Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 144-154). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ed. D.)--University of Akron, 1995. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 112-117).

Thesis (Ed. D.)--University of Akron, 1995. / Includes bibliographical references (leaves 112-117).

Thesis (M.A. in education)--Washington State University, May 2010. / Title from PDF title page (viewed on June 23, 2010). "College of Education." Includes bibliographical references (p. 54-57).

Thesis (Ed. D.)--Illinois State University, 1994. / Title from title page screen, viewed April 3, 2006. Dissertation Committee: Jeanne Morris, Jerome Tillman (co-chairs), John Goeldi, Barbara Heyl, Patricia Klass. Includes bibliographical references (leaves 129-134) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 26, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Barbara L. Nourie, Vicky L. Morgan, David B. Woodward. Includes bibliographical references (leaves 175-186) and abstract. Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Mkoba Teachers College is one of thirteen Primary school Teachers Colleges in Zimbabwe offering a University of Zimbabwe Diploma in Education programme comprising Theory of Education, Academic Studies, and Professional Studies. This study sought to investigate the validity of current assessment procedures in Professional Studies. Results of the study revealed historical influences upon assessment procedures at Mkoba. Over the years assessment has been by way of two course work assignments in Syllabus B, an end-of-year examination in Syllabus A, and a research of limited scope. The study tended to indicate the need to amplify the scope of assessment procedures beyond the two course work assignments, the end-of-year examination and the research of limited scope. Despite these indications, an analysis of certification results at Mkoba for the period 1976 to 1996 showed that 5955 good quality professionals were produced. The study thus declares assessment procedures at Mkoba Teachers College valid. / Teacher Education / M. Ed. (Didactics)

This study is of the higher education aspirations of a group of students in 16 - 19 education. Data was collected from students in three London boroughs, Bamford, Newton and Rishworth. These students were in the final year in either sixth forms or colleges of further education and taking courses that would enable a successful candidate to gain access to higher education. Both local authority and independent sector institutions were represented in the study. The research began by developing a conceptual framework within which an analysis could be made of the above mentioned students higher education aspirations. Two main types of research was used. Interviews were held with those involved in the provision of 16 – 19 education and with the counselling of students as to higher education entry. A questionnaire was distributed to the above mentioned group of students, requesting information as to various aspects of their background and their aspirations. Some 100 + interviews were carried out with borough councillors, L.E.A. administrators, careers officers, school teachers, and college lecturers. Some 1,500 questionnaires were distributed to students at 31 schools and three colleges of further education. There were 952 replies. The information received was computerised and processed using a prime computer and application package S.P.S.S. An analysis was made in terms of higher education aspirations and L.E.A. area, type of institution, type of course, mode of attendance, socio-economic grouping, family circumstances, type of housing and gender. The findings of this analysis were compared with the original hypothesis and conclusions drawn.

No description available.