No description available.

Thesis (Ph. D.)--Ohio State University, 2006. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2007 Sep 19

Thesis (Ed.D.)--Teachers College, Columbia University, 1973. / Typesript; issued also on microfilm. Sponsor: Frederick Kershner. Dissertation Committee: Richard Whittemore. Includes bibliographical references.

The effectiveness of a three-hour nutrition education workshop for home economics teachers given in 18 locations in Oregon was evaluated based on responses from 138 teachers. Changes in knowledge of and attitude toward four nutrition topics (fast foods, vegetarianism, weight control, and food exchanges) were measured using questionnaires completed at the beginning of the workshop, at the end of the workshop, and one month later. Teacher background, teacher reaction to the workshop, and incorporation of workshop material into the classroom were also assessed. Statistically significant positive changes were found in both knowledge and attitude immediately after the workshop. These changes were retained to a significant degree one month later in all areas of knowledge but for only two areas of attitude (fast foods and food exchanges). Change in knowledge was not found to be related to the number of years employed, the academic degree, the length of time since a college nutrition course had been taken, the teacher's source of recent nutrition information or previous workshop attendance. Most of the teachers (88-99%) found the workshop useful, the right length of time, and at a convenient hour. Over half (51%) of the teachers who returned the final questionnaire indicated they had used workshop material in their classroom within the month following the workshop. Similar results were found when responses from 76 non-home economics teachers, who also attended the workshop, were analyzed for changes in knowledge and attitude. / Graduation date: 1980

Thesis (Ed. D.)--Illinois State University, 1982. / Title from title page screen, viewed April 13, 2005. Dissertation Committee: Ben Hubbard (chair), Bernard J. McCarney, Thomas C. Fitch, Jack C. Chizmar, Ronald S. Halinski. Includes bibliographical references (leaves 70-74) and abstract. Also available in print.

"Meaning is given to a philosophy not through the mere acquisition of facts but in addition to facts, a certain spirit of open-mindedness of work and a search for causes. In the attempt of school personnel in Walton County to achieve democratic cooperation, attention has been focused on leaders in the educational field who, through experience, have learned that certain patterns are more conducive to use of initiative and cooperation than others. From them and through our own experiences we have learned that to achieve democratic cooperation the group must understand the nature of the process itself and be willing to take the necessary steps to achieve it. The group as a whole must realize that the well-being, happiness, and growth of each individual within the group are the basis of its strength and progress. The group members must be willing and ready to serve and to make necessary sacrifives in order that the welfare of the individual may be insured. Also, the group must be convinced that the conditions of human living can be bettered through intelligent cooperation supporting the efforts for improvement"--Introduction. / "August, 1948." / Typescript. / "Submitted to the Graduate Council of the Florida State University in Partial Fulfillment of the Requirements for the Degree of Master of Arts under Plan II." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaf 33).

This study was conducted to compare two different approaches to leadership training workshops—a team/group dynamics training model with a team/traditional training model—with regard to the changes in tolerance, open-mindedness, flexibility, adaptability, and cooperativeness of the participants in the group dynamics model.

Thesis (Ph. D.)--Michigan State University. Curriculum, Teaching, and Educational Policy, 2008. / Title from PDF t.p. (viewed on July 8, 2009) Includes bibliographical references (p. 220-225). Also issued in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1947. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 283-293).

Thesis (Ed. D.)--University of Montana, 2007. / Title from title screen. Description based on contents viewed Sept. 17, 2007. Includes bibliographical references (p. 184-203).