Doctor of Psychology (Psy.D.), Xavier University, 2022, Psychology

Eating disorders are increasingly prevalent in young women, constituting a serious public health concern. Maladaptive use of social networking sites (SNSs) is associated with increased eating disorder risk factors and symptomology among young women, suggesting that eating disorder prevention programs targeting this behavior may be beneficial. The present study tested a modified version of the Body Project that was shortened to a single, 2-hour session to address attrition problems of previous versions and adapted to include elements specifically targeting maladaptive SNS use. Female undergraduates (N = 128) were blindly assigned to a high-dissonance intervention, a low-dissonance intervention, or a no-treatment control group during a two-step enrollment process. Using a repeated measures design to assess for differential change in outcomes (i.e., thin-ideal internalization, body dissatisfaction, dietary restraint, negative affect, eating disorder symptomology) between conditions across time from baseline to posttest and 1-month follow-up, a 3 (Time) x 3 (Condition) mixed factorial multivariate analysis of variance (MANOVA) identified a significant Time x Condition interaction. Notably, follow-up analyses indicated participants in both active conditions experienced significant decreases in eating disorder symptomology and multiple eating disorder risk factors across time. Against expectations, the active conditions did not produce significant reductions on any of the measured outcomes relative to controls at posttest or 1-month follow-up. Results are promising in that they suggest minimal exposure to this modified intervention can produce positive effects which may enhance the feasibility and accessibility of eating disorder prevention options for busy college students.

Committee: Kathleen Hart Ph.D., ABPP (Committee Chair); Morrie Mullins Ph.D. (Committee Member); Susan Kenford Ph.D. (Committee Member) Subjects: Psychology; Psychotherapy

Doctor of Philosophy, The Ohio State University, 2018, Human Development and Family Science

Family wellness is defined as the intentional approach of pursuing a healthy state of being for the family, and is linked to children's future health status and health behaviors. In the U.S., racial and ethnic minorities have more negative health outcomes in the areas of chronic diseases or conditions such as cancer, diabetes, obesity, hypertension cardiovascular disease, HIV/AIDS, and infant mortality than their White peers. Literature suggests that African Americans have higher prevalence of hypertension, regardless of sex or educational status, higher hospitalization for strokes, and higher mortality rates from cardiovascular disease at all ages. The purpose of this dissertation is to: (1) use focus groups and quantitative surveys to examine the Family Time Initiative (FTI) program participants' general nutrition knowledge, perceptions and attitudes regarding nutrition, nutritional habits, culture, family relationships, and physical activity; and (2) utilizing that information, identify future policy initiatives to promote health and wellness in predominantly African American communities. FTI is a 10-week wellness intervention program that uses a family systems perspective and health promotion model to engage caregivers and children to participate in healthy culturally relevant activities. Based on the quantitative survey, participants reported a more adverse family environment based on their nutrition and physical activity behaviors, healthy family functioning, and low African self-consciousness. Participants discussed the challenges of scheduling (n=8), lack of adequate time (n=8), competing family members' eating practices, and availability of resources (n=3) for making healthy lifestyle choices (i.e., family meals, food choice, physical activity) for their families. Participants also discussed the shared responsibility of the family, school, and community in developing healthy environments and behaviors for children and families (n=7). Participants suggested (open full item for complete abstract)

Committee: Sarah Schoppe-Sullivan PhD (Advisor); Keeley Pratt PhD (Advisor); Cynthia Tyson PhD, MSW (Committee Member) Subjects: Families and Family Life; Health; Health Education

Doctor of Education, Ashland University, 2018, College of Education

This quantitative, quasi-experimental research study was designed to determine the impact of a computer assisted reading instruction program on the fluency rates and comprehension skills of third and fourth grade students with reading disabilities at an Ohio suburban-metropolitan elementary school. Pretests established the participants' baseline reading skills. The participants' reading progress was monitored, during twenty-week baseline and intervention periods, with weekly measures of fluency and comprehension. Posttests measured the intervention program's impact on the participants' fluency rates and comprehension skills. Results were evaluated through visual analyses of experimental data graphs and by conducting time series matched pair t confidence interval tests to determine the reading intervention program's impact on the participants' reading skills, as measured by AIMSweb reading fluency probes, STAR reading comprehension tests, and Woodcock Johnson IV tests of reading achievement. The study provided two potential benefits for participants, improved reading fluency rates and comprehension skills, and increased value-added measures of student performance on Ohio's Common Core State Standards tests; and a third unintended benefit, improved school district's and teachers' value-added evaluation scores on the Ohio State Report Card.

Committee: Judy Alston Ph.D. (Committee Co-Chair); Harold Wilson Ph.D. (Committee Co-Chair); Constance Savage Ph.D. (Committee Member); James Olive Ph.D. (Other); Donna Breault Ph.D. (Other); John Moser Ph.D. (Other) Subjects: Educational Leadership; Educational Technology; Special Education

Psy. D., Antioch University, 2017, Antioch Seattle: Clinical Psychology

Infants speak in their own language; sounds, screeches, cries, and howls that help them to communicate their caregiving needs. Unaware, parents may develop a checklist of caregiving approaches to the baby. The infant tells the adult directly what they need, and waits for the parent to respond. Infant talk may change from soft and quiet to loud and aggressive; coos and cries become crying and screams as the infant's caregiver—communicating the intensity of emotion, urgency of their request, or their frustration with varied and sometimes inadequate, failed, or missing caregiving patterns the infant has no choice but to accept. When the caregiver's response is slow, missing, irrelevant, inconsistent, or incorrect, the infant's level of stress increases. Stressed themselves, frustrated, and confused, parents and caregivers may neglect the child, or respond with abuse. According to the U. S. Department of Health and Human Services (2006), abuse and neglect have lasting effects on the child's development. Parents and caregivers of an infant need support. The purpose of this Attune With Baby Intervention is to teach parents and caregivers infant language so they hear, more quickly understand the infant's request, and respond appropriately, coordinating care with the infant before the infant and caregiver become stressed. Parents and caregivers attune with infant in the context of a family support program encompassing training, support, developmental assessment, referrals and connection to community resources, and other families. The program is implemented, developed, and evaluated by psychologists and doctoral students in psychology.

Committee: William Heusler Psy. D. (Committee Chair); Sheldon Berger Ph. D. (Committee Member); Melissa Curran Ph. D. (Committee Member) Subjects: Behavioral Psychology; Developmental Psychology; Early Childhood Education; Language; Linguistics; Personal Relationships; Psychology; Psychotherapy; Social Psychology; Social Research; Social Work; Sociolinguistics

Doctor of Philosophy, The Ohio State University, 2016, Health Services Management and Policy

Introduction: Although popular and prevalent nationwide, maternal and early childhood home visiting interventions are, in many cases, of uncertain effectiveness. Methods: For Studies 1 and 2, the Nurse Family Partnership (NFP) Columbus, Ohio location was evaluated via propensity score matching with non-participants for its impact on a range of health outcomes. For Study 3, the National Survey of Children's Health (NSCH) was used to create a nationally representative profile of the home visiting population using descriptive statistics and exploratory factor analysis. Results: In Studies 1 and 2, matching revealed greater likelihood to have a C-section, low birth weight, and to be enrolled in WIC for women and infants participating in the Columbus NFP compared to non-participating matches. In Study 3, descriptive statistics and exploratory factor analysis indicated substantial differences between participants and non-participants. Conclusions: There is no conclusive evidence that the Columbus NFP program is effective at achieving its stated goals; however, the studies' limitations were considerable. The national profile created using the NSCH supports that there are substantial differences between participants and non-participants, with home visiting participants reflecting greater health and environmental risks and lower socioeconomic status, but perhaps better parental engagement. Improved data collection and evaluation methods, as well as confirmatory factor analysis and changes in questions for the NSCH data, may help improve opportunities for home visiting evaluation in the future.

Committee: Thomas Wickizer (Committee Chair); Phyllis Pirie (Committee Member); Sharon Schweikhart (Committee Member); Sarah Keim (Committee Member) Subjects: Educational Evaluation; Families and Family Life; Health; Health Care Management; Health Education; Nursing; Public Administration; Public Health; Public Health Education; Womens Studies

Master of Education, Cleveland State University, 2016, College of Education and Human Services

EFFICACY OF WHOLE-BODY SUSPENSION TRAINING ON ENHANCING FUNCTIONAL MOVEMENT ABILITIES FOLLOWING A SUPERVISED OR HOME-BASED 8-WEEK TRAINING PROGRAM SHELBY MARIE SAYLOR ABSTRACT Suspension training is a tool that can be used to work every muscle group in the body through various components of functional movement including balance, stability and coordination. No previous studies have analyzed the effectiveness of a whole-body suspension training program on functional movement abilities. Purpose: The primary purpose of this study was to determine the effectiveness of suspension training on enhancing functional movement. The secondary purpose was to assess if suspension training is more effective in a supervised program or a home-based program. Methods: Twenty-one healthy subjects, ages 18-32 (11 male, 10 female) with no recent history of resistance training participated in this investigation and were randomly assigned to either a home-based or a supervised group after completing their initial pre-test that included body composition testing and a Functional Movement Screening (FMS) test. Each subject that was randomized into the home-based group was taught how to set up the suspension training system on a door way and how to complete each of the 10 exercises correctly. After this initial session in the laboratory the home-based group subjects were then supervised once in their home on how to set up the system in their home, as well as reminded of the correct procedures for each exercise in the program. The supervised group began their introductory session 2-4 days after their initial FMS pre-test. The 8-week training program consisted of a 5 minute warm-up followed by 10 exercises targeting each major muscle group in the body including: low row, chest press, Y-fly, triceps press, biceps curl, squat, lunge, calf press and side plank. Each exercise session was followed by 5-10 minutes of whole-body static stretching. Upon the completion of the 8-week suspension (open full item for complete abstract)

Committee: Emily Kullman PhD (Committee Chair); Kenneth Sparks PhD (Committee Member); Kathleen Little PhD (Committee Member) Subjects: Anatomy and Physiology; Health; Kinesiology; Rehabilitation; Sports Management

Master of Science, The Ohio State University, 2014, Human Ecology: Human Nutrition

INTRODUCTION: Type 2 diabetes mellitus (T2DM) is a serious medical condition affecting over 12% of Americans and is associated with $58 billion in work-related annual costs. Prediabetes increases risk for T2DM, and is estimated to affect over one third of U.S. adults. With prediabetes rates on the rise and costs associated with obesity and T2DM well documented, there is an evident need to prevent the development of T2DM in at-risk individuals. Adults spend a significant portion of their time at the workplace, suggesting its utility for efforts at health promotion and disease prevention. The Diabetes Prevention Program (DPP) is a lifestyle intervention program that has demonstrated efficacy in preventing or delaying T2DM in at-risk adults, however there is a lack of well-designed research studies evaluating the efficacy of the DPP in the workplace. The primary aim of this study was to implement and evaluate the efficacy of the group-based DPP intervention at The Ohio State University (OSU). METHODS: Seventy-eight employees with prediabetes recruited from OSU were randomized to either the 16-week group-based DPP intervention group or a usual care control group. Sixty-eight participants completed data collection at baseline and post-intervention. Clinical and anthropometric measures included body weight, waist circumference, fasting blood glucose and lipids, and blood pressure. Psychosocial measures included employee productivity, self-efficacy, social support, goal commitment and difficulty, and problem solving. We hypothesized that the intervention would contribute to significant reductions in weight and glucose, as well as significant improvements in psychosocial outcomes compared to the control group. Statistical analyses included Pearson chi-square tests for baseline demographic characteristics and Student t-tests within an ANOVA for between and within-group analyses. For data not meeting normality assumptions, Wilcoxon signed rank tests were used (open full item for complete abstract)

Committee: Carla Miller (Advisor); Carolyn Gunther (Committee Member); Haikady Nagaraja (Committee Member) Subjects: Health; Nutrition

Specialist in Education (Ed.S.), University of Dayton, 2013, School Psychology

The purpose of this study was to evaluate the effectiveness of the Fast ForWord program on the reading achievement of at-risk students attending a Title I elementary school in an Appalachian region of southern Ohio. The design of the study was a single-school program evaluation using the results of the reading portion of the state-mandated Ohio Achievement Assessment (OAA) to determine the program's effectiveness. A pre-test/post-test comparative analysis and an independent samples t-test were used to assess changes in student performance. The results indicated that students did not make significant improvements in their reading achievement after participating in the Fast ForWord intervention program. Implications for future research, including the collection of additional student data to expand the participant sample as well as assessing treatment acceptability and treatment fidelity of program implementation in order to make a better determination of the effectiveness of the program, are discussed.

Committee: Susan Davies Ed.D. (Committee Chair); Elana Bernstein Ph.D. (Committee Member); Patricia Polanski Ph.D. (Committee Member) Subjects: Education; Educational Evaluation; Educational Software; Educational Technology; Reading Instruction

Master of Science, Miami University, 2013, Exercise and Health Studies

The physiological and psychological effects of a tri-weekly physical activity and academic support, after-school program on 4th and 5th graders was studied. Body mass index, aerobic fitness, muscular fitness, and flexibility were assessed. Self-reported perceptions of sport competency, body attractiveness, strength, physical self-worth, and global self-worth were determined using the Children and Youth Physical Self-Perception Profile and the Children and Youth Perceived Importance of Physical Competence Profile. Significant increases in muscular fitness test results (curl-ups and push-ups) and significantly enhanced fitness classification zones for aerobic and muscular fitness occurred for boys and girls. Boys scored significantly higher on tests of aerobic and muscular fitness before and after the program. Additionally, perceived sport/athletic competence, condition/stamina competence, and physical self-worth improved significantly for boys and girls; improvements in global self-worth approached statistical significance. Participation in this program resulted in positive changes in both physical fitness and psycho-social well-being in these children.

Committee: Randal Claytor PhD (Committee Chair); Thelma Horn PhD (Committee Member); Kyle Timmerman PhD (Committee Member) Subjects: Kinesiology

Master of Science in Criminal Justice, Youngstown State University, 2008, Department of Criminal Justice

The study evaluated the effectiveness of the batterer's intervention program within the Ohio Department of Rehabilitation and Correction, Personal Responsibility of Violence Elimination (P.R.O.V.E.). Through the completion of P.R.O.V.E., inmates should be able to identify their own abusive behavior, identify their thought patterns that lead to abusive behavior, identify alternatives to abusive behavior and identify types of abuse. To determine if the program meets these objectives, inmates participating in the P.R.O.V.E. program were administered a 20 item pre- and post- test. The institutions were Grafton Correctional Institution, Marion Correctional Institution, Richland Correctional Institution and North Coast Correctional Treatment Facility. Findings indicated that program participants were able to identify their own abusive behavior, identify alternatives to abusive behavior and identify types of abuse. Findings of this study did not support hypothesis 2, concluding that program participants were not able to identify their thought patterns that lead to abusive behavior.

Committee: Tammy King PhD (Advisor); John Hazy PhD (Committee Member); Christian Onwudiwe PhD (Committee Member) Subjects: Behaviorial Sciences; Criminology; Rehabilitation; Social Research

PhD, University of Cincinnati, 2006, Nursing : Nursing, Doctoral Program

Problem: Breastfeeding has long been recognized as the preferred method of feeding in the first year of life (American Academy of Pediatrics, 1997). Extensive research confirms the nutritional, economic, biomedical, immunological, and psychological advantages of breast milk. Despite the clear benefits of breastfeeding to mother and infant, breastfeeding rates today continue to remain below the recommended levels in the United States (US), most notably among low-income mothers. Research has shown that breastfeeding self-efficacy is one predictive factor affecting breastfeeding duration. Theoretical Framework: Dennis's (1999) Breastfeeding Self-Efficacy Theory, was the basis for this study. Using this theory, the Breastfeeding Self-Efficacy Intervention Program (BSEIP) was developed. The intervention consisted of a one-hour program delivered during the last trimester of pregnancy. The BSEIP consisted of measures to increase breastfeeding self-efficacy, including education, practice, and demonstration of breastfeeding techniques. Social support and practical advice were provided in the first two-weeks of the postpartum period. Methods: A quasi-Experimental design was used to test the effect of the BSEIP on duration of breastfeeding. A convenience sample of 36 low-income predominately non-Hispanic White women was recruited from two prenatal clinics on the outskirts of a large metropolitan area. All women indicated their intent to breastfeed their infant. Women were assigned by prenatal clinic to either receive or not receive the BSEIP. Data were collected using the Breastfeeding Self-Efficacy Scale (BSES) and a demographic profile. Women were contacted by telephone at two and six weeks postpartum to determine if they were still breastfeeding and to complete the BSES.. Results: Women who received the BSEIP had greater breastfeeding self-efficacy at two and six weeks postpartum than women who did not receive the intervention; women who received the intervention also incre (open full item for complete abstract)

Committee: Dr. Susan Elek (Advisor) Subjects: Health Sciences, Nursing

Doctor of Philosophy, University of Toledo, 2012, Counselor Education

Marijuana continues to be the most commonly used illicit drug in the United States. The courts have the dilemma of deciding how to treat people with marijuana offenses: (a) incarceration or (b) therapy. There is limited evidence on the effectiveness of court-mandated marijuana treatment. The Adult Marijuana Program (AMP) is a 48-hour weekend program offered by a community mental health agency in the Midwestern United States to meet the needs of clients who are court-mandated to undergo treatment. This study examined the effects of AMP participation on clients' denial of marijuana causing them problems. Decreased denial of a substance use problem is a precursor to increased readiness to use or seek help. The researcher also attempted to determine if other factors such as alcohol use, previous arrest history, educational level, and employment status were related to participant denial. In this study the researcher found that court-mandated AMP participants reduced their denial of marijuana abuse causing them problems from the time of pre-treatment to post-treatment. Problematic alcohol use, presence of previous arrest history, level of education, and employment status were not significant factors in participants' denial changes from pre- to post-treatment. Therefore, there is no evidence to support exclusion of participants with co-occurring alcohol use problem from the AMP. There is also no evidence that special program adjustments need to be made based on participants' previous arrest history, level of education, or employment status. The outcomes of this study may assist courts, practitioners, clients, and their families when they make a decision to pursue or recommend AMP intervention to people with marijuana-related offenses. It also provides AMP managers and clinicians with data that can be used for evidence-supported treatment planning and marketing.

Committee: Nick Piazza PhD (Committee Chair); Jennifer Reynolds PhD (Committee Member); Martin Ritchie EdD (Committee Member); Kathleen Salyers PhD (Committee Member) Subjects: Behavioral Sciences; Counseling Education; Counseling Psychology; Health; Health Care; Health Care Management; Health Education

Doctor of Philosophy, The Ohio State University, 2011, EDU Policy and Leadership

Student neighborhoods near urban university campuses are unique neighborhood settings. Social problems resulting from thousands of college aged students living in dense enclaves in neighborhoods near university campuses are numerous. Rioting, high crime, negative neighbor relations and poor living conditions are examples of the many problems of the student neighborhood. As universities develop and implement strategies to address the challenges of the campus proximal student neighborhood, research must guide those practices. This study examines the effects of a specific community building program sponsored by a large mid-western research university located in a large metropolitan setting on social outcomes in the densely populated student neighborhood adjacent to its campus. The community building program is designed by Student Life staff to strengthen social ties and community in the student neighborhood. Social disorganization theory and sociological approaches to the study of neighborhoods are used to theorize important exogenous and intervening independent variables relevant to the student neighborhood context. These independent variables include demographic structures such as race, gender, age and socioeconomic status along with intervening structures such as friendship density, network associations (university versus neighborhood) and participation in university sponsored programs to build community. Dependent variables include social ties, sense of community, perceptions of informal social control and neighborhood satisfaction. Regression analysis is used to determine the extent to which participation in university community building programs predicts the outcome variables. The study concludes that participation in university sponsored programs has effects on social ties and perception of informal social control in the student neighborhood. Gender and race were found to negatively predict social ties formation. The study also concludes that livin (open full item for complete abstract)

Committee: Ada Demb EdD (Advisor); Helen Marks PhD (Committee Member); Lenard Baird PhD (Committee Member) Subjects: Education Policy; Educational Leadership; Higher Education; Higher Education Administration

Doctor of Philosophy, The Ohio State University, 2010, Human and Community Resource Development

The United States is a vehicle-dependent society and allows teens to obtain drivers licenses at age 16 or younger. Many factors have been linked to teen risky driving behaviors that resulted in teens receiving their first citations. This was the first study to investigate parental management of teens after they received their first citations for risky driving behaviors and the effect of parent attendance at 4-H CARTEENS, a remedial program developed by The Ohio State University Extension (4-H Youth Development program), Ohio State Highway Patrol, and the county juvenile justice system. The study used a quasi-experimental design to analyze 243 teen drivers in attendance at 4-H CARTEENS who responded to a survey about risky driving behaviors, parental control, and parental restrictions; 187 respondents completed the study. Most of the teens were 17 years old (55%), male (51%), and White (92%), and most were high school juniors and seniors who had received their drivers license at age 16 (86%). The most frequent risky driving behavior was “driving distractions,” and the least frequent was “substance abuse driving.” Young male drivers reported more risky driving behaviors on average (29 more times per month) than did females. The teen drivers indicated that their parents ensured they had enough practice driving before getting their license. They strongly agreed with the restriction of not drinking and driving. The teen drivers responded more in agreement to parent control issues than parent restrictions. Parent management for control and restrictions was related to reducing risky driving behaviors. As teens advanced in school and drove more frequently per week, their risky driving behaviors increased. The data showed a reduction in risky driving behaviors from Time 1 to Time 2 with a medium effect after the teens attended the 4-H CARTEENS program. 4-H CARTEENS had a medium effect for reducing risky driving behaviors in the areas of speeding, lane use, and vehicle contro (open full item for complete abstract)

Committee: Scott Scheer PhD (Advisor); Kristi Lekies PhD (Committee Member); David Andrews PhD (Committee Member) Subjects: Families and Family Life

Doctor of Education, Miami University, 2012, Educational Leadership

This research evaluates a wellness intervention program presented to 150 fourth graders in an elementary school setting. The intervention focuses on three units of instruction: nutrition, exercise, and lifestyle habits. Students received instruction covering these three units for one school year. The purpose of this study is to look deeper into the success of the intervention to ensure that the wellness program provided changes in eating, exercise, and lifestyles behaviors in students. It was not enough that students participated, but that they made better food choices, exercised more, and continued to make healthier choices at the end of the program. The results of the qualitative and quantitative data support the changes in students and families.

Committee: Kate Rousmaniere PhD (Committee Chair); William Boone PhD (Committee Member); Richard Quantz PhD (Committee Member); Randal Claytor PhD (Committee Member) Subjects: Education; Educational Leadership; Health Education

Specialist in Education, Miami University, 2003, Educational Psychology

Research in the field of early intervention and family-related services has indicated that a discrepancy exists between the stated early intervention philosophy and current early intervention practices. These results suggest that although there is a recognition that family-centered approaches benefit young children and their families, these principles generally have not been infused into existing programs. The current study examined this discrepancy through the investigation of services provided to families though four early intervention programs in southwestern Ohio. Specifically, the study addressed the types of family services received, and the extent to which these services were actually responsive to families' needs through ratings of program effectiveness. Families participating in this study rated their programs as falling significantly below their needed levels of support. These results also suggested that families who reported more problematic life conditions also reported significantly higher levels of satisfaction with the program services that they received.

Committee: Alex Thomas (Advisor) Subjects: Education, Social Sciences

PHD, Kent State University, 2009, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

This study investigated the effectiveness of a standard protocol Tier 2 reading intervention among third and fifth grade students and the methodologies used to determine the intervention's effectiveness. Several confounding covariates were observed as a result of utilizing eligibility criteria for assignment to the Tier 2 intervention condition. The biasing effects of these covariates were controlled using traditional ANCOVA and a methodology typically utilized in medical observational studies, propensity score analysis. Although a large amount of research is available on the effectiveness of particular Tier 2 interventions, no research has compared the merits of ANCOVA and propensity score analysis in estimating the effectiveness of these interventions in an applied setting. Three significant findings were obtained in this study. First, although third grade students receiving Tier 2 reading intervention made significant gains toward closing the grade level achievement gap, their gains were smaller than those of peers receiving only Tier 1 intervention. Among fifth grade students, both groups gained at least one grade level, although there was no difference in gains of students receiving Tier 1 and Tier 2 interventions. Third, similar effect sizes were reported by ANCOVA and propensity score analysis approaches in both the third and fifth grade studies. Propensity score analysis resulted in similar conclusions while reporting treatment effects in terms of actual criterion scores (i.e., Ohio Achievement Test-Reading). Traditional ANCOVA analysis reported treatment effects as adjusted criterion scores which are not necessarily reflective of achievement test scaling. This study has significant implications for future research and current practice regarding school psychologists' role in systems consultation, improving achievement for all students, and data-based decision making within a response-to-intervention framework.

Committee: Richard Cowan PhD (Committee Co-Chair); Shawn Fitzgerald PhD (Committee Co-Chair); Frank Sansosti PhD (Committee Member) Subjects: Developmental Psychology; Education; Educational Evaluation; Educational Psychology; Elementary Education; Psychology; School Administration; Statistics