Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 115-122).

Thesis (Ph.D.)--University of Alberta, 1997. / In partial fulfilment of the requirements for the degree of Doctor of Philosophy. Department of Elementary Education. Spine title: A study of six student teachers' planning. Also available online.

Thesis (Ed.D.) -- Central Connecticut State University, 2006. / Dissertation advisor: Nancy Hoffman. "... in partial fulfillment of the requirements for the degree of Doctor of Education, Department of Educational Leadership." Includes bibliographical references (leaves 104-115). Also available via the World Wide Web.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 360-365).

This baseline study was designed to better understand non-withdrawing student leavers. An exploratory research design was utilized which consisted of pilot interviews and a survey. The pilot interviews in this study consisted of five on-campus Fall 2005 undergraduate student leavers. Leaver insight from the pilot interviews served as the foundation for the student leaver satisfaction survey. The student leaver satisfaction survey was administered to Fall 2005 non-withdrawing student leavers. Additionally, National Student Clearinghouse Student Tracker enrollment information was reviewed to determine whether the leaver respondents continued their education. A total of 30 non-withdrawing leavers provided insight of the reasons why they left the university. The average respondent was a traditionally aged (under 25 years old) White student leaver. Most of the leavers self-reported good grades during the Fall 2005 semester. Undergraduate students graduating in Fall 2005 served as a comparison group in this study. Sixty-three graduates responded to the survey. Both the leaver and graduate responses were analyzed. The results indicated that non-withdrawing leavers most often left due to employment reasons, attending another institution, and wanting to be closer to family. A Chi-Square analysis was employed for both leavers and graduates based on survey information related to university involvement. The Chi-Square analysis revealed that leavers were significantly less likely to be involved in university activities compared to graduates. Another finding in this study was that many of the leavers continued their education and some even graduated. Further, a majority of the student leavers in this study had not been contacted by university officials since leaving the institution. Recommendations were given to higher education practitioners for tracking and communicating with this leaver group.

Education writers and authorities have suggested that student teaching experiences include activities in the extra-classroom environment. No research was found which indicated what effect inclusion of extra-classroom activities has on student teacher satisfaction with student teaching. The major purpose of the study was to determine if a program of selected extra-classroom activities could affect the satisfaction of student teachers.The review of literature emphasized three major areas:1. The value of the student teaching experience in teacher education programs2. The student teacher attitude changes which have resulted from the student teaching experience3. The value of extra-classroom activities in the student teaching experience.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 149-157). Available also in a digital version from Dissertation Abstracts.

Thesis (M. Ed.)--University of Hong Kong, 1993.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2010. / Directed by James Benshoff; submitted to the Dept. of Counseling and Educational Development. Title from PDF t.p. (viewed Jul. 16, 2010). Includes bibliographical references (p. 177-195).