Thesis (Ph. D.)--University of Wisconsin--Madison, 2005. / Vita. Includes bibliographical references (p. 136-144). Also available on the Internet.

Thesis (M.Phil.)--Hong Kong University of Science and Technology, 2005. / Includes bibliographical references (leaves 57-67). Also available in electronic version.

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 October 9, 2007) Vita. Includes bibliographical references.

<p> The proposed study involves the use of mixed methodological research of a conceptual model of Response to Intervention (RTI) as an instructional process aimed at increasing student achievement and thus reducing the achievement gap. The study aims to examine the relationship between implementation of a district-wide systematic process of Response to Intervention (RTI) in reading and student achievement in middle school. Embedded in this model is the possible impact of staff perception on fidelity of implementation. The construct of RTI employed in this study is the <i>hybrid approach,</i> which was developed from the modern standard protocol and problem-solving approaches, both which were born from the historical models of RTI developed by Bergan and Deno (Batsche et al., 2006). A conceptual framework was developed to conceptualize the required components of a systematic process of RTI with an academic focus, staff perceptions of the implementation process, and the potential impact on student achievement.</p>

<p> The teacher-student relationship is a vital component to the social, emotional, and academic growth of students. Nationwide the one constant in teachers&rsquo; classrooms are the observations by administrators. Administrators play a supporting role for students and teachers in our modern educational system. </p><p> The present case study examined four middle schools in a school district in Southern California. Four principals, four assistant principals, six teachers, and one superintendent of human resources were interviewed. Classroom observations with administrators were also conducted. Previous terms used to describe negative teacher affect have been teacher bullying, student maltreatment, and student victimization. Teacher affect was chosen to delineate the behaviors rather than the intentionality. </p><p> The findings suggest administrators look to the students and their interaction with the teacher to help recognize positive or negative affect. Although no formal training takes place, much informal collaboration among administrators happens behind the scenes to decide on how best to support a teacher demonstrating negative affect. All participants agreed the best way for administration to encourage positive affect was by modeling it themselves with staff and students. Creating a positive school environment for staff and students was important and most participants noted the belief of positivity coming from the top, at a district level, and flowing down into the classrooms. The suggestions for the educational community are concepts that can be implemented simply and economically to support a positive learning environment.</p>

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (D. Ed.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 115-118).

Thesis (Ed. D.)--Lehigh University, 2003. / Includes vita. Includes bibliographical references (leaves 200-222).