Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references. Also available on the World Wide Web.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 35-42). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 35-42). Also available on the Internet.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 49-54). Also available via the Internet.

Thesis (M.A.)--Ball State University, 2009. / Title from PDF t.p. (viewed on July 01, 2010). Creative project (M.A.), 3 hrs. Includes bibliographical references (p. 51-53).

When critics consider utopian literature, they often claim that the utopian imagination is limited in its ability to provide practical instruction for societal reform. In Archaeologies of the Future, Fredric Jameson extends this critique by arguing that the utopian imagination only exists “to demonstrate and to dramatize our incapacity to imagine the future” (288-289). By returning to an early twentieth century utopian novel, Charlotte Perkins Gilman’s Herland (1915), we can put pressure on Jameson’s ideas about the ultimate function of the utopian imagination. By analyzing the education system in Herland, we are able to see how Gilman integrated the contemporary educational philosophy of John Dewey and methods of Maria Montessori to provide an intellectual and institutional foundation for her utopian education system. Therefore, Gilman provides a set of ‘instructions’ to suggest how we might reform current methods of education to fit within her utopian vision. Gilman’s Herland allows us to see how a highly imaginative utopian text can promote social change to build a ‘better’ future.

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The problem of this study was to measure the effectiveness of a public school Montessori program. The purpose of this study was to measure and compare student academic achievement and self-concept, attendance and promotion rates, and level of parental involvement in the schools of students enrolled in public school Montessori and traditional programs. The 95 subjects in this study were third-grade subjects selected from the student populations in Montessori and traditional school sites. The Iowa Test of Basic Skills (ITBS) was used as the pre-test scores, and the Norm-referenced Assessment Program for Texas (NAPT) was used as the post-test scores to compare academic achievement in reading and mathematics. Multiple regression was used to compare the levels of academic achievement and self-concept. Multiple regression was also used to test for possible relationship between the Montessori and traditional programs and gender and ethnicity.

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2003. / A case study conducted in a Chicago Catholic parish exploring adult participation in the Catechesis of the Good Shepherd. Vita. Includes abstract. Includes bibliographical references (leaves 209-213).