Thesis (Ph. D.)--University of Chicago, Division of the Social Sciences, Committee on Human Development, December 1999. / Includes bibliographical references. Also available on the Internet.

Thesis (Psy.D.)--Wheaton College Graduate School, Wheaton, IL, 2004. / Abstract. Includes bibliographical references (leaves 54-65).

Thesis (Psy.D.)--Wheaton College Graduate School, 2004. / Abstract. Includes bibliographical references (leaves 54-65).

Thesis (Psy.D.)--Wheaton College Graduate School, Wheaton, IL, 2004. / Abstract. Includes bibliographical references (leaves 54-65).

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This cross-case study investigated the relationship between professional development program in Reading Workshop, the instructional practices of selected urban high school teachers, and their understandings of how to teach reading. The objective of the study was to glean insight into how a professional development program might influence high school teachers to change their practices and/or their understandings about reading instruction. Four teachers in one underperforming, urban high school were identified to participate over the course of one academic year. Data sources included field notes from classroom observations; recorded and transcribed interviews with teachers, students, and an administrator; recorded transcripts of professional development meetings; samples of students' work; and documents from professional development sessions. Through an iterative process, data codes were developed to conduct within-case analyses; data matrices were constructed to find patterns in a cross-case analysis. A one-factor, within-subjects ANOVA was conducted on students' pre- and post-test scores for the Scholastic Reading Inventory (SRI). Results indicated that when teachers participated in a professional development program in Reading Workshop, they changed their instructional practices and their understandings of teaching reading; evidence linked teachers' changes in reading instruction with their participation in professional development activities. Students' post-test scores showed significant improvement on the second administration of the SRI. Additional findings included evidence for improvement in teachers:: instructional practices, distinct variations in teachers' implementation of Reading Workshop, a reciprocal relationship between teachers' conceptual understandings and their teaching, an increased emphasis on what and how students learn, acknowledgement that students were more enthusiastic about reading, and positive endorsements for certain aspects of the professional development program. However, there was a prevalent concern that Reading Workshop would not adequately prepare high school students for the demands of higher education. Findings are discussed in relation to the effectiveness of the professional development program, how understanding and practice are connected for teachers, and effective literacy instruction for urban adolescents. Connections to the research literature and implications for continued study are considered. / 2031-01-01

Youth violence is a pervasive and ongoing public health concern. Based on the paradigm of resilience, the purpose of this quantitative study was to test the relationship between prolonged (3 or more hours) of non-school related media use and youth violence. Secondary data from the Centers for Disease Control and Prevention (CDC) were utilized for this study. Logistic and multiple regression models were used to test whether exposure to prolonged non-school related media (video games and TV) use was associated with violent behavior, and whether there was a relationship between prolonged exposure to non-school related media use and electronic bullying among urban youth (N = 1228). Prolonged exposure to both types of non-school related media use was associated with violent behavior (carrying a weapon, physical fighting, perpetrating physical bullying), and playing video and computer games 3 or more hours per day was positively associated with electronic bullying. However, 3 or more hours of TV viewing per day was not associated with electronic bullying. Policy makers, constituents, and parents may benefit from a greater understanding of media exposure and urban youth violence. The knowledge gained from this study may promote positive social change within family systems by increasing parental awareness of what youth do in their unstructured free time and how this impacts subsequent behaviors. Public health professionals, community organizations, and social service agencies in urban communities could incorporate the results to create a culture that supports youth leadership programs that focus on limited use of non-school related media and on violence prevention.

After the October Revolution of 1917, one of the primary aims of the Bolshevik Party was the creation of the New Soviet Man and Woman. In the view of the Party, young people, who were presumably more malleable and less influenced by the countrys tsarist past, were the most logical group to become this new Soviet person. This thesis examines the relationship between the Bolshevik Party and young people in the 1920s. It discusses the methods the Party took to influence young people, including the restructuring of the countrys school system, the creation of a national youth organization, the Communist League of Youth (Komsomol), and the development of recreational and leisure activities intended to teach youth the values and behaviours appropriate to Communists. It also examines the experiences of youth under the regime, with attention paid to the different experiences had by urban youth as opposed to rural youth, and young men as distinct from young women. Finally, the thesis attempts to assess the degree to which the Bolshevik Party was successful in creating believers among young people.

After the October Revolution of 1917, one of the primary aims of the Bolshevik Party was the creation of the New Soviet Man and Woman. In the view of the Party, young people, who were presumably more malleable and less influenced by the countrys tsarist past, were the most logical group to become this new Soviet person. This thesis examines the relationship between the Bolshevik Party and young people in the 1920s. It discusses the methods the Party took to influence young people, including the restructuring of the countrys school system, the creation of a national youth organization, the Communist League of Youth (Komsomol), and the development of recreational and leisure activities intended to teach youth the values and behaviours appropriate to Communists. It also examines the experiences of youth under the regime, with attention paid to the different experiences had by urban youth as opposed to rural youth, and young men as distinct from young women. Finally, the thesis attempts to assess the degree to which the Bolshevik Party was successful in creating believers among young people.

Thesis (M.A.)--Carleton University, 2001. / Includes bibliographical references (p. 111-117). Also available in electronic format on the Internet.

Thesis (Ph. D.)--University of Washington, 2005. / Includes bibliographical references (leaves 96-104).