Thesis (Ph. D.)--University of Maryland, 1991. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 100-108).

Thesis (M.A.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Thesis (Ed. D.)--Seattle University, 1995. / A future search conference facilitated by an outside consultant was held in Yakima, Washington on October 12 and 13, 1994, and involved thirty-two participants representing eight stakeholder groups (library media specialists, principals, administrators, university educators, teachers, business representatives, technology experts, and students); they addressed the question of how information services could most effectively enhance learning in Washington State K-12 schools in the next five years. Includes bibliographical references (leaves 173-179).

Thesis (M.S.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (Ed. D.)--University of Massachusetts, 1990. / Includes bibliographical references (leaves 244-260).

Thesis (Ph. D.)--Utah State University. Dept. of Instructional Technology, 1991. / Includes bibliographical references (leaves 56-62).

The purpose of this study was explorative, descriptive, and generative. Through systematic observation, interview, and analysis procedures, the researcher addressed the following questions: (1) What occurs in the reading resource rooms visited related to reading teaching/learning? (2) What variables, grounded in the collected data, appear to be core (grounded theory terminology) to reading teaching/learning in the reading resource rooms visited? (3) What substantive research questions related to the teaching/learning of reading can be generated from the data collected? The procedures for data collection and the methods of data analysis were based on grounded theory methodology. Grounded theory methodology provided a means for dealing systematically with descriptive, qualitative data. The data were comprised of (1) written field notes of observations made in seven pull-out reading resource rooms and (2) transcriptions of follow-up tape recorded interviews with teachers from these resource rooms. Observations were made during morning hours on consecutive days in seven (7) pull-out reading resource rooms primarily serving students in the 4th through 6th grades. A few 3rd grade students were also being served. All students were part of the school district's Chapter 1 reading program. Exit interviews were conducted with each reading resource room teacher after completion of observational data collection in all seven resource rooms. Findings and conclusions included the presentation of substantive descriptive details and their conceptual analysis; the discernment of core and salient variables related to the teaching/learning of reading in the reading resource rooms visited; and, the identification of substantive areas for further research.

Thesis (MEd. (Education management and policy studies))--University of Pretoria, 2001. / Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 284-293). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 284-293). Also available on the Internet.