Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 138-142). Also available in print.

Thesis (Ph. D.)--University of Wisconsin, 1965. / Typescript. Vita. Abstracted in Dissertation abstracts, v. 27, no. 3 A (1966) p. 697-98. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 277-284).

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 8, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 67-73) and abstract. Also available in print.

The aim of the study is to investigate early childhood teachers&rsquo / perceptions and self-reported practices towards instructional arrangement for classroom management. In the light of literature review components of instructional arrangement were evaluated and the most common elements used by researchers were selected to be investigated within this study. Materials, daily schedules, and curriculum planning are the three components that are included in the study. More specifically, the present study aimed to examine perceptions and self-reported practices of early childhood teachers on how to select materials, design daily schedule, and plan curriculum / and to investigate their perceptions on those three components for classroom management. Early childhood teachers participated in the study were involved in an interview which was developed and conducted by the researcher. There were twenty questions in the interview including three sections. The aim of the first part was to get demographic information from participants. Questions in the second part were designed to see the perceptions and self-reported practices of participants on classroom management. The third part was designed to see perceptions and self-reported practices of teachers towards materials, scheduling, and planning for classroom management. 17 early childhood teachers from different schools participated in the study working with children between the ages of three to six. 16 female and one male early childhood teachers invited to be participated in the study. Five of the teachers were working in public schools and 12 of the teachers were working in private schools. The findings of the study indicated that early childhood teachers believe on the importance of materials, daily schedules, and curriculum planning on classroom management. They consider classroom management while selecting materials, designing daily schedules, and preparing curriculum plans. Their criteria for materials, daily schedule, and curriculum planning indicate differences based on their educational backgrounds and experience levels. As opportunities of public and private schools have differences, applications indicate differences, too. Teachers stated the influence of families and school administrations on their classroom management applications.

Thesis (M.A.)--Carleton University, 2004. / Includes bibliographical references (p. 110-133). Also available in electronic format on the Internet.

Thesis (M.Ed.)--Memorial University of Newfoundland. / Typescript. Bibliography : leaves 98-104. Also available online.