Thesis (Ed. D.)--Teachers College, Columbia University, 1986. / Typescript; issued also on microfilm. Sponsor: Thurston Atkins. Dissertation Committee: Frank Smith. Bibliography: leaves 105-108.

Thesis (M. Ed.)--York University, 2000. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves [155-161] of unnumbered sequence at the end). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ56177.

The primary foci of the study were to determine the relationships among perceptual modality, temporality, and academic achievement, and to develop implications for the academic counseling of middle school students based on the findings. The sample was composed of 613 students enrolled in Prineville Junior High School. The Edmonds Learning Style Identification Exercise, the metronome, and the Iowa Tests of Basic Skills were the instruments used to collect data. Five statistical tools were used in the analysis of data. The findings at the .05 level of significance were as follows: 1. There were no significant differences in perceptual modality mean scores for the three temporal groups. 2. There were no significant relationships between sex and temporal grouping (slow, medium, fast). 3. A significant relationship existed between grade level and temporal group. There was a higher concentration of sixth graders in the slow temporal group. 4. There was a significant difference between sex and the perceptual modality score of visualization. Males scored significantly higher. For the other three perceptual modality scores and sex, there was no significant differences. 5. There was no significant difference for grade level and perceptual modality mean scores. 6. There was no interaction for grade level and sex on perceptual modality mean scores. 7. There were no significant relationships among perceptual modality scores within each temporal group. 8. There were no significant relationships among academic achievement scores, preferred temporal pace, and perceptual modality scores. Implications for the academic counseling of middle school students stressed the importance of using visual materials in the curriculum for males, and the varying of instructional pace to accommodate differences in students' temporal paces. / Graduation date: 1984

Thesis (Masters) -- University of Canberra, 2008. / Includes bibliography (p. 320-324) Also available online.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 167-174). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 167-174). Also available on the Internet.

The purpose of the study was to determine the opinions of Indiana middle level principals as to what criteria are most essential for middle level schools. Another purpose of the study was to determine the principals' opinions of middle level teacher certification requirements, current state curriculum requirements, length of school day requirements, and length of school year requirements. The final purpose of the study was to determine any significant relationship between the principals' opinions and the size, setting, and grade level arrangement of the schools in which the respondents worked.A review of the literature revealed a number of criteria deemed essential to middle level schools which became the basis for the study. Fifty-five such criteria were submitted to a panel of experts in middle level education. The validation process produced forty-four criteria considered essential for middle level schools.This list of criteria was included in a questionnaire sent to the principal of each school In Indiana housing some combination of grades five through eight. The principals were asked to select the five criteria from the list they considered most essential and the five least essential to an effective middle level school.Questions were also included dealing with a separate licensing pattern for middle school teachers,''difficulty finding qualified middle school teachers, curriculum requirements, length of school day and length of school year requirements.Respondents were considered as a total sample and also grouped according to school size, school setting (metropolitan, suburban, town and rural), and grade levelarrangement. The demographic data were determine any statistically significant analyzed to relationship between the factors and the principals' opinions. Conclusions1. In identifying criteria most essential for middle level schools, Indiana middle level principals tend to emphasize student discipline, teaching techniques appropriate to student need, a core academic curriculum, recognition of the unique characteristics of middle level students, and opportunities for teachers to work together on curriculum and problem solving.2. In general, Indiana middle level principals do not favor a separate licensing pattern for middle level teachers.3. In general, Indiana middle level principals find the current requirements for middle level school curriculum, length of school day, and length of school year to be adequate. / Department of Educational Administration and Supervision

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

Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Education." Includes bibliographical references (p. 221-229).

Thesis (M.A.)--Humboldt State University, 2009. / Includes bibliographical references (leaves 114-125). Also available via Humboldt Digital Scholar.