Zins, J., Bloodworth, M., Weissberg, R., & Walberg, H. (2004). The scientific base linking social and emotional learning to school success. In J. Zins, R. Weissberg, M. Wang & H. Walberg (Eds.), Building...
    • Page 42

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    • Girls and Relational Aggression 38 of subjects that are multiethnic, the possibility that relational aggression among girls this age could be a cultural phenomenon and not be only a girl problem should be examined. Conclusion The findings of this...
    • Page 11

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    • 8 Parental influence. Over 40 years of research has been documented stating that the greatest influence on a student’s choice is his or her family (Engberg & Wolniak, 2010). Horn and Chen (1998) found that general parental involvement increases the...
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    • ii Table of Contents Abstract ......................................................................................................................................... iii List of Tables...
    • Page 23

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    • DAVID’S VS. GOLIATH 23 suggested that both paradigms “represent and inform the various ways humans recount and account for human choice and action” (Littlejohn & Foss, 2011, p. 144). Narratives and Public Relations Public relations is a field where...
    • Page 44

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    • Girls and Relational Aggression 40 Pediatrics, 126(2), 298-305 Kawabata, Y., & Crick, N. (2011). The antecedents of friendship in moderately diverse classrooms; social preference, social impact, and social behavior. International Journal of...
    • Page 13

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    • 10 choosing to attend a post-secondary institution. The researchers defined college qualifications as being a culmination of cumulative grade point average, senior-class rank, aptitude test scores, and SAT/ACT test scores. They stood by their point...
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    • DAVID’S VS. GOLIATH 24 hasn’t been updated since 2003, or doesn’t provide an email address or phone number on the home page – I discount it immediately. I assume (rightly or wrongly) that the enterprise is unprofessional and low quality. The way...
    • Page 45

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    • Girls and Relational Aggression 41 Mullin-Rindler, N., (2003). Relational aggression: A different kind of bullying. Principal, 82(5). Pronk, R., & Zimmer- Gembeck, M. (2010). “It’s mean, but what does it mean to adolescents?” Relational aggression...
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    • DAVID’S VS. GOLIATH 25 Chapter 3: Proposed Research Method PR Sample The sample for this research included 30 PR boutiques that specialize in brand and product development in the health, beauty, fashion, and consumer product industries. These can...
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    • 12 The researchers found there were some students who really enjoyed the project and learned a lot from it and those who completed it just for the grade. The researchers suggested that the project was most beneficial if the student could really...
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    • DAVID’S VS. GOLIATH 26 Tactics Definitions Ingratiation Website provides speech that displays flattery to the audience or displays attractiveness to gain likeability. Examples could include speaking highly of potential clients, or speaking about...
    • Page 7

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    • 2 beginning-of-the-year to their mid-year scores on the Group Reading Assessment and Diagnostic Evaluation (GRADE) to determine if the vocabulary intervention was a successful tool for helping them improve in reading achievement. Research...
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    • Girls and Relational Aggression 44 Appendix A Parent Consent Form Dear Parents or Guardians, I would like to invite your student to participate in a valuable research program being held at your school during the After School Program. A researcher...
    • Page 17

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    • 14 believed by Radcliffe and Stephens (2008) that at-risk students may not become adequately prepared for any post-secondary training unless schools join forces with parents and other bodies to promote post-secondary education. The researchers...
    • Page 18

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    • 15 post-secondary goals. It is difficult to find documentation regarding students who are considered at-risk. At-risk students tend to have parents who are not vested in their child’s future and/or may not know how to positively influence decisions...
    • Page 19

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    • 16 the students at SEA do not have the encouragement at home that has been studied in the past. The school must find a way to compensate for the lack of influence coming from the family. Two other shortcomings are (a) the lack of a partnership with...
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    • 17 Chapter 3 Methodology The purpose of this thesis was to study the effects of a school-wide career introductions program on at-risk students’ perception of, interest in, and planning toward post-secondary education. The research questions that...
    • Page 533

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    • State Road Commission, 393, 404, 405 Steele, Marlon, 460 Stephens, J. L., 324 Stephens, John, 78, 99 Stephenson, A. W , 399, 412, 420 . (City Manager) Stevenson. James, 372 Stevenson, Joseph G., 128, 133 (Sexton), 167, 196, 205 Stevenson, King, 298...

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