Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains vi, 70 p. Includes abstract. Includes bibliographical references (p. 63-67).

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 101-106).

Thesis (Ph.D.)--Psychology, Georgia Institute of Technology, 2008. / Committee Chair: Hertzog, Christopher; Committee Member: Dunlosky, John; Committee Member: Engle, Randall; Committee Member: Rogers, Wendy; Committee Member: Smith, Anderson

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 101-106). Also available in print.

Typescript. Includes vita and abstract. Includes bibliographical references (leaves 109-117). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (Ed. D.)--Illinois State University, 2005. / Title from title page screen, viewed September 27, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Stacey Jones Bock, E. Paula Crowley. Includes bibliographical references (leaves 197-217) and abstract. Also available in print.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 89-96).

D. Ed. (Didactics)

The purpose of this study was to determine the effects of participating in an existing study skills course, developed for use with a general college population, on the study strategies and attitudes of college students with learning disabilities. This study further investigated whether there would be differential effectiveness for segregated and mainstreamed sections of the course. The sample consisted of 42 students with learning disabilities attending a southeastern university. Students were randomly assigned to either a segregated or mainstreamed section of the study skills course. In addition, a control group consisted of students with learning disabilities who received no study skills instruction. All subjects completed the Learning and Study Strategies Inventory (LASSI) before and after the study skills course. The subjects in the segregated group showed significant improvement on six of the 10 scales of the LASSI: Time Management, Concentration, Information Processing, Selecting Main Ideas, Study Aids, and Self Testing. Subjects in the mainstreamed section showed significant improvement on five scales: Anxiety, Selecting Main Ideas, Study Aids, Self Testing, and Test Strategies. The subjects in the control group did not significantly improve on any of the scales. This study showed that college students with learning disabilities improved their study strategies and attitudes by participating in a study skills course designed for a general student population. Further, these students benefitted whether by taking the course only with other students with learning disabilities, or by taking the course in a mixed group of students with or without learning disabilities. These results have important practical implications in that it appears that colleges can use existing study skills courses without having to develop special courses and schedules of course offerings targeted specifically for students with learning disabilities.

M.Ed. (Educational Psychology) / There has been a growing concern for the number of first year students who drop out of university before completing the course they have registered for. The increase in technological development and the creation of new and more demanding job opportunities requires a highly. skilled workforce. Therefore it is imperative that each individual should reach his highest potential. Numerous studies have been undertaken to determine the reasons for the high incidence of student - drop out. Both academic and social factors have been investigated. One factor that has only recently been investigated is the learning strategies of the student. Learning strategies entail the way in which a student plans and executes his studies, and the processes that are involved in this activity. This study was undertaken to determine if there exists a difference between the learning strategies of a first year student who is impersonally well adjusted versus a first year student that is maladjusted with regard to interpersonal adjustment.