This study concerns the use of character education practices in schools and how these practices can be integrated into the art education curriculum to benefit students from urban high-poverty backgrounds. I conducted a document analysis of research in character education referring to methods of integrating character education skills into classroom practice. I identified character education programs that provide instruction in the areas of the emotional resources that Payne (2013) suggests that students from high-poverty backgrounds lack. Then, I made connections between how these identified character education skills align to the studio habits of mind (Hetland, 2013) that the visual arts have been suggested to develop in students to create guidelines for art educators to implement in their classrooms.

The purpose of this thesis is to seek to understand how parents of preschoolers having difficulty complying to social-conventional rules perceive their role in helping develop self-regulation. My work as a graduate research assistant with Dr. Boyer enabled me access to a large grounded theory study entitled, Foundational Measures of Early Childhood Self-Regulation from which the parents were chosen. Since I endeavoured to capture the parent's perspective, as they reflect on the development of self-regulation, this study is designed within a qualitative paradigm particularly, a multiple case study design. In keeping with the qualitative case study tradition this study employed a demographic sheet and interview questions which were used in the larger study. Themes which surfaced include: parental frustration, feelings of ineffectiveness or success, concern for their child's future, birth of siblings and their child's ongoing development. In addition, parent's perceptions of strategies they used included reasoning, staying firm, staying calm, warnings, in advance, empathy negation and removal.

This study explored the effects of cultural consequences identified through a ranking task on the selection of interlocking behavioral contingencies and aggregate products constituting ethically self-controlled responses when participants had pre-existing relationships. Two experiments were conducted to explore these effects. Experiment 1 had two triads of three participants each recruited from a university-based autism center. Experiment 2 had three triads of three participants each; participants in Triads 3 and 4 were recruited from a university-based rock-climbing club while participants in Triad 5 were recruited from the same university-based autism center as in Experiment 1. All participants were exposed to a task that involved choosing odd or even rows from a matrix displayed throughout the experimental session. Individual contingencies were programmed in all conditions while metacontingencies were programmed in some conditions. Participants selected the topography of the cultural consequence through a pre-experimental ranking task prior to the onset of the experimental session. A change was made to the experimenter's verbal behavior in all operant and metacontingency conditions for Experiment 2. The results of both experiments indicate that identification of the cultural consequence through a ranking task with participants having pre-existing relationships did have an effect on the continued selection of the cultural consequence across all triads with quicker selection occurring during Experiment 2. This study extends the current literature on ethical self-control and provides new procedures and designs to further understand the variables involved in the selection of cultural consequences when there is competition with an immediate operant consequence.

The thesis investigated the notion of ego depletion in children, on classroom-based, 'academic' type tasks. Two major studies conducted with primary school students, aged between 10 and 14 years explored how an act of effortful self-control can impact adversely on performance and volition on a second, seemingly unrelated task. A third study investigated teacher perceptions of ego depletion effects.

Thesis (M.A.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 141-158). Also available on the Internet.

Thesis (M.S.)--State University of New York at Binghamton, Department of Psychology, 2008. / Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 141-158). Also available on the Internet.

Thesis (Ph. D.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 155-183).

Thesis (M.S.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 56-63). Also available on the World Wide Web.