Thesis (MEd)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xiv, 213 p.; also includes graphics Includes bibliographical references (p. 191-198). Available online via OhioLINK's ETD Center

No description available.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 257-267).

D.Ed. / The study will focus on Foundation Phase teachers' involvement in curriculum development in the N7 district. Gauteng is divided into eighteen districts. These districts are clustered into three regions, that is, central (C), north (N) and south (S). The N7 district comprises Randfontein / Westonaria and Carletonville. There are one hundred and five schools in the district. This district has a diverse group of educators as the three ex-departments, that is the House of Representatives, Department of Education and Training and the Transvaal Department of Education are represented. Foundation Phase teachers are teachers involved in teaching grades R, one, two or three. The grade one teachers of the Foundation Phase are at present actively engaged in the Outcomes-based approach.

The study was designed to compare the nature and extent of teacher participation in decision making in self contained and team teaching elementary schools. The sample for data gathering consisted of 81 teachers and 17 principals from 17 self contained elementary schools and 94 teachers and principals from 18 team teaching elementary schools in Indiana. Professional personnel from 15 school districts participated in the study.Data for the study were secured by means of responses given to a questionnaire. The instrument consisted of 24 decisional situations to which each subject was requested to indicate current and desired participation. Decisional items were grouped as administrative decisions and instructional decisions.Data were analyzed statistically. Hypotheses concerning teacher-characteristics and teacher decisional participation relative to the two types of school organizations were analyzed through an analysis of covariance. The Pearson-Product Moment Correlation Coefficient was used to test the relationship of teacher-characteristics of the total number of respondents to six decisional variables.

Thesis (Ed.D.)--Teachers College, Columbia University, 1951. / Typescript. Type C project. Sponsor: Ernest Osborne. Dissertation Committee: Ruth Cunningham, Emma D. Sheehy, . Includes bibliographical references (leaves 153-154).

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Marie M. Seedor. Dissertation Committee: Ann Lieberman. Includes tables. Includes bibliographical references.

Thesis (M.Ed.)--Unitec New Zealand, 2008. / Coda (electronic version) title-page has 2009 date. Includes bibliographical references (leaves 94-99).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.