Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1989. / Vita. Abstract. Includes bibliographical references (leaves 141-147). Also available via the Internet.

Thesis (Ph.D.)--Ohio University, June, 2006. / Title from PDF t.p. Includes bibliographical references (p. 154-160)

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Thomas L. Hart, Florida State University, School of Information Studies. Title and description from dissertation home page (viewed 6/14/04). Includes bibliographical references.

Successful integration of technology is a key goal of recent large investments in technology infrastructure in Western education systems. Conditions affecting successful Information Communications Technologies (ICTs) integration in the classroom are in need of future elucidation. / An extensive study was conceived to investigate types of ICT integration, teachers attitudes regarding ICTs, modes of professional development and teachers perceptions of formal and informal leaders. A 152 item questionnaire was developed and used to gather data from a School District in Nova Scotia, Canada where 750 out of a potential 996 grade three to twelve teachers and administrators responded. Statistical analysis from this school district was then used to guide the researcher to focus upon two elementary, two senior, and one junior high school. At these schools 71 teachers and administrators were interviewed and/or observed. / Further statistical analysis was then conducted to draw out commonalities and differences among and between categories based on school type, grade, subject taught, age and position of employment. Both quantitative and qualitative findings worked together during this analysis. / From the above analysis, structural equation models were employed to confirm findings and show how teacher attitude, professional development and leadership may interact with each other as well as how they may affect levels of classroom ICT integration. / The data show evidence of complex relationships between the components of teacher attitudes, professional development and leadership, and the level of technology integration in the classroom. The measures of student-centredness, student-collaboration as well as levels of cognitive engagement all demonstrate significant relationships to the level of technology integration occurring in the classroom. As well, teacher collaboration and particular modes of professional development may yield higher levels of technology integration. Particular leadership characteristics may result in classroom ICT integration occurrences which may further be affected by other categories of school level, grade, subject taught, age and position held. It was found that models addressing teacher attitude, professional development, leadership and ICT integration may work at that holistic level. However, when moving from these general to more specific contexts, these models fail. Through further analysis, other statistical models, supported by qualitative data, demonstrate statistical viability at levels lower than district-wide. / It was also found that an on-going needs-based professional development model may be needed to form the superstructure that could support differentiated professional development experiences. The needs of individuals and groups of teachers could be assessed in order to accommodate their preferred professional development modes and content requirements. / Thesis (PhDEducation)--University of South Australia, 2006.

Thesis (M.Ed.(Curriculum Studies))--University of Pretoria, 2008. / Includes bibliographical references.

Thesis (Ed. D.)--University of Houston, 1997. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [149]-160).

Thesis (M.S.)--Rochester Institute of Technology, 2005. / Typescript. Includes bibliographical references (leaves 49-50).

Thesis (Ed. D.)--University of Houston, 1997. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [149]-160).

The thesis explores an effective model for using the internet in a distance training program for secondary school teachers. The professional development program, the dissertation, titled The Virtual University: Professional development for teachers, was initiated based on aspects of telecommunication technology and the professional development for Thai school teachers. The question of this program was “How could information technology be used in developing an appropriate professional development model for Thai teachers?” Prior to the project, the four research studies were conducted to formulate the related base line information and supported framework for the program development. The four researches are: (1) Telecommunication Technology in Thai Schools, (2) The Role of University on Science Teachers Development, (3) Computer Education Curriculum for Student Teachers: Theory and Practice, and (4) Teachers’ Perceptions of the Academic Link Project Between Schools and Universities for Teacher Professional Development. The first research study provides the information about the necessary basic factors for change in Thai secondary schools and the new insights and understandings about change in Thai schooling. The major findings were the understandings about teachers’ need for professional development, the available support in Thai school for professional development, and the limitations of professional development of teachers. The second research study provides the information about the roles of university faculty on initiation and operation of science teacher development programs, science teaching and learning resources centers, science instructional media design and production services, science teaching clinics, and science teachers’ associations. The third research study provides the conceptual framework for both preservice and inservice curriculum development program for teacher development. The last research study provides a base of descriptive information about the perspectives of school teachers towards the academic link project between schools and universities and the partnership which can assist in its establishment. The findings of these four research tasks were used for the formation of the framework of the dissertation. The EDNET Project, an example of teachers’ professional development through the information technology based training, was developed and implemented with ten school teachers in Khon Kaen.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2003. / Title from title page screen (viewed Sept. 25, 2003). Thesis advisor: Dr. Russell L. French. Document formatted into pages (x, 223 p. : ill. (some col.)). Vita. Includes bibliographical references (p. 136-146).