The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 25, 2010). Thesis advisors: Dr. David Bergin and Dr. Jessica Summers. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 78-85). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 78-85). Also available on the Internet.

Thesis (M.A.)--West Virginia University, 2010. / Title from document title page. Document formatted into pages; contains iv, 50 p. Includes abstract. Includes bibliographical references (p. 34-40).

Thesis (Ph. D.)--Drexel University, 2005. / Includes abstract and vita. Includes bibliographical references (leaves 222-230).

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of learning disabled children). Includes bibliographical references (47-57 p.).

Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.

Field research methodology was employed to describe how the personal practical knowledge of three art teachers has helped shape their junior secondary artrooms. Through interviews, photographic analysis, and participant observation a description of each site is provided to show that some aspects of each teacher's practical knowledge find expression in the artroom environment. Each artroom had its own distinctive features, but what held these three sites in common was the way in which practical knowledge functioned in the design of the flexible elements of the room's environment. Each teacher employed specific coping strategies to manage the classroom and increase their sense of comfort in their professional role. An image of an artroom was held by each teacher which both directly and indirectly influenced their decisions about artroom design. The findings were used to construct a conceptual framework relating practical knowledge and the artroom to the teacher's personal history and the limitations imposed on the artroom by school life and the room's physical limitations. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Leaves 275 to 280 do not exist / Graduate

Immediacy is a topic that has been frequently explored in communication and education research; however, it is not understood if perceptions of immediacy are related to certain behaviors or trait-based similarities between teachers and students. For this study, nine Graduate Teaching Assistants (GTAs) were observed and 76 undergraduate students surveyed in order to understand which factors are associated to perceptions of immediacy. Findings indicate that behaviors and perceived similarity are related to perceptions of GTAs being high in immediacy. No significant results were found with trait-based similarities. Students were also found to be more motivated to learn when they perceived their GTA as high in immediacy.

"Socializing influences in the elementary school have been a major concern of educators in all ages. It is universally accepted that during the first six grades of a child's life in school that his patterns of interaction with his home, with other children in the community and in the classroom, and with the adults who guide him, as well as his health and study habits are formed. Years of observing, reading, and studying the factors and influences in the lives of boys and girls and their teachers and principals have served to increase the interest in and the appreciation for those activities, conditions, and characteristics which bring about desirable socialization and individuation of the learner"--Introduction. / "August, 1950." / Typescript. / Advisor: H. W. Dean, Professor Directing Paper. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under the Plan II." / Includes bibliographical references (leaves 52-55).