Thesis (Ph. 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 March 24, 2009) Vita. Includes bibliographical references.

Thesis (Ph. D.)--Dept. of Sociology/Criminal Justice & Criminology. University of Missouri--Kansas City, 2005. / "A dissertation in sociology and social science." Advisor: James F. Anderson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 26, 2006. Includes bibliographical references (leaves 196-208). Online version of the print edition.

Thesis (M.A.)--Villanova University, 2010. / Sociology Dept. Includes bibliographical references.

Thesis (M.A.)--University of California, San Diego, 2008. / Title from first page of PDF file (viewed April 7, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 121-129).

Thesis (Ph. D.)--Michigan State University. Child and Family Ecology, 2008. / Title from PDF t.p. (viewed on July 7, 2009) Includes bibliographical references (p. 116-135). Also issued in print.

Thesis (M.A.)--Ball State University, 2009. / Title from PDF t.p. (viewed on June 07, 2010). Includes bibliographical references (p. 81-84).

This study examined curriculum and instructional strategies that would address the educational needs of African American males in a college composition course. Traditional roles of didactic teacher expecting students to absorb facts are unbeneficial for African American males. As I began teaching a composition course, with a predominant population of African American male students, I understood the modern curriculum model was ineffective in engaging students and developing academic and personal potential. I searched for another curriculum, which accommodated Afrocentric ideals of the African American community and the learning styles of the men. Central to Afrocentric values are cooperation, a spirit of collectivity, relationships, and respect; these values can be incorporated into a post-modern approach to curriculum development for a college composition course. The question, ‘What is College Level Writing’ posed by Sullivan and Tinberg, provided four principles that college writing possess. These principles were used to evaluate whether components of Afrocentric and Doll’s curriculum supported college writing skills. Hip hop is one literary life experience to utilize in the classroom. The learner is asked to reflect, interact and question cultural and academic concepts through discussions and student based learning. Incorporation of Afrocentric ideals through dialogue, alternative viewpoints and information strengthen instruction and learning. Doll encourages thinking and self-identity growth. By utilizing Doll post-modern curriculum, Sullivan’s four principles of college composition and Afrocentricism for my African American male students, I am able to design a culturally responsive pedagogy. / Department of Educational Studies

Thesis (M.S.)--Florida State University, 2004. / Advisor: Dr. Joyce L. Carbonell, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Jan. 14, 2005). Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2009. / Title from PDF title page (University of Texas Digital Repository, viewed on Sept. 9, 2009). Vita. Includes bibliographical references.

Thesis (D. Min.)--Ashland Theological Seminary, 1992. / Abstract. Includes bibliographical references (leaves 212-218).