Thesis (Ed. D.)--Illinois State University, 2003. / Title from title page screen, viewed November 15, 2005. Dissertation Committee: Paul J. Baker, Albert Azinger (co-chairs), Dawn Snyder, Norman Durflinger. Includes bibliographical references (leaves 136-140) and abstract. Also available in print.

This meta-analysis investigated the practical significance of school counselor-led social emotional learning (SEL) interventions on outcomes for students in Grades 6–12. The sample includes 28 studies involving 3,794 middle and high school students. The treatment group was comprised of a total of 2,032 students, who received interventions led by a certified school counselor. The control/comparison groups were derived from a sample of 1,762 middle and high school students who did not receive the school counselor-led intervention. The meta-analysis included a diverse sample of students, with ethnicity reported as 589 (15.52%) African American, 52 (1.37%) Asian, 1,162 (30.63%) Hispanic, 1,267 (33.39%) Caucasian, 11 (0.28%) Native American, 21 (0.55%) Pacific Islander, and 177 (4.66%) Multi-racial/Other. Of the studies included in the meta-analysis, the ethnicities of 412 (18.86%) students were not reported. A total of 12 studies were conducted at the middle school level, 10 at the high school level, and 6 studies reported a mixed setting of Grades 6–12. The sample included almost equal representation of 1,883 (49.63%) males and 1,847 (48.68%) females, and the genders of 69 (1.82%) students were not reported. The overall unweighted Cohen’s d effect size (ES) of the school counselor-led interventions was .312 (95% CI [.173, .452]). The ES for overall cognitive outcomes (d = 0.380) was slightly larger than for overall effective role functions outcomes (d =0.377) and affective outcomes (d = 0.356). The smallest ES reported for overall variables was for behavioral outcomes (d = 0.228). The largest ES for a specific student outcome measure was found for standardized achievement test scores (d = 0.612) (Vernez & Zimmer, 2007). Moderator analyses were conducted and are explored in the results and discussion. The results address the current gap in school counseling outcome research by broadening future research directions for comprehensive school counseling programs (CSCP) to incorporate SEL initiatives aimed for middle and high school students. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Thesis (Ed. D.)--Illinois State University, 2002. / Title from title page screen, viewed Aug. 13, 2004. Dissertation Committee: Deborah J. Curtis, Kathleen Marie Crawford (co-chairs), Robert L. Fisher. Includes bibliographical references (leaves 117-119) and abstract. Also available in print.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 133-142). Also available via the Internet.

Thesis (Ed. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 157-162).

Thesis (Ed. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 225-238).

Thesis (Ed.D.)--Teachers College, Columbia University, 1994. / Includes tables. Typescript; issued also on microfilm. Sponsor: Margaret Terry Orr. Dissertation Committee: Frank L. Smith, Jr. Includes bibliographical references (leaves 90-91).

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Includes tables. Typescript; issued also on microfilm. Sponsor: Frank L. Smith Jr. Dissertation committee: Jeannette E. Fleischner. Sponsor: Frank L. Smith, Jr. Dissertation Committee: Jeannette E. Fleischner, . Includes bibliographical references (leaves 160-167).

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 199-205). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 199-205). Also available on the Internet.