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    • Page 9

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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 10 Since educators teach in a wide variety of geographic locales, it is important for students to understand that the myths taught correspond with a number of diverse cultural identities. Littleton (2002)...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 20 nature, it can apply to any number of things in nature, human life, the eternities, morality, identity, et cetera. The Yin and Yang are an outstanding way to teach students about symbols that they have...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 24 Civilization Origins – Southern: African One of the most effective ways to cause teaching to become relevant to students is to link different texts together as parallels. One way to do this is to compare...
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    • 22 open-ended question were coded according to emerging themes. Finally, participants were given selected response items to choose from. Samples of surveys, as well as the open-ended question and selected response items are provided in appendices...
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    • 23 Narrative responses were coded into themes; these responses were used to further support and more clearly define the survey findings. Both data sets were used together to substantiate attitudes and beliefs about the research problem.
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    • 26 After each Likert item on both surveys, respondents were allowed and given space to elaborate on their attitude independent of additional prompts. Responses were recorded though no emerging themes could be established. The next items on the...
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    • 29 Figure 2. SUCCESS Academy parent response to item 7: What was the most important reason for choosing to attend this school? Item eight on the SUCCESS Academy survey provided parents the opportunity to respond generally to the question, “What do...
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    • 32 Figure 5. Gateway Preparatory Academy parent response to item 7: What was the most important reason for choosing to attend this school? Item eight on the Gateway Preparatory Academy survey provided parents the opportunity to respond generally to...
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    • 44 Figure 17 compares the occurrence of the themes that were established in responses to the open-ended question at the end of both surveys: “What do state-mandated testing scores tell you about your child’s school?” Figure 17. Parent comparison of...
    • Page 27

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    • Testimonial videos 27 used in future marketing efforts. Similar to the S.W.O.T. analyses completed for this project (See Appendix B), future analyses can be done and this footage will be reused in and repurposed to fit needs at any given...
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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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    • DAVID’S VS. GOLIATH 27 Chapter 4: Results As discussed above, Jones and Pittman’s (1982) self-presentational strategies were categorized and studied in multiple communication settings. The five classes in the taxonomy include ingratiation,...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 37 test scores represented significant improvement, in all the interviews conducted with the school, not one parent and/or school worker “mentioned a single thing about higher test scores. All their focus was on...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 51 Data Analysis The analysis of this data utilized a variety of methods associated specifically with each type of survey question. Rating scale questions were analyzed using descriptive, basic statistical,...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 56 For the second part of question 7, students who agreed that they would use what they learned from TLIM program in the sixth grade indicated that they would use these specific habits at that time (listed by...
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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 75 “Please share any additional thoughts/comments about using the ‘Leader in Me’ program in your classroom/school.”—yielded responses from the teachers and the principal that, upon analysis, centered on specific...
    • Page 142

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 135 Lapsley, D., & Power, F. (2005). Orienting themes and issues. In D. Lapsley & F. Power (Eds.), Character psychology and character education, (pp. 1-17). Notre Dame, IN: Notre Dame University Press. Lickona, T....

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