Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Dec. 4, 2007). PDF text: 115 p. : ill. ; 6 Mb. UMI publication number: AAT 3271906. Includes bibliographical references. Also available in microfilm and microfiche formats.

The purpose of this study was to examine the proficiency or lack of proficiency of prospective teacher education students at two-year community colleges to use and integrate instructional technologies. In addition, this study also examined the perceived perceptions of prospective teacher education students levels of preparedness to use instructional technologies in their future classrooms. Participants in the study were students in a teacher preparation program. The survey was administered to students from six community colleges in the southeastern part of the United States. The Prospective Teacher Education Students Survey was developed and administered to a sample of 109 prospective teacher education students. Results of the study revealed a low proficiency in technology use for database, ethical use understanding, and spreadsheet. Prospective teacher education students reported greater proficiency in computer operation, word processing, and internet use. Low frequency and effectiveness were reported in the use of technology mediated instructional strategies for synchronous communication and simulations. Results indicated higher frequency and effectiveness in technology mediated instructional strategies for word processing and Internet use by students. Generally, students perceived their level of preparedness to implement various technology skills as somewhat well prepared . Descriptive statistics, raw percentages, and independent t-tests were used to analyze the data.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 213-224). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 213-224). Also available on the Internet.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 200-208). Also available via the Internet.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 411-427).

Thesis (M.A.Ed.)--East Carolina University, 2009. / Presented to the faculty of the School of Art and Design. Advisor: Robert Quinn. Title from PDF t.p. (viewed May 24, 2010). Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 126 p. Includes abstract. Includes bibliographical references (p. 111-117).

Brain injury has become a more topical issue over the past decade, however limited research has been done on experiences of university students and few are specific to female students. The research question became: “How has having an acquired brain injury impacted the experience of female students within postsecondary education?” Narrative and auto-ethnographic methodologies were employed; semi-structured interviews with five participants were conducted, and text boxes were utilized to weave the researcher’s voice as a student with a brain injury into the narrative. Findings indicate brain injury has diverse implications depending on severity. Some participants spoke of accessing (dis)Ability resource centres, while others did not utilize formal accommodations. Findings revealed that participants navigate the academy in isolation yet wanted to connect with fellow students who have acquired brain injuries. Social workers can facilitate this process and provide counselling, challenge negative social implications and work toward building an inclusive educational environment.

Diss. Uppsala : Sveriges lantbruksuniv., 2004.