Thesis (Ph. D.)--Pardee Rand Graduate School, Santa Monica, California, 2008. / Title taken from PDF title screen (viewed June 3, 2009). Includes bibliographical references.

Thesis (Ph. D.)--Syracuse University, 1982. / Vita. Includes bibliographical references (leaves 106-118).

It was the purpose of this study to provide an historical analysis of the United States Army’s dependent school program in Europe in operation since the summer of 1946. A second, though equally important, purpose for the study was to provide a description of the organization and administration of these schools in an effort to acquaint educators and interested lay-personnel with the dependent schools program in operation today.

No description available.

Project (Ed.S.)--James Madison University, 2009. / Includes bibliographical references.

In this study factors which affect the degree of implementation of a curricular change were examined to determine how well a specific curricular change was implemented in relation to the original intent. The change, Developmentally Appropriate Practice, was implemented in Department of Defense Dependents Schools, Germany Region, beginning in school year 1991-1992 in grades kindergarten through two. During school year 1993-1994, grade three began the transition to Developmentally Appropriate Practice. Several factors which influence teacher behavior during the implementation process were investigated to determine if there is a correlation between those factors and degree of implementation, the dependent variable. The independent variables in this study were school culture; administrators' leadership effectiveness; teacher concerns about the implementation; and teacher characteristics including age, years teaching experience, years experience in Department of Defense Dependents' Schools, and training. The degree of implementation, the dependent variable, was defined in terms of the extent to which teachers had changed their behavior to become congruent with behavior required by the change. Teachers were identified as high, moderate, or low implementers, based on classroom observations. One purpose of the study was to increase understanding of implementation by analyzing the factors which affect the behavior of teachers in the change process. A second purpose of the study was to add to the body of research that explains why so many educational changes fail to become established practice. To establish interobserver reliability, two observers rated teachers using the same protocol. The interobserver reliability coefficient found was reported at .9820. The participants in the study completed the Stages of Concern Questionnaire, the Administrative Effectiveness Survey, the School Culture Survey, and a demographic survey. The results were correlated with the Early Childhood Classroom Observation form. Amount of training was found to have a statistically significant positive relationship with degree of implementation (p=.006). Statistically significant positive relationships were not found between the other independent variables and degree of implementation.

This study examined the outcomes for young adults in Extended Foster Care. Extended Foster Care is a relatively new program within the Child Welfare system, which provides services for former foster youth between the ages of 18 and 21 to become more successful, independent young adults. Before the implementation of Extended Foster Care in 2012, most of the foster children were left to fend for themselves after they turned 18, which resulted in negative outcomes. Extended Foster Care is a seemingly helpful program; however, due to its new existence there has been very limited research regarding the outcomes of these young adults in Extended Foster Care. This study used secondary data from the San Bernardino County Legislative, Research and Quality Support Services Unit. After data retrieval, independent t-tests and chi-squared tests were conducted using SPSS version 21. The independent variable of days spent in Extended Foster Care was compared to the following dependent variables: disability status, education status, housing status, and employment status and its barriers. The results of this study showed that the longer a young adults stays in Extended Foster Care, the higher their likelihood is of positive housing, employment, and education status. This study suggests it is critical to continue to provide Extended Foster Care services and further research needs to be conducted to ensure program quality and to continue to improve the services to this vulnerable, young adult population.

No description available.

Thesis (M.S.)--Naval Postgraduate School, 2003. / Title from title screen (viewed Nov. 19, 2003). "September 2003." Includes bibliographical references (p. 81-83). Also issued in paper format.

Thesis (M.B.A.)--Naval Postgraduate School, December 2003. / "MBA professional report"--Cover. Thesis advisor(s): Jeffrey R. Cuskey, Cary Simon. Includes bibliographical references (p. 107-109). Also available online.