Thesis (Ph. D., Education)--University of Idaho, May 2009. / Major professor: Jerry R. McMurtry. Includes bibliographical references (leaves 110-122). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (M.A.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 196-204). Also available via the Internet.

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 130-143). Also available in print.

Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, March 2010. / Thesis Advisor(s): Supinski, Stanley. Second Reader: Bach, Robert. "March 2010." Description based on title screen as viewed on April 28, 2010. Author(s) subject terms: Unity of effort, interdisciplinary education, collaborative capacity, shared learning environments, national security professional education, Center For Homeland Defense And Security. Includes bibliographical references (p. 75-82). Also available in print.

Thesis (Ed. D.)--Illinois State University, 1990. / Title from title page screen, viewed November 8, 2005. Dissertation Committee: G. Thomas Baer (chair), Ronald Halinski, Jeanne Morris, David Tucker. Includes bibliographical references (leaves 66-70) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed January 3, 2006. Dissertation Committee: Sherry L. Meier (chair), Beverly S. Rich, Jeffrey E. Barrett, Franzie L. Loepp. Includes bibliographical references (leaves 165-177) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 2000. / Title from title page screen, viewed May 4, 2006. Dissertation Committee: Beverly S. Rich (chair), Michael Marsalli, Edward S. Mooney. Includes bibliographical references (leaves 89-124) and abstract. Also available in print.

M.Ed. / Please refer to full text to view abstract

The value of conducting research around STEAM education (the amalgamation of the arts with science, technology, engineering, and mathematics) rests in better understanding current practices and the challenges teachers face when creating, implementing, evaluating, and revising a STEAM curriculum. This ethnographic case study examines how teachers, across different disciplinary content areas, make, utilize, implement, and evaluate STEAM curricula for students to become critical thinkers and create authentic work products. The data consisted of semi-structured interviews, two focus groups, and several observations of four teachers in their planning and implementing STEAM curricula. In the first phase of the study, the researcher mostly observed the process of the participants. At the end of this phase all the participants came together in a focus group to discuss and share their process. In the second phase, the researcher examined how the participants would modify their processes based on their discussions with their colleagues. In addition, the researcher helped guide the teachers in applying these modifications to the STEAM process. The result of these sessions showed how the changes in teachers’ processes in creating, implementing, evaluating, and revising STEAM curricula created more opportunities for students to be critical and creative scholars. The findings from this study may help to inform researchers and educators on best practices to devise, execute, and evaluate STEAM lessons that have the potential to significantly impact students in their academic studies, careers, and futures.