Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 129-135). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph.D.)--Victoria University (Melbourne, Vic.), 2009.

The main purpose of this study was to conduct a meta-analysis with data collected from seven schools in Southwest Virginia school district. Data was collected for students who were referred to the Student Assistance Programs at each school. Tracking forms were used to record data for each student. Each tracking form was completed by the Student Assistance Program coordinators for their respective schools. This research was conducted in order to evaluate measurable performance outcomes of Student Assistance Programs. The results highlight the positive effects that Student Assistance Programs, SAP members, and other individuals associated with Student Assistance Programs have on students in need. The positive effect from participation in Student Assistance Programs is encouraging. However, recommendations are made for future research and implications of the current research are discussed. The need for additional research on this topic is prominent throughout this document. / Ph. D.

It is estimated that 9-14% of children from birth to age 5 experience social and emotional problems that may significantly affect their ability to learn later in life and students of any age may experience an array of problems resulting in difficulty learning. Although interventions are available to address these issues within the school context, government funding for programs is often limited to those that are evidence based. Student Assistance Programs (SAPs) address a variety of barriers to learning but many are not supported by empirical evidence. The purpose of the study was to determine if Breakthrough, a specific SAP, had a significant effect on the dependent variables of grade point average, attendance, and behavioral referrals among N = 727 public school students in Grades 9-12. The independent variables were completion or noncompletion of the program, time, and grade level. This quantitative study used a systems perspective, nonequivalent control group design. The statistical analyses performed were a mixed ANOVA and a generalized estimating equation. The interaction of treatment, time, and grade level were found to be significant on attendance, and the interaction between treatment and time on was found to be significant for attendance. The main effect of time was found to be significant on grade point average, attendance, and behavioral referrals. The main effect of treatment was found to be significant on number of behavioral referrals. Increasing the types of supports for school-aged students may bring positive social change by allowing for higher academic achievement and by intervening with issues that may follow students into adulthood such as mental illness and substance abuse.

The purpose of this qualitative study was to describe and communicate a student-constructed model of student services for electronic distance education (EDE). This study seeks to answer the following questions: Do students enrolled in EDE perceive a need for student services? If not, why not? Which services do students want/need? How do students want the services delivered? If students constructed a model of student services for EDE, what would it look like? A phenomenological approach was used. Qualitative data were collected through interviews with ten students, a document review, a survey of computer competency, and follow-up e-mail. Data were analyzed and systematically compared through constant comparative analysis and an inductive grounded theory approach was taken. One predominant finding that emerged from the conversations with the co-researchers was that of access for all students, particularly accommodations for those with special needs. Participants identified a number of services as basic to the EDE experience. They categorized services into three levels, expressing the expectation that services would evolve over time and technology. At each level a theme emerged that characterized the co-researchers' expectations and perceptions of student support services for EDE: access, interaction, and independence. The intent of level one was to provide entry to the college services and curriculum; access was used to define this level. The second level expressed the concern that students have the opportunity to interact with and be engaged by the services and the technology: interaction. The third level emphasized the need for information and services to promote independence, exploration, and autonomy in using electronic student services as well as to have available an "expert" for specific questions that are not easily or quickly answered by the services online. This level emphasized the use of real time transactions. The study concluded that students participating in EDE perceive a need for student services via distance. Participants further suggested that services provided to EDE must be equal and of the same quality as those traditionally delivered. Using the three levels that emerged from conversations with co-researchers - access, interaction, and independence - the researcher further classified the services into a model of student services using categories put forth by Namm and Holly (2000). / Graduation date: 2002

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains viii, 117 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 91-97).

Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains vi, 212 p. : ill. Includes abstract. Includes bibliographical references (p. 200-204).

Thesis (Ed. D.)--Florida State University, 2005. / Advisor: Dr. Beverly L. Bower, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed June 9, 2005). Document formatted into pages; contains xii, 130 pages. Includes bibliographical references.

The purpose of this study was to examine a sample of students who participated in a student assistance program in Southwest Virginia. Using existing data from a school system in Southwest Virginia, this sample was observed to measure changes in student academic performance. The sample was also examined to determine the extent to which they instituted positive behaviors such as school attendance and reduction of disciplinary actions taken. In addition, this study assessed differences in demographic characteristics among student participants. Also studied was the extent to which gender differences related to academic performance and behavior. Significant changes in students’ academic performance, attendance and disciplinary measures were established in the present study. Negative associations were established for those participating in the student assistance program and grade point average. Positive associations were found for those participating in SAP and attendance and disciplinary measures. No significant differences were yielded in the comparison of gender to academic performance and behavior. SAP coordinators recorded that the majority of participants did improve since referral to program and most completed or currently remained in the student assistance program. However, a small percentage of students actually entered treatment programs following recommendations made to parents from the student assistance program committee. This research assessed only the demographic and individual characteristics: gender, gifted or special education status, ethnicity and age. Therefore, other demographics such as socio economic status may offer additional explanation into academic and behavior outcomes of students involved in student assistance programs. / Ph. D.

The purpose of this study is to examine the four basic student assistance models and determine their distribution in Texas, describe the student assistance programs in place in public school districts in Texas including the program's goals, objectives and components, and explore the perceived effectiveness of student assistance programs as a viable means of drug and alcohol education for students enrolled in public school districts in Texas in kindergarten through twelfth grade.