Research shows that there exists a tremendous need for programs and practices that help rising ninth grade students successfully transition from middle to high school. Various studies depict these transition programs which are related to demographics such as race/ethnicity and socioeconomic status, programs that center on rural, urban and suburban education as well as programs that are related to school size. This dissertation is a descriptive analysis of the transition practices for ninth grade students found in Maryland's public high schools. Using quantitative methodology with an emphasis on survey design, the study describes the relationship between the practices and the aforementioned factors that influence those practices. Secondary to the description is a determination by school staff regarding the effectiveness of these practices. Results from this study support the theory that transition practices are needed to address the many issues facing ninth grade students. The success of ninth grade students is dependent upon the use of these practices by high schools. This goal assists students to make a successful transition to high school leading to a successful educational experience. / Ed. D.

The study of perception of visual images and the influence of counseling upon them has received little if any attention. This study was designed to investigate this uncharted area and to demonstrate the effects of counseling upon visual perception. The primary function of this investigation was to seek answers to the following questions. Is it possible for group counseling to have an effect on one's perception of visual stimuli? Will a counseling experience which produces a change in a person' behavior also cause that person to perceive visual images in a different way than he perceived them before counseling? In other words, does a concomitant relationship exist between visual perception and other forms of perception?

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Thesis (Ed. D.)--Lehigh University, 1998. / Includes vita. Bibliography: leaves 182-201.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Appendices in English and Chinese. Typescript. Vita. Includes bibliographical references (leaves 112-118). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Appendices in English and Chinese. Typescript. Vita. Includes bibliographical references (leaves 112-118). Also available on the Internet.

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

The purpose of this dissertation research was to ascertain information from ninth-grade students about their perspective in reference to Response to Intervention (RTI) in their school and how it is impacting them as well as their perceived future implications on their education. In order to accomplish this overall objective, the following three research questions framed this study: 1. What are the perceptions of ninth-grade students concerning RTI? 2. What elements of RTI do they see as beneficial for them to progress to their sophomore year? 3. What are the RTI teachers doing to assist ninth-grade students to progress successfully to their sophomore year? A rural school in the Midwest was selected for this qualitative case study research. Document analysis of two websites, six papers, and student grades and test scores were used. Forty, ninth-grade students were surveyed, four students from this population were interviewed, and two core/RTI teachers were interviewed along with the building principal. Participants in the study self-selected pseudonyms for research anonymity purposes. The surveys were conducted in the ninth-grade English classes on one day, and interviews were conducted on separate days, face-to-face, and later transcribed for accuracy. There are three themes which emerged from the data: (1) students’ sense of accomplishment, (2) students’ sense of belonging, and (3) students’ sense of maturity. These findings describe students’ self-pronounced perceptions of their 8th hour RTI class and RTI’s effects on their learning. Based on this study’s findings, it is recommended that additional investigation into elements of RTI and student perceptions be conducted. Data collection and assimilation from one school year to the next and progress monitoring using norm-referenced tests need to be increasingly used in high schools. The schools should monitor RTI and student achievements and keep a record to improve their instruction. One way to screen the effects of RTI is to access students’ RTI perceptions and conduct longitudinal data collection and analysis from many school districts and populations.

By presenting first, statement of theory, and then concrete examples and original exercises, wherever practical, this thesis suggests possible ways to combine linguistic methods with traditional ones to make a more effective approach to teaching language in the ninth grade.

The investigator has undertaken this study to determine whether the present orientation course at Oakdale High School meets the needs of youth whom it serves. Interest in the problem was aroused through controversy form time to time regarding the practicability of such a course as part of the curriculum, since some of the high schools in the county either do not have, or no longer include, Orientation in the curriculum as a separate course.