Thesis (M.Ed.)--University of Hong Kong, 1984. / Includes bibliographical references. Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 114-119). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1986. / Includes bibliographical references. Also available in print.

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

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

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

Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--University of Wyoming, 2006. / Title from PDF title page (viewed on Dec. 18, 2007). Includes bibliographical references (p. 126-140).

Racial integration of the Louisiana public school system had a devastating effect on its number of Black teachers. The state has yet to recover from this reduction, as fewer Black college students pursue education degrees. This study reports on whether or not the lack of Black educators has influenced high school students' racial preferences for a teacher. The study's theoretical framework places racial preference within the context of racial identity theory, and filters student response through these lenses. The research project was conducted during the 1999-2000 academic year. It involved 170 Louisiana high school students from four parishes across the state. The student sample consisted of Black, White, and Other participants (self-described) with both genders represented. Qualitative research methods were used for data collection and analysis. Results indicate approximately one-third of students, Black and White, have racial preferences for a teacher. Based on student response, it is believed that exposure to a racially diverse teaching staff may have influenced individual racial identity, affecting racial preference. Implications for university teacher education programs and public school systems are discussed. / Graduation date: 2001

The purpose of this qualitative study was to determine how high school students managed their learning while working within the guidelines of a student-centered approach to teaching and learning. Data collected included interviews, questionnaires, participant observations, and Kolbe Conative Index scores supplied by the school. Seven teachers and forty students were interviewed. Student interviews were based on Zimmerman's (1995) self-regulation questionnaire. Teachers were interviewed using the Survey on Teaching Roles (Woolfolk, 1995). Analysis of the questionnaire on self-regulation was clustered into four categories representing Zimmerman's (1995) learning strategies. The open-ended questions dealt with strengths and weaknesses of the program and were analyzed for recurring themes. Patterns drawn from these categorized data sets were then triangulated with the Kolbe Conative Index for confirmation. It was concluded that the more productive students used four specific learning strategies: (1) organizing and transforming information, (2) goal setting and planning, (3) seeking help from peers, and (4) seeking help from adults. Less productive students were weak in two or more of these learning strategies along with one of two action modes as identified on the Kolbe. Students weak in Fact Finding or Follow Thru as identified by the Kolbe and that used all four learning strategies covered themselves with having the skills to learn. These same students talked about a fatigue factor involved in a student-centered approach. All students shared the importance of knowing themselves as learners and how that was a process learned over time. They also talked about the importance of the teacher-student relationship. Graduates of this program shared the perception that a student-centered curriculum provided more opportunity to develop the skills necessary for self-regulation than a traditional high school program. / Graduation date: 1997