Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (M.A.)--Wheaton College Graduate School, 2005. / Abstract. Includes bibliographical references (leaves 67-68).

Thesis (Ed. D.)--Dowling College, 2005. / Includes bibliographical references (p. 106-114).

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 27, 2007) Vita. Includes bibliographical references.

Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. Geoffrey K. Turnbull, committee chair; Laura O. Taylor,Terry V. Grissom, Douglas J. Krupka, committee members. Electronic text (152 p. : ill., col. maps) : digital, PDF file. Description based on contents viewed Oct. 4, 2007. Includes bibliographical references (p. 144-151).

Thesis (Ed.D.)--Boston University.

The purpose of this study was to determine the perceptions of public school administrators toward technology effectiveness and adequacy in curriculum and instruction in the Golden Triangle Public Schools of Mississippi and the demographic variables that may affect the perceptions. The population consisted of 56 public school administrators for the 2008-2009 school year in the Starkville, Okitbbeha County, West Point, Clay County, Columbus, and Lowndes County school districts. The variables that were studied were the perceptions of the public school administrators toward technology effectiveness in curriculum and instruction, the perceptions of the public school administrators toward technology adequacy in curriculum and instruction, and the demographic variables such as race, age, administrator’s years of experience, school location, administrator’s educational level, gender, school level (elementary, middle, or high), school size, faculty size, and position (principal or assistant principal). A questionnaire of 36 items was sent out to the administrators to collect data on their perceptions toward technology effectiveness and adequacy in curriculum and instruction and their demographic information. Analysis of variance (ANOVA), t-tests, and Pearson r correlations at the .05 alpha level were used to test the statistical significance of the public school administrators’ perceptions toward technology effectiveness and adequacy and the demographic variables. The findings resulted in the public school administrators “agreeing” that their teachers use technology effectively and adequate technology is available for the curriculum and instruction in their schools, but no statistically significant difference occurred between the perceptions of the administrators toward technology effectiveness or toward technology adequacy and the demographic variables. Also, there was no statistically significant relationship between the administrators’ perceptions toward technology effectiveness and the administrators’ demographics. The population for the study which included the Golden Triangle Public schools may have been too small and the demographics too limited.

No description available.

No description available.