Thesis (Ph. D.)--Illinois State University, 2007. / Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Karen Coats (chair), Jan Susina, Christopher Breu. Includes bibliographical references (leaves 289-303) and abstract. Also available in print.

Thesis (Ph. D.)--University of North Texas, Aug., 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Minnesota, 1997. / Also issued in print.

Thesis (Ph. D.)--University of Minnesota, 1997. / eContent provider-neutral record in process. Description based on print version record.

Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains vi, 172 p. Includes abstract. Includes bibliographical references (p. 135-149).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xvi, 312 p.; also includes graphics (some col.). Includes bibliographical references (p. 305-312). Available online via OhioLINK's ETD Center

Thesis (M.S. Ed.) - - Bank Street College of Education, New York, 2005. / Includes bibliographical references and abstract.

Thesis (M.A.I.S.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 85-101). Also available on the World Wide Web.

Thesis (M.Ed.)--Bowling Green State University, 2007. / Document formatted into pages; contains vii, 80 p. Includes bibliographical references.

The purpose of this qualitative case study was to explore through a social constructivist framework the similarities and differences emerging from a set of Canadian and Chinese award-winning picture books published between 2004 and 2014. In addition to the application of Radical Change characteristics to the picture book set, responses of eight participants in Canadian and Chinese academic and teaching contexts were also explored through semi-structured interviews related to conceptualizations and use of children’s picture books. Child-image and theme were investigated through content analysis. The exploration illuminated that the most frequent child-image was child who encounters difficulties. Child-as-problem solver and playing/imaginative child were more reflected in the Canadian titles, while the Chinese titles included more child-as-narrator and moral/life model. The theme of moral/life lessons was frequently represented by the selected titles, whereas the biggest difference between the two cultural categories was imagination/fantasy, with the Chinese study set involving it far less often. The most obvious Radical Change type was changing forms and formats. The most important purpose of using picture books in both Canadian and Chinese contexts appeared to be books as teaching tools. There has been a considerable amount of imagination/fantasy or children with authentic characterization/special needs in the selected books, yet the participants believed there was a dearth of the particular theme or child-image in current picture books. This study indicates potential for further comparative studies of Canadian and Chinese award-winning picture books, and extends the knowledge of picture books, to address current gaps in the literature, particularly as available research relates to the creation, evaluation and use of picture books.