Thesis (M.A.)--Ohio University, August, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1985. / Title from title page screen, viewed June 21, 2005. Dissertation Committee: Jack Hobbs (chair), William Tolone, Fred Mills, Richard Stivers, Max Rennels. Includes bibliographical references (leaves 71-74) and abstract. Also available in print.

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Dr. Tom Anderson, Florida State University, School of Visual Arts and Dance, Dept. of Art Education. Title and description from dissertation home page (viewed June 16, 2005). Document formatted into pages; contains ix, 449 pages. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xiv, 215 p. Includes bibliographical references (p. 199-215).

Thesis (Ed. D.)--Illinois State University, 1980. / Title from title page screen, viewed March 9, 2005. Dissertation Committee: Max R. Rennels (chair), Ruth Freyberger, Jack Hobbs, Marilyn Newby, Macon Williams. Includes bibliographical references (leaves 53-55) and abstract. Also available in print.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 274-294). Also available on the Internet.

Thesis (D.A.)--Illinois State University, 1999. / Title from title page screen, viewed July 31, 2006. Dissertation Committee: Marilyn Provart Newby (chair), Susan F. Amster, Linda M. Willis Fisher, Edward R. Hines. Includes bibliographical references (leaves 94-99) and abstract. Also available in print.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 274-294). Also available on the Internet.

This study identifies the current need for teachers to be aware of the potential demand upon them for job retraining and offers one possible approach to the problem of adjustment to new teaching assignments through the use of a self-directed learning (SDL) plan. The study is based upon the writer's five-year experiences in which she designed and implemented a SDL plan in ceramics which would enable her to teach ceramics at the secondary level. The main characteristics of an SDL plan, the process of gaining skills and knowledge, and the evolution of the ceramics program are discussed. Visual and verbal examples are included to document important procedures and processes. Conclusions are offered that SDL is a feasible, practical and flexible learning approach that has benefits for both teacher and student learners. Conclusions are that SDL can be adapted to others' needs in that the plan can be modified to be used in a number of subject areas. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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