Thesis (M.S.)--Indiana University, 2005. / Includes bibliographical references (leaves 71-79).

Thesis (M. Sc.)--University of Western Sydney, Hawkesbury, 1996. / Includes bibliographical references (p. 296-311).

Thesis (Ed. D.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

Thesis (doctoral)--Göteborgs universitet. / Extra t.p. with thesis statement inserted. Summary in English. Includes bibliographical references (p. 237-247).

Thesis (doctoral)--Göteborgs universitet. / Extra t.p. with thesis statement inserted. Summary in English. Includes bibliographical references (p. 237-247).

Thesis (M. Ed.)--University of Hong Kong, 2004. / Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2004.

Thesis (Ed. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 21, 2006. Dissertation Committee: Jerry L. Jinks (chair), Thomas T. Baer, Anthony W. Lorsbach, Susan L. Nierstheimer. Includes bibliographical references (leaves 135-144) and abstract. Also available in print.

This study has emerged from concerns expressed by science students, educators, and researchers, and from my own teaching experience, that writing in school science often remains disconnected from students' experience, and rarely stimulates further learning. The purpose of this study is to explore the potential of open, expressive writing tasks to illustrate students' understanding of the phenomena of floating and sinking. A specially selected series of seven explorations in physical properties of matter provide a rich context for Grade Eight students and I, their teacher, to experience and explore this topic. The interconnections between lab explorations and writing in school science, and the interactions in a classroom fostering science inquiry, are central to this study. A classroom-based story is unraveled from an enactivist perspective. My analysis of students' writing tasks and reflections on learning illuminates possibilities for encouraging personal connections and embodied writing in science class. Students' insights into learning about science and about themselves through expressive ways of writing shape this story. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Thesis (Ph. D.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed July 14, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 298-316).