Thesis (Ph. D.)--University of Louisville, 2005. / Department of Leadership, Foundations, and Human Resource Education. Vita. "May 2005." Includes bibliographical references (leaves 207-223).

Thesis (Ph. D.) University of Missouri-Columbia, 2006. / 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 August 6, 2007) Includes bibliographical references.

This study conducted an experiment with 139 staff volunteers from a suburban school district (K-12) who participated in an eight-week program of exercise, nutritional practices, and stress control measures. All participants were pretested and posttested for mental well-being and physical fitness. Two treatment groups set goals, wrote contracts, and met weekly to hear speakers and share experiences, and made weekly reports to a director of the project. One treatment group was provided with leaders who organized supporting activities; the other treatment group was divided into support groups without leaders. A third group was composed of individuals who did not participate in the formal program but were present in the schools where general wellness activities may have affected their health-related activities. The program produced significant changes in mental and physical health, whereas the informal influences on the third group produced no significant change in physical fitness but did, to a lesser degree, produce a significant change in the mental health of its members. Significant relationships were found between the level of health-related behavior sustained in the program and changes in mental and physical health; physical health levels and improvement were not found to be related to mental health levels or improvement. The levels of support produced significant results only when comparing treatment groups with the third group (that did not participate in the formal program); leader-led groups did not produce significantly different results from the leaderless groups. The description of the wellness program and the results of its use provide a model for school administrators who wish to improve the health and productivity of their staff. It also represents a method of introducing wellness into the school curriculum. Staff members become models for wellness and enthusiasts for the benefits of such programs.

This qualitative case study examined the recruitment and hiring practices of an urban district. Participants in this study included five district-level, human resource staff members and six campus principals. Data collected and analyzed including audio recordings of semi-structured interviews of each participant and documents at the district and campus levels used during the recruitment and hiring processes. The findings suggested that there is evidence of the district's use of the fit theory and culturally relevant pedagogy, and there is potential value in uniting and using both theories to identify and hire culturally responsive teachers. Findings also suggested that some tenets of both theories overlap, and some were more evident and more valued in the district processes than others. Since urban schools tend to experience significant staffing challenges and require teachers who are more culturally responsive, this study has the potential to help district and campus leaders examine their current hiring practices and establish stronger connections to the fit theory and culturally relevant pedagogy tenets.

The purpose of this study was to determine the relationships between certain personality traits, certain situational factors, scores on the leadership behavior dimensions, and scores on the effectiveness and efficiency scale of selected school maintenance supervisory personnel.

Research suggests that participation in the School Breakfast Program positively impacts academic success by improving student behavior, cognitive functioning, and attendance. Additionally, the School Breakfast Program appears to improve food insecurity, overall health and weight-related issues. However, compared to the National School Lunch Program, participation in the School Breakfast Program has been historically low, especially at the high school level. Using an integrated composite framework, a combination of social cognitive theory and ecological systems theory, as the conceptual model, this qualitative case study explored factors influencing student breakfast eating and participation in the school's breakfast program within a college-preparatory high school serving culturally diverse, predominantly low-income students. I used an all-staff survey as a qualitative data collection tool, and semi-structured interviews with school staff, student focus groups, and a Draw-A-High-School-Student-Breakfast Test to collect qualitative data. Using thematic networks as an analysis tool, I examined the attitudes, beliefs, and behaviors of school staff and students about breakfast eating and participation in the school's breakfast program. The study found that communication about the School Breakfast Program, arriving to school in time to eat, and relationships with food service staff, influence participation in the School Breakfast Program. The findings are discussed in terms of their significance on practice and policy within both education and public health sectors. The study concludes with recommendations for future research.

The incidence of suicide attempts and completions during academically gifted students' attendance at state-supported, residential high schools was the subject of this study. School personnel's perceptions of this environment, roles in identifying students at-risk for attempting suicide, and knowledge about suicide were also studied. Five schools participated in this study. Initial interviews were conducted with each school's director, measuring the incidence of suicide utilizing an adaptation of a survey developed by M. Hayes and R. Sloat (1990). Questionnaires distributed to personnel included questions about knowledge about the school's history concerning suicide, perceptions of the environment, and knowledge about suicide. The adaptation of Hayes and Stoat's survey was included in questionnaire materials, along with the School-Level Environment Questionnaire (Rentoul & Fraser, 1983) and 11 true/false statements measuring knowledge of suicide. A total of 83 questionnaires were completed. Telephone interviews were conducted with a random sample of 21 personnel who completed the questionnaire. These interviews consisted of open-ended questions measuring the environment of these schools and perceived roles of personnel in identifying students at-risk for suicide. Descriptive and qualitative analyses were conducted. Ten attempts and two completions occurred among 4899 students. Suicide attempts and completions were measured to be .20% and .04% respectively. These findings indicate that these schools need to be prepared in order to prevent suicide among this population. The environment of these schools was one of affiliation, autonomy, and innovativeness. However, affiliation predominately existed within specific departments and/or divisions. Personnel characterized their roles in suicide prevention as unofficial because of lack of time, academic priorities, and other individuals who were better equipped to respond to students. Even though personnel considered their roles unofficial, they attempted to meet students' emotional needs through support, observation, and involvement. Knowledge of suicide was observed in the areas of incidence of suicide among adolescents, importance of warning signs, factors increasing risk, and need for intervention. Respondents were less knowledgeable about the rate of suicide among adolescents, factors not increasing risk, and myths about suicide. / Department of Educational Psychology

Thesis (Ed. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 94-102).

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 121-128). Also available via the Internet.

Thesis (Ph.D.)--Washington State University. / Includes bibliographical references.