No description available.

The purpose of the study was to compare the academic achievement of students having a junior high school experience to those having a middle school experience. sample consisted of eighth-grade students from the Mississinewa Community Schools in Gas City, Indiana. The scores of 420 students having a junior high school experience were compared to the scores of 762 students following the reorganization of the middle grades into a middle school.The Iowa Tests of Basic Skills, (Form 7) were used as a measure of academic achievement. The test results were compared based upon sex and ability group differences. The Cognitive Abilities Tests, (Form 3) were used to determine ability group. A two-by-two-by-three multivariate analysis of variance was used to statistically analyze the data.Findings1. A significant difference was found in favor of the middle school in the areas of vocabulary,reading, spelling, math concepts and math problems.2. Both males and females attained higher academic achievement scores in the middle school setting than in the junior high school setting.3. Students in average, below average and above average ability groups attained higher academic achievement scores in the middle school setting than in the junior high school setting.4. Larger academic achievement gains were made by students with greater ability levels.Conclusions1. The academic achievement was higher for eighthgrade students having a middle school experience than for those having a junior high school experience.2. The middle school is more beneficial to the academic achievement of both males and females than the junior high school experience.3. Students with higher ability levels attained higher academic achievement gains in the middle school than students with less ability.

This study determined the reliability and validity of the Triage Assessment Scale for Students in Learning Environments (TASSLE) used in a Middle School setting. Participants included faculty/staff from a local middle school, masters students enrolled in a counseling program at a local private university in Pennsylvania, and experts with experience in crisis and the use of the TASSLE form. Following the viewing of three scenarios (mild, moderate, and severe), participants rated their perception of the level of reaction to the crisis using the TASSLE form. A quantitative correlational, within and between-subjects design was used to determine the reliability and validity of the TASSLE form. Content validity was demonstrated by the agreement of the ratings of the mild, moderate, and severe levels on the TASSLE form. / School of Education / Counselor Education and Supervision (ExCES) / PhD / Dissertation

Thesis (Ph. D.)--Illinois State University, 2007. / Title from title page screen, viewed on July 16, 2008. Dissertation Committee: Paul Baker (chair), Patricia H. Klass, Joseph Pacha, Neil Sappington. Includes bibliographical references (leaves 164-174) and abstract. Also available in print.

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 128-139) and appendices.

Thesis (Ed.D.)--Teachers College, Columbia University, 1972. / Typescript; issued also on microfilm. Sponsor: William P. Anderson. Dissertation Committee: Thurston A. Atkins. Includes tables. Includes bibliographical references (leaves 174-193).

Thesis (Ph. D.)--University of Pittsburg, 1990. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 259-263).

Thesis (Ph. D.)--University of Rhode Island, 2004. / Typescript. Includes bibliographical references (leaves 71-89).

Thesis (D.Ed.)--University of Delaware, 2009. / Principal faculty advisor: Robert Hampel, School of Education. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 250-263). Also available on the Internet.