Thesis (M.A.)--Marshall University, 2001. / Title from document title page. Document formatted into pages; contains 18, [4] p. Includes bibliographical references (p. 11-14).

Thesis (M.A.)--Marshall University, 2001. / Title from document title page. Document formatted into pages; contains iv, 34 p. Includes bibliographical references (p. 13-17).

Thesis (M.S. in Operations Research)--Naval Postgraduate School, September 2003. / Thesis advisor(s): Arnold H. Buss, David A. Schrady. Includes bibliographical references (p. 107-108). Also available online.

Thesis (M.S. in Operations Research)--Naval Postgraduate School, September 2003. / Thesis advisor(s): Arnold H. Buss, Kevin J. Maher. Includes bibliographical references (p. 147-148). Also available online.

Thesis (M.S.) -- Central Connecticut State University, 2009. / Thesis advisor: Philip P. Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves [19]). Also available via the World Wide Web.

The primary aim of this study was to enhance understanding of readiness to change excessive alcohol use in young adults, ages 18-29 in order optimize clinical care for military personnel. Secondary data analysis was conducted using Structural Equation Modeling (SEM) with a proxy sample of community health center beneficiaries obtained from the 2009 Insight Project Research Group’s study on Screening Brief Intervention and Referral to Treatment (SBIRT) in the Harris County Hospital District (HCHD). Based on research-supported predictors of readiness to change alcohol use a multivariate model of pathways to readiness to change was created which incorporated psychological (i.e., emotional distress), behavioral (i.e., drinking severity, consequences severity), and maturation (i.e., age, marital status) factors, as well as demographic characteristics (i.e, race/ethnicity, gender). Multiple fit indices were used to assess the model fit with the data, while multiple group analysis was used to test for invariance between pathways to readiness to change for the young (18-29) and middle adult (30-60) groups. The study sample was ethnically diverse and consisted of 1,256 young adults and 4,623 middle adults. The proposed model showed a good fit with the InSight data set. Results demonstrated a strong path connecting emotional distress to both drinking severity and consequences severity, and then from consequence severity to readiness to change. Together, this path lends support to the concept that young adults are using alcohol to modulate their emotions and further, consequences may play an important role in readiness to chance excessive drinking. Variance detected in the multi-group analysis between young and middle adults also provided support for theory claiming differentiation of these groups, particularly as it relates to excessive drinking and readiness to change. Implications for future research and practice include the importance of replicating this and future studies with military samples. These findings lend support to the role of emotional distress and the coping theory paradigm in treating young adults. The military may be best served by continuing to support resources which promote healthy stress tolerance while simultaneously fostering proactive screening procedures and evidence-based care. Further, these findings also suggest that pathways to readiness to change may vary between young and middle adults, particularly as they relate to alcohol related consequences. Future research should focus on the role of consequences and the influence they may have in promoting readiness to change for each age group within the clinical setting. / text

This study examined the perspectives of central office personnel, principals, and teachers involved in the school transformation process. This study was guided by the two main questions: (a) What strategies (structural and instructional) do high school principals implement to lead a successful turnaround of a school? and (b) Which strategies seem to be perceived as most effective by principals, teachers, and superintendents, when measured by multiple school effectiveness indicators? A qualitative case study design was used in an in-depth comparative inquiry of two high schools, which met the criteria of turnaround schools. Data collected were inclusive of interviews, documentations, and historical artifacts to provide insights into the school planning and decision-making process. In addition, the role of the principal and its impact in the selection and implementation of specific strategies were investigated and analyzed against a research-based conceptual framework developed by the researcher, exploring the following components: (a) Principal’s Leadership Role, (b) Structural Integration Practices, and (c) Instructional Integration Practices. A three-fold investigation was conducted to gain a deeper understanding of schools undergoing restructuring. This three-fold investigation was designed to: (a) Review and summarize extant research related to high school restructuring models that relate to school turnaround, (b) Collect research findings that identify effective instructional and administrative leadership practices adopted by principals to accomplish a successful school turnaround, and (c) Conduct a comparative study of two Texas urban high schools that experienced school turnaround. This research study revealed that a principal’s leadership role in effectively implementing strategies has a great impact on the school transformation and renewal process of school turnaround. In addition, the perceptions of central office staff and teachers, principals’ structural and instructional practices chosen by schools, demonstrated the utilization of specific strategies school leaders may adopt to ensure a successful turnaround. / text

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The overall goal of the research was to deepen our understanding of the culture of college access work through the views of practitioners who design and staff college access programs. This study sought to explore the values, standards, philosophical foundations, career patterns, and networks that influence and guide the work of college access professionals. The study was based primarily upon interviews with twenty college and university professionals who work in the state of Arizona and an analysis of the professional associations in which they participate. The study was modeled after Becher's analysis of the culture of academic disciplines and interview questions fell in the following categories: 1) characteristics of the field, 2) epistemological issues, 3) career patterns, 4) reputations and rewards, 5) professional activity, and 6) value systems. Results indicate that college access professionals tend to describe their work in terms of programs and services to students, family engagement, and developing capacity in the schools. The use of research varies amongst practitioners. The change in the scope of college access work and the growth in the field have also led to the creation of new professional associations. Implications of the study include the need for practioners and professional associations to collaborate, and the need for practitioners to build their knowledge base of the research supporting their work.