Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 170-173).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

A Research Project submitted to the Faculty of Education University of the Witwatersrand in Partial Fulfilment of the Requirements for the Degree of Master of Education by Coursework and Research Report / The work of Piaget and Vygotsky has formed the theoretical foundation for many research projects that investigate children's cognitive processes which are part of their learning experience, These investigations, however, do not address the affective aspects of the learning process. This study seeks to isolate and-explore the affective components of writing by conceptualizing a "creative writing experience" as a personal meaning making event which is simultaneously influenced by the children's cognitive development and their emotional development. The feelings experienced by the children while writing are a particular interest. Theories developed by Freud and Klein are used to investigate the children's emotions and to assess the impact these have on their writing process. The methods of investigation employ a detailed observation of external behaviour with the help of a video camera, a focus group interview, a reflective interview and a projective technique. The children's emotional experience of writing is deduced from the visual data as well as the interviews. It is concluded that the children's experience of writing is dominated by anxious emotions. As the medium of writing does not provide children with a communicative structure, it presents many children with an experience of isolation and meaninglessness. If the children fail to provide a purpose for their task, writing becomes an experience of insecurity and alienation. The role of children's talk during the writing process does not have a cognitive significance. On the contrary, its primary function seems to be to control affective forces and to maintain the personal purposefulness of the writing task. / Andrew Chakane 2019

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1972. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 34-38).

Thesis (M.S. in Education ) -- Shenandoah University, 2004. / Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 76-79).

Thesis (Ed.D.)--University of Central Florida, 2008. / Advisers: Michael Hynes, Susan Wegmann. Includes bibliographical references (p. 115-125).

Thesis (Ph. D.)--Ohio State University, 1982. / Includes bibliographical references (leaves 99-107). Available online via OhioLINK's ETD Center.

The purpose of the study was to determine whether or not The Basic Communication Skills Program, a consultant developed and staff determined writing program, still had an impact on all program participants two years after its completion. The secondary aim of the study was to describe the strengths and weaknesses of the consultant developed and staff determined approach. The approach involved a consultant training teams of principals and teachers from sixteen elementary schools in the writing and writing instructional processes. The teams then determined a program for their staffs.There were four components of the study: team teacher surveys, principal surveys, interviews of school teams and professional consultants' surveys on inservice methods. Responses on surveys were tallied, percentages calculated, and interviewees responses categorized to verify assumptionsFindings1. More than half of the team teachers frequently or sometimes continued to use the writing program's ideas in their classrooms.2. Approximately half of the teachers affected by the team used the program ideas frequently or sometimes in their classrooms in the judgment of the team members.3. Sixty-three percent of the team teachers responded that their staff could not have developed a writing program without the assistance of a consultant, and eighty-six percent of the principals agreed.4. Professional consultants did not agree with team teachers and principals on the necessity of a consultant in helping a school to develop a writing program.Conclusions1. The use of a consultant to inform teachers and principals before they design their writing programs is beneficial.2. The consultant developed and staff determined approach can have a continuing impact on school teams and nearly half of their staffs.3. More than a team of a principal and two teachers from a school needs to participate in training sessions conducted by a consultant in order to have a continuing impact on the entire staff.

Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 2537.