Thesis (Ed. D.)--University of Texas at Austin, 2004. / Supervisor: Jay Scribner. Vita. Includes bibliographical references. Also available from UMI.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 13, 2006. Dissertation Committee: Elizabeth T. Lugg (chair), Larry McNeal, Ken Strand, David Tucker. Includes bibliographical references (leaves 72-78) and abstract. Also available in print.

"In this study the purposes of the school activity program in the field of administration and supervision have been examined. These purposes, as they relate to the total school program, have been examined also. As a result of the careful examination of the purposes of the school activity program it is the purpose of this study to set forth a practical criteria for administering and supervising a school activity program"--Introduction. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaves 41-43).

This was a causal-comparative study the Advancement Via Individual Determination (AVID) Program on middle school student academic achievement and attendance. There were two major research questions, which were presented. They were as follows: Is there a statistically significant interaction among gender (males, females), race/ethnicity (blacks, whites), and group membership (Talented and Gifted, AVID) with respect to Stanford 9-TA Partial Battery Normal Curve Equivalent (NCE) achievement total scores after controlling for initial differences in socioeconomic status and, Is there a statistically significant interaction among gender (males, females), race/ethnicity (blacks, whites), and group membership (Talented and Gifted, AVID) with respect to attendance after controlling for initial differences in socioeconomic status? These questions were analyzed using two three way ANCOVAS with 2 x 2 x 2 factorial designs, with a .05 alpha level employed to test for statistical significance. The researcher analyzed standardized testing and attendance data collected on the 1996-1997 eighth-grade student cohort within one mid-sized socioeconomic diverse urban school district. Data were collected on 398 students beginning with the 1994-1995 school year and concluding with the 1996-1997 school year. Data for eighth grade students not enrolled in the Gifted and Talented, or AVID programs for that length of time, neither were used. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS, 1995). Threats to the internal and external validity of this study may be that students have relocated or were not present during test administrations and their Stanford 9-TA Partial Battery Achievement Test data were not available. Test data for students neither blacks or whites, or in AVID or the Talented and Gifted programs for the indicated three-year span were not analyzed. Students missing attendance data were also not included. The creators of AVID, profess that students participating in the AVID program will attend school and achieve academically as well as other groups of children. The researcher's analyses of the data does not substantiate this claim. The data yielded that AVID students produced lower achievement scores on the Partial Battery of the Stanford 9-TA Achievement Test in all areas. It was also found that gender, race/ethnicity and group membership were significant factors. / Ed. D.

Fung, Ka Wo. / Thesis submitted in: December 2008. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (p. 174-181). / Abstracts in English and Chinese. / Chapter Chapter 1 --- Introduction --- p.1-13 / Chapter 1.1 --- Research Background --- p.1 / Chapter 1.2 --- Defining the Research Objects and Scope --- p.3 / Chapter 1.3 --- The Sociological Perspective --- p.10 / Chapter 1.4 --- The Organization of Thesis --- p.11 / Chapter Chapter 2 --- Theoretical Framework and Research Questions --- p.14-42 / Chapter 2.1 --- Current Theories and Research Studies --- p.14 / Chapter 2.2 --- Limitations of the Current Theories --- p.24 / Chapter 2.3 --- The Alternative Model: Sociological Institutionalism --- p.27 / Chapter 2.4 --- Research Questions --- p.39 / Chapter Chapter 3 --- Methodological Approach --- p.43-59 / Chapter 3.1 --- Introduction --- p.43 / Chapter 3.2 --- Sources of Data --- p.44 / Chapter 3.3 --- Temporal Dimension --- p.48 / Chapter 3.4 --- Method of Analysis --- p.50 / Chapter 3.5 --- Reliability --- p.58 / Chapter Chapter 4 --- Exploring the Institutional Origin of ECA in the Development of Hong Kong Mass Education --- p.60-91 / Chapter 4.1 --- Introduction --- p.60 / Chapter 4.2 --- Phase IA- Pre-government Intervention: Before 1967 --- p.62 / Chapter 4.3 --- Phase IB- Absorption by Government: 1967- 1981 --- p.64 / Chapter 4.4 --- Phase 1C- Initial Expansion in School Establishment: 1981-1992 --- p.67 / Chapter 4.5 --- Phase IIA- Consolidation in Education Reform: 1992-2000 --- p.73 / Chapter 4.6 --- Phase IIB- Accomplishment of Institutionalization: 2000~ --- p.79 / Chapter 4.7 --- Summary and Research Focus --- p.84 / Chapter Chapter 5 --- Explaining the Change and Organization of ECA in Official Curriculum --- p.92-111 / Chapter 5.1 --- Introduction --- p.92 / Chapter 5.2 --- definition of Curriculum --- p.95 / Chapter 5.3 --- Aims of Education --- p.99 / Chapter 5.4 --- Pedagogy --- p.107 / Chapter 5.5 --- Summary --- p.111 / Chapter Chapter 6 --- Public Discourse of Professional Bodies as Agency of Reform --- p.113-148 / Chapter 6.1 --- Introduction --- p.113 / Chapter 6.2 --- Textual Analysis --- p.115 / Chapter 6.3 --- Contents analysis --- p.141 / Chapter 6.4 --- Summary --- p.146 / Chapter Chapter 7 --- Conclusion --- p.149-165 / Chapter 7.1 --- Major Findings --- p.150 / Chapter 7.2 --- Research Implications --- p.155 / Chapter 7.3 --- Limitations --- p.159 / Chapter 7.4 --- Possible Future Inquiries --- p.164 / Appendix / Reference / List of Tables / Table 1. Top ten ECA items in secondary schools --- p.71 / Table 2. Definition of ECA in curriculum --- p.97 / Table 3: The distribution of the background of the auth ors across time --- p.142 / Table 4: The distribution of the orientation of the articles across time --- p.142 / Table 5: The distribution of articles oriented in policy and foreign model of ECA in Phase I and Phase II --- p.143

Recent research has shown an increase in cyber bullying acts against middle and high school students. The National Center of Education Statistics (2010) reported that cyberbullying incidents increased 73% between the years of 2007 and 2009. In 2011, 75% of cyberbullying victims were adolescents (National Center of Education Statistics, 2013). Using data collected from the Pew Research and American Life Project, the study examined the prevalence of cyber bullying acts against African American female adolescents compared to Caucasian male and female adolescents and African American male adolescents. Additionally, the study reported the cyber bullying incident that occurred most frequently as either directly using texting or indirectly using social media websites. Past research studies have shown a prevalence of cyber bullying acts against Caucasian females. The participants in this study were 737 adolescents 12-17 years old. The results suggested that a prevalence of cyber bullying acts against African American female students occurred at a significantly lower rate than Caucasian female and male students but a significantly higher rate than African American male students and Hispanic male and female students. Additionally, indirect cyberbullying incidents occurred significantly more frequently than direct cyberbullying incidents.

The purpose of this study is to investigate the artistic identity of high school females and the relationships they have with their art teachers. The research compiled my own experience as a high school student with the reflections of five participants who graduated from high school within the past five years. Each participant was interviewed about her time in high school related to art, including relationships and events in and outside of the art classroom. The themes that emerged from each participant's experience brought about the conclusion that the high school artistic identity is comprised of action, product, space, and perception. Uncovering the artistic identity of the high school student highlights the importance of the art teacher and the physical and emotional space they create in the art room.

<p>Abstract</p><p>According to World health organization, WHO, healthreport from 2002 makes physical inactivity and obesity together more than 10 % of the gathering global burden of diseases and are the source of increasing costs of healthcare. WHO estimate that 80 % of the cardiovascular diseases, 90 % type 2 diabetes and 30 % of all cancer can be provided by healthy diets, sufficiency physical activity and to quit smoking.</p><p>The aim of this study is to examine senior high school students food habits and to see if there any differences between boys and girls food habits.</p><p>The study has been made of a quantitative approach where senior high school students in grade 1, 2 have been answering the inquiry. The alternative answer in the inquiry was structured so that the students could fill in one or more alternatives that agreed with their food habits. Three questions had approximation alternatives.</p><p>To have a good attitude towards food you should eat breakfast, lunch and dinner and also snacks in between and make sure this is evenly spread over the day. You should also eat plenty of products with wholemeal, fruit and vegetables.</p><p>The conclusion is that students overall eat healthy which can be from newspapers and TV that continuously feed us with information about the risks with overweight and obesity. Often we can read in newspaper and see on TV how we should eat to feel good and loose weight. It could be that the students have knowledge about what is healthy but still can’t resist the temptation of sweets, crisp and chocolate. It can be all what’s offered so easily of sweets, crisp and chocolate in shops, kiosk and petrolstations. One idea to get the students to eat more fruit is to serve it daily in the schoollunch.</p><p>The result shows that the students eat breakfast, lunch and dinner but not snacks. Girls eat more fruit and vegetables than boys. Boys drink more soda and diet soda and boys eat more sweets than girls.</p> / <p>Sammanfattning</p><p>Enligt världshälsoorganisationen WHO:s hälsorapport från 2002 utgör fysisk inaktivitet och fetma tillsammans mer än 10 procent av den globala samlade sjukdomsbördan och ger upphov till ökande kostnader för hälso- och sjukvården. WHO bedömer att 80 procent av hjärt-kärlsjukdomarna, 90 procent av diabetes typ 2 och 30 procent av all cancer kan förebyggas genom bra matvanor, tillräckligt med fysisk aktivitet och genom att sluta röka.</p><p>Med denna undersökning vill jag undersöka gymnasieelevers kostvanor samt se om det finns skillnader mellan pojkar och flickors kostvanor.</p><p>Undersökningen har gjorts med en kvantitativ ansats där gymnasieelever i årskurs ett, två och tre har svarat på frågor i en enkät. Svarsalternativen i enkäten var strukturerade så att eleverna fick fylla i ett eller flera alternativ som stämde överens med deras kostvanor. Tre frågor hade ett skattningsalternativ.</p><p>För att ha en bra kosthållning bör man äta frukost, lunch och middag samt ett till tre mellanmål och att detta fördelas så jämt som möjligt över dagen. Man bör också äta rikligt med fullkornprodukter, frukt och grönsaker.</p><p>Resultatet visar att de flesta elever äter frukost, lunch och middag men att ett fåtal elever äter mellanmål. De flesta elever har en hälsosam kosthållning. Flickor äter mer frukt och grönsaker än pojkar. Pojkar dricker mer läsk och light läsk samt att pojkar äter mer godis, chips och choklad än flickor.</p><p>Slutsatsen är att eleverna överlag äter hälsosamt vilket kan bero på tidningar och TV som ständigt informerar oss om risker med övervikt och fetma. Ofta kan vi läsa i tidningar eller se TV om hur vi ska äta för att må bra och gå ner i vikt. Det kan vara så att eleverna har kunskap om vad som är hälsosamt men att de ändå inte klarar att motstå frestelsen för godis, chips och choklad. Det kan bero på det utbud av godis, chips och choklad som finns lättillgängligt bland annat i affärer, kiosker och bensinmackar. En ide om att få eleverna att äta mer frukt är att elevrestaurangen serverar frukt dagligen.</p>

Abstract According to World health organization, WHO, healthreport from 2002 makes physical inactivity and obesity together more than 10 % of the gathering global burden of diseases and are the source of increasing costs of healthcare. WHO estimate that 80 % of the cardiovascular diseases, 90 % type 2 diabetes and 30 % of all cancer can be provided by healthy diets, sufficiency physical activity and to quit smoking. The aim of this study is to examine senior high school students food habits and to see if there any differences between boys and girls food habits. The study has been made of a quantitative approach where senior high school students in grade 1, 2 have been answering the inquiry. The alternative answer in the inquiry was structured so that the students could fill in one or more alternatives that agreed with their food habits. Three questions had approximation alternatives. To have a good attitude towards food you should eat breakfast, lunch and dinner and also snacks in between and make sure this is evenly spread over the day. You should also eat plenty of products with wholemeal, fruit and vegetables. The conclusion is that students overall eat healthy which can be from newspapers and TV that continuously feed us with information about the risks with overweight and obesity. Often we can read in newspaper and see on TV how we should eat to feel good and loose weight. It could be that the students have knowledge about what is healthy but still can’t resist the temptation of sweets, crisp and chocolate. It can be all what’s offered so easily of sweets, crisp and chocolate in shops, kiosk and petrolstations. One idea to get the students to eat more fruit is to serve it daily in the schoollunch. The result shows that the students eat breakfast, lunch and dinner but not snacks. Girls eat more fruit and vegetables than boys. Boys drink more soda and diet soda and boys eat more sweets than girls. / Sammanfattning Enligt världshälsoorganisationen WHO:s hälsorapport från 2002 utgör fysisk inaktivitet och fetma tillsammans mer än 10 procent av den globala samlade sjukdomsbördan och ger upphov till ökande kostnader för hälso- och sjukvården. WHO bedömer att 80 procent av hjärt-kärlsjukdomarna, 90 procent av diabetes typ 2 och 30 procent av all cancer kan förebyggas genom bra matvanor, tillräckligt med fysisk aktivitet och genom att sluta röka. Med denna undersökning vill jag undersöka gymnasieelevers kostvanor samt se om det finns skillnader mellan pojkar och flickors kostvanor. Undersökningen har gjorts med en kvantitativ ansats där gymnasieelever i årskurs ett, två och tre har svarat på frågor i en enkät. Svarsalternativen i enkäten var strukturerade så att eleverna fick fylla i ett eller flera alternativ som stämde överens med deras kostvanor. Tre frågor hade ett skattningsalternativ. För att ha en bra kosthållning bör man äta frukost, lunch och middag samt ett till tre mellanmål och att detta fördelas så jämt som möjligt över dagen. Man bör också äta rikligt med fullkornprodukter, frukt och grönsaker. Resultatet visar att de flesta elever äter frukost, lunch och middag men att ett fåtal elever äter mellanmål. De flesta elever har en hälsosam kosthållning. Flickor äter mer frukt och grönsaker än pojkar. Pojkar dricker mer läsk och light läsk samt att pojkar äter mer godis, chips och choklad än flickor. Slutsatsen är att eleverna överlag äter hälsosamt vilket kan bero på tidningar och TV som ständigt informerar oss om risker med övervikt och fetma. Ofta kan vi läsa i tidningar eller se TV om hur vi ska äta för att må bra och gå ner i vikt. Det kan vara så att eleverna har kunskap om vad som är hälsosamt men att de ändå inte klarar att motstå frestelsen för godis, chips och choklad. Det kan bero på det utbud av godis, chips och choklad som finns lättillgängligt bland annat i affärer, kiosker och bensinmackar. En ide om att få eleverna att äta mer frukt är att elevrestaurangen serverar frukt dagligen.