Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 144-157). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9963449.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

published_or_final_version / Education / Master / Master of Education

Thesis (Ph. D.)--York University, 1999. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 138-155). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ43437.

Thesis (Ph. D.)--York University, 1999. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 92-99). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ56228.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

This qualitative study provides entrance into the everyday experiences of a team of teachers working in an alternate program. The teachers' personal narratives of the daily, intimate and complex interactions between teachers and students are presented and probed for possible interpretations. Their anecdotes reveal that these teachers do not experience students' risk, in the usual negative sense of the word, but instead as hope for that which is not yet, and for that which might be possible. This hope is shown, for example, through teacher care and commitment to individual students, as well as through high teacher expectations and clearly articulated standards which the students must work hard to achieve. This study suggests that understanding what it is to teach well in a so-called "at-risk" setting is to increase our understanding of the greater question of what it is to teach.

The purpose of this study was to identify a relationship between sensation seeking and underachievement. Archival data of seventy seven students of the Indiana Academy were collected. It was hypothesized that scores on the Sensation Seeking Scale would negatively correlate with grade point average. It was also hypothesized that Sensation Seeking Scale scores would be associated with incidents of academic probation, behavioral problems, and withdrawal from the Indiana Academy. A weak yet significant negative correlation was found between Total Sensation Seeking scores and grade point average. A slightly stronger negative correlation was found between the Disinhibition subscale of the Sensation Seeking Scale and grade point average. Total Sensation Seeking scores were associated with incidents of behavioral problems, but were not associated with incidents of academic probation or withdrawal from the Indiana Academy. Disinhibition subscale scores were associated with incidents of behavioral problems and withdrawal from the Indiana Academy. / Department of Counseling Psychology and Guidance Services

The purpose of this study was to describe a tenth grade English program for reluctant learners and to determine the benefits of the program in achieving improvement in reading, writing, and self-concept. In addition, a general perception of the possible success of the program as ascertained by students and administrators was sought. The population consisted of 43 reluctant learners identified by low achievement scores, poor report cards, teacher recommendation, counselor recommendation, and personal interview.A pretest/posttest comparison of scores on six standardized tests for vocabulary, reading comprehension, spelling, language mechanics, language expression, and self-concept was utilized to determine improvement. Researcher-created surveys were used to determine perceptions of students and administrators regarding the success of the program.1. Seventy-eight percent of the students improved in vocabulary.2. Sixty-nine percent of the students improved in reading comprehension.3. Sixty-three percent of the students improved inspelling.4. Seventy-eight percent of the students improved in language mechanics.5. Ninety-two percent of the students improved in language expression.6. Fifty-eight percent of the students improved in self-concept.7. Both students and administrators considered the program a success.Conclusions1. Grouping reluctant learners for part of the school day is beneficial to improving reading,' writing, and self-concept in tenth grade English classes.2. A personalizing and individualizing approach to teaching reluctant tenth graders is essential.3. A reluctant learner program is considered valuable by students and administrators in the Menasha Public School System.4. Test scores indicate improvement in reading, writing, and self-concept for students included in the program for reluctant learners.5. Understanding the personal lives of reluctant learners enhances communication, cooperation, and the ability to create individualized instruction.6. Communicating and working with counselors, parents, and administrators is effective in meeting the needs of reluctant learners at the tenth grade level.7. Seeking assistance from special education per nurses, and work experience personnel is necessary in meeting the needs of reluctant learners at the tenth grade level.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.