Thesis (M.Ed.)--University of Hong Kong, 1982. / Includes bibliographical references (leaves 106-111). Also available in print.

Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed May 23, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Howard P. Parette, Jr., George Peterson-Karlan. Includes bibliographical references (leaves 132-149) and abstract. Also available in print.

Disputats. Stockholm : Stockholms universitet, 2006. / I publikationen: ISSN 1104-1625-138. Med litteraturhenvisninger.

This study examined the effectiveness of the LEAST Approach to Discipline with junior high school teachers having behaviorally disordered pupils in their classes. The sample consisted of twenty junior high school teachers who were paired on the basis of quantity and problem severity of behaviorally disordered pupils in their classes. Each matched pair was split and randomly assigned to the experimental and control group. Treatment consisted of eight hours of training in the LEAST approach. Subsequently, each experimental teacher was observed in class and given feedback regarding his application of the LEAST approach. The control group received no treatment. Following treatment, a two-month data collection period ensued. During this time data was collected for both groups on seven dependent variables. Specifically these were (1) teacher deviancy management skills, (2) pupil perception of the classroom environment, (3) pupil compliance, (4) office referrals, (5) teacher-parent conferences, (6) pupil absences and (7) non completed assignments.

This survey study utilized two self-report questionnaires for the purpose of clarifying the interdependent relationship among the following variables: (a) the academic aspirations of junior and senior secondary school students (b) their knowledge about British Columbia public college and university general academic admission criteria, (c) the geographical location of the students (urban or rural). Over all, the students who participated in the study showed high academic aspirations, but little awareness of the nature of post-secondary admissions policies. Few students were fully aware of the open admissions policies of their local community colleges and most students incorrectly identified most of the non-academic items (such as attitude and fitting in socially) as being important for admission. Students with post-secondary academic aspirations and urban students were more aware of the academic expectations of their local universities and colleges. Among males, grade nines, and students not planning to attend college or university, rural students were less knowledgable than urban students about post-secondary admission criteria. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The feeling of ownership is a topic of research that has not been addressed as a component in the integration of technology in the K-12 classroom. The effectiveness of this abstract concept in relationship to digital computing is important in the evaluation of one-to-one initiatives in education. This paper reports findings of a research study conducted using a new ownership survey instrument I developed, the Laptop Usage Inventory (LUI). Also administered during the study was the Student Attitude Survey given in a pretest/posttest design. The instruments were administered to seventh and eighth grade students in a north Texas middle school in the 2007-2008 school year. The methodology used to evaluate the Laptop Usage Inventory consisted of Cronbach's alpha and various scaling methods. LUI scale scores were correlated with the results of the Student Attitude Survey to compare students' attitudes toward school before and after using a laptop computer for the school year. Implications for laptop initiatives and for the classroom are discussed and a future research agenda is presented.

This study was undertaken in the belief that a greater relationship would be revealed between the Rorschach and intelligence test scores if the factors in the Rorschach which have been found in the past to be related to intelligence could be compared as a whole with scores obtained on mental tests. The purpose of this study was to determine whether it could be demonstrated that a higher degree of relationship does exist between several of the Rorschach factors, considered as a whole, and intelligence as revealed by the California Test of Mental Maturity.

No description available.

This study is the result of testing conducted on seventh grade students to determine the influence of environment on academic achievement.

The purpose of this study was to determine the relationship between career education and the career maturity of eighth-grade students as measured by the Attitude Scale and the Competence Test of the Career Maturity Inventory. A posttest only experimental design was used for the study. The subjects were selected from a population of eighth-grade students in a suburban school district in north central Texas and randomly assigned to treatment and control groups. The treatment group had a career education class for forty-five minutes each day for eighteen weeks. The control group selected an additional elective. Multiple t tests were used to test the hypotheses of the study. The hypotheses were grouped into the areas of maturity of career attitudes, maturity of career competencies, sex and career maturity, school and career maturity, and teacher and career maturity.