Thesis (M.S.)--Eastern Illinois University, 1954.

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2007.

Thesis (Ed.D.)--Montana State University--Bozeman, 2006. / Typescript. Chairperson, Graduate Committee: Marilyn Lockhart. Includes bibliographical references (leaves 146-156).

Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Sharon Walpole, School of Education. Includes bibliographical references.

Thesis (M.Ed.)--University of Delaware, 2006. / Principal faculty advisor: Laura Glass, School of Education. Includes bibliographical references.

Thesis (Ed.D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 1. 2007) Vita. Includes bibliographical references.

Thesis (Ed.D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 1. 2007) Vita. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 1982. / Includes vita. Includes bibliographical references (leaves 124-128). Available online via OhioLINK's ETD Center.

The primary purpose of the study was to examine scholastic achievement of fourth and fifth grade students in science and social studies in schools which had been organized in self-contained or departmentalized formats.A secondary purpose was to assess teachers' attitudes toward departmentalization at the elementary level.Fourth and fifth grade students in a large Indiana school corporation were the population. Random samples of 50 fourth grade students and 50 fifth grade students were drawn from schools organized in departmentalized and self-contained formats.Social studies and science test scores, subscales of the Iowa Tests of Basic Skills, were analyzed using a one-way multivariate analysis of variance. Two null hypotheses were developed to test the analysis of the students' achievements.Teachers judgments about departmentalization were assessed through the use of a questionnaire with findings reported in percentage of response tables.Findings1. Fourth grade self-contained students achieved better on the social studies measure, but showed no difference on the science measure.2. There was no significant difference in achievement on either measure for the fifth grade students.3. Teacher responses stressed that departmentalization did not meet the emotional needs of students as well as the self-contained classroom.4. Teacher responses emphasized the key factor in impacting students was the teacher, not the organizational structure of the classroom.

Concurrent and prospective relationships between symptoms of depression, anxiety, attention deficit/hyperactivity disorder (ADHD), and conduct disorder (CD) and academic achievement were examined in a large sample of Canadian children. Students in Grade 5 (N = 715) completed the depression and anxiety subscales of the Behaviour Assessment System for Children – Second Edition. Parents reported on their child’s symptoms of ADHD and CD using the Brief Child and Family Phone Interview. Academic achievement was measured using teacher-rated learning skills and students’ grade point average (GPA) from their Ontario Student Record (OSR) in fifth grade and again in sixth grade (N = 627). Symptoms of depression, anxiety, ADHD, and CD were significantly negatively correlated with academic achievement at Time 1 and Time 2. After controlling for child’s sex, household income, maternal education, and days absent, children’s mental health problems accounted for an additional 12% and 11% of the variability in their Time 1 mean ratings of learning skills and GPA, respectively. Only symptoms of ADHD predicted Time 2 GPA (1% of the variance) after controlling for Time 1 GPA and other sociodemographic variables. Findings highlight the unique contribution of mental health problems in predicting academic achievement and point to the need to promote children’s mental health in schools.