Thesis (Ed.D.)--University of Central Florida, 2008. / Adviser: Rosemarye Taylor. Includes bibliographical references (p. 166-171).

Thesis (Ph.D.)--Tennessee Technological University, 2006. / Bibliography: leaves 108-114.

The purpose of the study was to determine which of the Eighteen Basic Middle School Principles were influenced by the Indiana Comprehensive Assessment and Program Planning System (CAPPS) based on perceptions of middle school principals. A second purpose was to determine the extent of influence (positive, negative, no influence) exerted by CAPPS on the Eighteen Basic Middle School Principles.A survey instrument consisting of eighteen items in five Likert-response categories was mailed to: one-hundred randomly selected middle school principals in Indiana. Space was provided for respondents to write a statement describing how CAPPS influenced each middle school principle. Sixty-two middle school principals responded to the survey.Middle school principles most influenced by CAPPS were basic skill repair and extension, and planned gradualism. Principles least influenced were continuous progress programs, intramural activities, social experiences, independent study and auxiliary staffing. Sixty-five percent of responding principals indicated CAPPS exerted no influence on the combined eighteen principles.Conclusions derived from data revealed although CAPPS was not perceived as exerting a major influence, it was seen as positive. CAPPS has influenced textbook, material selection and increased articulation between grade levels. Emphasis on basic skill areas and remediation have increased due to CAPPS.Rationale for the middle school was to meet developmental opmental needs of transescent youth. However, the middle school concept has been implemented for a variety of reasons including dissatisfaction with the junior high school and reorganization of grade, levels to facilitate. desegregation and changing enrollments.Recommendations for further research include assess merit of educators to determine understanding of CAPPS and the middle school concept. Research also needs to be conducted to determine if educators are following CAPPS guidelines.

Thesis (Ph. D.)--University of Rhode Island, 2003. / Typescript. Includes bibliographical references (leaves 76-82).

Thesis (M.S.)--Central Connecticut State University, 1999. / Thesis advisor: Philip Halloran. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Mathematics]." Includes bibliographical references (leaves 34-36).

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Briley E. Proctor, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed July 28, 2006). Document formatted into pages; contains x, 122 pages. Includes bibliographical references.

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 163 pages. Includes bibliographical references.

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 111 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Nov. 25, 2008). Includes bibliographical references (p. 191-205).

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Akihito Kamata, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed June 7, 2006). Document formatted into pages; contains x, 135 pages. Includes bibliographical references.