Thesis--Wisconsin. / Includes bibliographical references (leaves [84]-89).

Thesis (doctoral)--Freie Universität, Berlin, 2005. / Includes bibliographical references (p. 349-379).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 185-193).

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed January 26, 2006. Dissertation Committee: Rodney P. Riegle (chair), William Rau, Albert Azinger, George Padavil. Includes bibliographical references (leaves 153-156) and abstract. Also available in print.

Thesis (M.A.)--University of California, Santa Cruz, 1998. / Typescript. Includes bibliographical references (leaves 69-70).

Thesis (M.A.)--University of California, Santa Cruz, 1998. / Typescript. Includes bibliographical references (leaves 209-211).

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Neil Jumonville, Florida State University, College of Arts and Sciences, Dept. of History. Title and description from dissertation home page (viewed Jan. 25, 2006). Document formatted into pages; contains vi, 93 pages. Includes bibliographical references.

Thesis (Ph.D.)--University of Alberta, 1997. / In partial fulfillment of the requirements for the degree of Doctor of Philosophy. Department of Secondary Education. Spine title: Implications of wider parental choice. Also available online.

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 14, 2007. Dissertation Committee: Paul Baker (chair), Patricia H. Klass, Albert T. Azinger, Gary S. O'Malley. Includes bibliographical references (leaves 155-160) and abstract. Also available in print.

M.Ed. (Tertiary and Adult Education) / The research under discussion follows from and should be seen against the background of the request to the Subdirectorate: Subject Curriculum Matters of the Department of Education and Training (DET) to develop a curriculum (syllabus) for an orientation course to the NI-course. The aim of this course is to fill existing gaps so that progress in the NI-course and the results of the course could be improved. The gap between general formative education and the expected teaching and training knowledge for entry into the NI-course was identified as a problem area.- Launched under the direction and initiative of the DET the NTC (OR) Course is a co-ordinated attempt to ensure a uniform standard in that this program was developed nationally. The curriculation action is unique because the curriculum for the introductory course wasn't developed in isolation but with the co-operation of all the education departments and interest groups. The NTC(OR) Course was developed and tested according to the curriculum development model of Jansen (1984:210). In this study use was mainly made of quasi-experimental research. In the first place it was necessary to define clearly what is meant by scientifically justified curriculum development. A literature study was undertaken to identify criteria to determine which requirements are necessary for curriculum development. To identify said criteria, use was mainly made of Jansen's model of curriculum development. This model was made applicable to curriculum evaluation by elevating the phases in the curriculum development process to criteria for the evaluation of a subject curriculum. The evaluation of the curriculum developmental actions of the DET was undertaken solely to express an opinion as to the scientificalness of the curriculum development. Use was made of evaluation tables to compare the curriculum developmental requirements, as set by practice, and the curriculum developmental action of the DET. The conclusion derived from the evaluation tables is that curriculum development of the DET compares favourably with the requirements set by practice. With only a few exceptions the curriculation action of the DET complies to a large extent with the criteria set in practice.