Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 26, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Barbara L. Nourie, Vicky L. Morgan, David B. Woodward. Includes bibliographical references (leaves 175-186) and abstract. Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

This investigation has for its aim the determination, in a measure, of the degree of personal sanitation existent among students at North Texas State Teachers College, Denton, Texas.

The problem of this thesis is to make a comparative analysis of the student body of North Texas State Teachers College during the fall semester of the 1942-43 session. This analysis involves a consideration of such factors as chronological age, academic classification and major, parental occupation, scholastic load, membership in campus organizations, grade point average, participation in outside employment, and the interrelationships of these factors as they affect college students.

Determination of gains made in reading comprehension and the relationship of these gains to the academic success of 545 college freshmen of North Texas State Teachers College is the main consideration of this study.

The purpose of this study was to: (a) develop a comprehensive plan consisting of a series of logical steps based upon recommendations derived from psychometric, measurement, and research literature and utilize the plan to develop a Likert-type scale to provide valid and reliable measures of the attitude of preservice and inservice elementary school teachers toward computers; (b) administer the developed scale to selected preservice elementary school teachers; and (c) investigate relationships between attitude toward computers and selected teacher variables. The comprehensive plan consisted of the following steps: (a) develop theory of construction, (b) establish conceptual framework, (c) create item pool, (d) develop trial scale, (e) administer trial scale, (1) conduct item analysis, (g) select items, (h) construct final scale, (i) test for homogeneity, (j) determine reliability, (k) test for unidimensionality, (l) administer final scale, and (m) infer validity. The plan was utilized to develop the Evans Scale for Computer Attitude (ESCA). Validity was inferred utilizing construct-related evidence, which included the manner in which the scale was developed, studies of scale internal structure, prediction and conformation of a general factor, replication of factor structure, relationship of scale scores to nontest variables, relationship of scale scores to similar and dissimilar constructs, comparison of scores with experimental intervention, comparison of known-group responses. An alpha reliability coefficient was found to be 0.96 on two occasions. It was concluded that: (a) the ESCA provided valid and reliable measures of the computer attitude of preservice and inservice teachers at the elementary school level, (b) the comprehensive plan was effective for the development of a Likert-type scale for measuring the attitude toward computers of preservice and inservice teachers at the elementary school level, (c) preservice teachers in the Masters of Arts in Teaching Program (MAT) in Elementary Education at Oregon State University as a group had positive attitude toward computers, and (c) computer attitude of elementary MAT preservice teachers was significantly related in a positive direction with computer experience and in a negative direction with age. / Graduation date: 1995

Thesis (Ph. D.)--University of Toronto, 2005.

Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009. / "December 2008". Bibliography: p. 299-327.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

The purpose of this study was to determine and compare the academic advising needs of students as perceived by students and faculty advisors through faculty advising functions in the six teachers' colleges in Bangkok, Thailand. Fifteen faculty advising functions were included in a questionnaire validated by a panel of three judges. The questionnaires were distributed to students and faculty advisors in the six teachers' colleges by two selected research assistants. A total of 180 faculty advisors and 540 junior and senior teacher training students at the six teachers' colleges in Bangkok, Thailand, were selected using stratified random sampling. The usable and complete questionnaires received included 109 from faculty advisors (60.56 per cent) and 350 from students (64.81 per cent). The t-test, the Kendall's Coefficient of Concordance W, and the Spearman's Coefficient of Rank Correlation were employed to determine and compare the differences, the agreements, and the relationships of academic advising needs of students as perceived by students and faculty advisors, respectively. Analyses of the data revealed that students and faculty advisors in the six teachers' colleges in Bangkok, Thailand, perceived a mismatch between student advising needs now being fulfilled and student advising needs that should be fulfilled. Apparently, the academic advising programs in the teachers' colleges were not meeting the student needs. However, for student advising needs which should be fulfilled, both students and faculty advisors ranked personal, vocational and career, and academic areas very high. Overall, students and faculty seemed to agree on the advising needs which should be fulfilled.