Thesis (Ph. D.)--Illinois State University, 1980. / Title from title page screen, viewed Feb. 25, 2005. Dissertation Committee: Ronald L. Laymon (chair), Ronald Halinski, Mary Ann Lynn, G. Alan Hickrod, James Walker. Includes bibliographical references (leaves 181-189) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1984. / Title from title page screen, viewed May 23, 2005. Dissertation Committee: Samuel T. Price (chair), Lanny Morreau, Ramesh Chaudhari, G. Alan Hickrod, Alvin Townsel. Includes bibliographical references (leaves 113-119) and abstract. Also available in print.

Thesis (Ph.D.)--Syracuse University, 2007. / "Publication number:AAT 3295543 ."

Thesis (Ph. D.)--Syracuse University, 2005. / "Publication number AAT 3186474."

Thesis (PH. D.)--Columbia University, 1931. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 475. Bibliography: p. 79-91. Also issued in print.

Thesis (PH. D.)--Columbia University, 1931. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 475. eContent provider-neutral record in process. Description based on print version record. Bibliography: p. 79-91.

Students need creative thinking, problem solving skills, and knowledge about the future to equip them to deal with our rapidly changing world. At the same time, Proposition 2$1\over2$ and a decrease in state aid are causing school systems to seriously tighten their budgets. Any programs considered "extras" are being eliminated or reduced, especially those targeted for our most able students, the gifted. One of these affected programs is the Future Problem Solving Program (FPSP). There is an unfortunate lack of information about the program and the impact it has on its participants. Although it has been implemented in various schools in Massachusetts since 1979, no studies have been undertaken about the FPSP in this state. Therefore, for this dissertation, an investigation was conducted into the roots, history, and impact of the program. Questionnaires were sent to all adults who had registered as coaches for the FPSP in Massachusetts for the 1988-89 school year. Students who participated during the same year were sent questionnaires through their coaches. Forty-six coaches (43.4%) and 513 students (75.66%) from grades four through twelve participated in the study. The questions in the surveys addressed information about demographics, perceptions of the impact of the FPSP on the student skills that the FPSP aims to develop, and the opinions and reactions of the coaches and students to the FPSP itself and their participation in it. The respondees reported an increase in students' critical and creative thinking, communication skills, awareness of the future, and teamwork due to the FPSP. Research skills were also affected but to a lesser degree. A variety of statistical tests were run on the collected data. Trends were noted and discussed such as the reported advantage in attainment of some skills by females and the positive impact of being on a FPSP team. The FPSP was shown to fulfill its objectives in its participants in Massachusetts and should continue to be offered through the schools.

Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

To date the management of state-maintained special schools for children with hearing impairment (SMSSCHI) in Ghana has not been extensively researched. As a result, the way such schools are managed is inadequately understood. This research sought to address that lack of understanding. The aim of the research was to examine the nature of the day-to-day management activities in SMSSCHI to refine our current understanding of such schools. Research questions focused on the nature of the day-to-day management; the organisational challenges; the relationships between the SMSSCHI and stakeholders including, the private sector, parents and the Ghana Education Service (GES); the way educational policies influence the management of SMSSCHI; and the boundary issues in the day-to-day management of SSMCHI in Ghana. The research began with an analysis of the relevant literature. The empirical research was in two phases: Phase 1 involved visits to seven out of the 12 SMSSCHI in Ghana to understand day-to-day management practices. Phase 2 explored the relationships between schools and stakeholders in the day-to-day management of SMSSCHI in three schools. The data were analysed using the planning, organising, staffing, coordinating, reporting, budgeting (POSDCoRB) framework. The key findings were that day-to-day management practices were homogenous across study schools. This homogeneity stemmed from the use of centralized planning emanating from the GES to ensure conformity to set policies. This practice led to a limited adoption of strategic plans to address local needs. Organisational boundary issues emerged as significant in relation to the involvement of stakeholders in school management portrayed by the profound influence of the GES and very minimal involvement of other stakeholders as enshrined in the decentralisation policy of the GES. Societal conceptions of disability and the location of special schools influenced stakeholders' involvement in school management. The implications of the findings for policy and practice are discussed.

Thesis (M.A.)--Boise State University, 2009. / Includes abstract. Includes bibliographical references (leaves 32-34).