Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

The purpose of the study was to evaluate a six weeks pilot summer elementary school program as a basis for making decisions and modifications regarding future elementary summer programs in the Marion (Indiana) Community Schools. As a related part of the research, the study attempted to determine if pupils enrolled in improvement classes designed especially to strengthen skill areas made more gain in basic skills than did students enrolled in summer enrichment classes organized to provide supplementary educational experiences without stress on skills.The dissertation consisted of two major parts--a subjective evaluation of the program by students, parents, and teachers and a statistical study designed to determine effects of the program on achievement of third, fourth, and fifth grade pupils in reading, vocabulary, and arithmetic. Subjective data were provided by parent questionnaires, teacher evaluations, and by pupil opinionnaire surveys administered at the beginning and close of the summer program.For the statistical study related to pupil achievement, experimental and control groups were selected on a stratified random basis and matched according to sex, grade level, and school district. Effects of the experimental conditions were judged in relation to scores on the Iowa Tests of Basic Skills administered prior to summer school, in September following the program, and again in the subsequent spring. The analysis of covariance with pretest scores and intelligence quotients as covariates was utilized to test the four null hypotheses. The F test was then applied to determine if there were any statistically significant differences between the adjusted posttest means of experimental groups of summer school students and control groups of nonsummer school students.The experimental population was divided into two subgroups on the basis of enrollment in enrichment or improvement classes. This was done to compare the achievement of enrichment class students and improvement class students to that of nonsummer school students. Comparisons were also made between the enrichment and improvement subgroups of the experimental population. The following general conclusions seem justified on the basis of data and information described in the dissertation:1. The elementary summer school was a worthwhile program and should be continued and expanded in the future.2. The stated objectives of the summer school were achieved to a high degree.3. Children in the summer program showed growth in social and emotional development in addition to learning many new things.4. The enrichment classes seemed more likely to satisfy the objectives of the program and facilitate growth in the basic skills than did improvement classes.5. The improvement classes of the program need further while for students enrolled. To subject students to more experiences similar to the ones with which they had difficulty during the regular school year, as was done in this program, seems a questionable practice. An enrichment program for students needing remedial help could possibly result in a better program for these pupils.6. The summer school appeared to be a significant factor in facilitating change and professional growth among teachers.7. Modifications, as recommended by students, parents, and teachers, of the summer program should be considered by.8. The summer program seemed to permit or encourage teachers to do more experimentation than did the regular year program.9. A six weeks summer program in remedial reading and arithmetic when emphasis is directly upon skill development cannot be expected to show demonstrable results in achievement the following autumn or spring.

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

Theses (Ed.S.)--Marshall University, 2006. / Title from document title page. Includes abstract. Document formatted into pages: contains 47 p. Bibliography: p. 29-33.

No description available.

Thesis (D. Ed.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 98-109). Also available for download via the World Wide Web; free to University of Oregon users.

Not available

Thesis (Ed.D.)--University of Wyoming, 2008. / Title from PDF title page (viewed on July 13, 2009). Includes bibliographical references (p. 125-139).

Thesis (Ph.D.)--Virginia Commonwealth University, 2010. / Prepared for: Dept. of Educational Studies. Title from title-page of electronic thesis. Bibliography: leaves 191-202.

The purpose of this research was to examine the impact of a University summer institute, and to determine whether the participants felt it had changed their ways of teaching art, brought them greater success or encouraged them to share ideas about art education. This research also examined what factors are necessary for creating change for teachers and questioned whether a University institute would be able to provide enough of those factors to induce change. An investigation of the literature in the area of curriculum change revealed that teachers require a great deal of support and an extensive amount of time for change to occur. A University course such as the Institute cannot provide much support or time. Through questionnaires, interviews, and additional information provided through a recall session conducted with the participants of the institute, it was possible to determine that for the majority of participants there was a perception that their art classes had undergone change and achieved greater success. For some of the participants the Institute had also caused them to share more information about art education with colleagues. For some, this change was extensive and for others less so but this study indicates that a University institute can make a significant contribution to effecting change for teachers. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate