Typescript. Includes vita and abstract. Includes bibliographical references (leaves 103-110). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (Ph. D.)--Lehigh University, 2006. / Includes vita. Includes bibliographical references (leaves 97-106).

Thesis (Ph. D.)--University of North Texas, 2005. / System requirements: Adobe Acrobat Reader. Includes bibliographical references (p. 320-332).

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Alba A. Ortiz. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 27, 2007) Vita. Includes bibliographical references.

The Monterey School Diabetes Prevention Project's (MSDPP) ENERGY Club is a pilot project for school-based health prevention curriculum targeting students with risk factors for diabetes. ENERGY is an acronym for Exercise 'n Eating Right is Good for You.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

This study was designed to investigate the relationship between discrete areas of cognitive processing and academic achievement in minority children. There have been many questions about the fairness of current testing practices as they have been applied to students from differing ethnicities. These students are entitled by law to a meaningful, nonbiased assessment of their abilities. The minority children targeted for study were bilingual Hispanic students. Cognitive processing tasks were drawn from established measures of perceptual-motor development, auditory recall, and nonverbal intellectual ability. Academic achievement was measured by two comprehensive tests, one that was English-based and another that was Spanish-based. One hundred fifty-eight students enrolled in eleven third grade classrooms were examined. The subjects participated in group administrations of the Bender Visual-Motor Gestalt Test, Raven's Standard Progressive Matrices, and a bilingual version of the Digit Span subtest from the Wechsler Intelligence Scale for Children-Revised. The Spanish-based achievement test was La Prueba Riverside de Realizacion en Espanol. The English-based achievement test was the Iowa Test of Basic Skills. Data were first analyzed by a stepwise multiple regression procedure to determine which of the experimental measures would predict academic achievement. Results indicated that the strongest predictor of academic achievement were scores from the test of nonverbal intellectual ability, which held true for both achievement tests. Scores in immediate auditory recall in English predicted achievement in certain achievement areas, but only on the Spanish-based test. Scores on the perceptual-motor test also predicted achievement on the Spanish-based test only. Auditory recall in Spanish did not predict achievement in any area on either test. The study concludes with a discussion of the viability of the independent measures as a meaningful, comprehensive test battery to be used with minority children in schools. Implications for future research and administrative planning are discussed.

The underrepresentation of minority students in gifted programs is well documented, and is due, in large part, to limited definitions of giftedness and inadequate identification techniques. New methods of locating and identifying gifted minority students must be developed. The peer referral procedure has been cited as one method for locating students who may be gifted but are overlooked by the most common referral source--classroom teachers, but researchers have not investigated directly the use of peer referral for locating minority students in any ethnic group. The subjects were the fourth, fifth, and sixth grade students (N = 1564) and their teachers in nine selected schools, divided into three groups: (a) schools with a Hispanic population of over 75%, (b) schools with an equal proportion of Hispanics and Anglos, and (c) schools with less than 25% Hispanic students. Students completed a peer referral form designed to reflect traits of gifted Hispanic students. Also, the number of teacher referrals using the traditional school district procedures was collected. Primary areas of investigation included the (a) relationship between the ethnicity of the nominator and nominee, (b) relationship between the gender of the nominator and nominee, (c) usefulness of peer referral to locate Hispanic students who may be gifted and (d) sensitivity of the peer referral instrument to Hispanic students. Qualitative and quantitative statistical techniques were used, including stepwise logistic regression, cluster analyses, odds ratios, and content analysis. Findings indicated that peer referral was a useful technique for locating Hispanic and Anglo students that teachers did not refer. Few differences were discovered between the Hispanics and Anglos on the instrument. Students referred peers who matched a stereotypical profile of the academically gifted student. In the balanced schools, Anglos tended to nominate other Anglos and Hispanics tended to nominate other Hispanics. Gender nomination patterns varied, depending on the question focus. Peer referral is a promising practice for locating some Hispanic students who may be gifted; however, if minority students who are different from the majority gifted student are going to be found, other methods of referral, besides teachers and peers, are needed. Researchers must continue to explore the differences and similarities between majority and minority children who are gifted.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 76-85). Also available on the Internet.