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Thesis (M.S.)--University of Michigan, 1991.

Thesis (M.Ed.)--University of North Carolina Wilmington, 2009. / Title from PDF title page (January 14, 2010) Includes bibliographical references (p. 70-75)

This case study takes an in-depth look at what type of students transition from elementary to middle school 21st Century Community Learning Center programs. Using binary logistic regressions, I identify key characteristics that predict whether or not a student will continue to attend the program after they transition to a new school and then discuss how to improve the attendance of after-school programs. Moreover, this case study also identifies how different school program environments serve different types of students in two cohorts starting in fifth grade. Middle school context moderates the effects of other variables that are predictive of participation in after-school programs during middle school. Thus, I demonstrate how understanding who makes successful transitions in the after-school program can help improve the sustainability and effectiveness of these programs.

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Thesis advisor: Irwin Blumer / Over the past decade, demands and expectations placed on after school programming have changed dramatically. In the new standards based culture of accountability, after school time is seen as an opportunity to provide additional time to learn and demonstrate learning to standards. Professional development opportunities offered has not kept pace with demands being placed on after school programs. After school programs must have protocols in place to evaluate and implement professional development plans in the most effective manner possible. This study was conducted to support programs with planning professional development by assessing the impact of prevalent forms of professional development available on teaching practice and perception. The research questions were: What are teachers' perceptions of how involvement in teaching a new science program affected teaching practice in the after school program? How do teachers' perceive the three models of professional development - intervention, self-initiated, and district directed - contributed to teacher learning? Data was collected in the form of journals, interviews and observations utilizing a pool of five teachers who implemented a new set of science classes during after school time. Findings included a positive increase in perceptions of practice and teacher learning. The level of increase was a function of accurately identifying teacher needs and mapping the best forms of professional development while taking into account teacher's learning/working style. The literature review stated clearly the impact of properly aligned professional development. It underscored the need for professional learning to take place in the context of a collaborative environment that supports teacher change. The study indicates that, irrespective of the form, professional development completed in the context of a collaborative learning community has the ability to create sustainable change. It is the collaborative discussion that serves as the basis for the ongoing professional development. Each form has a particular audience for whom the impact will be the most direct, however, professional development in any form will have an impact on teacher perception and practice. / Thesis (EdD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

Class of 2007 Abstract / Objectives: To describe the after-hours medication needs in rural hospital pharmacies which are closed during the night. Methods: Entries in a night medication log from a 60 bed rural Arizona hospital that closed for 12 hours at night were collected. Complete entries were assigned a night of the week, a month of the year, and a two hour time period. Data was collected from April 1, 2005 to March 30, 2006. Entries were sorted into groups, counted, and ranked. Groups were compared using student’s t-test. The top 200 drug products ranked by quantity was recorded for a trial of fit into a night formulary. Results: The night medication log contained 4986 complete entries accounting for 669 individual drug products. Non-pharmacy staff entered the pharmacy after-hours 2070 times and removed 10449 drug dosage units. No significant difference in night medication need was found between summer and winter month or weeknight and weekend night. Early night need was significantly different than late night need (p = 0.01). The top 200 drug products covered 83.3% of the medication quantity need of the hospital. Conclusions: The study found that a large percentage (83.3%) of the night medication need could be accessible from a 200 item night formulary. Seasonal and weekend differences were non-significant with only time of night differences being significant. These results could justify the extending of current hours or establishment of a night formulary to decrease entrances into the pharmacy when a pharmacist is not on duty.