Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Dent Rhodes, Thomas Crumpler (co-chairs), Sara L. Campbell. Includes bibliographical references (leaves 182-191) and abstract. Also available in print.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (M. Div.)--Grace Theological Seminary, 1985. / Abstract. Includes bibliographical references (leaves 71-76).

Thesis (Ph.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p.112-118) and index.

Thesis (M. Ed.)--Lancaster Bible College, 2007. / Abstract. Includes bibliographical references (leaves 74-80).

A study of research and the library school in the United States of America to 1965. The thesis traces developments in a range of selected areas in order to provide synthesising conclusions descriptive of developments in four periods established to facilitate ease of analysis. The subordinate areas focused on in the study include: (1) The idea and implications of research in relation to the library school; (2) Library education programmes and research at undergraduate and post graduate levels; (3) The development of research knowledge, skills and aptitudes through the library school curriculum; (4) Students and research in the library school; (5) Faculty and research in the library school; (6) The research institute or centre attached to, or within the library school; (7) The research product of the library school - research projects, theses, dissertations, and faculty research, and publication and dissemination; (8) The funding and support of library school research; and other narrower topic areas which have relevance only in particular periods. The periods established to assist analysis are: 1887–1927, 1927–1939, 1940–1951 and 1951–1965. In addition, because of its unique significance, a fifth section on the Graduate Library School at the University of Chicago 1928 to the 1940s is separately included. Finally, from an overview of developments throughout the period, key issues and factors which have proved critical to the development of research and the library school in the United States have been isolated for broader consideration.

The research on homework since the 19th century in the United Kingdom (UK) shows that there are considerable issues to be addressed in this area. Governments have discussed it and the media have reported on it and it is still a contentious issue for schools and homes alike. This study shows that there has been very little change in the issues surrounding homework for over a hundred years and that no political party in office will take a stand on it. Even though schools would like to see a change in policy it is not on the government agenda. The study worked with six secondary schools in one town over a fixed time period to collect information to discuss some of those questions being asked around the issues related to homework. The literature review looked at documents dating back to 1880 when similar questions were being asked about the relevance of "keeping in" and in 1881 "home lessons" was a newspaper article. A teacher training manual in 1885 contained a chapter on home lessons and those advantages and disadvantages described in the book are very similar to the advantages and disadvantages described in 2004. Hansard recorded discussions in parliament from 1884 about the overpressure put on pupils. Home conditions and the support given by parents in completing homework have been discussed both in the media and in parliament. Comparisons are made between homework in the UK and other similar countries using internationally collected data. The mixed method research included questioning students, families, teachers and governors. Interviews were conducted with senior teachers at the schools, with responsibility for implementing the homework policy. School documents were scrutinised including the home-school agreement, homework policies and homework guidelines for students, families and teachers. The findings of this study showed that there are differences between the main stakeholders, students, families, teachers and governors, in the knowledge, views and opinions of homework. Students, families, teachers and governors differed in their opinions, with many students and families, although seeing some benefits, opposing the setting of homework due to the impact on family time and the stress caused by it. While teachers and governors supported the setting of homework and the important contribution it made in school. There are differences between different types of schools and those with lower and higher ability students and the influence that homework has on the stress levels of those students in higher performing schools. Homework is seen as a marketing tool for some schools to use in selling themselves on the competing educational market place. The findings of this study continue to ask the questions related to homework and in particular What is the purpose of homework?, What type of homework is seen as most effective in supporting students' learning in the various areas of the curriculum?, Does the home environment always support students completing homework and what kind of resources do students need to complete homework and do they have access to these resources at home? and What political, economic, social and educational factors (Hallam, 2004) are important in understanding the context in which homework policies and practices are developed?

Thesis (Ed.M.)--Boston University

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

Thesis (Ed.M.)--Boston University