Thesis (ED. D.)--Temple University, 1939. / Photoprinted. Bibliography: p. 93.

Thesis (Ph. D.)--Ohio state University, 1929. / Bibliography: p. 121-122.

Thesis (Ed. D.)--Illinois State University, 1983. / Title from title page screen, viewed May 5, 2005. Dissertation Committee: Max R. Rennels (chair), Susan Amster, M.M. Chambers, William Colvin, Charles Sherman. Includes bibliographical references (leaves 57-59) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1983. / Title from title page screen, viewed May 16, 2005. Dissertation Committee: Jack Hobbs (chair), John Brickell, Al Goldfard, Fred Mills,Max Rennels. Includes bibliographical references (leaves 105-107) and abstract. Also available in print.

Thesis (M. Sc.), Memorial University of Newfoundland, 1998. / Bibliography: leaves 75-77.

Thesis (doctoral)--Göteborgs universitet. / Extra t.p. with thesis statement inserted. Summary in English. Includes bibliographical references (p. 279-291).

University of British Columbia between high school achievement, as represented by grade twelve results, and university performance, as represented by first year standing. The aim of the work was to provide counsellors, both at the University of British Columbia and in the secondary schools of this province with predictive information for use in counselling. The high school variables used were letter grade average, percentage average, standing at first attempt, recommendation, number of Departmental examinations written, and major subjects taken. The criterion of university performance used was first year standing in April. A sample of 737 students was chosen from the Faculty of Arts and Science during the academic year of 1957-58. The students chosen had completed their final year in a public high school in British Columbia, were not repeating any first year university courses, and had had an uninterrupted secondary education. They had registered for at least fifteen units of course work, which included English 100-101, Mathematics 100 or 101, a foreign language, a science, and an elective. Results of this study can therefore be used adequately only with students of comparable high school background and with similar freshman programmes. Literature relevant to the areas investigated in this study was reviewed. By use of the Chi-Square technique and of a method of partitioning Chi-Square, it was determined whether the difference in freshman performance was significant among the students grouped according to the various high school variables, and where the difference lay. Contingency coefficients were calculated to show the degree of relationship between the variables and the criterion. Most of the results of the investigation were in agreement with those reported by other authors who had conducted similar studies. It was found that there is a high positive relationship between freshman standing and grade twelve average, whether letter grade or percentage, that students who complete University Entrance standing at first attempt perform at a higher level at university than students who are required to make more than one attempt, that recommended students are better academic risks than non-recommended students, and that students who are required to write three or more Departmental examinations are more likely to fail at university than students who write just one or two examinations. Contrary to most studies, and agreeing rather with the exceptions, it was found that there is some relationship between major subjects taken in high school and freshman standing. Students who have included in their high school programmes Mathematics, Science, English, and Social Studies as majors are less likely to fail at university than students who take Mathematics and Science majors but omit English and Social Studies majors. Students who have taken a high school foreigh language major are more successful in first year university than those who omit a foreign language major. A word of caution was included regarding the impossibility of perfect prediction for all students owing to the unreliability of marks, to individual differences, and to personal problems, adjustment and growth. Within the specified limitations of the results, the study indicated that high school achievement could be used effectively in prediction of performance at university. A number of suggestions for further study were mentioned, the most strongly recommended of which were a study of the possibility of using a prediction formula including both high school achievement records and aptitude test results, and an investigation of capable students who do not proceed to university. / Education, Faculty of / Graduate

"The purpose of this report is to show as completely as possible how the principles of evaluation were applied in the development, organization, execution, outcomes, and plans for future improvement at one particular secondary school, the Valdosta High School located in Valdosta, Georgia"--Introduction. / "February, 1954." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Includes bibliographical references (leaves 82-83).

Surveys provide some of the most vital information to statisticians, allowing them a glimpse into the minds of respondents. With such importance, it is imperative to properly analyze surveys to ensure that the conclusions reached truly address the analytical goals. To confront this issue squarely, this thesis analyzes a particular set of surveys collected from a group of students at a local elementary school before and after the implementation of a program called Conscious Discipline, which is designed to combat behavioral issues in the classroom. With the goal of determining whether or not the students' attitudes toward their school environment changed, three analysis methods are considered. The final method, a usage of Kendall's Tau which involves the comparison of a ranked set of survey responses from an expert to the responses of the students, is determined to address the goal the most efficiently and is explored at length. The heart of the investigation entails the utilization of a program to generate the distribution of the test statistic. With the distribution in place, the test statistic is calculated for the specific survey data and compared, to determine if Conscious Discipline has truly made a difference for this particular group of students.

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