Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M.A.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains v, 71 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 56-61).

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains vii, 152 p. Includes abstract. Includes bibliographical references (p. 119-125).

This study examines the effects of integrated reading, writing and inquiry instruction combined with direct instruction in summary writing on eighth and sixth grade students' text-based summaries. Forty-two innovative curriculum (IC) and forty-two traditional curriculum (TC) students were matched on ability. IC students produced significantly higher quality summaries, representing and integrating more levels of important information, than TC students. After instruction in the combined curriculum phase (CP), IC students produced better quality summaries that represented and integrated more levels of important information than after instruction in the integrated phase (IP). Grade level differences in summary quality and integration were attributable to mean scores of students after CP instruction. Grade level did not interact with curriculum phase to influence students' representation of levels of important information. Cognitive ability did not interact with curriculum phases on the above-mentioned variables. Descriptive analysis suggests that declarative knowledge influences students' ability to interpret summary writing rules and procedures, thereby affecting summary quality.

The current study seeks to determine the costs and benefits associated with three different learner-based data collection conditions; the one-to-one, dyad, and small group. It also addresses whether the dyad is a viable alternative to the other two. It examines the amount and type of data yielded in each condition. Comparisons are based on: (a) learners' comments, (b) learners' tests scores, and (c) objective measures (e.g., session length). Thirty-four (15 males, 19 females) McGill University undergraduate students participated in the study. Participants were instructed on how to report problems they encountered while learning from a six-page instructional unit. Results indicate that the one-to-one condition resulted in the least amount of feedback or data collected. The dyad and the small group conditions resulted in a similar amount of differing types of data collected. Based on the findings of the current study, the dyad appears to be a viable and cost effective alterative to the one-to-one and small group conditions.

Thesis (M.A.) -- University of Adelaide, Master of Arts in Gastronomy, 2003. / Coursework. Bibliography: leaves 71-82.

Thesis (M.A.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains v, 61 p. : col. ill. Includes abstract. Includes bibliographical references (p. 52-54).

Thesis (Ed.D)--Baylor University, 2007. / Includes bibliographical references (p. 241-258).

Thesis (Ed.D.)--Graduate School of Education, Liberty University, 2005. / Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1983. / Title from title page screen, viewed April 25, 2005. Dissertation Committee: Ronald L. Laymon (chair), Mary Ann Lynn, John Brickell, Dale Jackson, John Goeldi. Includes bibliographical references (leaves 151-154) and abstract. Also available in print.