Thesis (Ed.D.)--Teachers College, Columbia University, 1975. / Typescript; issued also on microfilm. Sponsor: Elizabeth Maloney. Dissertation Committee: Mary Ramshorn. Includes bibliographical references (leaves 112-116).

Thesis (Ed.D.)-- Teachers College, Columbia University, 1996. / Includes tables. Typescript; issued also on microfilm. Sponsor: Marie O'Toole. Dissertation Committee: Raechele Pope. Includes bibliographical references (leaves 179-192).

Thesis (Ed. D.)--Illinois State University, 1978. / Title from title page screen, viewed Jan. 11, 2005. Dissertation Committee: J.H. McGrath (chair), Ronald Halinski, Creta Sabine, John McCarthy, Clinton Bunke. Includes bibliographical references (leaves 89-92) and abstract. Also available in print.

Thesis (M.S.)--University of Michigan, 1980.

Thesis (M.S.)--University of Michigan, 1980.

Thesis (M.S.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. [82]-86.

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

Thesis (M.A.)--Northern Kentucky University, 2007. / Made available through ProQuest. Publication number: AAT 1445113. ProQuest document ID: 1342724741. Includes bibliographical references (p. 45-47)

Thesis (MCur.(Nursing Science, Faculty of Health Sciences))--University of Pretoria, 2008. / Summary in English and Afrikaans. Includes bibliographical references.

The problem of this investigation was the development of a systematic method for the evaluation of curricula in baccalaureate nursing programs. The literature in nursing and general education was used to extrapolate theories and concepts for the formulation of a theoretical construct. This construct served as the basis for the evaluation instrument. The major concepts were identified as (1) underlying structure, (2) content of courses within the curriculum, and (3) methods and activities. Elements and components were chosen to clarify and extend the concepts. The literature and experts in nursing were both instrumental in the selection of weights. Based on the findings of the study, the following conclusions are made. (1) A faculty member's ability to use a systematic evaluation instrument does not depend upon years of teaching experience or prior experience as a National League for Nursing visitor. (2) The Evaluation Index appears capable of meeting the criteria for a more systematic method of curriculum evaluation. (3) A theoretical construct appears conducive to theory development as it is directed toward an approach which is more scientific than intuitive. (4) The inclusion of clarifying components within the instrument provides for the evaluative effort to be distributed across the entire curriculum and indicates the scope of the evaluation effort, which apparently contributes to increasing the precision of evaluation. (5) Clarification of concepts and pre-established weights apparently contributed to the differences in the scores assigned by evaluates. (6) Predetermined weights for each element may contribute to more precise evaluation. (7) Limits on the possible value of each element may contribute to more precise curriculum evaluation.