No description available.

Thesis (M. Ed.(Opvoedkundige sielkunde))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

No description available.

Thesis (Ph. D.)--Colorado State University, 2004. / Includes bibliographical references.

Michael Tak-kin Cheng. / Thesis (M.A.)--Chinese University of Hong Kong. / Bibliography: leaves 86-91.

The purpose of this study was to investigate the role of background knowledge on Thai teachers-college students' reading comprehension in relation to topic familiarity, reading ability in English as a Foreign Language, and the amount of time required for reading familiar and unfamiliar passages.

This study examines the conditions that contribute to the success of indigenous minority students in higher education by focusing on the experiences of 50 Alaska Native teacher education students who graduated from the University of Alaska Fairbanks (UAF) between 1989 and 1993. Although the number of Alaska Native students enrolled at UAF has increased in the past 10 years, the percentage of graduates continues to be significantly lower than their percentage of the student and state population. The study addresses the question: what factors have contributed to the academic success Of Alaska Native teacher education graduates at UAF? It includes three components: a brief history of schooling for Alaska Native people; a description of the programs, student services and academic coursework at UAF designed to respond to the interests and needs of Alaska Native students; and a review and analysis of the experiences of 50 Alaska Native teacher education students based on data obtained through interviews, reviews of student records and participant observation. The study identifies multiple factors that have contributed to the academic success of Alaska Native students, including the following: a teaching and learning environment responsive to the interests and needs of culturally diverse students; student support services respectful of the interests and needs of culturally diverse students; strong family and community support; supportive prior school and life experiences; and exceptional individual efforts. Accommodations and adaptations by both the students and the institution were essential. Recommendations are made for institutions, faculty, students and communities who are interested in developing campus environments where Alaska Native, and other cultural minority students, can be fully represented, respected, involved and successful.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Jim Cummins.

Thesis (Ph.D.)--Edith Cowan University, 2006. / Submitted to the Faculty of Education and Arts. Includes bibliographical references.

Thesis (Ed.D)--University of Delaware, 2008. / Principal faculty advisor: Fred T. Hofstetter, School of Education. Includes bibliographical references.