Thesis (Ed. D) -- University of Alberta, 2009 / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Education, Elementary Education." Title from pdf file main screen (viewed on August 26, 2009). Includes bibliographical references.

As individuals the ideal learning scenario would be a learning environment tailored just for how we like to learn, personalised to our requirements. This has previously been almost inconceivable given the complexities of learning, the constraints within the environments in which we teach, and the need for global repositories of knowledge to facilitate this process. Whilst it is still not necessarily achievable in its full sense this research project represents a path towards this ideal. In this thesis, findings from research into the development of a model (the Adaptive Intelligent Personalised Learning (AIPL)), the creation of a prototype implementation of a system designed around this model (the AIPL environment) and the construction of a suite of intelligent algorithms (Personalised Adaptive Filtering System (PAFS)) for personalised learning are presented and evaluated. A mixed methods approach is used in the evaluation of the AIPL environment. The AIPL model is built on the premise of an ideal system being one which does not just consider the individual but also considers groupings of likeminded individuals and their power to influence learner choice. The results show that: (1) There is a positive correlation for using group-learning-paradigms. (2) Using personalisation as a learning aid can help to facilitate individual learning and encourage learning on-line. (3) Using learning styles as a way of identifying and categorising the individuals can improve their on-line learning experience. (4) Using Adaptive Information Retrieval techniques linked to group-learning-paradigms can reduce and improve the problem of mis-matching. A number of approaches for further work to extend and expand upon the work presented are highlighted at the end of the Thesis.

Thesis (Ph.D.)--Union Institute, 1998. / Includes bibliographical references (leaves 380-389).

Thesis (EdD )--Montana State University--Bozeman, 2008. / Typescript. Chairperson, Graduate Committee: Priscilla Lund. Includes bibliographical references (leaves 117-120).

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph.D.)--Antioch University, 2009. / Title from PDF t.p. (viewed October 14, 2009). Advisor: Carolyn Kenny, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy January 2009."--from the title page. Includes bibliographical references (p. 229-238).

Thesis (Ed. D.)--University of Massachusetts Amherst, 2010. / Includes bibliographical references (p. 167-175).

This research explored the views of home-educators and the young people in home-education around their reasons for opting out of school-based education, their level of satisfaction with their decision, what education looks like to them, aspirations for the future and perceived support from the Local Authority (LA). Phase one took the form of a parent/carer questionnaire. The questionnaire was shared nationally and yielded sixty complete responses. Data has been analysed and is displayed in frequency tables and descriptive statistics. Phase two implemented a case-study methodology. Recruitment for this part of the project was extremely difficult and possible reasons for this are explored. I visited five families, speaking to eight young people and either both or one parent. There were some structured arts-based activities which I used as a vehicle to open the dialogue with the young people. These sessions largely took place in the participants’ home, or in another venue of their choosing. With participants aged ten years and over, I adopted a narrative approach, with much guidance taken from Brown and Gilligan’s (1993) “The Listening Guide.” Phrases starting with “I” are taken from the participants’ transcripts and used to create a poem which represents their story, constructs and feelings. These poems were then taken back to the young people in order to check that they were satisfied with the meaning that had been captured. Braun and Clarke’s (2006) framework for analysing qualitative data was implemented as a tool for analysis across cases. Emergent themes included the value that home-educated families place on child-centred learning, allowing children to develop at their own rates and enabling them to pursue topics of interest. Implications for educational psychologists’ (EPs) practice are discussed.

<p> Many colleges and universities have space on campus that extends beyond a traditional classroom. These areas include but are not limited to dining hall facilities, residence halls, college bookstores, and outdoor quads that serve as a focal point of the institution. In the case of a small, private, Los Angeles-based art and design college, this type of space was not always formally available to its students. Thus, a sense of student community engagement was absent from the college experience.</p><p> The purpose of this qualitative study was to explore how the implementation of a new multipurpose space at a college of art and design had the ability to alter the social and academic experiences of art and design students. The study amplified the voices of students who lacked power and longevity at an art and design institution. In a case study method of design, an interview protocol was used for primary data collection, with additional data obtained through document collection and participant observation. Environmental theory served as a conceptual framework for this research. Ten students and seven faculty, staff, or other administrators participated in this study in the fall of 2016. Findings emphasized that art and design students have a need to foster expression and thrive in environments where strong levels of student engagement are present. </p><p> The new facility serves as the central platform to highlight values or desires that ultimately sustain the heartbeat and magnificence of the new space. Participant motivation to utilize the new space was driven by the opportunity to experience stronger engagement in spaces that were previously nonexistent. While data were collected from multiple college stakeholders, the primary focus of this research was the influence on student culture. The findings suggested a need for new systematic processes that equate to a series of short- and long-term recommenda- tions for policy and practice.</p><p> This study provides recommendations for policies and practice that may transfer to similar institutional contexts and provide institutional leaders with insights and strategies to develop community and facilitate a stronger sense of campus life in the context of an art and design school.</p>

Thesis (M.S.)--Missouri State University, 2009. / "May 2009." Includes bibliographical references (leaves 57-62). Also available online.