Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 345-362). Available also in a digital version from Dissertation Abstracts.

This study examines the conditions that contribute to the success of indigenous minority students in higher education by focusing on the experiences of 50 Alaska Native teacher education students who graduated from the University of Alaska Fairbanks (UAF) between 1989 and 1993. Although the number of Alaska Native students enrolled at UAF has increased in the past 10 years, the percentage of graduates continues to be significantly lower than their percentage of the student and state population. The study addresses the question: what factors have contributed to the academic success Of Alaska Native teacher education graduates at UAF? It includes three components: a brief history of schooling for Alaska Native people; a description of the programs, student services and academic coursework at UAF designed to respond to the interests and needs of Alaska Native students; and a review and analysis of the experiences of 50 Alaska Native teacher education students based on data obtained through interviews, reviews of student records and participant observation. The study identifies multiple factors that have contributed to the academic success of Alaska Native students, including the following: a teaching and learning environment responsive to the interests and needs of culturally diverse students; student support services respectful of the interests and needs of culturally diverse students; strong family and community support; supportive prior school and life experiences; and exceptional individual efforts. Accommodations and adaptations by both the students and the institution were essential. Recommendations are made for institutions, faculty, students and communities who are interested in developing campus environments where Alaska Native, and other cultural minority students, can be fully represented, respected, involved and successful.

East Asian countries have achieved high levels of mathematics competency. This study investigated classroom activities of East Asian countries based on the idea that different learning experiences lead to gaps in academic outcomes. The main purposes of this study were: (1) to identify the features of classroom activities in the four East Asian countries of Chinese Taipei, Hong Kong, Japan, and South Korea and the two non-Asian countries of Hungary and England, (2) to determine whether or not there are predominant features of classroom activities shared in East Asia, and (3) to verify whether or not the perceptions of classroom activities between teachers and students are consistent with each other. The data was gathered from the Student Questionnaire and the Teacher Questionnaire in TIMSS 2007. Descriptive statistics and Pearson's chi-square tests were employed to examine classroom activities in the six countries. The results indicated that, compared to traditional mathematics activities, the activities related to reform mathematics were not more likely to be deemphasized in each East Asian country. Also, with respect to reformed mathematics activities, all East Asian countries did not necessarily emphasize them less than the two non-Asian countries. Furthermore, in the frequencies of all ten activities, statistically significant differences existed between all six countries as well as within the East Asian countries. Lastly, it was found that in numerous instances, there were differences in perceptions of classroom activities between teachers and students within a country. Based on the findings, this study suggested not to regard educational practice in East Asia as traditional and to over-simplify it by the label 'East Asian style.' However, further studies are needed on various aspects of classroom practice, except for classroom activities, in East Asia. In addition, this study argued that both the views of students and teachers should be considered together in the study for educational practice. Moreover, it is suggested that future studies investigate the relationships of discrepancies between teachers and students with students' learning and achievement.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Jim Cummins.

Thesis (Ph.D.)--Edith Cowan University, 2006. / Submitted to the Faculty of Education and Arts. Includes bibliographical references.

Thesis (Ed.D)--University of Delaware, 2008. / Principal faculty advisor: Fred T. Hofstetter, School of Education. Includes bibliographical references.

Thesis (Ed.D.)--Baylor University, 2008. / Includes bibliographical references (p. 126-132)

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Jill A. Marshall. Vita. Includes bibliographical references. Available also from UMI company.

Thesis (Ed. D.)--Illinois State University, 1976. / Title from title page screen, viewed Dec. 10, 2004. Dissertation Committee: Clayton Thomas (chair), J.H. McGrath, D. Gene Watson, Frederick Kagy, R. Dean Blomgren. Includes bibliographical references (leaves 100-102) and abstract. Also available in print.

Thesis (M. W. S.), Memorial University of Newfoundland, 1998. / Bibliography: leaves 119-129.