Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 78-85). Also available on the Internet.

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leave 94-98). Also available in print.

Thesis (M.S.)--Rowan University, 2007. / Typescript. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

Thesis (M.A.)--West Virginia University, 2010. / Title from document title page. Document formatted into pages; contains iv, 50 p. Includes abstract. Includes bibliographical references (p. 34-40).

Thesis (Ph. D.)--Drexel University, 2005. / Includes abstract and vita. Includes bibliographical references (leaves 222-230).

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Stuart Reifel. Vita. Includes bibliographical references.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of learning disabled children). Includes bibliographical references (47-57 p.).

The primary objective of this dissertation is to build theoretical argument around architectural experience and place making in the urban realm. How we experience architectural space in a society dominated by media, is to be questioned. The research topic, “architecture as urban stage”, investigates the production of media within the space of the city. This methodology is divided into sub questions which respond on urban- and architectural levels. On urban scale the discourse explores the notions of embedded media technologies in the built environment. A sense of arrival is celebrated at the historic eastern gateway into the heart of the inner city, cultural district and urban campus. In relation to this, the question is raised whether media can contribute towards a more vibrant, productive and meaningful urban space – compared to existing spaces in the city? Can technology extend the reach of architecture, establishing a more flexible urban realm during; e.g. "during different times of day; adjusting to different activities and social events? How can public space in the city create a sense of awareness, social participation and consciousness towards the production of media? Will this generate a spirit of city and campus activities, enabling the individual to express his unique identity and being in the city? Architecture as urban stage explores the combination of architectural experience with the integration of urban campus into the urban fabric. This will ensure a diverse event of activity and socio-cultural expression within the space of the city; an urban classroom for all to share. Copyright / Dissertation (MArch(Prof))--University of Pretoria, 2010. / Architecture / unrestricted

Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.