Thesis (Ed.D.)--University of Tulsa, 1972. / Bibliography: leaves 72-75.

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/23/2008). Includes bibliographical references (leaves 99-104).

Thesis (M.A.)--University of Wisconsin--Madison, 1972. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--University of Wisconsin--Madison, 1972. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--Central Connecticut State University, 1999. / Thesis advisor: catherine Kurkjian. " ... in partial fulfillment of the requirements for the degree of Master of Science in Reading and Language Arts." Includes bibliographical references (leaves [87]-90).

Thesis (M.Ed.)--Kutztown University of Pennsylvania, 1981. / Source: Masters Abstracts International, Volume: 45-06, page: 2794.

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 108-110). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Nov. 20, 2006).

The purpose of this study was to explore whether Latino parent perception of their involvement in their elementary child’s education affect their child’s behavior in the classroom. Previous research has demonstrated that parent involvement in education enhances the academic, socioemotional, and behavioral outcomes of children (Matingly et al., 2013). The current study utilized the qualitative method to examine Latino parent perception of school involvement and its relationship to child’s classroom behavior. Results from interviews were transcribed and analyzed. Findings of this study suggest that a relationship exists between parent perception of involvement in child’s education and child’s classroom behavior. Findings revealed three major themes: perception of parent involvement, communication and barriers. Results may bring awareness to the Latino community of how parent involvement can impact behavior and lead to mental health implications. Findings may influence social workers to change school policies, develop new programs and to refer them to adequate services.

Child obesity has become a national concern. Obesity in children ages 6-17 has more than doubled in the past 30 years. Only 20% of children today consume the recommended daily servings of fruits and vegetables. This trend is even more pronounced in minority populations. Past studies have reported that a horticulture-based curriculum, including gardening, can improve children's attitudes toward eating fruits and vegetables. To investigate whether children of a minority population can benefit from gardening supplemented with a curriculum on nutrition, research was conducted with elementary schools in the Rio Grande Valley of Texas (Hidalgo County). Elementary school teachers participating in this research agreed to have school gardens and complete all activities in a curriculum on nutrition provided to them through the Texas Extension Service. One hundred forty one children in the participating schools completed a pre- and posttest evaluating their attitudes and snack preferences toward fruits and vegetables and their knowledge before and after gardening supplemented with information on nutrition. Statistically significant differences were detected between pre- and posttest scores for all three variables. After comparing pre-and posttest scores, it was concluded that gardening with supplemental instruction, had a positive effect on all three variables including students attitudes and snack preferences toward fruits and vegetables and their knowledge of nutrition.