Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed February 15, 2006. Dissertation Committee: Lanny Morreau (chair), Ming-Gon John Lian, Paul Baker, Keith Stearns. Includes bibliographical references (leaves 134-152) and abstract. Also available in print.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 226-241).

by Arnold Barnett and Anthony J. LoFaso. / "March 1984." / Bibliography: p.35.

Thesis (Honors)--College of William and Mary, 2009. / Includes bibliographical references (leaves 26-29). Also available via the World Wide Web.

Assessment research of forensic populations has largely dealt with finding differences within criminal types. Fourteen of the studies reviewed found no significant differences between types of criminals on test performance. Two of these fourteen found no differences between criminals and noncriminals . The Criminal Thinking Model developed by Yochelson and Samenow proposed a continuum of criminality with every person falling somewhere between the two poles of responsibility and irresponsibility. Perhaps one reason previous research failed to discriminate differences was because they had failed to first establish if criminals differed from noncriminals.

The present study evaluated offender characteristics associated with completion of halfway house placement by the inclusion of additional offender characteristics for analysis in addition to those studied in previous research, the analysis of a large number of representative cases, and the use of statistics allowing clear conclusions upon which to base decision making. Data analysis was done in three steps. The first Step was to identify offender characteristics which were associated with completion in halfway house placement. The second step was to see how accurate the offender characteristics identified were in predicting completion of an offender's halfway house stay. The third step was to identify any possible factors which underlie the offender characteristics identified. Discriminant analyses identified ten offender characteristics which were associated with completion of halfway house placement for 521 male offenders and four offender characteristics which were associated with halfway house completion for the group of 33 female offenders studied. These offender characteristics resulted in 75.38 percent correctly classified cases for the male offender group and 96.9 7 percent correctly classified cases for the group of female offenders. Factor analyses resulted in the identification of four factors for the group of male offenders and two factors for the female offender group. Suggestions for future research included replications of the present study leading to the identification of offender groups based on probabilities of successful halfway house completion, and the establishment of halfway house programs tailored to offenders identified as having high or low probabilities of completion.

This study investigated the relationship of the Personnel Decisions International Employment Inventory scales to criminal behavior by using 796 offenders with criminal records in the Texas Department of Corrections and a random sample of 893 non-offender job applicants. The hypothesis that offenders would score lower in integrity scores than non-offenders only gained mixed support, but consistent evidence showed that there were no mean differences between property offenders and other offenders. The implications of the results for future study were discussed.

Research has reported that a predictive link exists between socio-economic risk factors and high school dropouts, including teen-aged parents. Educators have little control over socio-economic risk factors. However, school records and classroom performance data can point to in-school risk factors. The purpose of this study was to help all students by using the in-school data to pinpoint the indicators that predict potential student achievement difficulties in specific areas of curricula. This study was an anteriospective longitudinal study of the 1995 graduating class of a suburban school district composed of approximately 920 seniors. The sample consisted of 344 graduates, 114 dropouts, and 42 teenaged parents. Backward stepwise logistic regression analysis was the statistical method used for model building. An analysis was done by gender at the 2nd, 4th, 6th, and 8th grades from the permanent records of sample students. The study found that significant predictors exist at each grade level and are different for each group, grade level, and gender with some predictors in common: language arts and attendance. The most consistent male dropout predictors were found to be absenteeism, grades in language arts, spelling, and achievement test scores in language arts. The most consistent female dropout predictors were found to be absenteeism, elementary retention, course failures, and achievement test scores in language arts. Achievement test scores in language arts were found to be the most important in-school predictors for teen-aged parents. The predictors for teenaged parents followed the same pattern as female dropouts and graduates until the 8th grade where achievement test scores in vocabulary, math, and total battery became important predictors. Teen-aged parents were found to be a sub-population of dropouts or graduates. Teen-aged parents dropped out or graduated from school based on the early predictors of dropouts or graduates, not based on parenting or single status.

This study investigated the perceptions of a select group of black males about their school experiences. The purpose of the study was to compare the perceptions of dropouts with the perceptions of in-school participants to predict the likelihood of the in-school participants becoming dropouts. The participants were 20 black male dropouts, 10 black male eighth-grade students, and 10 black male fifth-grade students. Participants resided in a rural setting in two southern states. Data for the study came from self-reports of the participants. Predictors of dropouts were identified from the literature, and interview questions were developed from these predictors. The findings of the study supported other recent research. The black males studied reported being retained in earlier grades, belonging to single-parent families, being from lower-income families, and experiencing behavioral problems in school. They were (1) not well-adjusted to the school environment, (2) not aware of the importance of school, (3) anxious to learn about the contributions of black Americans, and (4) very critical of the black, male principal. Interventions that may help include (1) early goal setting experiences, (2) a curriculum that reflects current societal changes designed to fit the local community, and (3) connecting the school process to the career goals of black males. / Ed. D.

The purpose of this study was to examine the relationship between nonverbal immediacy of community college teachers, both full-time and part-time, and their within-semester student retention rates.