Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Martha N. Ovando. Vita. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains vi, 159 p. Includes abstract. Includes bibliographical references (p. 136-145).

Thesis (M.A.C.E.)--Associated Mennonite Biblical Seminaries, 1981. / Includes bibliographical references.

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

Thesis (Ph. D.)--Texas State University-San Marcos, 2005. / Vita. Appendices: leaves 261-287. Includes bibliographical references (leaves 288-300).

This dissertation examines how changes in the understanding of Christian time developed in the Congregational Church in the United States, and in particular considers the processes and influences that led to the adoption and wide sharing of the broadly ecumenical Christian liturgical calendar in local Congregational churches. Internal and external factors from the late nineteenth and early twentieth century that may have inspired these shifts are investigated, including: the emerging ecumenical movement, and in the United States the work of the Federal and National Council of Churches; the international and ecumenical liturgical movement; the writings of influential Congregationalists such as Von Ogden Vogt and Willard Sperry; and new approaches regarding church architecture and other ecclesiastical arts, including hymnody. While developments from the seventeenth century to the middle of the nineteenth century are not neglected in this study, focus is given primarily to the period from 1886, when the National Council of the Congregational Church issued its first survey of local congregations concerning worship practices, to 1957, when the Congregational Church, having already merged with the Christian Church, joined the Evangelical and Reformed Church to form the United Church of Christ. Church-related periodicals, denominational hymnals, annual reports, writings of various Congregational clergy, and minutes of national Congregational meetings serve as primary texts in this investigation. A vital component of the study is the examination and interpretation of a variety of worship resources produced by the Commission on Worship and Evangelism of the Congregational Church and the National Council of Congregational Churches, as well as worship-related letters, editorials, and services found within various Congregational publications. While external factors were important in the reception of the ecumenical liturgical year into the annual calendars of Congregational churches, this research shows that it is the writings of various Congregational clergy, published as pamphlets, articles, and books, that have had the greatest influence. The results of this work fill a lacuna in scholarship related to the worship of the Congregational churches from the late nineteenth to mid-twentieth centuries, and contribute more generally to studies of the transitions in mainline American Protestant theology and practice in the late modern period.

M.Ed. / Please refer to full text to view abstract

Family vacations are a way of life for many families. Now those family vacations are changing due to the change to a Year Round School (YRS) calendar and other changes within the family. The YRS calendar is being implemented in a greater number of schools around the United States each year. The change to the YRS calendar could possibly affect family vacation habits and patterns in regards to the travel party, when travel takes place, travel destination, length of travel, whether travel is taking place or not, mode of transportation, and the decision making process. The leisure travel industry is also becoming aware of the changes that are occurring to the family vacation in response to the implementation of the YRS calendar. The industry and the family working together, the best possible experience for family travel will be achieved. / Master of Science

Given that standards are legislated through the No Child Left Behind Act of 2001 and the Standards of Learning have been implemented in the Commonwealth of Virginia, educational reforms call for extended learning opportunities and a requirement that leaders implement programs that are scientifically research-based which concentrate on the achievement of all students. Year round education is scientifically research based. The purpose of this study was to compare year round and traditional education at an urban middle school on attendance, academic performance, and behavior patterns. The school had both year round education and traditional education from 1998-2001. This is a unique factor to this study, as no one has compared year round education and traditional education on attendance, academic performance, and behavior patterns in an urban setting with both year round education and traditional education in the same building. The population in this quantitative quasi-experimental study was 113 grade 8 year round education (87) and traditional education (26) students from one urban middle school in southeastern Virginia, who had been in the programs for three years (grades 3-6). The over- riding research questions were: (1) does year round education make an impact on attendance as measured by grade 8 attendance data after controlling for initial differences in grade 5 attendance? , (2) does year round education have an impact on academic achievement as measured by the SOL after controlling for grade 5 Degrees of Reading Power (DRP)? , (3) does year round education impact students’ behavior patterns as measured by grade 8 out-of-school suspensions (OSS) and in-school-suspensions (SIPS) data? Two one-way ANCOVAs, two chi squares, and t-tests were conducted to determine the statistical significant differences in attendance, academic performance, and behavior patterns (the first time placements in in-school suspension and out-of school suspension) of year round education and traditional education students with a pre-determined alpha of .05. The results indicated no statistically significant findings. The conclusions and implications in this study were limited by the size of the sample, lack of random student assignment, students interacting with each other, and students having the same teachers. Year round education provides an educational option for students and families. / Ed. D.

Persistence and withdrawal have been issues throughout the 368 years of higher education in the United States. As higher education shifted from a privilege of the elite to an expectation of the masses, conversations surrounding persistence and withdrawal have become more prevalent (Trow, 1979 as cited in Somers, 1995). Approximately 60% of entering college students leave higher education without obtaining a degree, and most do so during the first two years of college (Porter, 1990 as cited in Hickman, Bartholomae, & McKenry, 2000). Research illustrates that reasons leading to withdrawal in the early stages of the college experience are very different from those that influence withdrawal in the later years (Daubman, Williams, Johnson, & Crump; 1985; Pickering, Calliotte, & McAuliffe, 1992; St. John, 1990; Tinto, 1987). Models have emerged to explain attrition (Hossler & Galligher, 1987; Bean, 1980; 1985; Tinto, 1975; 1982; 1987; 1993). These models examine the relationship between persistence and background characteristics (Milville & Sedlacek, 1992; Pascarella, Terenzini, & Wolfle, 1986; Pickering et. al 1992), high school profile (Pickering et. al 1992; Richardson & Sullivan, 1994), and the college decision process (Brower, 1997). These factors, however, have been studied in isolation. The purpose of this study was to examine factors influencing Year 1 to Year 2 (Y1Y2) retention among students. Specific factors included demographic characteristics, high school profile, and the college decision process. Sex, ethnicity, parents' educational level, and concern regarding financial capability were included in demographic characteristics. High school profile encompassed high school GPA, standardized test scores, and time spent during senior year in selected activities. Reasons to attend college and reasons to attend the particular institution at which the study was conducted defined the college decision process factor. The sample consisted of students at a large public, land-grant institution in the mid-Atlantic region of the United States. Data from 2,214 first-year students who completed the Annual Freshman Survey (AFS) sponsored by the Cooperative Institutional Research Program (CIRP) were analyzed. All participants completed the AFS in the summer of 2003 at the institution's orientation program. The participants were assigned to one of two groups: those who returned for their second year of college in the fall of 2004 and those who did not. Results revealed statistically significant differences on 15 out of 51 total chi-square tests conducted on responses to 10 items on the AFS. Those who did not return were more likely to be males and students with B or C averages in high school. In addition, Non-Returners were more likely to have some or major concern regarding their ability to finance their education and felt that low tuition was a very important factor in deciding to attend a particular institution. Non-Returners were more likely to spend five or fewer hours per week studying; six or less, or more than 15 hours per week socializing; and less than an hour or more than 15 hours per week on household and childcare duties during their senior year of high school. Non-Returners were more likely to feel that gaining a general education and preparing for graduate or professional school were not important reasons to attend higher education. This group felt that graduates getting good jobs, being admitted through early action/decision, and a visit to campus were also not important reasons to attend a particular institution. / Master of Arts