Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed November 17, 2005. Dissertation Committee: Dent M. Rhodes (chair), Paul Vogt, Nancy Bragg, Cheri Toledo. Includes bibliographical references (leaves 116-126) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 31, 2006. Dissertation Committee: Robert L. Fisher (chair), Paul J. Baker, Norman C. Bettis, Donald S. Kachur, Barbara L. Nourie. Includes bibliographical references (leaves 162-165) and abstract. Also available in print.

Thesis (Ph.D.)--Ohio University, June, 2003. / Title from PDF t.p. Includes bibliographical references (leaves 187-206)

Thesis (H.S.D.)--Indiana University, 2003. / Includes bibliographical references (leaves 86-90).

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. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The problem of this study was an investigation of the relationships among the attitudes, critical thinking ability,and personality attributes of students in a teacher education program.

This study proposed (a) to identify the most important attributes of effective college teachers as perceived by students in Taiwan, (b) to investigate the influence of different factors on students' perceived attributes of effective college teachers, and (c) to determine if the students in various Taiwanese teachers colleges differ in their opinions of the most important attributes of effective college teachers. Students identified these factors as attributes of effective college teachers: rapport, effective teaching methods, enthusiasm, fairness, interaction, practical experiences, personality, clarity, and being well-prepared. The fact that sophomore students and freshman students value some factors differently was discovered in this study. In addition, students who have previous teaching experience value all of the important attributes higher than those who do not have teaching experience before they attended teachers colleges.

This study analyzed three different groups’ perceptions of 21st Century literacy and technology. The three groups were juniors and seniors at two large urban high schools, juniors and seniors in teacher education programs from four mid-west post-secondary schools, and the four deans of education at four post-secondary schools. A mixed methods research design was used including a survey of student groups and interviews of all four deans and representatives of each of the schools. Findings included differences in perceptions of each of the groups as well as differences in access and use of technology. The implications for teacher education and future research in the area of 21st Century literacy are included. / Department of Educational Leadership

Thesis (Ed. D.) -- University of Western Sydney, Nepean, 1999. / Bibliography : leaves 196-203.

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 440. eContent provider-neutral record in process. Description based on print version record.