Thesis (Ph. D.) -- University of Maryland, College Park, 2006. / Thesis research directed by: Measurement, Statistics and Evaluation. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

Thesis (M.S. in landscape architecture)--Washington State University, May 2009. / Title from PDF title page (viewed on Oct. 09, 2009). "Department of Landscape Architecture." Includes bibliographical references (p. 106-117).

There is no abstract available for this thesis.

The purpose of this study was to conduct research to (a) better understand children’s perceptions of nature and (b) aid in opening the “black box” related to programmatic processes and outcomes in outdoor education research. Three separate studies were conducted. The first study used surveys, drawings and interviews to explore the assumption of a nature deficit-disorder for fifth grade youth living in an urban environment. The study investigated students’ definitions and perceptions of nature. Findings indicated variations in students’ perceptions and suggested that direct nature experiences can play a significant role in creating a connection with nature. The second study built upon the first. The study focused on the impact of an outdoor educational experience upon fifth grade children's perceptions of nature. The quasi-experimental mixed-method design provided valuable insights into outcomes associated with students’ participation in a four day, three night outdoor learning education program sponsored by the Houston Independent School District (HISD) and its Outdoor Education Center (HISD-OEC). As result of attending the program, students increased their scores on survey measures and changes in interview responses and illustrated drawings suggested that students ascribed new meaning and increased affection for nature. The final study used a case study approach to provide an in-depth review of the HISD-OEC program’s purpose, mission, philosophy, and program implementation practices. The findings linked student reported outcomes to program processes. The study was structured around the grounded theory approach of McKenzie (2000

No description available.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 29, 2006) Vita. Includes bibliographical references.

Orientador: Márcio Benchimol Barros / Banca: José Fernandes Weber / Banca: Sinésio Ferraz Bueno / Resumo: Trata-se de investigar nas Conferências, pronunciadas por F. Nietzsche, intituladas Sobre o futuro de nossos estabelecimentos de ensino o problema da formação (Bildung) que é discutida por Nietzsche como uma crítica ao modelo educacional alemão. Tal crítica procura evidenciar que os estabelecimentos educacionais não promovem a formação de uma cultura autêntica aos jovens, tanto no sistema ginasial como no universitário, mas sim uma preparação para as atividades profissionais e para o sistema do mercado. O modelo de educação do Estado alemão tende a promover a extensão e à ampliação máxima da cultura, e a tendência à redução, ao enfraquecimento da própria cultura. Nietzsche propõe assim uma diferenciação entre as instituições profissionais, ditas instituições para as necessidades da vida, e as instituições de cultura. A definição de cultura proposta por Nietzsche se afasta dos dogmas e princípios modernos, tomando a ideia de "compreensão verdadeira e instintiva da natureza", do modelo grego e do neo-humanismo alemão. / Abstract: It is investigating the conferences, spoken by F. Nietzsche, entitled On the future of our Educations Institutions the problem of formation (Bildung) that is discussed by Nietzsche as a criticism of the German educational model. Such criticism seeks to highlight that educational institutions do not promote the formation of an authentic culture to young people, both in the system and the junior college, but a preparation for professional activities and the market system. The educational model of the German state tends to promote the extension and maximum magnification of culture, and the tendency to reduce, to the weakening of the culture itself. Nietzsche thus draws a distinction between professional institutions, these institutions for the necessities of life, and cultural institutions. The definition of culture proposed by Nietzsche departs from modern dogmas and principles, taking the idea of "true and instinctive understanding of nature," the Greek model and the German neo-humanism. / Mestre

Thesis (M.E.S.)--The Evergreen State College, 2009. / Title from title screen (viewed 2/25/2010). Includes bibliographical references (p. 103-106).

No description available.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Barrie Bennett.