Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains vii, 119 p. : ill. Includes abstract. Includes bibliographical references (p. 83-86).

Thesis (M.Ed.)--Memorial University of Newfoundland, 1997. / Bibliography: leaves 211-213.

Thesis (Ph. D. (Education Management))--University of Pretoria, 2002. / Includes bibliographical references (leaves 218-227).

Thesis (Ph. D.)--Kent State University, 1995. / Includes bibliographical references (leaves 309-318).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 216-234).

This thesis investigates the experiences of generalist primary teachers, in Scotland, as they instigated curriculum and pedagogical change in physical education. Five primary teachers with an additional qualification in physical education, the Postgraduate Certificate in 3-14 physical education (PGCert), were followed within their school contexts over an academic year. In contrast to much of the preceding literature this research provides empirical work at the micro level on educational change from the perspective of the individual teacher: illuminating the reciprocal relationship between professional learning and educational change. A qualitative, interpretivist approach underpinned the gathering and analysis of data. This approach reflected the focus of the study which was to understand and make sense of the multiple realities, experiences and views of participant teachers evolving from their social, cultural and historical contexts. Data were gathered using semi-structured interviews, unstructured interviews about teachers’ planning and observations of physical education lessons. The theoretical framework that was used to interrogate the data incorporated situated learning theory (Lave and Wenger, 1991), professional learning and educational change literature; in particular the work of Fullan was utilised to explore his concept of ‘change agentry’. The first line of analysis establishes how the participant teachers approached teaching and learning in physical education prior to engaging with the PGCert. Thereafter the PGCert is examined to ascertain how the format and structure of this professional development opportunity came to influence the participant teachers. In the final analysis, an over-view of each teacher’s narrative in regards to their role in the change process is presented, outlining the curricular and pedagogical changes they initiated within their school contexts. Taken together, these findings contribute to research on educational change providing detailed analysis over an extended period of time of the motivating factors, constraints and complex character of change from the perspective of teachers within their individual school contexts. In the present educational climate where teachers are expected to be leaders of curricular and pedagogical change this study provides empirical evidence of teachers exercising their autonomy and integrating professional learning within their practice as they initiate and implement change.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 123-133). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 123-133). Also available on the Internet.

Thesis (Ph. D.)--Lewis & Clark College, 2009. / Includes bibliographical references (leaves 227-233).

Thesis (M. Ed.) -- 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 Master of Educaiton in Theoretical, Cultural and International Studies in Education, Educational Policy Studies, University of Alberta." Title from pdf file main screen (viewed on August 31, 2009). Includes bibliographical references.