Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 284-302).

Thesis (Ph.D.)--McMaster University, 2003. / Advisor: Carl Cuneo. Includes bibliographical references (leaves 219-229). Also available via World Wide Web.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2010. / Directed by Glenn Hudak; submitted to the Dept. of Educational Leadership and Cultural Foundations. Title from PDF t.p. (viewed Jul. 7, 2010). Includes bibliographical references (p. 167-173).

Thesis (M.A.T.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaves 43-44).

Thesis (M.S.P.D. (Prof.)) - University of Queensland, 2005. / Includes bibliography.

Thesis (PH.D.) -- Syracuse University, 2006 / "Publication number AAT 3241847."

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 261-277). Also available on the Internet.

<p> Five years ago, the author began a second career as a teacher in a small Wyoming town with a diverse student population. The beginning of her career coincided with a change in the demographics to include a large number of English Language Learners (ELs) and the imposition of sanctions from the No Child Left Behind Act of 2001 (NCLB) for being a failing school. The author collected, analyzed, and used summative and formative data in an effort to differentiate for all students. She went on home visits to build trust in the local community, co-planned and participated in work teams to further local curriculum, and conducted multiple rounds of extensive action research projects. False starts, circular paths, crushed dreams, and just plain exhaustion led to the development of a seed idea and the journey that follows, a yearlong project-based thesis, exploring how one classroom teacher could harness the power of an engaged community to supplement curriculum, motivate students, and instill a joy of learning. The focus of this thesis was derived from the following question: How might a community partnership of diverse agencies and leaders focused on education to foment radical change in public education, be founded and flourish?</p>

<p> The purpose of this quantitative, correlational research was to assess the relationship between academic motivation and sport motivation among NCAA Division I student athletes enrolled at colleges and universities in the southern and western regions of the United States. The theoretical foundation was based on the Self-Determination Theory. The Self-Determination Theory includes three specific types of motivation: intrinsic, extrinsic, and amotivation. The study was comprised of three research questions, which were designed to determine the relationship between academic and sport intrinsic motivation, extrinsic motivation, and amotivation among NCAA Division I student athletes. The research was undertaken at two public higher education institutions in the southern and western portions of the United States. The sample for the study included 91 NCAA Division I student-athletes. The analysis involved nonparametric Spearman&rsquo;s correlations. The findings indicated a statistically significant relationship between academic and sport intrinsic motivation among NCAA Division I student-athletes (<i>r_p</i> = 0.210, <i>p</i> = 0.046). The findings indicated no statistically significant relationships between academic and sport extrinsic motivation (<i>r_p</i> = 0.126, <i> p</i> > 0.05) and between academic and sport amotivation among student-athletes (<i>r_p</i> = 0.091, <i>p</i> > 0.05). The results justify further research on student-athlete motivation. </p><p>

<p> Emerging research indicates human cognition can derive from interactions within their environment and &ldquo;soon few will believe human thinking is computer-like. Instead, as with all animals, our thoughts are based on bodily experiences&rdquo; (Glenberg, 2015, p. 165). </p><p> This study explored how classroom teachers plan and implement purposeful planned movement (PPM) for embodied cognition. There are different types of movement with some movement activities not necessarily serving the purpose of enhancing cognition for academic content. Purposeful planned movement is movement designed to enhance cognition of academic content (Lyding et al., 2014). Insights from teachers effectively planning and implementing PPM in academic classrooms to teach could explain how to utilize this type of instruction (Lyding, 2012; McGregor et al., 2015). </p><p> Findings emerged from a multiple site and multiple case study of four middle grades social studies and English/Language Arts teachers. A cross-case analysis, synthesis of the findings, and thematic interpretations were conducted to explore why and how teachers use PPM for embodied cognition. Interpretations of the literature connected the teacher&rsquo;s use of movement to forms of embodied cognition. The connections help explain positive empirical results from using movement to increase learning within the literature. The findings bridge gaps in the literature on teachers&rsquo; perspectives, planning, experiences, and examples of implementing PPM for embodied cognition.</p><p>