Thesis (Ed. D.)--Victoria University (Melbourne, Vic.), 2007. / Includes bibliographical references.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 173-181). Also available via the Internet.

The purpose of this study was to determine the significance of certain factors relating to successful completion of the program by students in the Doctor of Education program at North Texas State University. Specifically, these factors were determined by a screening of judgments of North Texas State University graduates who had successfully completed the program, students engaged in the program, and from analysis of the factors derived from student records and research in related studies.

A study conducted on patients who underwent total knee arthroplasty indicated that participants who were offered preadmission education for their procedure had statistically better outcomes than patients who had not attended an educational class. The study further focused on patients’ confidence in their ability to take control of their health situations as well as the effect of encouragement and motivation to provide active involvement. Two surveys, the Krantz Health Opinion Survey and the Multi Dimensional Health Locus of Control, were used to assess patients’ innate desires to be involved in their care and if they felt they could render any control themselves on their health. The study showed a statistically significant better outcome when patients received education prior to their procedure. When patients were encouraged and motivated to participate and take control of their rehabilitation after knee surgery, the outcomes were better than with education alone. It is a worthy endeavor therefore for education to be provided before total knee arthroplasty and to identify those patients who need additional encouragement to gain confidence in their abilities in order to positively affect their outcomes. Providing healthcare professionals information about patients’ innate traits regarding their desire or self-confidence to engage in their care could also be useful to allow caretakers to work with patients in the most advantageous manner to achieve better outcomes.

This historical study examines the desegregation of a historically African- American high school during the period between 1965-1975. The Mims v. The Duval County School Board (1971) decision brought about radical changes in the operation of the Duval County Public Schools. The mass transfer of teachers and reassignment of students as a result of the federal judge's order in this case resulted in a school system that was dramatically different from the one that previously existed. The author seeks to determine why the desegregation of William Raines High School was short-lived and questions the continued effort of the school system to desegregate this school. The author conducted a multi-faceted investigation to answer the research questions. Following a case study approach, both archival and oral data were collected and examined. Focused interviews were conducted with former William Raines High School students, faculty and parents. In addition, written documents and local newspaper accounts were studied. The oral interviews support and expand the findings of the archival documents. The findings of the study indicate that the history and traditions at William Raines High School are founded on a strong sense of pride and identity. However, changes in the school over time have resulted in a school that has lost its focus on academic excellence. In order for lasting desegregation to take place, substantive changes will be required. The pride that was the school's legacy must be restored. Excellence in all aspects of school life should be the overarching goal. PALMM.

Thesis (D.Min.)--Dallas Theological Seminary, 2006. / Includes abstract. Includes bibliographical references (leaves 98-101).

Thesis (Ph. D.)--Illinois State University, 1987. / Title from title page screen, viewed August 17, 2005. Dissertation Committee: Ronald L. Laymon (chair), Patricia H. Klass, Mary Ann Lynn, John R. McCarthy, Rodney P. Riegle. Includes bibliographical references (leaves 225-240) and abstract. Also available in print.

Thesis (D. Min.)--Dallas Theological Seminary, 2006. / Includes abstract. Includes bibliographical references (leaves 98-101).

The leadership of American not-for-profit hospitals is one context in which servant-leadership finds appropriate expression. However, little research exists that explores the sources of servant-leadership within the leader, what processes leaders use to engage in servantleadership, or what impact servant-leadership has on organizations and communities. This research presents a new perspective offering insight into those questions. The Dimensions of Servant-Leadership in American Not-for-Profit Hospitals is a qualitative study of the lives and works of four chief executive officers of successful not-for-profit health systems identified as exemplars of servant-leadership. The researcher further examined perceptions of servant-leadership among colleagues of each of the four CEOs and their health systems. The findings of the study indicated that the common denominators of servant-leadership, as perceived by those served by these four CEOs and their organizations, are that the people grew as individuals; the people felt that they were healthier, wiser, freer, more autonomous, and more likely themselves to become servants. The servant-leader CEOs gave strong evidence of a group-oriented approach to decision making. They fostered strong organizational involvement in programs of community betterment, they each had a strong commitment to continuing education for their associates, and they demonstrated in all their activities a great love and compassion in caring for the health of their communities. Finally, the study offers valuable insights into servant-leadership which might be useful in the postsecondary education of future healthcare leaders.

This dissertation is a cross-case study and analysis of four teachers in a school involved in two reform initiatives which promote constructivist approaches to teaching and learning. The study describes the teachers' understandings of the learning theory and their interpretations of it in their classroom practice. The study found that three of the four teachers were practicing in ways consistent with constructivism while one was not because her need for control took precedence. The study found that although teachers are very aware of their students as individuals with different ways of learning and constructing an understanding, they are not much interested in learning theory. Teachers are, therefore, more likely to practice in ways consistent with constructivist learning theory if they see that such practice can help them meet the diverse learning needs of the individuals in their classes and if they are shown the "how-to's" in their professional development. The study also found that classroom management needs and the need for control of student behavior inhibit practice consistent with constructivism and concluded that teachers are more likely to practice in ways consistent with constructivism if complimentary classroom management techniques can be found and if teachers are comfortable giving students choice and control. The study uncovered the four C's of impediments to constructivist practice: classroom management, control, "coverage," and custodial care.