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Call number: LD2668 .T4 1986 E49 / Master of Science / Special Education, Counseling and Student Affairs

The problem of this study was to determine the degree and level of research activity in the College of Education at North Texas State University through an examination of the doctoral dissertations produced by its graduates. The study had three basic purposes. One purpose was to analyze the dissertations in terms of types of study, focus of each study, subject headings of each study, design characteristics, statistical treatment of data, general results of experimental studies and data collection techniques. The second purpose was to synthesize the data of the present study with that obtained by Novak in her study, in order to provide an overall description of the characteristics of dissertation research in the College of Education from 1953 through 1986. The third purpose was to examine the research activity taking place in the College of Education in terms of the quality of dissertations produced by its graduates. Seven hundred and ninety-five dissertations were the sources of data for this study. The format developed and validated by Novak in her study of dissertation research from 1953 through 1974 was used in the analysis of the dissertations completed from 1975 through 1986. Based on the findings of this study, the following conclusions were drawn. The format developed by Novak in 1975 can be used to analyze dissertations completed during the years from 1975 through 1986. The degree and level of research activity in the College of Education can be assessed through an analysis of the dissertations produced by its graduates. Doctoral candidates are using statistical methods and computers to analyze and manipulate data more often. There is an indication that doctoral candidates are beginning to use a wider variety of data-gathering techniques. Four recommendations are drawn from the study.

The basic purpose of this study is to provide an analysis of the doctoral dissertations written in the Department of Education, North Texas State University, from the first one in 1953 through those written in 1974. Specifically, one purpose is to develop, validate, and then use a format to describe the dissertations. The second purpose is to analyze the descriptive information in terms of changes in the Department of Education and in trends associated with the dissertations.

Thesis (Ph. D.)--University of Notre Dame, 2006. / Includes bibliographical references (leaves 326-332). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--University of Notre Dame, 2006. / Includes bibliographical references (leaves 326-332).

Thesis (Ph.D.)--Mississippi State University. Department of Counseling, Educational Psychology and Special Education. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--James Madison University, 2010. / Includes bibliographical references.

The establishment of the Transvaal University College (TUC) in Pretoria took place at a very significant historical time in the wake of the South African War and its first decade coincided with the formation of the Union of South Africa and the outbreak of World War I. Furthermore, in this period successive administrations of the Transvaal and of South Africa pursued an ideal of forming a new unified white South African identity known as broad South Africanism. This project was strongly associated with education and found expression in much of the discourse regarding emerging higher education in the country. This study will approach the early history of the TUC from the perspective of broad South Africanism, attempting to shed light on white identity politics and their relationship to higher education in these early decades of the twentieth century. The thesis will begin by examining university history as a genre of historical writing, highlighting various approaches to the writing of university histories. It will then investigate the development of universities in Europe in the nineteenth and early twentieth centuries in order to point out influential trends and models which can be traced in the establishment of South African universities. This is followed by a brief account of the growth of higher education in South Africa, paying particular attention to its development in the Transvaal which gave rise to the establishment of the TUC, first in Johannesburg and then in Pretoria. The development of the notions of broad South Africanism and conciliation will then be considered followed by an examination of how these notions were related to higher education in this period. The study will then focus specifically on the way in which broad South Africanism was manifested at the TUC. It will highlight official intentions regarding broad South Africanism at the College and the initial responses of the student body to this policy. A second section will discuss the development of broad South Africanism at the TUC after the outbreak of World War I and the ensuing 1914 rebellion. This will also include an investigation of sentiments which opposed broad South Africanism, favouring a more exclusive white identity. Thus, this study will endeavour to demonstrate how an understanding of university history can shed further light on a complex period in South African history and highlight the significant relationship between higher education institutions and the wider historical context. / Thesis (DPhil)--University of Pretoria, 2013. / gm2014 / Historical and Heritage Studies / unrestricted

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