Thesis (Ph.D.)--University of Pittsburgh, 2007. / Title from t.p. of pdf file (viewed on Apr 30, 2008). Includes bibliographical references (leaves 136-144). Available online.

Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 550-570).

Thesis (Ed. D.)--Illinois State University, 1974. / Title from title page screen, viewed Oct. 20, 2004. Dissertation Committee: J.H. McGrath (chair), Clinton Bunke, D. Gene Watson, Eugene Fitzpatrick, Normand Madore. Includes bibliographical references (leaves 200-203) and abstract. Also available in print.

Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 129-138). Also available on the World Wide Web.

Thesis (Ph.D.) - University of Queensland, 2006. / Includes bibliography.

Orientador: Raul Aragão Martins / Banca: Soraia Napoleão Freitas / Banca: Vera Lúcia Messias Fialho Capelline / Banca: Olga Maria Piazentin Rolim Rodrigues / Banca: Tarícia U. Raphael Bataglia / Resumo: Segundo a literatura especializada, diversas contribuições e benefícios para aprendizagem são reiteradamente apontados como possíveis através do Enriquecimento Escolar Amplo (EEa) de Renzulli e da Estimulação da Memória Operacional (eMO). Diante disso, considerou-se importante avaliar os benefícios dos mesmos sobre o desenvolvimento cognitivo e moral de estudantes do ensino médio por meio de uma pesquisa de caráter quase experimental. Compreender qual o impacto que programas de EEa e de eMO, combinados ou não, causariam sobre as capacidades intelectivas e morais dos estudantes foi o cerne deste trabalho, desenvolvido em duas escolas, nas cidades de Fortaleza e Maracanaú (CE). Delineou-se o estudo com nove grupos de alunos, assim constituídos: (2) EEa em ciências naturais, (1) EEa em desenvolvimento moral, (2) EEa em ciências naturais combinados a eMO, (2) EEa em desenvolvimento moral combinados a eMO e (2) controles. Os programas tiveram duração de 4 meses ao longo do segundo semestre de 2015 e foram autorizados pelo Parecer do Comitê de Ética n. 1.092.233. Iniciaram a participação desta pesquisa 87 alunos de uma escola particular e 114 de uma escola pública de natureza militar, porém apenas concluíram 34 da escola particular e 35 da escola pública. Foram empregados os seguintes instrumentos: para medição da inteligência, o G38, WISC IV e WAIS III; para medição da competência moral, MCT_xt (Teste de Competência Moral); para medição do estágio moral, SROM-SF; e para avaliar a... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: According to specialized literature, several contributions and benefits to learning are really pointed as possible through Schoolwide Enrichment Model (SEM) by Renzully and Working Memory Stimulation (sWM). In face of that, it was relevant to evaluate their benefits on cognitive and moral development of high school students by an experimental research. Understanding what impact caused by SEM and sWM programs combined or not would cause on students' moral and intellective capacities was the core of this study developed in two schools in Fortaleza and Maracanaú (CE). The study was designed with a nine student group. It was composed of: (2) SEM in natural sciences, (1) SEM in moral development, (2) SEM in natural sciences combined with sWM, (2) SEM in moral development combined with sWM and (2) control groups. The programs lasted 4 months during the second semester of 2015 and they were authorized by Ethic Committee n. 1.092.233. 87 private school students and 114 military public school students took part of this study; however, just 35 from public school and 34 from private school went all the way to the end. To measure intelligence, it was used G38, WISC IV and WAIS III; To measure moral competence, MCT_xt (Moral Competence Test); To measure moral stage, SROM-SF; and to evaluate self concept aspects, LHIPCEA (Skills, Interests, Preferences, Characteristics and Learning Styles). The subjects were evaluated by G38 and MCT_xt pre and post tests. Data were evaluated quantitatively and qualitatively. As results, as far as quantity is concerned, significant gains were observed by variance analysis when it comes to intelligence increase measured by G38 on public school students who took SEM + sWM, however, it was not possible to state which one of the variables, SEM or sWM, was more influential ... (Complete abstract click electronic access below) / Doutor

This study evaluated an experimental program in informal learning, “Light and Illusion,” developed by the Vancouver School Board in cooperation with the Arts and Sciences Centre of Vancouver. A mail questionnaire was developed based upon a review of the literature on informal learning . The questionnaire was distributed to the Vancouver School Board teachers who visited the workshop with their students. The study was conducted over a three month period; 94 of the 150 questionnaires sent out were returned (69% return ) . The questionnaire sought to determine which teachers (grade level and subject area) used the workshop, how teachers used the workshop, what teachers liked and disliked about the workshop, and what suggestions they had for future workshops. The results were reported as percentage responses to the questionnaire items. In addition , a series of observations and recommendations were made. In particular the study showed that 90% of the attending teachers were highly satisfied with the workshop as a learning experience for their students. They commented favorably on the quality of the exhibits , freedom of choice, and the noticeable increase in student interest in science. Elementary teachers rated the workshop more highly than did secondary teachers, although both indicated they benefited by seeing their students work in a novel environment. Teachers thought that further informal learning workshops should be offered to students through the cooperation of the Vancouver School Board and the Arts and Sciences Centre. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Thesis (M.Ed.(Curriculum and Instructional Design and Development))-Universiteit van Pretoria, 2007. / Abstract in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ed. D.)--Illinois State University, 1994. / Title from title page screen, viewed April 5, 2006. Dissertation Committee: Pamela H. Wheeler, Ming-Gon John Lian (co-chairs), Carol A. Thornton, Kenneth H. Strand, Maribeth N. Lartz. Includes bibliographical references (leaves 116-127) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 2000. / Title from title page screen, viewed May 9, 2006. Dissertation Committee: Dent M. Rhodes (chair), Paul J. Baker, Wayne Benenson, Susan Lenski. Includes bibliographical references (leaves 130-132) and abstract. Also available in print.