The research study regarding learning strategies of nursing students incorporated a descriptive correlational action research design. This study examined the differences between associate and baccalaureate degree nursing students regarding each of the learning strategies of metacognition, metamotivation, metamemory, critical thinking, and resource management.Data were collected from 34 associate degree and 19 baccalaureate degree nursing students on a regional campus of a large Midwestern University in the United States. The demographic variables of age, gender, previous college degree, health care experience, other work experience, marital status, type of residence, location of residence, and grade point average were gathered. The demographic data of GPA and age were correlated with the learning strategies of metacognition, metamotivation, metamemory, critical thinking, and resource management as measured by the SKILLS (Self-Knowledge Inventory of Lifelong Learning Strategies) instrument modified with nursing contexts. Finally, an analysis of variance was used among the learning strategies and among the associate and baccalaureate degree student nurses' utilization of the learning strategies.Findings demonstrated that the associate degree students used metamotivation learning strategies more than the baccalaureate degree students did. Those pursuing an associate degree in nursing used the metacognition strategy more than they used either resource management or critical thinking. Finally, baccalaureate degree students used metacognition more than metamotivation, critical thinking, or resource management and memory more than they used the motivation learning strategy.Conclusions regarding less metamotivation of the baccalaureate students versus associate degree students' supported the literature equating intrinsic values with motivation. Another conclusion might be that associate degree students were pursuing a nursing degree to solve an acute problem in their life. The finding that metacognition was used more than the other strategies by the participants supports previous literature regarding the central role metacognition plays in education.Recommendations based on the findings included media campaigns and K- 12 programs addressing altruistic values. Other recommendations included methods that could be utilized by nursing instructors to promote each of the learning strategies. Recommendations for further research included the use of larger samples, longitudinal studies, and a comprehensive qualitative component. / Department of Educational Leadership

A combined longitudinal and retrospective multiple-case study followed all students from their initial identification for a gifted and talented (g/t) program at the end of 3rd grade to the present. The purpose of the study was to determine the long-term effects of a three-year, self-contained program for students who were identified by the local school district as gifted and talented based on an identification procedure approved by the State Department of Education. The population consisted of 109 students from eleven elementary schools who were formally identified for a full-time, self-contained gifted class for the 4th, 5th, and 6th grades. The gifted classes were offered at two sites in the midwestern school district. Archival data and a questionnaire were used to collect data.A variety of statistical treatments were used to analyze the quantitative data available. Scores from the Iowa Test of Basic Skills, California Achievement Test, ISTEP Test and SAT, along with GPA and class ranking, provided achievement data from the school records. Qualitative data were generated from a follow-up questionnaire.The findings indicate that students who participated in the program perceive it as having long-term positive effects. Students in the experimental group showed significant differences from the control group on all measures of achievement. Students in the experimental group chose majors and career goals in the math and science areas almost twice as often as students in the control group. Students in the control group were significantly different from the experimental group in initial verbal ability indicating possible socio-economic differences between the groups. This was reinforced in student responses for reasons why they chose not to participate in the g/t program. A significant number of experimental group responses reported feelings of isolation during program years. A statistically significant difference in lower math scores for girls was substantiated in quantitative measures on the Iowa Test of Basic Skills at the 3rd grade level and on the SAT. / Department of Educational Administration and Supervision

Thesis (M.A.)--University of Toronto, 2005.

Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2006. / "December, 2006." Title from electronic dissertation title page (viewed 04/07/2008) Advisor, Denise Stuart; Committee members, Isadore Newman, Carole Newman, Lynn Smolen, Sajet Zachariah; Interim Department Chair, Bridgie A. Ford; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (M.Ed.)--Murdoch University, 2005. / Thesis submitted to the Division of Arts. Bibliography: leaves 155-166.

Thesis (Ph.D.) -- University of Rhode Island, 2007 / Typescript. Includes bibliographical references (leaves 119-130).

Thesis (M.Ed.)--University of Waikato, 2008. / Title from PDF cover (viewed October 2, 2008) Includes bibliographical references (p. 91-97)

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 68-74). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (Ed. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 157-164).

Thesis (Ph.D.)--George Mason University, 2009. / Vita: p. 122. Thesis director: David Brazer. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 115-121). Also issued in print.