Title from title page of PDF (University of Missouri--St. Louis, viewed April 4, 2010). Includes bibliographical references (p. 93-95).

Thesis equivalent (M.P.H.)--University of Michigan, 1946.

Thesis (M. Ed.)--University of Hong Kong, 1988. / Includes bibliographical references (leaf 59-67).

Thesis (M.Ed.)--University of Hong Kong, 1988. / Includes bibliographical references (leaves 59-67). Also available in print.

Thesis (Ed. D.)--West Virginia University, 2010. / Title from document title page. Document formatted into pages; contains xi, 132 p. Vita. Includes abstract. Includes bibliographical references (p. 90-100).

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Charles Imwold, Florida State University, College of Education, Dept. of Sport Management, Recreation Management, and Physical Education. Title and description from dissertation home page (viewed Jan. 12, 2006). Document formatted into pages; contains x, 226 pages. Includes bibliographical references.

Little data exist on continuing professional education (CPE) participation among geoscientists. This study sought to establish an understanding of CPE participation amongst geoscientists through their behaviour, attitudes toward CPE and felt need of CPE. Members in the Mineral Deposits Division (MDD), an affiliate of the Geological Association of Canada (GAC), were used as the population for the survey. A mail survey questionnaire of the 819 members of MDD produced a response rate of 72%. The findings revealed the majority of geoscientists held positive attitudes toward voluntary participation in CPE. The respondents participated in both instructional and informal activities such as, attending field trips and reading professional journals. Eighty percent of the respondents indicated having participated in instructional CPE activities during the previous 12 months, with a mean of 6 activities. In addition, 100% reported participating in the informal activity of reading professional journals for an average of 0.5 hours per week. Contrary to findings in the literature, no significant relationships were found between educational level, attitude, occupational positions, barriers to participation and the extent of CPE participation. These findings reflect the homogeneity of the sample's socio-economic status: high education levels (39% B.A's/B.Sc's, 32% M.A's/M.Sc's and 27% PhD's), with a mean income of $44K. The general character of a MDD member is one who specializes in geology (68%), works for industry (60%), holds an occupational position of either project geoscientist or middle management (57%). Few barriers to participation were identified: scheduling difficulties and lack of time. The anticipated future of the geoscience profession was reflected in the perceived CPE needs of the group. Geostatistics (59%), oral presentations (49%), mining laws (50%), and geochemistry (49%), were items most frequently cited. Sixty five percent reported that sponsors of CPE other than their own institution were better providers of CPE activities. Although the lecture format was the most frequented CPE format during the previous year, field trips were the preferred format. T.V and video as CPE delivery systems were not favoured by geoscientists which contrasts trends amongst other professionals, particularly engineers in the United States (Greenburg & Beidenburg, 1987). These findings are of importance to those in geoscience who sponsor, plan, provide, or evaluate CPE activities, but particularly the MDD in developing its CPE policy, and to those in the field of adult education conducting participation research because data has been gathered specifically pertaining to mineral deposit geoscientists in Canada. Recommendations were proposed for the national umbrella organization, the Canadian Geoscience Council, which has the structure and influence to establish CPE as a priority within geoscience in the areas of programme planning, CPE policy development and resource management. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This dissertation examined the personality types of ten selected teachers with one or more year's experience in the Hillcrest Educational Centers, Inc.'s residential schools to determine whether certain personality types were more effective than others in working with at-risk special education students in a classroom setting. This study also described how these types performed in the classroom, as well as their interactions with students outside of the classroom, giving consideration to the kinds of affect, approaches, and teaching styles utilized by each. The central focus of this study was an interpretive perspective of these teachers, with data generated by participant observation and in-depth interviews. All teachers were given the Myers-Briggs Type Indicator, and five were selected by their supervisors and their peers as the most effective teachers, while five more were selected who were not so designated, to function as the control group. Although the findings of the study did not substantiate the validity of specific personality types as effective teachers, there was a high correlation between the characteristics of the effective teachers and the body of research on effective teaching. A more in-depth study, with a larger population sample, and the use of the newly developed more comprehensive MBTI, might yield better results toward finding clusters of specific effective teacher personality types.

Many African-American congregations in urban settings have established after-school tutorial programs as a means of assisting students toward better academic performance. While there is some consensus that church sponsored tutoring programs in the Black community are welcome and should be encouraged, to date the research documenting what is actually taking place in these programs and what the responses are of those affected by the programs is generally sparse. Descriptive case studies of tutoring activities sponsored by two churches, the Martin Luther King, Jr. Community Church of Springfield, Massachusetts and the New Covenant Presbyterian Church of Miami, Florida, form the basis of this study. These free tutoring programs are an attempt to offer remediation to inner-city youngsters within the context of volunteer staffing patterns based upon the caring tradition of the African-American church. Background information was gathered from church and tutoring program records, giving attention to program purpose, evolution, and organization. Interviews and questionnaires were used to gather data on the perceptions of those involved with these tutorial efforts (students, tutors, and parents) concerning the program's effectiveness in helping students academically. A telephone survey of twenty other churches located in differing urban areas was taken regarding their tutoring experiences and these responses were compared with the perceptions of individuals involved in the case studies. The Martin Luther King, Jr. Church program's fifteen year history betrayed a continual metamorphosis in the program while the New Covenant tutoring experience was much more brief, slightly more than a year. Similarly, among the churches programs surveyed, some tutorial programs had long histories and others were new. The perception was widespread among persons involved with the twenty-two programs that these activities were of positive benefit to the students involved. Among community-based organizations, many Black churches have long histories and extensive resource networks within their neighborhoods which make them reliable community alternatives for the establishment of relatively low-cost remediation programs that could prove highly effective. Follow-up research documenting actual impact on academic performance is needed.

Archaeology belongs in the schools. Students and teachers both find it interesting, and it has been shown to be an effective vehicle for teaching a wide array of topics and skills. However, there are at least two serious reasons why it is important for students to understand what archaeologists do and why: (1) an informed public is a potential ally in identifying, protecting and managing endangered archaeological resources; and (2) archaeology as a mode of inquiry can help students understand the social construction of the world in which they live. Archaeologists and educators have been working together to develop materials to help teachers use archaeology in their teaching. Some excellent materials are now available for middle and junior high school teachers. But if students are to take archaeology seriously as a tool for social analysis, they need to be exposed to a more mature understanding of it in high school. Interviews exploring the ways in which archaeology is currently understood and used in all aspects of the curriculum in one high school indicate that teachers use it to capture students' interest, or to reward them for learning some other subject. Teachers do not use archaeology to teach analysis and interpretation of evidence, or critical thinking skills, or the role of human beings in the creation of social systems. Since very few teachers have received formal education in archaeology, they do not associate these goals with archaeology as a discipline. Teachers' sources of information about archaeology are television, newspapers and general circulation magazines. These popular sources do not provide them with the understanding they need to recognize archaeology as a tool for intellectual and social analysis. Archaeologists should take advantage of more professional channels for reaching teachers with serious material linking archaeology to the various disciplines traditionally taught in high schools. To reach high school students with a more sophisticated understanding of archaeology, we need first to present that knowledge to their teachers as fellow professionals.