Thesis (M.A. in history)--Washington State University, May 2010. / Title from PDF title page (viewed on June 11, 2010). "Department of History." Includes bibliographical references (p. 165-184).

Thesis (M.A.)--Brigham Young University. Dept. of International and Area Studies. / Electronic thesis. Includes bibliographical references (leaves 128-131). Also available in print ed.

Thesis (Ph. D.)--University of Pennsylvania, 1935. / On cover: University of Pennsylvania. Bibliography: p. 178-196.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (master's) - Johann Wolfgang Goethe-Universität, 2002, Frankfurt am Main. / Includes bibliographical references (p. 92-98).

Thesis (M.A.)--Florida State University, 2006. / Advisor: Rochelle A. Marrinan, Florida State University, College of Arts and Sciences, Dept. of Anthropology. Title and description from dissertation home page (viewed June 16, 2006). Document formatted into pages; contains xv, 136 pages. Includes bibliographical references.

Thesis (M.S.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 76-81). Also available on the World Wide Web.

Thesis (M.Ed.)--Montana State University--Bozeman, 2006. / Typescript. Chairperson, Graduate Committee: Betsy Palmer. Includes bibliographical references (leaves 73-78).

This study explores the conditions that contribute to teacher success in First Nations communities by focusing on the experiences of educators and community members from the Ermineskin Reserve, which is located in central Alberta. The study addresses the question: what factors do educators and community members identify as being major contributors to the success of teachers in First Nations communities? The study is based on a review and analysis of data obtained through semi-structured interviews conducted with twelve teachers, six administrators, six Native students and six parents of Native children. These educators and community members share their experiences and ideas about how teacher success can be optimized in First Nations settings. The study identifies a number of interrelated factors that positively and negatively influence the work of teachers in First Nations communities. Educators and community members emphasize the importance of educators and community members working together to create a school system that not only meets the needs of students but also nurtures and validates educators, parents and the larger First Nations community. Recommendations are provided for educators, Native communities, Native school boards, and post-secondary institutions who are interested in developing, nurturing and supporting teacher success in First Nations settings. / Education, Faculty of / Graduate

No description available.