Thesis (Ph.D.)--Ohio University, March, 2004. / Includes bibliographical references (leaves 127-132)

Thesis (Ph. D.)--Georgia State University, 2008. / Title from title page (Digital Archive@GSU, viewed June 4, 2010) Brendan D. Calandra, committee chair; Stephen W. Harmon, Carolyn Furlow, Douglas Williams, committee members. Includes bibliographical references (p. 211-233).

Thesis (PhD(Curriculum Studies))-University of Pretoria, 2005. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 17, 2006) Vita. Includes bibliographical references.

Dissertation (Ed.D)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed Apr. 13, 2010). Directed by Randy Schmitz; submitted to the Dept.of Exercise and Sport Science. Includes bibliographical references (p. 92-100).

Thesis (Ed. D.)--Illinois State University, / Title from title page screen, viewed December 6, 2005. Dissertation Committee: Marilyn P. Newby (chair), Susan F. Amster, E. Robert Stefl, James J. Johnson. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.

This comparative qualitative research aimed to explore critical thinking in teachers’ accounts and curriculum documents of religious education in two different sectors in Scottish Education: non-denominational and Roman Catholic. While previous research examined critical thinking in different curriculum areas and there are empirical studies on religious education from different perspectives, there was a lack of research on critical thinking in religious education particularly in the Scottish context. What makes exploring critical thinking in religious education particularly interesting is the complex relationship between faith and reason, and the importance attached to personal beliefs within the subject, unlike in other curriculum areas. My research consists of three different studies to answer the research questions. In the first study, I designed a framework of critical thinking drawing on analysis and synthesis of critical thinking definitions and frameworks dominant in the literature. Having investigated the most-cited taxonomies and frameworks of thinking skills and critical thinking such as those presented by Bloom, Ennis, Halpern and Paul, I designed a hierarchical framework of critical thinking. This conceptual framework covers lower level thinking skills, higher level (cognitive and meta-cognitive) thinking skills and dispositions. In the second study I used this framework to analyse and compare the explicit and implicit incorporation of critical thinking and its elements in RE curriculum documents in the two education sectors. The purpose was to identify different types of critical thinking in these documents. The third study focused on teachers’ understanding of critical thinking in religious education by conducting semi-structured interviews with RE teachers in secondary schools in Scotland: 5 in 5 non-denominational schools and 4 in 3 Roman Catholic schools. Analysis of curriculum documents and teachers’ interviews based on the framework of critical thinking revealed the workability and originality of this designed framework. One of the key findings of this study is that although the elements of critical thinking evident in RE curriculum documents of both sectors and the terminology used in them is the same, different approaches to religion and truth results in different approaches to critical thinking being implicit in those documents: critical thinking within religion, critical thinking between religions and critical thinking concerning religion. Moreover the study shows the vagueness of all RE curriculum documents in defining the term critical thinking and its development, and the lack of comprehensive knowledge amongst teachers of critical thinking integrated in these documents. Another finding of this research is that although there is some similarity in RE teachers’ explicit approaches to critical thinking, teachers have individual perceptions of critical thinking which does not seem to be influenced by the sector in which they worked. I suggest that this is due to their different personal and social backgrounds shaping their understanding, combined with the absence of clear definition of critical thinking in RE curriculum documents. Regarding the intertwined relation between critical thinking and religious education, the study suggests that it would be beneficial to include a clear definition of critical thinking and the methods by which it can be developed in curriculum documents.

This thesis explores algorithmic thinking development on a high school student level. In the introduction algorithmic thinking as well as current practices of teaching algorithmic thinking are examined. A closer look on programming languages, programming methods and tools which can be utilised to develop algorithmic thinking (such as robotic kits, personal computers and mobile devices with touch screens) follows. After analyzing general properties of these tools one mobile device is selected and its programming possibilities are then explored in the empirical part of this paper. As part of the selected proactive action research a number of activities as well as overall process approach is first designed following by their practical verification in a high school. Final results are summarised as suggestions for improvements for further teaching.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This diploma thesis deals with methods used in education and upbringing in České Budějovice during the times of Jan Valerián Jirsík and with his contribution in this area. The goal of this thesis is to map the situation in education sector in České Budějovice during the times of episcopate of J. V. Jirsík and finding his ideas and opinions on upbringing and education. The context of the times and situation in České Budějovice is also part of this thesis. Education system used before the times of J. V. Jirsík approach to České Budějovice and basis of his thinking are described at the beginning of the thesis. This is followed by explanation of political, cultural and social situation in České Budějovice during the episcopate of J.V. Jirsík and the thesis is concluded with acts map that led to the quality of upbringing and education improvement in České Budějovice and with his ideas about education system in his times, which were published mainly in Ordinariátní listy.