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The phenomenological study examined how a K-12 school district-university partnership impacted a school district's leadership from the perspectives of cohort members and non-cohort members. The doctoral cohort consisted of 22 candidates. The intent of the program was to merge theory with best practice and to focus on increasing the district's leadership capacity. The study involved a purposeful sample of 10 participants that included 5 teachers who participated in the doctoral educational cohort and 5 teachers who were not members of the cohort. Data were collected through interviews. This doctoral cohort was modeled on learning theory that addressed the needs of adult learners. Course content was not changed; however, class activities and assignments were modified to address the professional development needs of cohort members while concurrently meeting university accreditation standards. Several courses extended across multiple semesters as a systematic approach was used to connect theory with district challenges. Respondents identified a number of changes that occurred in the areas of collaboration, knowledge, and leadership. This included increased participant leadership resulting from participation in the doctoral cohort partnership, and establishment of a learning community. Attitudinal changes were evident as participants demonstrated passion and enthusiasm in leaning activities. Non-cohort members witnessed professional growth in cohort members and noted that cohort members became a resource for non-cohort members in reference to teaching and assessment practices. Cohort members created a sense of shared responsibility and emerged as leaders who encouraged others to improve performance and create a collaborative community. Trust also increased between cohort and non-cohort members. Recommendations for further research included (1) a study regarding the long-term ramifications of doctoral cohort programs on school improvement, (2) the impact of cohorts on student achievement, and (3) the impact of cohorts on increasing measurable leadership capacity. The investigation adds to the literature on doctoral cohorts and provides insights into methods of alternate program delivery. The study examines the impact of doctoral cohorts and problem-based learning on a district's leadership capacity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The relationship between mental health and public health has been debated for decades. But when services are delivered through publically funded mental health clinics, it clearly becomes a public health endeavor. One of the latest trends in mental health service delivery is the recovery concept. Developed in the 1990’s, the recovery concept represents a paradigm shift where successful treatment is defined by self-awareness, self-care, and self-fulfillment. Furthermore, patients are encouraged to assess their own progress in the recovery process. There are currently nine unique assessment tools to measure recovery progress, including the Mental Health Recovery Measure (MHRM), which was used in this study. The current study followed the implementation of the recovery model in the DeKalb Community Service Board (DeKalb CSB). DeKalb CSB has 12 locations that serve 10,000 patients with mental illness, substance abuse, and developmental disabilities each year. Only patients with primary diagnoses of mental health or substance abuse disorders were considered for this study. Implementation of the MHRM began in December 2008 and included all DeKalb CSB patients, however only new DeKalb CSB patients were considered for this study. During 13 months of data collection 960 clients completed 2 assessments and 196 completed 3 assessments. A new consumer is defined as someone who has just completed the intake process and has no record of previous service at DeKalb CSB. The current study examined trends in MHRM data in the DeKalb CSB population; and offered recommendations for future implementation.

When compared to junior (5th or 6th grade) 4-H members, the number of junior high (7th or 8th grade) 4-H members is significantly lower. In fact, in Tennessee, a major decline in enrollment occurs during the transition between the sixth and seventh grades. Additionally, very few members who live in suburban areas, an area with large member potential, are represented in the enrollment figures. As the enrollment of older members declines, the need to discover ways of recruiting new members into 4-H in order to boost long-run teen enrollment is apparent. The purpose of this study was to reveal suburban students' perceptions about 4-H, suggestions that would make 4-H more appealing to a similar group of students, as well as reveal programming alternatives for the seventh grade suburban population in hopes of increasing senior participation by retaining newly recruited members. The objectives of this study were to: (1) inquire about the kinds of groups and/or clubs that non-4-H members participate in and their motivation behind participation in this group; (2) examine the awareness of non-4-H members of 4-H in their school; (3) reveal the students' perceptions about 4-H; (4) infer other students' perceptions in the school about 4-H through the focus group participants; (5) reveal the reasons these students do not participate in 4-H; (6) reveal the degree and manner in which other people influence the participants' decisions not to join 4-H; (7) reveal the activities the participants suggest 4-H should offer; (8) reveal participants' perceptions of what types of incentives would encourage participation in 4-H; and (9) reveal participants' suggestions of how 4-H can ultimately increase participation. The conclusions of this study were based upon the participants' responses. First of all, generally most students in the focus groups were involved in the same types of activities suggesting they are heavily influenced by their physical and socio-emotional environments. They initially choose to participate in a club or group because their friends invite them but choose to continue to participate if they view the purpose as meaningful and have fun. Generally, most students attributed 4-H with projects associated with learning and "making stuff." To a lesser extent, some felt 4-H's activities were largely agricultural and some associated 4-H with contests and awards such as ribbons. However, they did not associate 4-H with development of skills such as leadership, communications, or decision making. Furthermore, they were not aware of the current activities of 4-H and speculated that 4-H had a lot of environmentally beneficial projects. Approximately half of the students stated 4-H was boring and the other half perceived 4-H as being fun. However, when they were asked to report other students' perceptions, they believed most other students felt 4-H was boring revealing a discrepancy between their own reported perceptions and those they believed others had. They also cited peer pressure as the main reason students did not join 4-H but felt students who were high achievers would be more likely to join 4-H. They also cited friends or peers as the most influential entities in their decision to participate in 4-H. Parents and teachers were also reported to be an influence to a lesser extent. Peers were the most influential because of the social aspect they provided the student. Animal, bicycle, and summer camp activities were perceived to be the most interesting probably because of their implication of hands-on activities, fun, and group involvement. The participants also expressed a desire for outdoor projects and new animal projects such as reptiles and endangered species. They would also like to reinforce learning activities with field trips. They implied that by having other students endorse and advertise 4-H, more students would be interested in 4-H. They also stated most people participate in in-school 4-H meetings to "get out of class" or socialize but if 4-H was engaging enough, students would stay after school for 4-H. Recommendations included updating curriculum and restructuring the planning and marketing of meetings as well as changing the content, organization, and philosophy of meetings.