Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Nolan Estes. Vita. Includes bibliographical references.

This research explores changes in students' cognition while using multiple portrayals available in STELLA, a computer-based simulation construction kit. A case study was conducted with four high school students. The researcher videotaped the students constructing and testing their own simulation models and conducted clinical interviews probing student thinking in order to identify learning environment attributes from which cognitive shifts could be inferred. Videotaped sessions were transcribed and analyzed. Students evidenced progression through increasingly sophisticated assumptions and encountered learning barriers that made this environment challenging. STELLA portrayals were useful for inferring student mental representations of dynamic systems and STELLA appeared to enable students to move their frame of reference gradually to a dynamic perspective. STELLA's multiple portrayals highlighted diverse dimensions of the information and facilitated shifts in thinking by juxtaposing an individual's cognitive representations. Educational implications for other computer portrayal tools are discussed.

Thesis (M.Ed.)--York University, 2008. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 138-147). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL:http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR45929

Thesis (Ed. D.)--Teachers College, Columbia University, 1982. / Typescript; issued also on microfilm. Sponsor: Robert Holloway. Dissertation Committee: Stephen Kerr. Bibliography: leaves 184-194.

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Includes tables. Typescript; issued also on microfilm. Sponsor: Margaret Terry Orr. Dissertation Committee: Josue Gonzalez.

Thesis (Ed.D.)--Georgia Southern University, 2009. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Paul M. Brinson. ETD. Includes bibliographical references (p. 91-98)

Thesis (M.A.)--University of California, Santa Cruz, 1998. / Typescript. Includes bibliographical references (leaves 69-70).

Thesis (Ph. D.)--Illinois State University, 2005. / Title from title page screen, viewed September 26, 2006. Dissertation Committee: Patricia H. Klass (chair), Paul Baker, Glenn Schlichting, Meredith Peterson. Includes bibliographical references (leaves 99-104) and abstract. Also available in print.

The purpose of this study was to investigate the feasibility of using video as a method of beginner teacher observation. Additionally, this study investigated whether or not trained observers (raters) could reliably score beginner teacher performance videotapes using a four point holistic scoring scale. It was the goal of this study that the beginner teacher performance videotapes assessed holistically would help to narrow the gap that now exists between teacher evaluation and actual classroom teaching. To this end the researcher collected 24 beginner teacher performance videotapes and had twelve elementary school teachers, the raters, score each videotape utilizing a four point holistic scoring scale that was developed for the purposes of this dissertation. In sum, it appears that videotape performance assessment that utilizes a holistic scoring scale is a viable and cost effective method of teacher evaluation. Lastly, it was learned that camera condition was not a significant factor in terms of obtaining consistent scores on the performance videotapes. However, it remains to be seen if this method helps to narrow the gap between actual classroom teaching and teacher evaluation.

Thesis (M.Ed. (Curriculum Studies))-University of Pretoria, 2006. / Summary in English. Includes bibliographical references. Available on the Internet via the World Wide Web.