Thesis (M.A.)--Indiana University, 2009. / Originally issued in electronic format. Includes bibliographical references (leaves 147-167).

Treatise (Ed. D.)--University of Texas at Austin, 2009. / Title from PDF title page (University of Texas Digital Repository, viewed on Sept. 9, 2009). Vita. Includes bibliographical references.

The problem of this study was to determine if psychiatric registered nurses differ significantly in certain personality and temperament trait characteristics from non-psychiatric registered nurses. The characteristics investigated were scores make on the individual scales of the Guilford-Zimmerman Temperament Survey.

Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1975. / Vita. / Bibliography: leaves 256-262. / Ph.D.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Oct. 21, 2008). PDF text: 223 p. ; 12 Mb. UMI publication number: AAT 3308325. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M.A. Ed.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 72-73). Also available via the Internet.

Treatise (Ed. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

The primary problem of this study was to evaluate the effectiveness of two teaching techniques in relation to their respective influence on changing behavior by a group process.

Dissertation (Ed.D.)--Boston University, 1970. / The purpose of this study was to determine whether or not semantic flexibility as a language characteristic of teachers in training could be used as a predictor of the teacher's ability to receive and transmit information. The Guilford Word Association Test, designed by J. P. Guilford to measure convergent and divergent thinking, was selected as the instrument for measuring semantic flexibility and was administered to 201 students enrolled in the block methods course at Boston University. The students were all juniors, scheduled to student teach the following semester. The Guilford Word Association Test was also administered to 154 sixth grade children enrolled in the Boston Public Schools in the South End and Roxbury and to 182 sixth grade children enrolled in the Newton Public Schools. The two groups of children were designated as the urban and suburban samples, respectively. From the populations tested four high Guilford teachers and four low Guilford teachers were selected. From each of the urban and suburban classes four high Guilford and four low Guilford children were selected. Each teacher had eight pupils assigned to her and for the purposes of data analysis, the children were categorized first as high and low Guilford scorers and then as urban or suburban children. In total there were eight teachers and sixty-four children in this experiment. [truncated]

The need for knowledge workers is increasing; most jobs of the future will require some post secondary education. Half of the students who enter the open door of the community college are not prepared for college level work and must first enroll in developmental education. Half of those students will not complete remediation. Though institutions of higher education provide developmental education, the effectiveness of developmental education programs - performance in subsequent courses, grade point average, and persistence to graduation - are rarely studied. This case study explored an Achieving the Dream institution's commitment to establishing a "culture of evidence" to guide decision making and facilitate student success in developmental education programs. Research was gathered from interviews, observations, and a review of pertinent documents during the researcher's four-month internship at the institution. This study found a culture of evidence evolving at the institution and the institution's participation in Achieving the Dream contributing to the culture of evidence through its use of data to measure student success and facilitate decision making. Indicators of student success measured at this institution included success rates in developmental courses, fall-to-fall persistence, progression in the developmental course sequence, and graduation rates. The researcher used John P. Kotter's Eight Stage Process of Creating Major Change as a framework to review the institution's progress toward creating institutional change. The researcher identified practices that could bring about institutional change when building a culture of evidence. / text