Thesis (M.Ed.)--Murdoch University, 2008. / Thesis submitted to the Faculty of Arts and Education. Includes bibliographical references (leaves 114-119).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

A needs assessment was conducted to identify top priorities for the development of a Comprehensive Guidance Program (CGP). The assessment was given to junior high students (grades 7-9) and their parents. This thesis is a comparison of students' and parents' perceptions of the needs of students in junior high school setting. The findings indicate the parents and students shared similar views on themes of support for career and future plans, concern for more information on health issues, and concerns of what servics the school should provide. However students' and parents' individual needs were not similar. A Spearman Rho test showed a very low overall correlation between the ranking of needs of the two groups. The findings led to the recommendation that thematic similarities should guide the development of programs and that community support should be sought to address individual priorities identified by each group. A major benefit of the study was the development of a process for the engagement of the community in school development. Further investigation may be needed to help understand the differences in the parents' and students' perceptions. / viii, 120 leaves ; 29 cm.

国立情報学研究所で電子化したコンテンツを使用している。

Dissertation (Ph.D.)--University of Toledo, 2009. / Typescript. "Submitted as partial fulfillment of the requirements for the Doctor of Philosophy degree in Health Education." Bibliography: leaves 238-301.

Thesis (Ph. D.)--Auburn University. / Abstract. Includes bibliographical references (p. 79-91).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

This study was undertaken to: 1) determine the relationship between community college counselor role congruence and job satisfaction and 2) to consider factors that contribute to or depreciate counselor role congruence and job satisfaction. The subjects consisted of four groups that were compared in terms of their perceptions of community college counseling. One group called leaders consisted of Oregon community college presidents and deans of students. Another group called co- workers was made up of Oregon community college financial aid directors, registrars and/or admissions directors, student activities directors and career placement directors. A third group called trainers consisted of counselor trainers/ educators from Oregon and the Western United States. Oregon community college counselors comprised the fourth group. Questionnaires were sent to 277 individuals and 190 responded for a 69 percent return ratio. Eighty-five percent (85%) of the counselors, 65 percent of the co-workers, 61 percent of the leaders, and 61 percent of the trainers responded. Three instruments were used in this study. The Role Questionnaire was used to measure role congruence and was administered to all subjects. The Minnesota Satisfaction Questionnaire was used to measure job satisfaction and was administered to the counselor group. The Community College Counselor Questionnaire was developed to gather demographic and job duties information and was administered to all groups. Counselor role congruence and job satisfaction were positively correlated at +.54. A one way analysis of variance revealed that there were significant differences among groups. Trainers and co-workers perceived significantly greater counselor role incongruence than did counselors and leaders. Stepwise multiple regression analysis showed that experience in the counseling profession, positive perception of leadership decision making, a full-time faculty/staff development specialist on campus, a professional definition as an educator/counselor, and a peer counseling program were all associated with high counselor role congruence. Stepwise regression analysis also revealed that a light counselor teaching load, having at least a masters degree, and perception of few incompatible demands were all associated with high counselor job satisfaction. / Graduation date: 1990

Thesis (Ph. D.)--Oregon State University, 1993. / Typescript (photocopy). Includes bibliographical references (leaves 68-73). Also available on the World Wide Web.