Thesis (D. Min.)--Trinity Evangelical Divinity School, 1995. / Abstract. Includes bibliographical references (leaves 114-118).

Thesis (D.W.S.)--Institute for Worship Studies, 2003. / Abstract. Includes bibliographical references (leaves 179-184).

Thesis (Ph. D., Education)--University of Idaho, December 2007. / Major professor: Russell A. Joki. Includes bibliographical references (leaves 214-220). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 158-162). Also available in print.

Prince of Life: An Anthem Cycle for the Christian Year is a work for soprano, tenor, and baritone soloists, congregational hymns, mixed chorus, piano, and organ. The purpose of this work is to retell the story of God's redemption to Christian believers in local church worship through hymns and music. This work consists of two cycles: "Cycle of Light" and "Cycle of Life." "The Cycle of Light" consists of Advent, Christmas and Epiphany, and Jesus' Teaching. It tells the story of Jesus as the Light as He incarnates into human form to save the world, whereas the "Cycle of Life" includes Lent, Palm Sunday, Maundy Thursday, Passiontide, Eastertide, Ascensiontide, and Trinity. They tell the crucifixion of Jesus Christ, who gave His life to the world, so that the world might gain life. The music is written in functional harmony; however, there are cluster chords, dissonant harmonic intervals, and unconventional vocal leaps. There are symmetrical and asymmetrical musical phrases. Musical forms are mostly structured in modified strophic.

The purpose of this study was to identify if and how graduating seniors make meaning of their undergraduate education by exploring graduating seniors’ understanding of their undergraduate education, as well as what Texas A&M University was providing undergraduates during their senior year to help them synthesize and bring closure to their experiences. The researcher developed a research protocol that relied upon qualitative research data collection through interviews with a purposive sample of graduating seniors. Quantitative data was collected using the graduating student exit survey to provide a baseline of the population of graduating seniors from which the interview participants were selected. The descriptive baseline data were calculated from nearly 3,000 student records, and a total of 20 students were interviewed from this pool. This group included at least one student from each of the nine Texas A&M University academic colleges. The overall gender representation of 60% female and 40% male was nearly par with the graduating senior population, 15% were Black and 15% were Hispanic, 30% were 1st generation, and there was one member of the Corps of Cadets. The baseline data from the graduating senior exit survey were instrumental as a point of reference when examining the participants’ interview responses, particularly given that the interview participants’ survey response averages mirrored the baseline population almost identically. The interviews with these students provided a depth and a dimension of information that was not possible through the survey responses. As they reflected upon their experiences as college students, they described the experience as very positive and exciting. In essence, they loved being “Aggies.” However, the details of their academic experiences were not described as positively, and many were facing the realization that there were more questions at the end than when they began their journeys as undergraduate students.

Thesis (Ph.D.)--Kent State University, 2008. / Title from PDF t.p. (viewed Dec. 14, 2009) Advisor: Dr. James Henderson. Keywords: mentoring, curriculum, first year teachers, reflective inquiry, narrative inquiry. Includes bibliographical references (p. 183-195)

This mixed methods study sought to investigate the professional learning of induction year teachers in Scotland and the factors which influence this learning. New teachers' professional learning does not simply consist of continuing professional development days but also includes the informal learning from colleagues, peers and pupils that takes place every day at work. The factors which may affect induction year teachers' learning include the situation or context of a particular school workplace, the teacher's individual learning disposition, their level of micro-political literacy and their relationship with pupils. The school context may be regarded as a workplace learning environment which has expansive and/or restrictive practices. Through interviews and questionnaires, new teacher learning was examined in relation to the learner, their learning and their context, all three being inextricably linked. Induction year teachers in Scotland are learners with individual needs. There is no longer a one-size-fits-al/ mentality in relation to pupil learning and so it is anachronistic that new teachers are treated identically. In order to examine new teachers at an individual level it is necessary to examine their attitudes towards learning, their learning biography and their engagement with learning opportunities. These personal aspects can be encapsulated in the term individual learning disposition. In a similar way to learning environments having expansive and restrictive elements, people may exhibit expansive and/or restrictive characteristics in relation to their individual learning disposition.

Thesis (M.S.)--Northern Michigan University, 2007. / Bibliography: leaves 30-33.

Thesis (Ph.D.)--University of Waikato, 2007. / Title from PDF cover (viewed August 25, 2008) Includes bibliographical references (p. 273-294)