Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2006.

Thesis (Ph. D.)--Ohio State University, 1980. / Includes vita. Includes bibliographical references (leaves 133-141). Available online via OhioLINK's ETD Center.

Thesis (Ph. D.)--University of California, Berkeley, 1989. / Includes bibliographical references.

Academic programs for student athletes are an integral part of collegiate athletic programs across the country. The Summer Bridge Program at Texas A&M University is a transition program for student athletes that are beginning their first year of college. The program allows student athletes to begin their college career in the summer immediately following graduation and take a few courses and learn study and time management skills. The purpose of this study was to determine if transition programs were effective in helping student athletes succeed academically while in college. Chickering’s Theory of Identity Development and literature on learning communities formed the framework of the study. Learning communities and transition programs are becoming popular programs at colleges and universities to help all student transition to college and succeed academically. Also, there was much literature regarding the Academic Progress Rate and the 40/60/80 rule which determines the amount of degree plan that must be completed at the end of the sophomore, junior and senior year of college created by the NCAA. These rules are a driving force for academic centers to provide services for the academic success of student athletes. Data were collected both quantitatively and qualitatively with cumulative grade point ratios (GPR’s) of the student athletes and interviews were conducted with a small number of student athletes in select sports. After the GPR data was analyzed, the student athletes that participated in the program had lower GPR’s than those that did not participate. The qualitative data from the interviews provided positive statements and feelings toward the Summer Bridge Program. Additional research is needed since the area of transition programs for collegiate athletics has not been extensively investigated.

There is no abstract available for this thesis.

The purposes of this study were to ascertain the thinking styles of a selected sample group of cooperating teachers and university supervisors and to denote the differences between the thinking styles. The populations included 122 selected cooperating teachers and 31 selected university supervisors.Cooperating teachers and university supervisors completed the Level 1: Life Styles Inventory which contained 240 short phrases and words producing a twelve-dimension thinking style. Seventy-two cooperating teachers and twenty-five university supervisors were included in data analysis.Thinking style profiles of cooperating teachers and university supervisors were derived from mean and standard deviation scores on twelve thinking style scales.Twelve null hypotheses were tested to identify thinking style differences between cooperating teachers and university supervisors on twelve scales. Multivariate analysis of variance (MANOVA) followed by one-way analysis of variance (ANOVA) were the statistical treatments utilized to analyze data at the .05 level. Analysis of data relevant to total Level 1: Life Style Inventory responses and to each hypothesis resulted in the following findings: 1. Mean responses of participating cooperating teachers and university supervisors indicated strong orientations toward humanistic-helpful, affiliative, achievement, and self-actualized dimensions of thinking style.2. No significant differences existed between cooperating teachers and university supervisors on the twelve thinking style scales considered collectively.3. Individual thinking style scales with no significant differences were:(a) humanistic-helpful, (b) affiliative, (c) approval, (d) dependent, (e) avoidance, (f) oppositional, (g) power, (h) competition, (i) competence, (j) achievement, and (f) self-actualization.4. A significant difference existed between cooperatingteachers and university supervisors on the thinking style scale classified as "conventional."

The purpose of this study was to explore Grade 11 students perceptions of programs related to the prevention of alcohol use in four Saskatchewan high schools through an analysis of data elicited from student questionnaires and focus groups. Utilizing a case study design, information regarding current prevention policies in the schools was obtained by interviewing school principals. Interviews were then conducted with teachers and counsellors to determine the context in which the students were learning and included collecting data about the programs that were being delivered. In the final phase, 452 student questionnaires were administered and four focus groups were undertaken to explore students perceptions of alcohol prevention programs.<p> It was found that formal and informal school programs to prevent alcohol use were influenced by a number of factors. Time was an essential factor in allowing information to be conveyed to students. Although the topic of alcohol prevention was included within the health curriculum, there was limited time allotted to present this information in an effective manner. In fact, senior high school students did not receive any formal health education. With regard to alcohol prevention, the students identified that practicing resistance skills, the delivery of developmentally appropriate accurate information, and personal stories would contribute to their engagement in prevention programs and improve program efficacy. Methods of program delivery including peer interaction should be considered at all levels including the Grade 9 level when a large proportion of students reported that they started using alcohol. For the students in this study, the location and methods for student referrals to support services should be more transparent and accessible.<p> The findings of this study generated several implications for practice, policy, and research. First, systematic monitoring of students alcohol use would be useful in informing policy and program development. In adjunct to programs, teacher professional development should be implemented and informed by evidence-based practice to ensure consistency in the program goals and objectives. To support a comprehensive program with clear and consistent messages, policy needs to include the educative approach, professional development, strategies for student infractions, referral processes, parental information and guidelines, and evaluative measures. Implications for research underline the need for further exploration of students perceptions of zero tolerance policy, the nature of engaging prevention-related content, and efficacy of methods of information delivery to students on the risk continuum. Questions concerning how to actively involve parents at the school level need to be pursued.

The purpose of this study was to explore Grade 11 students perceptions of programs related to the prevention of alcohol use in four Saskatchewan high schools through an analysis of data elicited from student questionnaires and focus groups. Utilizing a case study design, information regarding current prevention policies in the schools was obtained by interviewing school principals. Interviews were then conducted with teachers and counsellors to determine the context in which the students were learning and included collecting data about the programs that were being delivered. In the final phase, 452 student questionnaires were administered and four focus groups were undertaken to explore students perceptions of alcohol prevention programs.<p> It was found that formal and informal school programs to prevent alcohol use were influenced by a number of factors. Time was an essential factor in allowing information to be conveyed to students. Although the topic of alcohol prevention was included within the health curriculum, there was limited time allotted to present this information in an effective manner. In fact, senior high school students did not receive any formal health education. With regard to alcohol prevention, the students identified that practicing resistance skills, the delivery of developmentally appropriate accurate information, and personal stories would contribute to their engagement in prevention programs and improve program efficacy. Methods of program delivery including peer interaction should be considered at all levels including the Grade 9 level when a large proportion of students reported that they started using alcohol. For the students in this study, the location and methods for student referrals to support services should be more transparent and accessible.<p> The findings of this study generated several implications for practice, policy, and research. First, systematic monitoring of students alcohol use would be useful in informing policy and program development. In adjunct to programs, teacher professional development should be implemented and informed by evidence-based practice to ensure consistency in the program goals and objectives. To support a comprehensive program with clear and consistent messages, policy needs to include the educative approach, professional development, strategies for student infractions, referral processes, parental information and guidelines, and evaluative measures. Implications for research underline the need for further exploration of students perceptions of zero tolerance policy, the nature of engaging prevention-related content, and efficacy of methods of information delivery to students on the risk continuum. Questions concerning how to actively involve parents at the school level need to be pursued.

This study determined the impact of downsizing on student achievement as reported in the AEIS database for the 10 downsized elementary schools in North East Independent School District (NEISD). Ten existing elementary schools lost students and teachers to four new schools that opened in 2005. Conclusions have been made regarding the impact of downsizing at these ten existing feeder schools on student achievement. The population of this study were students enrolled in third, fourth, and fifth grades at the ten downsized elementary campuses. Research questions were analyzed using an Independent Sample t test and the Pearson Product Moment Correlations to examine whether there was a significant difference between the variables and student achievement and correlations between student achievement and changes in teacher demographics. Based on the findings of this study, the following recommendations are provided: 1. Total tested student population and White subpopulation TAKS scores returned statistically significant improvement at the ten elementary campuses in the area of reading “met standards” after downsizing. 2. The Hispanic subpopulation returned statistically significant improvement in the area of reading “commended performance” after downsizing. 3. The overall tested student population and the Hispanic subpopulation returned statistically significant in the area of mathematics “met standards” after downsizing. 4. The overall tested student population and the Hispanic and White subpopulations returned statistically significant improvement in the area of mathematics “commended performance” after downsizing. 5. The African American subpopulation was the only population in this study whose student achievement mean declined from 2005 to 2006 in the areas of reading “met standards” and mathematics “commended performance.” 6. The African American subpopulation was the only population in this study to show a significant negative correlation between teacher years of experience and student achievement in “commended performance” for reading and mathematics prior to downsizing.