Thesis (Ed.D.)--Georgia Southern University, 2009. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Paul M. Brinson. ETD. Includes bibliographical references (p. 91-98)

Thesis (M.Ed. (ICT))--University of Waikato, 2008. / Title from PDF cover (viewed March 10, 2009) Includes bibliographical references (p. 120-126)

Thesis (M.A.)--University of California, Santa Cruz, 1998. / Typescript. Includes bibliographical references (leaves 69-70).

Thesis (Ph. D.)--Illinois State University, 2005. / Title from title page screen, viewed September 26, 2006. Dissertation Committee: Patricia H. Klass (chair), Paul Baker, Glenn Schlichting, Meredith Peterson. Includes bibliographical references (leaves 99-104) and abstract. Also available in print.

Thesis (Ph. D.)--University of Sydney, 2008. / Title from title screen (viewed January 27, 2009). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Information Technologies, Faculty of Engineering and Information Technologies. Includes bibliographical references. Also available in print form.

The purpose of this study was to investigate the feasibility of using video as a method of beginner teacher observation. Additionally, this study investigated whether or not trained observers (raters) could reliably score beginner teacher performance videotapes using a four point holistic scoring scale. It was the goal of this study that the beginner teacher performance videotapes assessed holistically would help to narrow the gap that now exists between teacher evaluation and actual classroom teaching. To this end the researcher collected 24 beginner teacher performance videotapes and had twelve elementary school teachers, the raters, score each videotape utilizing a four point holistic scoring scale that was developed for the purposes of this dissertation. In sum, it appears that videotape performance assessment that utilizes a holistic scoring scale is a viable and cost effective method of teacher evaluation. Lastly, it was learned that camera condition was not a significant factor in terms of obtaining consistent scores on the performance videotapes. However, it remains to be seen if this method helps to narrow the gap between actual classroom teaching and teacher evaluation.

Thesis (M.Ed. (Curriculum Studies))-University of Pretoria, 2006. / Summary in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

Title from title page of PDF (University of Missouri--St. Louis, viewed February 22, 2010). Includes bibliographical references (p. 83-95).

Thesis (Ph.D. )--Duquesne University, 2007. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 137-142) and index.

Thesis (M.Ed. (Education)) - Rhodes University, 2008.