Thesis (M. Arch.)--University of Hong Kong, 2002. / Includes 1 special report study and 1 technical report. Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (M.A.)--Ohio State University, 1950. / Includes bibliographical references (leaf 50). Available online via OhioLINK's ETD Center.

Thesis (M.A.)--Virginia Polytechnic Institute and State University, 2003. / Title from electronic submission form. Vita. Abstract. Includes bibliographical references.

Thesis (Ed.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed March 2, 2010). PDF text: xx, 256 p. : ill. ; 4 Mb. UMI publication number: AAT 3380369. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph.D.)--University of Oklahoma, 1989. / Bibliography: leaves 149-155.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 105-109).

Thesis--PlanA (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Through the utilization of school discipline policies, millions of students nationwide have been harshly disciplined and/or removed from the regular school setting – with lasting impact on both students and their communities. With regards to discretionary school discipline policies, those tasked with implementing them – both at the district and school level, as well as in the classroom – could have a real influence on the outcomes of the policies, due to the basic viewpoints and interpretations that each policy administrator brings to the table. In other words, the way administrators make sense of discipline – including their interpretation of its purpose or efficacy – may be a key factor in the policy implementation process and in policy outcomes (including the over-use of discretionary policies and an over-reliance on more punitive consequences), something to be considered by those examining implementation and outcomes. This study explores the role of principals’ and assistant principals’ own viewpoints in the execution of such policies – specifically, in an urban school district in Texas – which no research has solely and fully touched on in Texas prior to this study. This researcher has sought to examine and explain the potential relationships between the following: a) middle and high school administrators’ interpretation of discretionary school discipline policies (including administrators’ views about purpose and efficacy to provide this researcher with context for each administrator); b) these administrators’ understandings about the factors (“affinities”/themes) that may influence their actual implementation of discipline policies (including both school-specific conditions and student-specific characteristics); and c) the rate of disciplinary actions taken by schools, in comparison to the predicted rate of such action. To provide an examination and explanation of administrators’ interpretation of, as well as the drivers behind, their implementation of discretionary school discipline policies, this researcher has utilized a qualitative research method highly informed by Interactive Qualitative Analysis (IQA), which also incorporates a quantitative data component. This researcher hopes that this study will allow for a broadened discussion of alternative ways of thinking – including considerations of effective alternative programming and strategies – that administrators can employ when dealing with students determined to be problems in the classroom. / text

The vast majority of studies on ethnic identity development in adolescence have primarily focused on those youths who reside with their biological parents. The disproportionate representation of minority youth in the child welfare system is a salient issue related to identity development, when considering that typical parental figures may be vastly different for these children. This study sought to provide information on the relations between length of time in foster care and an adolescent's ethnic identity. It also examined whether ethnic identity varied as a function of youth being placed in homes where at least one caregiver was of a different race than them. This current study includes data collected for Mental Health Service Use Of Youth Leaving Foster Care (2001-2003) from the National Data Archive on Child Abuse and Neglect. Four hundred and six adolescents (228 females and 178 males; mean age = 16.33; 43% White, 50% African American, 3% Bi-racial, and less than 1% American Indian, Latino, or other) in the Missouri foster care system were interviewed. Data did not reveal a significant relation between when children were first placed into foster care and their total ethnic identity scores. Although there was not a significant effect for youth placed in matched and unmatched homes, data revealed that youth who identified as White and had been placed in at least one unmatched home had a lower sense of ethnic identity than youth who identified as White placed in same-race homes. Further, in supplemental analyses youth placed in unmatched homes were more likely to have more depressive symptoms than those placed in homes of foster care parents with the same race. Ethnic identity was also positively related to self-esteem. Self-esteem was found to be positively related to higher grades and lower levels of depression. Critically, as already mentioned, the study found unexpectedly low levels of ethnic identity sense experienced by all youth in the study, relative to previous levels of ethnic identity in other adolescent samples. This study provides information on the importance of ethnic identity development and taking a strengths-based approach among youth placed in foster