Thesis (M.S.)--Northern Michigan University, 2007. / Bibliography: leaves 30-33.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Using Baldwin, Coney, Fardig, and Thomas' (1993) School Effectiveness Questionnaires, this descriptive study compared parents' and teachers' perceptions of the effectiveness of four-year-round elementary schools in two urban school districts. The sample included 93 parents and 100 teachers. Correlates of effective schools included (a) effective instructional leadership, (b) clear and focused mission, (c) safe and orderly environment,(d) positive climate and high expectations, (e) frequent assessment/ monitoring of student achievement, (f) maximum opportunities for learning, and (g) parent/community involvement. Both parents and teachers had favorable perceptions of the effectiveness of year-round schools. Teachers rated the effectiveness of year-round schools higher than parents. Older teachers and parents rated the effectiveness of year-round schools higher

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.

Participation in summer session has benefits for students including improved retention and degree completion and increased contact with faculty (Adelman, 2006; DiGregorio, 1998). Just as some characteristics of students limit their access to participate in higher education in general, participation in summer session may also be affected by certain student characteristics. This study used a nationally representative sample to explore how undergraduate students who enroll in summer session may differ from undergraduate students who do not enroll in summer session in a variety of financial, geographic, academic, programmatic and cultural/social/physical characteristics historically associated with access to higher education. Significant differences between summer enrolled and not enrolled students were found in a number of instances. Some characteristics that are negatively associated with enrollment, persistence and attainment in higher education were positively associated with summer enrollment. A regression analysis revealed that the combined predictive value of student characteristics accounts for only a small portion of the overall decision to enroll in the summer term. / Ph. D.

Thesis (Ph. D.)--Illinois State University, 2005. / Title from title page screen, viewed on April 13, 2007. Dissertation Committee: Elizabeth Lugg (chair), Dianne Gardner, Joseph Pacha, John Rugutt. Includes bibliographical references (leaves 151-156) and abstract. Also available in print.

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Walter S. Polka. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 105-114) and appendices.

Thesis (Specialist in School Psychology)--Eastern Illinois University, 2007. / Includes bibliographical references (leaves 27-30).

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