Thesis (doctoral)--Universidad de Buenos Aires, 1996. / Includes bibliographical references (p. 163-168).

Thesis (Ph. D.)--Columbia University, 1937. / Vita. Bibliography: p. 75-77.

Thesis (Ph.D.(Curriculum Studies))--University of Pretoria, 2004. / Includes bibliographical references (leaves 207-226) Available on the Internet via the World Wide Web.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2009. / Title from PDF title page (viewed on Jun. 30, 2010). Includes bibliographical references.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4087. Adviser: Fred Rodgers. Includes bibliographical references (leaves 116-121) Available on microfilm from Pro Quest Information and Learning.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

<p> The purpose of this study was to determine if there was a statistically significant, positive relationship between utilizing the Computer Assisted Instruction (CAI) program, Ticket to Read (T2R), as measured by the accumulated number of passages read and reading achievement, as measured by the statewide North Carolina End of Grade (NCEOG) reading assessment scores, within a third-grade elementary school sample. This quantitative, non-experimental correlational study examined the NCEOG reading assessment standardized scores and determined if third-grade students obtained reading achievement with the supplemental use of the T2R program during the 2013-2014 school year. The methodology examined and compared the NCEOG reading assessment scores for third-grade students from schools that utilized T2R schools and NTR schools that did not utilize the T2R program. Archival data were analyzed from a sample of 478 third-grade students of which included 281 students from T2R schools and 206 third-grade students from NT2R schools and conclusions were made about the students&rsquo; reading achievement performance. Using a Pearson <i> r</i> correlational statistic test, this study revealed that the null hypothesis should be rejected because T2R utilization and reading achievement scores were positively correlated and statistically significant with an obtained p value less than .05 (<i>r</i>=.250, <i>p</i>=.000). The study&rsquo;s findings supported the theory that CAI promotes independent opportunities for students to practice and strengthen their reading skills and exhibit reading achievement. The findings can be used to provide educators an evidence-based practical approach or doable practices for planning instruction, monitoring learner&rsquo;s progress, and fostering students&rsquo; reading achievement.</p>

<p> This research study focused on how technology-based tools have changed the 21^st century education arena in elementary school mathematics classes. The research highlighted the inner city schools where many students in the class are achieving below state standards set for third grade level. The research question asked to what extent do students have a higher level of engagement in math classes in which iPads and other technologies are used? Technology continued to advance in 21^st century classrooms where students are daily participants in teaching and learning with acquired experience using technology tools to accelerate their learning experience. Children are technology users with a passion for texting, web surfing, playing interactive games, social media, and more. The research methodology was data collection of achievement levels, using a quantitative method. The quantitative process for the research project supplemented the greater understanding of student achievement growth from integrated iPads in a third-grade math class in inner city schools in Chicago. The test was completed by the students, and the scores were automatically updated on the public website. The students had two hours to complete the test, and the students&rsquo; information was kept confidential. The students that were taught using technology outscored the students that were not taught using technology. The recommendation was to implement technology in all schools and create a challenging curriculum. The final recommendation for teaching with technology included the beneficial factors.</p><p>

Thesis (M.M.)--Boston University

Thesis (Ed.D.)--Boston University