Thesis (Ph. D.)--Ohio State University, 2004. / Document formatted into pages; contains vii, 285 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2009 Nov. 30.

Thesis (Ph. D.(Prakt. Teol.))--Universiteit van Pretoria, 2004. / Includes bibliographical references (leaves 308-357).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1951. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 322-325).

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

Thesis (M.C.S.)--Regent College, Vancouver, B.C., 1997. / Includes bibliographical references (leaf 25).

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 1990. / Title from title page screen, viewed November 9, 2005. Dissertation Committee: Patricia H. Klass (chair), Joseph A. Braun, Ronald L. Laymon, Mary Ann Lynn, Patricia O'Connell, Sally B. Pancrazio. Includes bibliographical references (leaves 129-137) and abstract. Also available in print.

Thesis (D. Min.)--Trinity Lutheran Seminary, 1982. / Includes bibliographical references (leaves 141-144).

First Year Composition (FYC) is one of the most important courses for any incoming college student. This course (often designated as English 101) provides students the rhetorical tools to fully engage in critical thinking and writing on the college level. One of the most common methods of organizing FYC is to use a topic as the center of all the reading and writing prompts. The use of outside subject matter to teach FYC is a common practice that is rarely interrogated for its effectiveness. However, the Hairston debate in the early 1990s opened up a public discussion of how FYC should be taught. I am arguing that this debate was never fully resolved. Instead of using this historical moment in our field to discuss how topics impact FYC instruction, the use of topics has continued to be normalized during the last twenty years with little attention given to interrogating what actually happens in a FYC course that focuses on a topic. This dissertation study examines what happens when a controversial theme like race is used as the primary organizing principle of both a day and night FYC course in a metro-St Louis area community college. Using discourse analysis, I analyze student writing to determine how the students' writing is impacting by the subject matter of the course.

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