Thesis (Ed. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Wyoming, 2006. / Title from PDF title page (viewed on June 16, 2008). Includes bibliographical references (p. 122-134).

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

Thesis (Ed. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains xiii, 135 p. Includes abstract. Includes bibliographical references (p. 109-118).

Report (M.S.)--Virginia Polytechnic Institute and State University. M.S. 1992. / Vita. Abstract. Includes bibliographical references (leaf 97). Also available via the Internet.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1985. / Vita. Abstract. Includes bibliographical references (leaves 174-175). Also available via the Internet.

In the 8-4 plan there was departmentalized instruction in the high school grades. When the junior high school was organized, it followed the same pattern. The departmental system is predominant in the junior high schools today, but non-departmentalization has become the practice in many of them. Current practices range from complete departmentalization to complete non-departmentalization. The writer's observations and current literature indicate a trend in the direction of non-departmentalized instruction. / Typescript. / "July, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: R. L. Goulding, Professor Directing Paper. / Includes bibliographical references (leaf [30]).

This new form of multiattribute utility optimization is based on ordinal as opposed to cardinal utility and is defined from a corresponding integer programming model in operations research which (1) is solved for ordinal cost factors and (2) serves as the problem's theoretical starting point. It is suggested herein that one start with a mathematical formulation that if solved in an acceptable or — preferably — best manner would yield a satisfactory or possibly best solution to the problem. Then, that mathematical formulation and its solution technique defines the multiattribute utility problem and its solution at issue. This is the reverse of what is usually done; and as will be shown, doing this can be quite fruitful. The illustrative example concerns a mathematical 1 formulation based on operation research's assignment problem. As will be argued, the cost factors must be ordinal, which essentially corresponds to using ordinal utility; hence the technique will be framed in the realm of ordinal utility. The technique for solving the illustrative example's mathematical formulation is to achieve a premium mix of operations research solution properties. From this perspective, some sticky issues in multiattribute utility theory when the attributes involve the preferences of distinct persons are not included in the philosophical base for the multiattribute utility problem and its solution thusly defined. / Master of Arts

This investigation is concerned with the problem of determining the variation of test achievement obtained by students enrolled on a MWF and a TTh schedule. The purpose of the study is to determine if either schedule is superior. The Ss were students enrolled in an Introductory Psychology course at North Texas State University. A t test was administered to the experimental data. The experimental hypothesis of an expected higher test achievement by students enrolled in the TTh schedule was rejected. It was concluded that test achievement for this study was not affected by scheduling.

Time is the educational resource educators most desire, but which is in shortest supply. Educators cannot add more days to the 12-month calendar year, or minutes to the day. Whatever control is to be had over the calendar and clock rests in the way time is managed by those in the position of decision-maker. This study examined the change in one middle school's schedule, from a traditional seven period to a four period extended block, as it related to teacher perceptions about time for staff development, instructional preparation, and staff collaboration. Additionally, the study examined teacher perceptions regarding student achievement, student contact overload, and school climate as a result of the change in the school schedule. Subjects for the study were drawn from practicing classroom teachers and other licensed personnel employed at the site school. Two research instruments, the School Schedule Questionnaire Survey and School Schedule Interview Survey, were used to gather data. The School Schedule Questionnaire Survey used a Likert Scale, which asked each subject to respond to a series of statements by indicating whether they strongly agreed, agreed, were undecided, disagreed, or strongly disagreed. This study concludes that teacher perceptions about time available for staff development, instructional preparation, and staff collaboration are greatly influenced by their perceptions about the degree to which they control that time, and can make decisions about its use. It also concludes that teacher perceptions about student achievement is difficult to assess without quantitative measures, and that although teachers felt the schedule had a positive impact on student achievement, most were concerned about the lack of objective measures when making such an assessment. And finally, it concluded that class size may not be the determining measure to assess teacher perceptions about student contact overload, that the total number of students a teacher comes into contact with each day has a greater impact on their perception in this area. / Graduation date: 1999