Thesis (Ph. D.)--Columbia University, 1934. / Vita. Published also without thesis note. Description based on print version record. "List of books analyzed": p. 89-92.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1967. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (PH.D.) -- Syracuse University, 2006 / "Publication number AAT 3240442. "

The central research question this thesis seeks to address is ‘what factors have led to the emergence of philosophy within Religious Education in Scottish secondary schools?’ This thesis therefore considers changes in the subject Religious Education within the context of Scottish secondary schools, charting a development towards the increasing use of philosophical skills and content in the course of the last four decades. Before considering the nature, extent and timing of this development this thesis provides a broader context within which to understand educational change in Scotland. Subsequent sections in the review of literature explore the emergence of philosophy in Religious Education and the social, educational and epistemological changes that have precipitated such a development. The emergent hypothesis is that Religious Education has become more philosophical as a result of changes in society (particularly secularisation); changes in education (particularly the move to more democratic and reflective pedagogy), and also as a result of the close relationship between the epistemological areas of philosophy and religious education. This thesis adopts an interpretative research paradigm and considers quantitative and qualitative data drawn from a survey of 126 secondary schools and seventeen key informant interviews. Taken alongside the review of policy and research literature this data demonstrates that the three interlinked hypothetical strands have been at the heart of the move towards more philosophical Religious Education, although other possibilities are also raised and considered. Considering the data collected as a case study in curricular changes also allows the researcher to consider educational policy change in Scotland, particularly in a post-Devolution context. Based on the above findings, this study makes recommendations and suggests areas for further research.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 338-353).

Thesis (M.A.)--Boise State University, 2009. / Includes abstract. Includes bibliographical references (leaves 32-34).

Thesis (M.Mus.)--New Zealand School of Music, 2007. / Includes bibliographical references.

Thesis (M.S.P.H.)--University of Michigan, 1939.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 85-88).

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 114-116).