Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 179-187).

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No description available.

The purpose of this study was twofold. First, it sought to provide a profile of child development laboratory schools across the nati.on. Second, because laboratory schools are believed to be model programs that provide appropriate learning environments for children, their parents, and for the professional training of teachers, it was of particular interest to examine whether laboratory schools were training Early Childhood Education students in ways consistent with the current research and policies in the field. Specifically, the practices of laboratory schools at two- and four-year institutions were compared. Results of the study indicated that laboratory schools utilized philosophies that guide the curriculum within their programs. A variety of methods such as coursework, written materials, and conferences, were employed to inform students and parents of the program's philosophy. Observations were routinely conducted in laboratories with students and parents typically observing the program from an observation booth and/or the classroom. with regard to the mission of laboratory programs, two-year schools ranked service significantly higher, while four-year programs tended to do more research and training of graduate students. The ages of children in laboratories at two- and four-year schools were similar , but four-year schools had more classes with fewer children per class. Two-year schools had more full-day programs and longer hours, while four-year schools had more half-day programs operating fewer hours. Two-year schools also had more students and parents assisting in the classroom; however , two- and four-year programs both had acceptable ratios of adults to children. The Child Development Laboratory programs appear to be the model setting for the professional training of teachers and also a location which can help parents to become better consumers of alternative child care.

Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Carol Vukelich, School of Education. Includes bibliographical references.

Thesis (D. Ed.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Nov. 12, 2009). Includes bibliographical references (p. 164-169).

Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains viii, 114 p. Vita. Includes abstract. Includes bibliographical references (p. 84-87).

Thesis (Ed. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (153-164 leaves).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1949. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 135-140).

Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed May 23, 2006. Dissertation Committee: R. Kay Moss (chair), Mary Murray Autry, Deborah J. Curtis, W. Paul Vogt. Includes bibliographical references (leaves 72-80) and abstract. Also available in print.