Thesis (Ph. D.)--University of Wisconsin--Madison, 2002. / Includes bibliographical references. Also available on the Internet.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 2002. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 1, 2007) Includes bibliographical references.

Thesis (M.A.T.) -- School for International Training, 2007. / Advisor -- Susan Barduhn Includes bibliographical references (leaves 62-63 ).

Title from title page of PDF (University of Missouri--St. Louis, viewed March 22, 2010). Includes bibliographical references (p. 120-124).

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (EdD)--Montana State University--Bozeman, 2009. / Typescript. Chairperson, Graduate Committee: Elisabeth Swanson. Includes bibliographical references (leaves 263-272).

Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed February 16, 2006. Dissertation Committee: Mack L. Bowen (chair), Lanny E. Morreau, William C. Rau, Paula J. Smith, Kenneth H. Strand. Includes bibliographical references (leaves 92-100) and abstract. Also available in print.

This article discusses how instant video revisiting (IVR) promotes reflective thinking for both teachers and children. IVR was used as a daily classroom experience with both the children and the teachers throughout one semester in two preschool classrooms with children 2.5 to 5 years old. The teachers used a digital video camera to generate data to help them understand the behavior of the children and revisit the children's actions immediately, with the children using the video clips to extend their learning. Two classroom examples illustrate how IVR supports the children's learning and the teacher's reflection of this learning. The first example describes how IVR helped the children reflect on their actions and solve their own conflicts. The second example describes the use of IVR to scaffold the children's idea of the middle of a story, thereby strengthening their own thought processes in relation to a story construction.