Thesis (Ph. D.)--University of Wisconsin--Madison, 1967. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1989. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 254-270).

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (Ph.D.)--University of Alberta, 1997. / In partial fulfillment of the requirements for the degree of Doctor of Philosophy in International/Intercultural Education. Department of Educational Policy Studies. Also available online.

Thesis (Ph.D.)--Ohio University, June, 2005. / Title from PDF t.p. Includes bibliographical references (p. 254-277)

Thesis (Ph. D.)--Syracuse University, 2005. / "Publication number AAT 3177000."

A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Educational Psychology & Special Needs Education at the University Of Zululand, 2014 / The main aim of the study was to explore factors which influence levels of teacher motivation at schools under the jurisdiction of uThungulu district in KwaZulu-Natal Province. In particular the study sought: • To determine factors that influence levels of teacher motivation at both primary and secondary schools in the said district • To determine the effects which these factors have on the teachers’ daily teaching and learning activities at schools where they are employed, and • To explore teachers’ views or opinions with regard to what they think the employer should do to improve the conditions of service as professionals, A purposive sampling design was adopted to draw a sample of 120 teachers from 8 primary and 7 high schools falling under uThungulu district. The researcher used a questionnaire to collect data from the respondents. Both qualitative and quantitative methods were used to analyze data. Data from close- ended questions was analyzed by means of descriptive statistics. Raw data was converted into percentages, and then it was spatially represented by means of bar graphs and pie-charts. Content analysis was used to analyze qualitative data after identifying and grouping together similar themes in the protocols. The results of the study showed inter alia that low salaries, learner discipline, lack of security at schools, political interference in the education system, ever-changing education policies, and lack of recognition were the most important factors which impacted on the level of teacher motivation. There was also an indication that lack of teaching and learning resources such as textbooks and computers, overcrowding in the classrooms, corruption, and lack of adherence to the guidelines for promotions all contribute to teachers becoming demotivated in their attempt to execute their duties in a dedicated and responsible manner. There was a general agreement among the respondents that the employer needs to address the workers concerns as one way of improving the working conditions in the teaching profession. They felt that the salaries that they earn were not worth the amount of work they had to carry out on a daily basis at schools. Another factor which emerged was the issue of orphaned children who were breadwinners in their families because of HIV and AIDS pandemic, as well as high rate of teenage pregnancy. Teachers felt they had become social workers and sometimes even nurses which professions they were never trained for. This situation, which was indicated to be even worse at high schools, had greatly forced teachers to portray these other roles, putting their very own lives at risk. In the process they felt their profession was being greatly compromised.

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 164-171). Also available in print.

This study explored beginning and advanced pre-service teachers’ Internet use and their experience, confidence, and competence in using new literacies of the Internet. In addition, this study compared the pre-service teachers to same-aged business and engineering students. Through using an online survey, this study recruited 1350 students from the various disciplines. This study conducted comparisons between a) underclassmen across the three majors, b) seniors across the majors, and c) underclassmen and seniors within the majors. This study found that as digital natives, education, business, and engineering students used the Internet frequently. However, they were relatively unfamiliar with using new literacies of the Internet during their high school and university educational experiences. Overall, the three majors’ students were confident but they were not competent in using new literacies of the Internet including locating and evaluating information on the Internet. Comparisons between and within the majors revealed that education underclassmen were less confident and competent than engineering underclassmen peers and senior education students in evaluating information on the Internet. Education seniors were comparable to business and engineering seniors in their confidence and competence in both locating and evaluating information on the Internet. The findings imply that teacher educators need to understand the weaknesses of their pre-service teachers and provide them with appropriate opportunities and training to know how to effectively use and furthermore teach new literacies of the Internet.