Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1979. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Special Education). Includes bibliographical references (59-66 p.).

Thesis (M. Phil.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 133-141).

Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2004. / Title from first page of PDF document. Includes bibliographical references (p. 48-50).

Book Summary: The education and care of children under the age of eight has become one of the major focuses of attention in recent education research and policy-making around the world, and it is now widely recognised that investment in provision at this stage can be both cost effective and beneficial to the social fabric of communities. Approaches to education in nurseries, kindergartens and preschools have traditionally been significantly different from those that inform the teaching of older children but, until recently, these approaches have had little impact on education beyond early years settings. This wide-ranging collection of papers provides a valuable resource for scholars who need to ground their own study in wider historical and global discourses concerning the education of children under eight. Including both important historical sources and contemporary analysis of current issues, this fascinating set represents a broad variety of countries, cultures and traditions.

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 188-200). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3024510.

Following Bourdieu (1977) and alluding to the work of Toren (1990,1993a, 1999) and Lave (1991) this thesis supports the argument that learning, understood as a participative, historical and generative process, is intrinsic to all social practice and furthermore that all social practice substantiates human mind. It follows therefore that mind is a learning phenomenon and that it makes no sense, for example, to isolate didactic practice from the wider social situations in which children learn. The thesis argues that the form participative learning takes is that of an increasingly differentiated competence with respect to complex relations of exchange in objects, bodily actions and language. It is shown how, through particular exchange relations, the value of persons, practices and things is created and transformed as an ongoing and mutually specifying material process. Taking both childhood and the practice of ethnography as examples of legitimate peripheral participation (Lave 1991) the thesis aims towards a phenomenological description of what it means to become working class in Bermondsey, South East London. Responding to a multicultural political climate in which claims are made that the working class no longer exists, the thesis addresses the popular backlash in which white working class people demand that their social values are recognised and protected. What matters in Bermondsey, for example, is that class relations are to be understood ethnographically as the difference between common and posh people and that this distinction is articulated with whether or not a person was born and bred in Bermondsey. This means that specific ideas about kinship relations and place, understood as particular forms of materiality, mediate the development in Bermondsey of the kind of persons people can become. The chapters that follow will describe the social processes through which Bermondsey people reproduce (Narotzky 1997) the idea of themselves as a distinctive community.

Thesis (Ph. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2314. Includes bibliographical references (leaves 114-134).

Thesis (M.A.(Biokinetics, Sport and Leisure Sciences))--University of Pretoria, 2007. / Summary in English and Afrikaans. Includes bibliographical references.

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 6/16/2009). Includes bibliographical references (leaves 98-102).

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 90-96).