The purpose of this study determined whether use of student random drug testing provided an effective means to reduce drug usage by secondary school students. The participants included 50,214 7th through 12th grade students in 12 selected public schools. All school districts participated in the Texas School Survey of Substance Use in 1994, 1996, 1998, and 2000. The six districts in the experimental group used drug testing as a method of reducing drug usage among students. The six districts in the control group did not use drug testing. Although athletes and students involved in extracurricular activities remain the focus of random dug testing, this research focused on an entire school population to determine whether drug testing only a select group of students reduced reported drug usage in the entire school. Two questions guided the research: First, does the use of random drug testing have an impact on student drug usage? Second, does the year of implementation of random drug testing have an impact on students' self-reported drug usage? The findings for each research question were categorized according to nine illegal drugs. The researcher used a one-way repeated measures factorial design. The data were analyzed via the univariate (split-plot) 2 x 4 analysis of variance (ANOVA), with the data from four periodic surveys (1994, 1996, 1998, & 2000) as a within-subject factor and the treatment group (participation in drug testing or control/no drug testing) as a between-subjects factor. The results of the study showed there was no statistically significant difference between the experimental group of school districts that used random drug testing and the control group of school districts that did not use random drug testing. In addition, the study showed there was no statistically significant difference in drug usage between the students in districts who began random drug testing in different years (i.e. 1994, 1996, 1998, & 2000).

The purpose of the study was to ascertain whether significant differences in attitudes held by office education students are associated with (l) the type of office education program in which students were enrolled, (2) the size of the community in which the students lived, and (3) the attitude held by the classroom teacher.

The problem of this study was to identify relationships which might exist between variables measuring alienation feelings in high school students and variables measuring attitudes exhibited by those students toward the school environment. Mackey's Adolescent Alienation Scale was used to obtain student scores on three dimensions of alienation—Personal Incapacity, Cultural Estrangement, and Guidelessness. The Minnesota School Attitude Survey (MSAS) was used to obtain scores on attitudes toward factors in the school environment: School Curriculum, Self at School, Others at School, Support Received at School, Pressure at School, and Personal Development at School. Pearson Product moment correlations were computed for each dimension of alienation and the attitude clusters. Correlations were computed for each of nine statistical subgroups which comprised the sample group of 294 students— ninth-, tenth-, eleventh-, and twelfth-grade subgroups, male and female subgroups, and Anglo, Black, and Hispanic subgroups. Students in the population for the study were enrolled in a traditionally-organized, comprehensive curriculum, racially-integrated urban high school in a large-city public school district. Findings revealed that the single most influential environmental factor related to student alienation in this study was a feeling of pressure in the school setting. Pressure was related directly both to feelings of Personal Incapacity and to feelings of Guidelessness. Also, the greater students' feelings of Personal Incapacity, the less pleasant (more unpleasant) they felt their experiences were with the curriculum, themselves, and others at school. Alienation in the sense of Cultural Estrangement was related strongly and inversely to personal growth and development experiences at school. Feelings of Guidelessness were associated inversely with both students' attitudes of pleasantness/unpleasantness and their attitudes of importance/unimportance toward the school curriculum, themselves, and others at school. It is recommended that studies be conducted to determine specific learning activities, school experiences, and organizational processes which can reduce effectively students' feelings of alienation in the school setting.

This mixed methods study focused on the relationship between dropout prevention programs and graduation rates in one school district in Florida during the 2010-2011 school year. The dropout prevention program data analyzed included high school principals' perceptions in regard to perceived effectiveness, fidelity of implementation, cost efficacy, structure, and student-staff relationships within dropout prevention programs and their relationship to graduation rate. The data analysis investigated the relationship between the principals' perceptions of each dropout prevention program and graduation rate. Findings from this study showed principals' perceived that the level of fidelity for on-the-job training has a relationship to increased graduation rate. In other words, when a principal believed the dropout prevention program was implemented with fidelity in their school, it likely increased graduation rate. Another important finding from this study was the varying perceptions which it existed among school leaders in this study and their varying perceptions on the relationship between dropout prevention programs and graduation rate. / by Christopher L. Simmons. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

by Wong Ding Pang. / Includes questionaire in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 107-120). / LIST OF TABLES --- p.v / LIST OF FIGURES --- p.vii / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter I. --- Background of the Study --- p.1 / Chapter II. --- Purpose of the Study --- p.4 / Chapter III. --- Significance of the Study --- p.5 / Chapter CHAPTER TWO --- REVIEW OF THE LITERATURE --- p.8 / Chapter I. --- Attributional Theory --- p.8 / Chapter A. --- Weiner's Model --- p.8 / Chapter B. --- Specific Causal Ascriptions and Causal Dimensions --- p.10 / Chapter C. --- An Attributional Approach to Expectancy Change --- p.12 / Chapter D. --- Attributions and Academic Behavior --- p.13 / Chapter II. --- Causal Attributions and Affective Reactions --- p.17 / Chapter A. --- The Cognition-Emotion Process --- p.17 / Chapter B. --- Specific Causes and Affective Reactions --- p.19 / Chapter C. --- Causal Dimensions and Affective Reactions --- p.20 / Chapter D. --- Guilt versus Shame --- p.21 / Chapter E. --- Anger and Pity --- p.26 / Chapter F. --- Pride --- p.28 / Chapter G. --- Gender Differences in Emotional Responses --- p.30 / Chapter H. --- Specific Causes versus Causal Dimensions --- p.31 / Chapter III. --- Depression --- p.33 / Chapter A. --- Cognitive Theories of Depression --- p.33 / Chapter B. --- Depressogenic Style --- p.35 / Chapter C. --- Hopelessness Theory of Depression --- p.38 / Chapter D. --- Measurement of Depression --- p.42 / Chapter CHAPTER THREE --- RESEARCH METHODOLOGY --- p.43 / Chapter I. --- Definition of Variables --- p.43 / Chapter II. --- Theoretical Framework --- p.45 / Chapter III. --- Hypotheses --- p.46 / Chapter IV. --- Instrumentation --- p.48 / Chapter V. --- Sampling and Procedures --- p.52 / Chapter CHAPTER FOUR --- RESULTS --- p.54 / Chapter I. --- Psychometric Properties of Instruments --- p.54 / Chapter II. --- "Relations among Performance, Attributions, Expectancy and Affects" --- p.62 / Chapter III. --- Gender Differences --- p.69 / Chapter IV. --- Relations between Attributions and Affects --- p.74 / Chapter CHAPTER FIVE --- DISCUSSION AND CONCLUSION --- p.94 / Chapter I. --- Attribution and Affect --- p.95 / Chapter II. --- Causal Cognitions and Behavior --- p.97 / Chapter III. --- Cultural Differences --- p.99 / Chapter IV. --- Gender Differences --- p.103 / Chapter V. --- Limitations and Further Researches --- p.104 / REFERENCES --- p.107 / APPENDICES --- p.121 / Chapter I. --- Beck Depression Inventory (Chinese Version) --- p.121 / Chapter II. --- Actual Attainment and Perceptions of Performance and Success on Mathematics Final Examination --- p.124 / Chapter III. --- Examination Attribution Questionnaire --- p.125 / Chapter IV. --- Causal Dimension Scale --- p.126 / Chapter V. --- Affect Scales --- p.127 / Chapter VI. --- Expectancies and Approach Towards Mathematics --- p.128

by Wong Tai Yuen. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 112-128). / Acknowledgements --- p.i / Abstract --- p.iii / Contents --- p.v / List of Tables --- p.ix / List of Figures --- p.x / Chapter Chapter I --- Introduction / Chapter 1.1 --- The Problem --- p.1 / Chapter 1.2 --- Statement of the Problem --- p.7 / Chapter 1.3 --- Hypotheses --- p.7 / Chapter 1.4 --- Limitations --- p.9 / Chapter 1.5 --- Definitions of Terms --- p.10 / Chapter 1.5.1 --- Text / Chapter 1.5.2 --- Discourse / Chapter 1.5.3 --- Texture / Chapter 1.5.4 --- Context of Situation / Chapter 1.5.5 --- Cohesion / Chapter 1.5.6 --- Cohesive Ties / Chapter 1.5.7 --- Cohesive Harmony / Chapter 1.5.8 --- Coherence / Chapter 1.5.9 --- T-unit / Chapter 1.5.10 --- Holistic Rating / Chapter 1.6 --- Significance of the Study --- p.16 / Chapter Chapter II --- Review of the Literature / Chapter 2.1 --- "Language, Context and Text" --- p.18 / Chapter 2.2 --- Relationship of the Text to its Context of Situation --- p.18 / Chapter 2.3 --- Cohesion --- p.20 / Chapter 2.4 --- Coherence --- p.21 / Chapter 2.5 --- Cohesion and Coherence --- p.23 / Chapter 2.6 --- Cohesion and Coherence as Defined in this Study --- p.26 / Chapter 2.7 --- "Cohesion, Coherence and Reading Comprehension" --- p.27 / Chapter 2.8 --- "Cohesion, Coherence and Writing" --- p.29 / Chapter 2.9 --- The Connections between Reading and Writing --- p.30 / Chapter 2.10 --- Cohesive Ties --- p.33 / Chapter 2.11 --- How Cohesion Works --- p.41 / Chapter 2.11.1 --- Cohesive Devices as Signals / Chapter 2.11.2 --- How Cohesive Devices Help to Integrate Text / Chapter 2.11.3 --- Cohesion and Processing Efficiency / Chapter 2.11.4 --- The Given-New Contract / Chapter 2.12 --- Measuring Cohesion --- p.44 / Chapter 2.13 --- Measuring Coherence --- p.46 / Chapter 2.14 --- How Cohesion and Coherence Are Measured in this Study --- p.47 / Chapter Chapter III --- Procedure and Design of the Study / Chapter 3.1 --- Sampling --- p.49 / Chapter 3.2 --- Design of the Scale to Measure Students' Control over the Use of Cohesive Devices in Writing --- p.51 / Chapter 3.2.1 --- The Writing Test / Chapter 3.2.2 --- Measure of Cohesion / Chapter 3.2.3 --- Cohesive Errors / Chapter 3.2.4 --- Measure of Coherence / Chapter 3.3 --- Design of the Scale to Measure Students' Ability to Understand and Interpret Text --- p.68 / Chapter 3.4 --- Statistical Design --- p.71 / Chapter Chapter IV --- Results and Discussion / Chapter 4.1 --- Linguistic Competence of the Subjects --- p.73 / Chapter 4.2 --- Analysis of the Reading Test --- p.74 / Chapter 4.3 --- Analysis of the Written Test --- p.78 / Chapter 4.3.1 --- Frequency Count of Cohesive Features / Chapter 4.3.2 --- Holistic Rating Scores / Chapter 4.4 --- Multiple Regression Analysis --- p.82 / Chapter 4.4.1 --- Line of Regression / Chapter 4.4.2 --- Test of Multicol1inearity / Chapter 4.4.3 --- Test of Autocorrelation / Chapter 4.5 --- Discussion of the Findings of the Multiple Regression Analysis --- p.85 / Chapter Chapter V --- Conclusions and Implications / Chapter 5.1 --- Summing up --- p.98 / Chapter 5.2 --- Further Discussion: Limitations and Possibilities --- p.102 / Chapter 5.3 --- Implications for Instruction --- p.108 / Bibliography --- p.112 / Appendices --- p.129 / Chapter Appendix A --- Reading Test / Chapter Appendix B --- Writing Test

謝淸美. / 複印本. / Thesis (M.A.)--香港中文大學. / Fu yin ben. / Includes bibliographical references (leaves 48-54). / Xie Qingmei. / Thesis (M.A.)--Xianggang Zhong wen da xue.

Anthony Chan Yuk Cheung. / Theses (M.Ed.)--Chinese University of Hong Kong. / Bibliography: leaves [57]-60.

侯志瑾. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 135-147). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Hou Zhijin. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang zhong wen da xue, 2002. / Can kao wen xian (p. 135-147).

The purpose of this qualitative study was to determine from the treated students' perspective what teacher behaviors facilitate recovery and what teacher behaviors inhibit recovery. Study participants included 16 high school students who had completed treatment for alcohol and drug dependency in grades 9-12, and 112 teachers. Students and teachers were interviewed to better explain the phenomenon from their perspectives. Data gathered from student interviews, student journal recordings, observer notes, and teacher interviews were used as corroborating data. The constant comparative method was used to analyze data (Glaser & Strauss, 1967).Five major themes emerged from the data analysis explaining the effects of teacher behavior on students who had completed treatment for drug and alcohol dependency. The data were segmented into themes using a bi-polar structure. These themes were: (1) student performance; (2) student communication; (3) student relations: security; (4) student: affective; and, (5) authority: student behavior. These themes yielded student identified causal conditions, intervening conditions, and action/reaction strategies that either inhibited or facilitated recovery.The data showed students did not have neutral feelings; they had either negative or positive feelings about their personal interactions with teachers or their observations of teachers' interaction with other teachers and/or other students. Teacher behaviors which resulted in negative student behavior consequences in each of the five major theme categories were not helpful to students and inhibited their recovery. Teacher behaviors which resulted in positive student behavior consequences in each of the five major theme categories helped students and facilitated their recovery.