Thesis--Johns Hopkins University. / Vita. Bibliography: p. 61-64.

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 7, 2006. Dissertation Committee: Sally B. Pancrazio (chair), Ronald S. Halinski, Dianne E. Ashby, Ramesh Chaudhari, Robert F. Hall. Includes bibliographical references (leaves 137-152) and abstract. Also available in print.

This study traces the judicial history and educational impact of Honig v. Doe, the Supreme Court decision concerning the suspension of special needs students. In addition, the related Massachusetts Discipline Policy for Students with Special Needs is reviewed, analyzed and compared to Honig. This study also reviewed alternatives to suspension and related court cases. An integral part of the dissertation is a five-page questionnaire distributed to 150 Massachusetts Special Education Administrators and 150 Massachusetts Junior and Senior High School Principals. The overall response rate was 63.7%. The questionnaire queries the policy, the administrators' knowledge of, and attitudes towards the policy, experience with the implementation of the policy, and the alternative discipline methods being used in Massachusetts. An analysis of these responses indicates that more than three-quarters of the administrators who replied correctly answered questions testing their basic knowledge and understanding of the policy and how it was being implemented in their respective schools or school districts. The survey shows a high degree of compliance with the policy's requirements of keeping records of special needs student suspensions and convening Team meetings whenever special needs students' suspensions are expected to total ten days. Furthermore, 89.5% of administrators indicated they have never used the courts to exclude special needs students from school. Alternatives to suspension were also reported with after school detention and in-school suspension being the most common for both regular and special education. More than half of the administrators believed that the policy, which limited the school's authority to suspend special education students, had a negative effect on discipline for special education students. Recommendations are made to help administrators better understand and implement the policy. Areas in need of further research are indicated, including the availability of administrators' access to and utilization of the school attorney and the extent to which the stay-put provision of P.L. 94-142 has prevented administrators from suspending special needs students.

Thesis (D. of Education)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 121-128). Available also in a digital version from Dissertation Abstracts.

The purpose of this study is to examine a small number of minority retention programs in the North, South and Mid-West in order to determine why African-American students at predominantly-white institutions of higher education continue to face greater social and academic adjustment problems than their white counterparts. The literature supports the researcher's contention that the needs of many African-American students enrolled in various colleges and universities across the country, are not well met. While some institutions have established retention programs (some more successful that others), many more have not. Institutions of higher education, this study concludes, should be required to not only examine the needs of African-American students, but also to implement programs to address the needs. This comparative analysis, uses a historical framework to examine a few of the retention program that are successfully addressing a significant number of the educational needs of African-American students at peer institutions. Programs examined are: The Committee for the Collegiate Education Of Blacks and Other Minority Students (CCEBMS) University of Massachusetts, Amherst, Massachusetts; The Educational Opportunity Program (EOP) University of California, Santa Barbara, Center for Academic Program (CAP) University of Connecticut, Storrs Connecticut, The African-American Student Partnership Program (AASP) and the Minority Student Access Network program (MSAN) University of Colorado, Boulder, Colorado and the Academic Support and Assistant Program (ASAP) and the Promoting Academically Successful Students (PASS) University of South Carolina, Columbia South Carolina.

Thesis (M. Ed.)--University of Hong Kong, 1985. / Includes bibliographical references (leaf 122-125).

Thesis (M.Ed.)--University of Hong Kong, 1985. / Includes bibliographical references (leaf 122-125). Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 121-125).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 121-125) Also available in print.

Thesis (M.Ed.Leadership)--University of Waikato, 2006. / Includes bibliographical references (leaves 84-92) Also available via the World Wide Web.