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

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.

The purpose of my research was to develop an understanding of the roles of a Centre for Teaching and Learning (CTL) within higher education institutions, nationally and internationally. Also of significant interest was the role that the CTL played within the University of Durban Westville, particularly in its transformation from Resource Centre to a Centre for Teaching and Learning and how it was perceived by academic staff. I reviewed national and international literature on CTLs, how they were established, its structure, staffing, what it offered and how it functioned as a body within the institute. Most recent literature focused on international universities. It was clearly evident that CTLs in first world countries like the United States and the United Kingdom were well established. These CTLs are fully engaged within their institutions. This however was not the case in many of the South African institutions. CTLs are a fairly new concept nationally and in most cases, like that of the University of Durban Westville, the centres are not wholly integrated into the structure of the institute. In the case of the University of Durban Westville, the Faculty of Education attempted to transform its long existing Resource Centre into a CTL, somewhat unsuccessfully compared to the standards set abroad. The data for my study was gathered mainly from questionnaires that were sent to 300 academic staff at the University of Durban Westville. Additional data was collected via interviews with staff at the existing CTL and correspondence with other national institutes that housed a CTL. Analysis of the data revealed that the CTL was not properly launched and marketed within the university. Staff that worked at the CTL felt that the introduction of the CTL demanded new roles they were not equipped to handle. The staff felt that they needed training to fulfill the necessary duties demanded by a centre of that nature. Academics within the university, in most cases were unaware of its existence, what it offered or how it could be beneficial to their teaching. Data received from the questionnaires highlights the needs of a CTL but also highlights the weaknesses of the CTL within UDW. The overall study demonstrated the pivotal roles that a CTL plays in enhancing academic excellence at higher education institutions. The study made clear that in order for a centre to be successful in its outcomes, its governance, structure and funding should be an integral part of the institution. / Thesis (M.Ed.) - University of Durban-Westville, 2004

Thesis (M. Arch.)--University of Pretoria, 2003. / Title from opening screen (viewed June 14, 2004). Includes bibliographical references.

The purpose of the study was to determine attitudes of parents toward the Fort Wayne Community School Title I Parent Resource Center. Specifically, the study was designed to measure the quality of services extended during the first six months of Resource Center operation, January 1980 through June 1980.Literature regarding the role of parents in educational programs at both the national and state level was reviewed. Through study of the-literature, limited data were reported involving parents in program evaluation. Therefore, a study was undertaken to address parent attitudes toward program effectiveness.From a sample population of one hundred parents of children enrolled in the 1979-1980 Fort Wayne Community School Title I Project, ninety-five parents completed questionnaires delivered to homes by Title I Liaison Aides. Five parents were not available for contact during the two-day questionnaire delivery period. Completed questionnaires were placed in unmarked envelopes for return by the aides to the Parent Resource Center. Questionnaires were then delivered to the Fort Wayne Community School Computer Center for key punching and computer scoring.Responses to "yes" and "no" questionnaire items were reported in percentages addressing attitudes toward (1) Parent Resource Center location and visitation hours, (2) delivery of services and materials, (3) workshop presentations and (4) advertising techniques. Written comments expressed in two open ended questionnaire items were analyzed. Perceived benefits and need for program change were reported in narrative form.Parent attitudes toward Resource Center services revealed:1. Parent Resource Center location and visitation hours were satisfactory as reported by more than 80 percent of the respondents. However, among written comments, parents recommended decentralized or school-based centers and evening or weekend visitation hours.2. Service extended by the Parent Resource Center Staff was regarded as helpful by 94.7 percent of those queried and materials to be used in the home were clearly understood by 100 percent of the respondents.3. Workshops held at the Parent Resource Center were attended by 68.4 percent of the respondents. Further, 65 percent of Center clients attending workshops reported value in presentations and appropriateness of materials for use in the home.4. Among advertising techniques employed, parents ranked the Title I meeting as the primary information source. School newsletters, news paper articles, church announcements andparent-school personnel sharing were less frequently cited sources of information.Services extended at the Parent Resource Center had benefited children in the improvement of reading and math skills, in strengthened parent-child relationships and in provision of unaffordable educational materials.

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Edmund W. Gordon. Dissertation Committee: Francis A. J. Ianni. Bibliography: leaves 136-142.

Thesis (M. Ed.), Memorial University of Newfoundland, 1998. / Bibliography: leaves 111-116.

Thesis (M. Ed.)--Memorial University of Newfoundland, 1997. / Bibliography: leaves [44]-47.

Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Bibliography: leaves 75-81.

Thesis (Ed. D.)--Seattle University, 1994. / Investigates resource-based learning in school library media centers in five elementary and two junior high school settings in Washington State during 1991-1993. Typescript (electronic printer). Abstract (2 leaves) bound with copy. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 306-317).