Thesis (Ph.D.)--University of Chicago, Department of Sociology, 1906. / Reprinted from the American journal of sociology, vol. XII, no. 6, May, 1907. Includes bibliographical references. Also available on the Internet.

This thesis examines the idea of progress in Peacock's "novels of talk," primarily against the intellectual background of the early nineteenth century. Although much of it is concerned with elucidating specific sources and probable general influences, my aim throughout has been to show how these sources and influences operate in the novels. As Peacock is a highly eclectic writer, critics have found it difficult to disentangle his own views from the many others put forward in his fiction. By examining Peacock's treatment of what was perhaps the most widely diffused and variously applied idea of his century, I attempt to find grounds for reconciliation of the many seemingly opposed views on this idea presented in the five novels of talk. Using Peacock's "Four Ages of Poetry" as a startingpoint, I suggest in my introduction that Peacock's early transition from poetry to satire had an historical premise, rooted as it was in an eighteenth-century intellectual tradition which viewed man's progress from a savage to a civilized state as an advance from "rude" passion to urbane reason. Hence comedy and satire became for Peacock the only feasible literary forms in a "polished" age. Turning to Peacock's fiction, I devote a chapter to each of the five novels of talk, in which I examine Peacock's treatment of such concepts as perfectibility, reform, primitivism, political economy, millenarianism and so on, all concerns of Peacock's age, and all in some way bearing on the notion of progress. Against this broad background I analyse the narrative level of the fiction and attempt to show how it illustrates practically the ideas set forth on the level of discourse. My conclusion, essentially, is that Peacock professes an optimism tempered by informed scepticism. Peacock is convinced, to quote from Headlong Hall, that "an amelioration in the state of the sensitive man" is eminently possible. While he is less optimistic about society at large, some few rays of hope are evident in the tentative syntheses of opinion and theory which he effects on the level of discourse in the novels. / Thesis / Doctor of Philosophy (PhD)

The purpose of this study was to determine if there were differences in MCT2 scores between students who attended a school district that used MSPMS and students who attended a school district that did not use MSPMS. The data for this study were archived and consisted of math and language arts MCT2 scores for two groups of students. The independent variable was the use of MSPMS for progress monitoring and the dependent variable was student scores on the MCT2. All data were analyzed using the Analysis of Covariance (ANCOVA) statistical procedure. In this study the 2008-2009 math and language arts MCT2 scores were the covariate. Hypothesis one stated that there was no statistically significant difference in the MCT2 language scores of students in Grades 4-8 in a school district using MSPMS and MCT2 language scores of students in Grades 4-8 in a district not using MSPMS while controlling for pre-test differences. The results of the first hypothesis indicated that there was a statistically significant difference between the 2009-2010 language arts MCT2 scores of a school district that used MSPMS and a district that did not use MSPMS. The district that did not use the MSPMS had higher MCT2 Language Arts overall and higher scores in fourth and sixth grades. Hypothesis two stated that there was no statistically significant difference in the MCT2 math scores of students in grades 4-8 in a school district that used the MSPMS and MCT2 math scores of students in grades 4-8 in a district that did not use the MSPMS while controlling for pre-test differences. The results of the second hypothesis indicated that there was not a significant difference in the 2009-2010 math MCT2 scores of the school district that used the MSPMS and the school district that did not use the MSPMS. The district that did not use the MSPMS had higher MCT2 Math scores overall and higher scores in sixth grade. The district that did use the MSPMS had higher MCT2 math scores in eighth grade. Further study should explore larger populations, assessment instruments of different lengths and fidelity of teacher implementation.

No description available.

An exploratory study, using Texas public school district data, was conducted to determine the relationship between each of two demographic characteristics, student enrollment and the percentage of economically disadvantaged students, and the technology level of progress. In addition, the relationship between the two demographic characteristics, taken together, and the technology level of progress was investigated. The researcher found that across each of the six Educator Preparation and Development (EPD) focus areas, student enrollment, and the percentage of economically disadvantaged students were not related to the technology level of progress. The researcher also found that there was no meaningful multivariate relationship for linking student enrollment and the percentage of economically disadvantaged students, taken together, to the technology level of progress. A major finding that emerged from the analyses was the fact that the majority of school districts across the student enrollment and percentage of economically disadvantaged students categories were at the same level of technology progress, Developing Tech. Moreover, the percent of school districts not progressing beyond theDeveloping Tech level was differential for each of the six EPD focus areas. Two conclusions emerged from the empirical evidence. First, although the Target Tech level percentages were all small, two of the 20 types of Texas school districts consistently yielded the highest percents across the six EPD focus areas. These were school district type four (SE Under 500, PEDS 75% or Greater) and school district type twelve (SE 1,001-5,000, PEDS 75% or Greater). Second and more significant in terms of creating future interventions, programs, and incentives, empirical evidence in this study suggests that much work still remains to be done if all Texas school districts are to reach the ultimate objective where all school districts reach the Target Tech level on all six focus areas. The current study informs the digital divide literature as it relates to school district characteristics. The findings from this study suggest that long-range technology planning and funding initiatives in recent years have been successful, in beginning to address digital divide issues related to Educator Preparation and Development technology progress in public school districts.

Thesis (M.A.)--Ohio State University, 1964. / Available online via OhioLINK's ETD Center

Thesis (M.S.)--University of Wisconsin--Madison, 1972. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (doctoral)--Freie Universität Berlin. / Includes bibliographical references (p. 481-501).

Thesis (M.A.)--University of Toledo, 2010. / Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Arts Degree in Philosophy." "A thesis entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 79-81.

Proefschrift--Utrecht. / Includes bibliographical references.