Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 309-325). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)--University of North Texas, May, 2009. / Title from title page display. Includes bibliographical references.

No description available.

The purpose of this study was to describe and evaluate the process of implementing an elementary school-based action team dedicated to increasing physical activity and healthy living opportunities for students. To facilitate this intervention, Epstein and colleagues' (2002) partnership framework, coupled with action research principles, was used to create partnerships between the school, home, and community. The results suggest that an action team based on Epstein and colleagues' guidelines may be suitable for creating opportunities for healthy and active living in an elementary school setting. In particular, families, students, teachers, and administration believed that the action team initiatives added to the school environment, school spirit, and value of the family as an essential component in the school. Likewise, the action team members felt that the health and wellness committee they represented was a valued component in the school culture that could be further developed and improved on in future years.

In order to study Maccoby & Martin's (1983) dimensions of parental responsiveness and demandingness among different achievement groups, 237 students were divided into average and low achievers and those with learning disabilities. The students completed the Children's Report of Parental Behavior Inventory (Schaefer, 1965) and their group scores on the three demandingness (Lax Discipline, Enforcement of Discipline, and Extreme Autonomy) and three responsiveness (Child-Centeredness, Rejection, and Acceptance of Individuation) subscales were compared. The MANOVA investigating responsiveness uncovered no differences among the three groups of achievers while only one subscale on the demandingness dimension significantly differentiated students with learning disabilities from the other groups. These findings are intriguing in that they do not support existing literature indicating that higher levels ofresponsiveness and demandingness relate to higher student achievement. / Department of Educational Psychology

The thesis concludes that, overall, commonly used categories of family structure do little to inform understanding of the experience of family and schooling of these 32 young people; the boundaries around the categories of family structure are permeable.

This study examined whether a relationship exists between family structure (the presence of organization and rules in the household) and academic achievement among intellectually gifted students, and whether this relationship differs with respect to gender. Subjects for the study were 175 grade 8 students attending a school for the gifted and their parents (38 mothers and 33 fathers). The relationship between the responses of the subjects to the Organization and Control subscales of the Family Environment Scale and the students' grades from the previous school year was assessed using multiple regression analyses. To test for gender differences, an interaction term comprised of the variables of family structure and student gender was included in each equation. The analyses conducted did not produce any significant results. Possible explanations for the absence of significance and suggestions for future research are presented.

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 125-134).

Thesis (Ph.D.)--Tennessee Technological University, 2008. / Bibliography: leaves 86-92.

Thesis (M.A.)--Lancaster Bible College, 2006. / Abstract. Includes bibliographical references (leaves 48-52).