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Managing the maelstrom self-regulated learning, academic outcomes, and the student learning experience in a second-degree accelerated baccalaureate nursing program /Meloy, Faye A. Haslam, Elizabeth L. January 2009 (has links)
Thesis (Ph.D.)--Drexel University, 2009. / Includes abstract and vita. Includes bibliographical references (leaves 181-195).
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Problem-solving strategies of eighth-grade accelerated mathematics studentsLescault, Julia M. Rich, Beverly Susan. January 2002 (has links)
Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed February 7, 2006. Dissertation Committee: Beverly S. Rich (chair), Sherry L. Meier, Graham A. Jones, George A. Padavil, Larry D. Stonecipher. Includes bibliographical references (leaves 166-172) and abstract. Also available in print.
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Guidance in articulation of the elementary and secondary schoolsUnknown Date (has links)
"During the last few years many changes have been made in the educational program. These changes have come about through experimentation and study on the part of children and youth, as well as principals, supervisors, teachers, parents, and the members of the entire community"--Introduction. / "August, 1950." / Typescript. / Advisor: H. W. Dean, Professor Directing Paper. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the Degree of Master of Education under Plan II." / Includes bibliographical references (leaves 47-48).
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Comprehensive School Reform Influence on Teacher Practice: Listening in the Classroom: An Examination of Powerful Learning Labs within the Accelerated Schools ProjectPetti, Amy Daggett 01 April 2002 (has links)
Focusing on teacher learning, this study follows fifteen teachers in the crux of comprehensive school reform. These "regular" classroom teachers are the ubiquitous players of this theatre of school reform. "Regular" teacher is defined as a typical classroom teacher who is not actively involved in the district's school reform project or one who hasn't taken an active leadership role. The teachers in this study work in the challenging environment of a poor, diverse urban school district that was in its third year of a comprehensive school reform program, the Accelerated Schools Project. Fifteen teachers volunteered to take part in a teaching laboratory where they met, planned, taught, assessed and reflected on their practice. The study tells, analyzes and speculates about their journey. The Accelerated Schools Project (ASP) is a national comprehensive school improvement model that provides professional development to schools. The study described the experiences of regular classroom teachers who engaged in a yearlong professional development program that is part of the ASP service to schools. This study employs qualitative research methods in a multiple case study analysis. By examining the teaching practices of regular classroom teachers who are often depicted as "closing the door" to the outside influences of school, district, state or federal policy, the study seeks to fully understand the planning, teaching, assessing and reflecting of classroom teachers who are caught in the center of school reform. The key findings of this study suggest teacher practice for all teacher cohorts (novice, mid-career and veteran) was influenced by participation in the Powerful Learning Laboratory. Each aspect of teaching (planning, teaching, assessing and reflection) was influenced, with differing emphasis by each cohort. The findings suggest the Powerful Learning Lab is a positive professional development experience for teachers, and that teacher learning labs should remain an integral part of the Accelerated Schools Project.
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A study of teacher empowerment and organizational commitment in Texas accelerated schools /Wiley, Janice Holifield, January 1999 (has links)
Thesis (D. of Education)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 121-128). Available also in a digital version from Dissertation Abstracts.
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An evaluation of the accelerated schools process using the Texas assessment of academic skills /Roska, Linda Ann, January 1999 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 161-178). Available also in a digital version from Dissertation Abstracts.
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Teaching and learning in community college a close-up view of student success in accelerated developmental writing classes /Rose, Linda Dean, January 2007 (has links)
Thesis (Ed. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 160-172).
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Placement of identified gifted students in a full-time gifted program versus placement in a regular education classroom an analysis of benefit /Ellett, Phyllis B. Baker, Paul J. January 2004 (has links)
Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker, Margaret B. Kolloff (co-chairs), Patricia H. Klass, Lucille T. Eckrich. Includes bibliographical references (leaves 176-183) and abstract. Also available in print.
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Hands-on functional educationWagner, Thomas R. January 2005 (has links) (PDF)
Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.
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"I am a rarity in my school" hidden obstacles for African Americans in gifted education /Henfield, Malik S., January 2006 (has links)
Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 145-162).
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