Dissertation (Ph.D.)--University of Toledo, 2009. / Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction." Bibliography: leaves 69-75.

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2009. / Field study. Includes bibliographical references.

Thesis (M.A.)--Eastern Illinois University, 2009. / Includes bibliographical references (leaves 53-56).

Thesis (Ph.D. (Education)) - Rhodes University, 2009.

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Diane Gill; submitted to the Dept. of Exercise and Sport Science. Title from PDF t.p. (viewed May 7, 2010). Includes bibliographical references (p. 57-59).

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed March 10, 2006. Dissertation Committee: Patricia H. Klass (chair), Al Azinger, Carolyn Z. Bartlett, Ross Hodel. Includes bibliographical references (leaves 116-130) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 10, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 115-123) and abstract. Also available in print.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 8, 2007) Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

xiv, 120 p. A print copy of this title is available through the UO Libraries. Search the library catalog for the location and call number. / The purpose of this dissertation study is to explore and describe the development of political attitudes and behaviors in current undergraduate academic life. By undertaking this study, I sought to add to the understanding of student learning as it pertains to college student development through political involvement. I employed an embedded case study design comparing two groups of highly politically involved 18-24 year old college students at a large, public, urban university. Selective sampling resulted in the identification of two case study groups. One group (n=3) was highly politically involved in high school. The other group (n=3) became highly involved once in college. By selecting groups based upon high school political involvement, this study began to examine what experiences influence the development of this important college outcome. This study generates a conceptual model that combines Astin's (1970a) Theory of College Impact, Verba, Schlozman and Brady's (1995) Civic Voluntarism Model, CIRCLE's (2003) Index of Civic and Political Engagement. This model proposes that if students have available resources and something engages their interest in politics, experiences such as work, academic experiences, co-curricular involvement, service participation and church participation may be avenues for the development of both civic skills and social connections that lead to political involvement. For students in this age range, concurrent processes of cognitive development and socio-cultural identity development may also contribute to the development of political involvement. Political involvement can take the form of electoral and campaign behaviors, political voice activities and attentiveness to current issues and political news. Differences between the two groups studied yielded few findings all of which occurred in pre-college factors. Although the small sample size and the limitation of the study to a single institutions suggest the need for more research to confirm these findings, this study affirms the strong influence that intentional college experiences may have in developing positive political attitudes and behaviors. / Committee in charge: David Conley, Chairperson, Educational Leadership; Diane Dunlap, Member, Educational Leadership; Gerald Tindal, Member, Educational Leadership; Wesley Wilson, Outside Member, Economic