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Examining the perceived effectiveness of student assistance programs /Torres-Rodriguez, Leslie, January 2008 (has links) (PDF)
Thesis (Ed.D.) -- Central Connecticut State University, 2008. / Dissertation advisor: Marc B. Goldstein. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 77-82). Also available via the World Wide Web.
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Enhancement of the children-at-risk resource program at Viking Middle School in Woodville, WisconsinThompson, Kirstin M. January 1999 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.
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A study of the creation of a pupil assistance committee improvement plan that facilitates an effective committee by utilizing a collaborative leadership approach /Robertson, Donald M., January 1900 (has links)
Thesis (M.A.)--Rowan University, 2004. / Typescript. Includes bibliographical references.
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Expanding models for implementation research : examining the implementation of the Adolescent Transitions Program /Lichtenstein, David P., January 2007 (has links)
Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 129-135). Also available for download via the World Wide Web; free to University of Oregon users.
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The effect of student assistance programs on middle school students' academic performance and self-conceptStevens, Kevin J. January 1999 (has links) (PDF)
Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.
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Teacher perceptions of student support team and response to interventionBailey, Lynn Russell. January 2010 (has links)
Thesis (Ed.D.)--Liberty University School of Education, 2010. / Includes bibliographical references.
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Timely intervention before it's too hard an investigation into the effectiveness of off-site intervention programs for students exhibiting behavioural difficulties in mainstream schools /Clarke, Denise. January 2009 (has links)
Thesis (Ph.D.)--Victoria University (Melbourne, Vic.), 2009.
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High school teacher perceptions of the Student Assistance Team processStoehr, Jeffrey L. January 2009 (has links)
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed October 15, 2009). PDF text: vii, 135 p. : ill. (some col.) ; 5 Mb. UMI publication number: AAT 3355632. Includes bibliographical references. Also available in microfilm and microfiche formats.
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Meta-analysis of Student Assistance program OutcomesRichardson, Evelyn Cherita 13 January 2010 (has links)
The main purpose of this study was to conduct a meta-analysis with data collected from seven schools in Southwest Virginia school district. Data was collected for students who were referred to the Student Assistance Programs at each school. Tracking forms were used to record data for each student. Each tracking form was completed by the Student Assistance Program coordinators for their respective schools. This research was conducted in order to evaluate measurable performance outcomes of Student Assistance Programs. The results highlight the positive effects that Student Assistance Programs, SAP members, and other individuals associated with Student Assistance Programs have on students in need. The positive effect from participation in Student Assistance Programs is encouraging. However, recommendations are made for future research and implications of the current research are discussed. The need for additional research on this topic is prominent throughout this document. / Ph. D.
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A Descriptive Study of Student Assistance Programs in the State of TexasWright, Marilyn D. (Marilyn Diane) 05 1900 (has links)
The purpose of this study is to examine the four basic student assistance models and determine their distribution in Texas, describe the student assistance programs in place in public school districts in Texas including the program's goals, objectives and components, and explore the perceived effectiveness of student assistance programs as a viable means of drug and alcohol education for students enrolled in public school districts in Texas in kindergarten through twelfth grade.
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