Thesis (Ph. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 459-484).

Thesis (Ph. D.)--Jāmiʻat Muḥammad al-Khāmis, 2000. / Cover title. Includes bibliographical references (p. [417-435]).

No description available.

Thesis (Ph.D.)--University of Western Australia, 2004.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1940. / Typescript. Includes abstract and vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

No description available.

No description available.

One of the three-fold purposes of this study is to indicate the relationship between the cultural advancements of the Cherokees and the development and implementation of a written, printable language into their culture. In fulfilling a second purposes, the study emphasizes the influence of literacy on the social values of the Cherokees. The third purpose is to consider the idea of the Cherokees themselves that bi-lingual education, first in Cherokee, then in English, and a renewed national pride and productivity in literacy could go far in solving the problems of social alienation and educational negativism that exist among un-assimilated Cherokees.

Evolutionary theory provides a useful framework for understanding the possible genesis and benefits of spirituality and/or religiosity. Research within psychology on Attachment and Object Relations Theory indicates congruence between the way we relate and perceive others and the way we relate to and perceive “God”. In addition research has indicated that spirituality and religiosity in general are related to better health outcomes. This study examined the possible differential benefits of using the Pennebaker Written Emotional Disclosure paradigm with or without a spiritual/religious framework. Furthermore, it was hypothesized that any incremental benefits would be moderated by attachment style and level of object relations development. This study provided no support for either a differential effect of writing instructions or for a moderating effect of attachment style or level of object relations development. Implications and suggestions for future inquiry are discussed.

This research is based on Middle School Mathematics Project (MSMP) funded by the Interagency Educational Research Initiative through a grant to the American Association for the Advancement of Science. Both teacher’s instructional representations and students’ written representations were coded and analyzed to investigate the nature and structure of the representations in teaching fractions, decimals and percents in middle school classrooms in three school districts in Texas. The study further explored the relationship between both the quality and quantity of instructional representations and students’ written representations, and the relationship between students’ written representations and their achievements. This dissertation used a mixed approach utilizing both quantitative and qualitative methods. The data was collected in the first two years of a five-year study. A total of 14 sixth grade mathematics teachers from three school districts in Texas were selected from the MSMP project. Before the actual videotaping procedure, a professional development focusing on multiple representations was held for the teachers. Both pretests and posttests were used to examine the relationship between the structure of students’ written representations and their achievements. The results showed that the both the quantity and quality of teachers’ instructional representations varied a lot. Symbolic representations were the predominant representations in classroom teaching. Structures of instructional representations converge to content sub-constructs rather than format sub-constructs. Here subconstructs include part-whole, measure, quotient, multiplication by one and cross product. Instead, format sub-constructs include real world, manipulatives, pictures, spoken symbolic representations and written symbolic representations, however, connections between these sub-constructs were not statistically significant. Within the three content sub-constructs (part-whole, quotient, and multiplication by one) that revealed by students’ written representations, quotient and multiplication by one significantly predicated the students’ posttest scores. It was also found that, among the three quality criteria (accuracy, comprehensibility and connections) of instructional representations, the comprehensibility score significantly predicated students’ achievement in the posttests.