Graduation date: 1995

Thesis (M.A.)--York University, 2004. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 97-109). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss&rft%5Fval%5Ffmt=info:ofi/fmt:kev:mtx:dissertation&rft%5Fdat=xri:pqdiss:MQ99286

Thesis (M.S.)--Eastern Illinois University. / Vita. Includes bibliographical references (leaves 40-42).

<p> Large achievement gaps have been found in ACT scores between high schools throughout the same state and in comparisons between states. In Missouri, four public high schools have consistently scored four points higher than the Missouri average for years 2007&ndash;2011. States, such as Nebraska, Minnesota, and Iowa, have shown consistent above average scores as compared to states with similar participation numbers throughout the nation. Schmoker (2006) believed that due to the existing culture of schools and school leadership, learning from others' successes is often discouraged; therefore, this study was conducted in an attempt to discover the best practices used in high-achieving high schools and states that obtain high student achievement on the ACT. Educational leaders within the top 5% of high schools in Missouri, based on a five-year (2007&ndash;2011) average of ACT scores, were surveyed to determine successful teaching strategies and programs educators in these schools are implementing. Leaders from consistently successful states (having higher than average ACT scores with a high percentage of participation) took part in a survey to extrapolate further characteristics regarding high achievement. Furthermore, the trends and the approaches that contribute to student success in states that require the ACT were examined through interview responses. While the study did not reveal any new best practices, the findings supported many best practices already in existence, and most importantly, showed the necessity for the development of a learning culture that emphasizes success and achievement.</p>

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Today, there are numerous versions of the continuous performance test (CPT) used in clinical and research settings. Although CPTs may constitute a similar group of tasks with a common paradigm, they are very different in the parameters they measure (Conners, 1995). To learn more about the effects of different CPT versions as well as the numerous scoring indices, two very different CPTs, the Conners’ Continuous Performance Test-Second Edition (CCPT-II) and the Gordon Diagnostic System (GDS), were compared with a population of children and adolescents exhibiting ADHD and normal controls. Major findings were as follows: (a) the CCPT-II and GDS measures were not able to separate children with ADHD from normal controls; (b) individual variables from neither the CCPT-II nor the GDS were able to adequately differentiate children with ADHD and normal controls; and (c) score profiles obtained from the overall group of children and adolescents did not successfully separate the ADHD group from normal controls using the CCPT-II and GDS.

Diss.--Social sc.--Universiteit Leiden, 1999. / Bibliogr. en fin de chapitres et p. 337-34.

Proefschrift--Letteren--Nijmegen--Katholieke Universiteit, 2004. / Bibliogr. p. 181-188.

Diss.--Technische Universität Berlin, 2007. / Bibliogr. p. 127-131.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 163-177).