Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 210-220). Also available on the Internet.

Thesis (M.D. Sc.)--University of Queensland. / CD-ROM by S.M. Mubarak and L.J. Walsh. Copyright date on the CD-ROM given as 1998. Includes bibliographical references.

<p> The ethics training program of the United States Army Corps of Engineers (USACE), Alaska District, a recipient of the Office of Government Ethics (OGE) 2010 Education and Communication Award, was studied to determine if the training fostered employee awareness of unethical situations within the workplace. The study fills a gap in scholarly literature in that never before had a peer-review study been done to examine how ethics training fosters awareness within an award-winning federal agency. The method and design used for collecting the data was the qualitative exploratory case study. Seven data sources were analyzed using NVivo 10 ^&reg; software and Microsoft Excel and conclusions drawn by use of data source triangulation. Two primary data sources used were responses from two sets of interview questions: one set with 15 employees and another set with two ethics training coordinators. The other five sources of data evidence used were the OGE 2009 Education and Commission Awards Announcement, the OGE 2009 Education and Communication Award Application Form submitted by Alaska District to OGE, samples of the <i>Ethics Monthly Treats,</i> and comments made by the interviewees on the 2-minute ethics video (<i>Secret Ethics Man</i>), and brownbag lunches. The framework for this study was Gagne&rsquo;s theoretical instructional design model. The three emerging themes were: ethics information was distributed frequently, innovative delivery methods, and content of ethics instruction. The results of the study indicate that the design, delivery, and components of the training program may have been effective in fostering employee awareness of unethical situations within the workplace.</p>

<p>Leaders in business, government, and education have sought to improve students&rsquo; ability to think critically. While research on professional learning communities (PLCs) suggests PLCs positively impact standardized test scores and teacher efficacy, there is little evidence of how PLCs using inquiry protocols influence teachers&rsquo; perceptions of instructional design for critical thinking and understanding students&rsquo; critical thinking. Demands for critical thinking instruction rather than test preparation, plus teachers&rsquo; misunderstanding of their students&rsquo; critical thinking, support the purpose for this case study. This study examined how PLCs using inquiry protocols influence teachers&rsquo; perceptions of instructional design for critical thinking and understanding students&rsquo; critical thinking. The theoretical framework for this study drew from several theories, its emphasis was on constructivism in PLCs&rsquo; use of inquiry protocols and critical thinking. PLC participants from an existing PLC agreed to join the study when asked during a PLC meeting. Eleven voluntary participants taught in 3 different grade levels and 8 subject areas. An inductive analysis of participant field notes, transcripts from PLC sessions, and group interviews indicated a divergence in participant understanding. Participants reflected either clarity or confusion in designing critical thinking projects and understanding students&rsquo; critical thinking. Implications for a positive social change develop as the PLC becomes a model for other classroom teachers seeking to teach beyond state testing mandates. This study addressed the district&rsquo;s perceived need to advance instruction for critical thinking. PLC stakeholders seeking to maximize teacher clarity and minimize teacher confusion around critical thinking may use this study to identify actions to emulate as well as actions to eliminate. </p>

Thesis (Ph. D.)--University of New South Wales, 2002. / Also available online.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 180-190). Also available via the Internet.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1965. / Typescript; issued also on microfilm. Includes tables (part. fold.). Sponsor: Florence B. Stratemeyer. Dissertation Committee: Dwayne E. Huebner. Includes bibliographical references.

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 116-119).

Thesis (Ph. D.)--Georgia State University, 1997. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 79-83).