In 1983, in cooperation with the Henrietta Youth Bureau, Michael P. Zuber conducted a Needs Assessment of the youth in the Town of Henrietta. The Youth Bureau is a department of the Town of Henrietta and is advised by a citizen group of volunteers. In 1989, the Youth Bureau contacted Dr. Robert Ribble to see if there was another student interested in working with them again, to reassess the needs of the youth in Henrietta. Dr. Ribble presented this opportunity to me, which I gladly accepted. This project was of particular interest to me as I could combine my social work background and my Masters in Education work to form my thesis. The Henrietta Youth Bureau takes an active role in trying to define the needs of the people they serve. They expressed their concerns to me of wanting to conduct a reassessment of their original survey done in 1983, to determine the changes in the students' and parents' needs, so they can reassess the services they provide to the youth and families. Michael Yudelson, Director of the Henrietta Youth Bureau/Recreation Department and Irene Uhl, District Reaserch Associate, guided, directed and supported me in the administering and assessment of this project. In my original proposal, I not only intended to reassess the Henrietta Youth needs, but also try to relate the conclusions of the survey to attempt to project the needs of the elementary students prior to entering Junior High School. . : . .

From statement of problem: :The purpose of this thesis was to complete an evaluation on the Threshold Learning Center General Equivalency Diploma Program (GED). The evaluation was to determine factors which contribute to the success of the students in the program. The information from the study can help Threshold to improve the design of its program, thereby increasing the success rate.

From introduction: Meeting the needs of all the students in a classroom is probably one of the biggest challenges teachers face today. Teachers are given goals by the federal government through the No Child Left Behind Act, and by the standards set forth by the state of New York. In addition, local school districts also have initiatives they want teachers to focus on to help students meet these standards. The amount of curriculum teachers have to cover can limit how they go about teaching it. Helping teachers connect to the students can seem daunting as they are faced with all the varied learners within their classrooms. Can the way the teachers teach the curriculum affect the students' desire to learn the curriculum? Teachers try to engage their students through many different styles of instruction. Is there one style specific to each student's needs which, if applied, will make learning more meaningful for him/her?

In 1972 the Congress of the United States enacted the Drug Abuse Office and Treatment Act (D.A.O.T.A). The passage of this bill marked the first time in the 20th Century that the federal government had produced major legislation that would deal with drug abuse as a disease instead of a crime. Likewise, the enactment and signing of D.A.O.T.A. meant that Richard Nixon would be the first American President to have an executive office which would be charged with the mission of supervising our national effort against drug abuse. (These changes appeared on the surface to be momentous. However, one major question remained to be answered. Did the D.A.O.T.A. really have any substance? The question of whether or not the D.A.O.T.A could provide a meaningful answer to our nation’s drug abuse problems became the starting point for this study. Considering the powerful office and aggressive program that President Nixon had requested in his special message to Congress on drug abuse, the nature of the drug abuse problem in the U.S., and the bill which Congress finally enacted, there appeared to be quite a number of differences between what the President had asked for and what the House and the Senate enacted. Why the Congress did not respond affirmatively to President Nixon's request and why the Congress chose to assert its own conscience, raised a number of questions. President Nixon's aggressive initiative and the casual acceptance of the conference substitute put together by the House and Senate raised still other question marks. This analysis is structured with the objective of examining each segment of the enactment of the D.A.O.T.A; from the announcement of the Nixon proposal to the conference that was finally held. At each juncture, an attempt is made to portray the intentions of President Nixon, the reaction of the House and Senate, the issues that were at stake and the compromises that were made. The evidence, which is evaluated consists of primarily, U.S. Government documents. Secondary accounts of day to day happenings in the White House and Congress were obtained from the New York Times and the Wall Street Journal. Where doubts existed as to the motives of individual participants, an attempt was made to obtain additional information through correspondence. The information, that unfolded, gave credence to the hypothesis that the D.A.O.T.A. was doomed to failure because the Congress did not provide it with a clear mandate to turn the drug abuse problem around. The case of the D.A.O.T.A. produced the scenario of a low level conflict between the President and Congress over drug abuse. In this instance, the Congress stated that it considered the Department of Health, Education, and Welfare the proper place for the long term coordination of drug abuse prevention and not the Executive Office of the President. The enactment of the D.A.O.T.A. laid down the guidelines for federal drug abuse prevention activities in the 1970's. The case of the D.A.O.T.A. established a precedent upon which to gage future presidential-congressional-actions in the area of drug abuse prevention and suggested how Congress might react to any future attempts by a President to increase the power of his executive office and the Presidency.

This study was designed to determine if Multiple Intelligence Theory is a more effective approach to vocabulary development than direct instruction. Eighty Sixth Grade students from a suburban school district in Western New York were the subjects for this study. In order to determine the students' prior knowledge of the 60 words to be used in the study, the students were given a pretest. The study was conducted over six weeks with the students receiving a new vocabulary list consisting of ten words from the pretest each week. During three of the weeks the students were taught via direct instruction. During the remaining three weeks a multiple intelligence approach was employed. The amount of time during the school day devoted to vocabulary instruction was the same regardless of instructional approach. Specific instructional activities and lessons for each approach are outlined in the thesis. At the end of each week a post-test was given to the students. The researcher evaluated the growth made during each week and searched for a statistically significant difference between the means of the two approaches. The results forded that both methods were indeed effective in enhancing vocabulary growth in sixth grade students. However, when comparing the means of the two approaches, there was a statistically significant difference in favor of Multiple Intelligence Theory.

None provided. From statement of problem: How do you define good reading? How often do you come across students who read with hesitations, repetitions, word miscalls, and exhibit word by word reading and slow decoding of words? Oral fluency is seen as a necessary feature in defining good reading (Allington, 1983). A lack of fluency in oral reading, usually described as word by word reading or unlanguage like reading, is often seen as a characteristic of poor readers .

The purpose of this study was to analyze individual and group patterns in written responses to literature. The subjects for this study were six fifth-graders of average reading ability. The subjects attended a suburban public school which was structurally designed on an open plan model. Each day in class, the subjects read two novels, The Black Pearl, and The Moldanado Miracle. The children composed written responses in their personal reading logs to what they read the previous night. The teacher wrote back to the children in their reading logs on a daily basis. Individual student responses were then categorized into areas of response (see Tables 1-7) to establish individual response patterns. Group (all six children) patterns were determined by compiling the individuals categorized responses. Samples of typical responses in each response category for each individual student were also recorded. Two categories of response, Interpretive and Personal, received the greatest number of responses from all six subjects. The high number of responses in each of these two categories may be a result of the question used to prompt the children's written responses ("How did you feel about what you read last night?"). The other five categories of responses (Literary Judgment, Narrational, Personal Associational, Prescriptive, and Miscellaneous) showed no continuity for all six students. There was variety among students regarding the latter five categories. Perhaps the variety in these response categories among individuals refers to the fact that reading is a very highly personal interaction between reader and text.

This study examined the opinions of African American males on the American educational system through an analysis of their expressions about their educational experiences. The researcher interviewed 40 African American Males in the following categories: second, fourth, sixth, eighth, tenth and twelfth grades, high school graduates and high school dropouts. There were five subjects interviewed for each category. A set of eight questions was used to ascertain the opinions of these young men. The researcher compiled a listing of the raw data as well as charts that quantify the interview results. The findings indicate that school districts should examine their hiring practices as well as adjust other policies and practices if they are to meet the needs of African American males.