Thesis (Ed. D.)--Washington State University, August 2009. / Title from PDF title page (viewed on Aug. 4, 2009). "Department of Teaching and Learning." Includes bibliographical references (p. 151-184).

Dissertation (Ph.D.)--University of Toledo, 2009. / Typescript. Submitted as partial fulfillment of the requirements for The Doctor of Philosophy Degree in Higher Education." Bibliography: leaves 96-106.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Stephen A. Rollin, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (Jan. 18, 2005). Includes bibliographical references.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 339-358).

Thesis (Ph.D.)--University of Wisconsin--Madison, 1996. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 123-133).

Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 178-204) and appendices.

Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed May 23, 2006. Dissertation Committee: Maureen E. Angell (chair), Sharon K. Litchfield, Mary M. O'Brian, W. Paul Vogt. Includes bibliographical references (leaves 171-181) and abstract. Also available in print.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 141-152).

Many students and their families do not understand the impact of students’ involvement in gifted or advanced academics educational programs and their potentially positive effects and challenges. Nationally African American students are underrepresented in gifted and advanced academics courses in high schools; however, African American students and families often do not advocate for their inclusion in these educational pathways. A survey of literature supporting this study of voices of African American families concerning gifted and advanced academics participation focused on (1) the historical underpinnings for equity and excellence for African American and for gifted and advanced academics learners, (2) how the lack of an agreed upon definition of gifted and advanced academics by the professional field might contribute to the problem, and (3) how African American parents made educational decisions for and with their children, especially concerning college. Employing semi-structured interviews and a focus group, this qualitative case study examined how four students from each of three groups, gifted and talented, advanced academics, and neither, and a representative group of their parents perceived these programs and their children’s involvement in them within the framework provided by a single school district. African American families in this study asked for a partnership to support their children in building resiliency to choose and remain in gifted and advanced academics programs. Students reported that they could access more rigorous coursework if they were supported by mentoring peers, in addition to informed family and educators. The matching intonations and word choices of the children and parents suggested academic success pathways as students carried the voices of their families with them.

The purpose of the Texas Cooperative Youth Study was to gather basic data on the problems and interests of youth from youth themselves, their teachers, and their parents in the stages of early, middle, and late adolescence. The study was made to determine interests, attitudes, and concerns of youth in relation to home and family life; to determine whether homemaking education in the school takes into account these concerns and attitudes; and to find out whether interest in homemaking education is related to selected background and sociological variables.