Thesis (Ph.D.)--New York University, 2001. / Source: Dissertation Abstracts International, Volume: 62-02, Section: A, page: 0486. Chair: James L. Bess.

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology of the School of Education, 2009. / Title from PDF t.p. (viewed on Jul 6, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3812. Adviser: Thomas Huberty.

Thesis (Ph.D.)--Indiana University, School of Education, 2009. / Title from home page (viewed on Jul 6, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3747. Advisers: Lynne Boyle-Baise; Mary McMullen.

Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2009. / Title from PDF t.p. (viewed on Jul 7, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3817. Adviser: Robert Toutkoushian.

Thesis (Ph. D. in Leadership and Policy Studies)--Vanderbilt University, May 2006. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2006. / "Title from dissertation home page (viewed July 12, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3708. Adviser: Charles R. Ridley.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2417. Adviser: Wanda Pillow. Includes bibliographical references (leaves 366-377) Available on microfilm from Pro Quest Information and Learning.

<p> As defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012), social-emotional learning (SEL) involves the acquisition of skills necessary to: identify and manage one&rsquo;s emotions, relate to and establish relationships with others, and make positive and healthy decisions. With only 40% of kindergarten students demonstrating the social-emotional skills needed to be both academically and socially successful upon school entrance (Yates et al., 2008), explicit instruction targeting SEL is needed. As this instruction requires systems-level implementation and decision-making practices, members of these decision-making bodies can include several different school personnel, who may have varying levels of familiarity and previous use of SEL programs. Because the school principal is responsible for overseeing the implementation of school-wide programs (NYS Education Department, 2014), obtaining information regarding their familiarity and use of SEL programs, as well as their decision-making practices is needed. Consequently, the present study examined the extent to which principals participate in SEL decision-making practices; the selection procedures and decision making methods they use to select SEL programs; and their levels of familiarity, past use, and current use of CASEL approved SEL programs. The relationship between principal demographic characteristics and familiarity and use of SEL programs was also evaluated using survey methods. Analysis of descriptive statistics, frequency data, and three multiple regression analyses indicated that most NYS elementary school principals participate in SEL program decision-making. Additionally, they use a variety of methods for learning about programs and deciding upon programs. Overall, however, NYS elementary school principals have little familiarity, past use, or current use with CASEL-approved programs, suggesting a need for increased dissemination and professional development regarding these programs and resources.</p><p>

<p> The correlational study focused on the relationship between academic achievement and mattering theory of African American undergraduate men attending private historically black colleges or universities. The 45 question <i> Mattering Scales Questionnaire for College Students</i> (Kettle, 2001) instrument was administered to (N = 75) undergraduate African American men attending a private historically black college in the southeastern United States. The results indicated a positive relationship between interactions with the administration and academic achievement. The findings also suggested undergraduate African American men attending historically black college or universities expressed unfavorable or neutral perceptions of mattering toward historically black colleges or universities.</p><p>

<p> With the increase in enrollment in online courses, comes the need for institutions to continue to encourage success and persistence, and ultimately provide appropriate support services. Additionally, postsecondary institutions have seen an increase in the number of nontraditional students enrolling in online courses as a means to further their education. Research indicates that nontraditional students may have different needs than traditional students. Because of this, it is important to examine if there are also differences in the factors that may lead to success for students in each group. Three research questions were designed to determine the success factors necessary for each group. These questions examined success factors for nontraditional students, success factors for traditional students, and whether there were differences in the success factors for each group. The participants in this quantitative study included students enrolled in an online undergraduate introductory computer course at a proprietary school. A survey was administered to gather data related to age, gender, work status, military experience, high school GPA, social networking usage, self-esteem, responsibility, technology skills, and organization. Final course grades were obtained in order to examine which students were successful, where success was defined as earning a grade of C or better. Data analysis revealed that the success factors for nontraditional students included being female and perceiving oneself as being responsible. In the traditional student group, being female was the only factor indicated as being necessary for success.</p><p>