Thesis (Ph. D.)--School of Education and Dept. of Psychology. University of Missouri--Kansas City, 2005. / "A dissertation in education and psychology." Advisor: Linda S. Garavalia. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 124-134). Online version of the print edition.

The purpose of the study was to determine if instructing and modeling reciprocal teaching comprehension monitoring strategy, using expository text, would have a significant effect on the reading comprehension achievement of third, fourth, and fifth grade Chapter 1 Reading students.The population of the study consisted of third, fourth, and fifth grade students enrolled in regular classrooms and in Chapter 1 Reading in two Midwestern school corporations. There were 266 students in the study.The experimental group received instruction and modeling in reciprocal teaching comprehension monitoring strategy by the Chapter 1 teachers. The control group did not receive instruction and modeling of the strategy.The Iowa Test of Basic Skills, Form G (Levels 9, 10, 11), was administered as the pretest and posttest. An analysis of covariance (ANCOVA) was used to evaluate differences between the experimental group and the control group which may have resulted from the treatment effect. The hypotheses tested the reading comprehension achievement gain, science achievement gain, and social science achievement gain.Findings1. It was found that there were significant differences in third, fourth, and fifth grade students in science achievement gain when they had instruction and modeling of reciprocal teaching.2. It was found that there were significant differences in third grade students in reading comprehension achievement and social science achievement when they had instruction and modeling of reciprocal teaching.3. It was found that there were no significant differences in fourth and fifth grade students in reading comprehension achievement and social science achievement when they had instruction and modeling of reciprocal teaching.Conclusion This study has been one attempt to add to the body of knowledge concerning reciprocal teaching comprehension monitoring strategy.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 126-134). Available also in a digital version from Dissertation Abstracts.

The purpose of this study was to determine whether there were any changes, attributable to participation in a Home Start program, in a mother's attitude towards children or in the children's measured intelligence.

Thesis (M.S.)--Missouri State University, 2009. / "May 2009." Includes bibliographical references (leaves 57-62). Also available online.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1964. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 83-86).

Thesis (MTech (Quality))--Cape Peninsula University of Technology, 2014. / Academic Development Programmes at higher education institutions in South Africa were implemented and funded in 2004 by the Department of Higher Education and Training as an initiative to address the low throughput rate and low graduation output. An example of the Academic Development Programmes is the Extended Curriculum Programme (ECP) where the length of the mainstream course is extended by six months to one year to allow for additional assistance in individual subjects and the offering of courses/programmes to assist students with basic life skills in adapting to tertiary education. The objective of this research was to look at whether ECP’s were effective in improving throughput rates and graduation output and whether there were quality management practices in place to gauge the effectiveness of ECP’s. The ECP in the Department of Mechanical Engineering at a university of technology was used as a sample. Academic histories of the ECP and Mainstream students of the 2007 cohort were analysed to draw comparisons on the throughput rate, graduation output and continuation to postgraduate studies of the two programmes.

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Thèse (M.Ed.) -- Université du Québec à Chicoutimi, en association avec Universidade do Estado da Bahia, 2004. / Bibliogr.: f. [120]-127. Document électronique également accessible en format PDF. CaQCU