Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (PhD) -- Australian Catholic University, 2006. / Submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy. Bibliography: p. 262-312. Also available in an electronic version via the internet.

Thesis (Ed. D.)--University of Washington, 1991. / Vita. Includes bibliographical references (leaves [181]-185).

This thesis reports the findings of a study of the influence of the classroom learning environment on students cognitive and affective outcomes among 2,498 third-year computing students in 50 university-level classes in Indonesia. Students perceptions of the classroom environment were measured using a modified Indonesian version of the What Is Happening In This Class? (WIHIC) questionnaire. To assess students affective outcomes, a scale derived from the Test of Science Related Attitudes was adapted for use in higher education computing classes and translated into Indonesian. Students' final scores in their mathematics course (either linear algebra or statistics) were used as a measure of cognitive achievement. Secondary aims of the present study were to examine whether differences exist between (a) students perceptions of the actual and preferred classroom learning environment, (b) the perceptions of male and female of the actual and preferred classroom environment and (c) students' perceptions of the actual learning environment in linear algebra and statistics courses. The results of this study make important contributions towards explaining why Indonesian students are achieving at less than desirable levels in their computing courses.

This thesis is an architectural exploration of The Serpentine Fen Wildlife Area in Surrey, British Columbia as a public park and an opportunity for environmental education for children. As public education becomes more environmentally conscious, there is a need for architecture that supports how the child interacts with and perceives their natural environments. This thesis proposes the use of a single architectural element as a transition between multiple site conditions to create a dynamic link between earth, air, water which affords the abilitity for a relationship to be developed between the user and their environment. This element will consistently be present in the user’s journey through the site and serves to encourage interaction with the identified site conditions. The thesis investigates how this continous element acts as locus, datum, frame, reference, stage and devise to enhance the child’s experience of nature.

Thesis (Ph. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2254. Includes bibliographical references (leaves 341-349).

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 129-134). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 129-134). Also available on the Internet.

Thesis (Ed. D.)--Illinois State University, 1972. / Title from title page screen, viewed Sept. 23, 2004. Dissertation Committee: Clayton Thomas (chair), J.H. McGrath, Ronald S. Halinski, Ronald L. Laymon, Samuel Woodard. Includes bibliographical references (leaves 129-133) and abstract. Also available in print.

Thesis (Ph. D.)--University of Rhode Island, 2003. / Typescript. Includes bibliographical references (leaves 150-161).