This collection contains the work of seniors who chose to deposit their theses electronically for inclusion here in the Digital Repository. Other theses were deposited in the College Archives in hard copy form only.

For directions on depositing theses electronically, please click on "Submission Guidelines" to the left. Otherwise choose "Submit Research" to proceed with your deposit.

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Class of 2007

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The Effects of Full Inclusion on Special Education Placement and Practices: The Case of a Hartford Elementary School, Joe Clark

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Examining Gender-based Achievement Gaps in Math and Science at Trinity College, Erin Daly

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Parental Involvement in Urban Schools: The Case of a Family Resource Center in Hartford, Sara Dougherty

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Fighting the Good Fight: Perspectives on Teach For America from Current and Past Corps Members, Libby Franco

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The Battles Over Sex Education: History, Politics, and Practice, Stacey Goldberg

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Regular Classroom Teachers’ Perceptions of Mainstreaming: One Year After Full-Inclusion, Kate McEachern

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Understanding Behavior ‘Problems’ in Urban Elementary Schools, Alex Miller

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Ability Grouping in the Elementary Classroom and its Effects on Students’ Academic Lives, Chris Olenoski

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A Political History of School Finance Reform in the Metropolitan Hartford Region, 1945-2005, Lis Pennington

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Birth to Three in Day Cares: Perspectives of Specialists and Day Care Providers, Jenna Shouldice

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Girlie-Girls, Tomboys, and Everything in Between: The Messages Girls are Receiving and Sending About their Place in an Urban Elementary School Classroom, Jessica Wagner

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Minority Students in the Montessori Classroom, Aleesha Young

Class of 2006

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Educating Juvenile Detainees: The Goals of a Connecticut Facility, Tara Borawski

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Student Athletes' Perceptions of the Academic Athletic Relationship, Tim Cleary

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From Same-Sex to Co-ed: Trinity female students’ perceptions of their transition to college, Joanna Confalone

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Condom on a Cucumber: The Sex Education Needs of Trinity College Students, Lara Dieterich

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Do Magnet Schools Attract All Families Equally?, Naralys Estevez

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Examining Male Education: Discipline and classroom structure in an all-boys elementary classroom, Erin Michelson

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Shaping the Learning Corridor: Interdistrict Magnet Schools, 1990s to the Present, Nivia Nieves

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"What We’re Saying”: Teacher’s Perceptions of ‘Success for All', Jennifer O'Donnell

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Co-Teaching as a Response to Mainstreaming: The Perspectives of Teachers at a Magnet Middle School, Charkie Quarcoo

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Teachers' Perspectives on Mainstreaming of Special Education Students in Hartford, Elena Wetmore

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The Effects of Health, Mobility, and Socio-Economic Status Factors on the Race Gap in Achievement, Rebecca Wetzler

Class of 2005

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Gender Bias in Middle School Classrooms, Jessica Baker

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Suburban Participation in Hartford’s Project Concern School Desegregation Program 1966-1998, Grace Beckett

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The True Power Behind the Vote, Brandon Best

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An Analysis of Project REACH, Erin Conley

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Understanding the Dropout Rate in Hartford: 1996-Present, Hilary Cramer

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Gender-Based Achievement, Self-Confidence, and Enrollment Gaps: Mathematics at Trinity College, Charlotte Grassi

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Perceptions of a Montessori Magnet Elementary School, Caroline Johnston

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Historical Memory and the Transformation of City and Suburban Schools, Jacqueline Katz

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Safety and Education at Trinity College, Grace Kim

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General Educational Development and Prisons: Examining the Role of the GED in Connecticut's Prison System, Amy Laurenza

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Civic Engagement and Community Learning Initiatives: Is There a Tie?, Kate Mortensen

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Teacher Feedback in the Classroom: What's going on in there?, Jenny O'Brien

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Student Retention Initiatives at Trinity College, Penny Paschal

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Public Schools and Private Real Estate Markets, 1940-2000, Kelli Perkins

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Birth to Three Effectiveness, Beth Ramaley

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Conflict and Identity: Puerto Rican Teens in Metropolitan Hartford, Rebecca Simonds

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The Role of Regionalization in Public Education, Ryan Turri

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An Alternative Magnet High School: The Sports and Medical Sciences Academy, Ashley Yanyac

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Real Estate, Racial Change, and Bloomfield Schools in the 1960s and '70s, Aleesha Young

Class of 2004

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Who Prevails in Special Education and Why?, Kate Belf-Becker

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How Does Witnessing Domestic Violence Affect a Child’s Academic as well as Behavioral Performance at School?, Jennifer Chastain

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Comparing Suburban School Culture in Metropolitan Hartford, Tony DePina

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Why do teens drop out? Comparing the Views of Teen Prevention Program Participants and Non-Participants, Julie Dionne

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What Has Become of the Graduates of the Trinity College Saturday Academy?, Courtney Doyle

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Who Knows What and How? Knowledge of Health Care & Education Systems Among Hartford Parents, Gerald Eugene

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The Hersh Resignation — Dropped Out or Kicked Out?: The Opinions of Students, Faculty, and the Mass Media, Julie Griffith

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The Changing Campus Portrayal of Female Athletes: A Comparative Study of Trinity College and Smith College from 1970 to 2000, Mimi MacKinnon

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Educational Technology Skills: Career Pathways and Perceptions Among Hartford Program Participants, Linda Martinez

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Social and Economic Assistance and the Development of Strong Character in Pregnant and Parenting Adolescents, Alexander Oji

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Vision Academic Mentoring Program: Mentor and Mentee Perceptions of Relationships, Attitudes and Academic Performance, Nikyda Scott

Class of 2003

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Postponing Sexual Involvement, Amanda Berger

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The Presence of Contact Conditions in a Magnet School, Nicola Blacklaw

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Trinity in Color: A Commentary on Minority Retention, John Bonhom

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A Study of the Trinity College First-Year Seminar Program, Pia Bunton

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Trinity College Athletics: Perceptions of High Profile Male Athletes, Joe Cain

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Comparing Suburban School Culture in Metropolitan Hartford: How Does the Formal and Hidden Curriculum Vary across Two High Schools?, Antonio DePina

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Assessment of the Effectiveness of the “Success for All” Reading Program in Hartford Public Elementary Schools, Luke Forshaw

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Whose Concern Matters? Student Support and Project Concern, Laurie Gutmann

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Making History Public: A Case Study of Amistad America, Arthur Hardy-Doubleday

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No Child Left Behind, From a Parent's Perspective, Maya MacAlpine

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Reducing the Dropout Rate in Urban Public High Schools, Lacey Manzione

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Increasing Quality Interracial Relationships, Molly Schofield

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On the Same Team? Student-Athlete and Faculty Relations at Trinity College, Kevin Waters

Class of 2002

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Black and Latino Teacher-to-Student Interaction: Is Race a Factor?, Nicole Archer

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The Presence of Contact Conditions in a Magnet School, Nicola Blacklaw

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Analyzing an Arts Program in a Hartford Elementary School, Nina Caballero

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Monuments in Transit: Rapid transit and the Creation of the Industrial City in America, Nathaniel Cabral-Curtis

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Peer Mediation: How Does it Influence Student-to-Student Interactions?, Brian Dekker

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Comparing Administrators' and Teachers' Experiences and Attitudes toward "Success For All", Bridget Dullea

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Comparing Two Groups of English-Schooled International Students, Gaurav Juneja

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Magnet Schools: An Effective Solution to Sheff v. O'Neill?, Sarah Kaminski

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Comparing Developers' and Implementors' Views in Two Parental Intervention Programs, Clare Kammen

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Teacher Suburbanization & The Diverging Discourse on Hartford Public School Quality, 1950-1970, Eric Lawrence

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Do Catholic High Schools Influence Trinity Female Students' Aspirations?, Ann Lukas

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Gender Bias on a Lower Track, Jessica Martin

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Increasing Interracial Relationships, Molly Schofield

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Do the Methods of After-School Mentoring Programs Match Their Goals?, Rick Selander

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Examining the Governance Structure of Hartford Schools, Shannon Stormont

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Teacher Attitudes on MCAS Testing with Special Education Students, Elena Vasilakis