Thesis (M.S.)--Eastern Illinois University, 2006. / Includes bibliographical references (leaves 140-145).

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Sept. 25, 2006). Includes bibliographical references.

One of the most important responsibilities of the elementary school is the teaching of reading. It is more important today than ever before for children and adults to know how to read. This is true both for personal and social growth. From the personal standpoint, the child and adult come to have a better understanding of the world about them and became better adjusted citizens. Reading also provides opportunities for relaxation, recreation, and healthy emotional growth. From the social viewpoint, a high level of reading is important in order that the citizens may be able to study and understand the problems facing the country today. Until the citizens are able to read with a critical and understanding mind they will be unable to make decisions wisely in helping to rule in a democracy. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Mildred E. Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 38-40).

Instruction in English, once highly formal and disciplinary, has become much more functional and practical. Emphasis on error counts and the correction of errors is gradually giving away to a constructive program for the establishment of correct language habits at the offset. The psychology of learning has become more practical; the objective of instruction more typical of life. These important trends are the results of significant contributions of research. / Typescript. / "December, 1949." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Mode L. Stone, Professor Directing Paper. / Includes bibliographical references (leaves 30-31).

No description available.

The purpose of this study was to compare three different types of programming options for identified gifted and talented middle school students.

As a result of the calls for reform in mathematics education and the ever-changing nature of mathematics, today's teachers face the challenge of teaching unfamiliar content in ways that are equally unfamiliar. In view of this challenge, the purpose of this study was to investigate middle school teachers' subject matter and pedagogical content knowledge of probability and its relationship to the teaching of probability. The study also explored the nature of the instructional tasks and classroom discourse during probability instruction. Case study methodology was used to examine the knowledge and practice of 4 middle school teachers. A pre-observation interview assessed the teachers' subject matter knowledge of probability. The teachers were then observed as they taught probability. Post-observation interviews further explored teacher knowledge and its relationship to teaching practice. Data sources included interview transcripts, observational field notes, video and audiotapes of classroom instruction, and written instructional documents. Individual case studies were written describing the teachers' background and probability instruction. Cross-case analyses compared and contrasted the cases in response to the research questions. The results of this study indicate the teachers generally (a) lacked an explicit and connected knowledge of probability content, (b) held traditional views about mathematics and the learning and teaching of mathematics, (c) lacked an understanding of the "big ideas" to be emphasized in probability instruction, (d) lacked knowledge of students' possible conceptions and misconceptions, (e) lacked the knowledge and skills needed to orchestrate discourse in ways that promoted students' higher level learning, and (f) lacked an integrated understanding of the nature of the reform. One teacher captured the essence of the reform effort in her probability instruction; the other 3 teachers generally fell short of the goal despite their efforts to implement aspects of the reform. Although students were actively involved in exploring probability content through the use of games, simulations, and other hands-on instructional tasks, the cognitive level of the tasks and discourse was limited by the nature of instruction. The findings of this study have implications for mathematics education reform, preservice teacher preparation, staff development, and curriculum development. / Graduation date: 1998

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 106-121). Available also in a digital version from Dissertation Abstracts.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 58-64.

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (leaves 438-452).