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Published: 10 December 2022

Last updated: 29 January 2023

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1

Paasse, Gail 1957. "Searching for answers in the borderlands : the effects of returning to study on the "classed" gender identities of mature age women students." Monash University, School of Graduate Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/8908.

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2

Owolabi, Elizabeth Aina. "Home Economics programs in Oyo state secondary schools." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/28194.

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The purpose of this study was to identify the curricula emphases of home economics in Oyo state secondary schools, and to analyze the relationship between subject matter emphasis and selected aspects about teaching and the teacher. Sixty-two home economics teachers in Oyo state, Nigeria, responded to a mailed survey asking them to indicate the degree of emphasis given to 50 topics in five subject matter areas of home economics: Human Development and the Family, Home Management and Family Economics, Foods and Nutrition, Textiles and Clothing, and Housing. The most taught subject matter area was Foods and Nutrition followed by Home Management and Family Economics, Textiles and Clothing, Human Development and the Family, and Housing. A similar rank order was observed for subject matter competence and for preference for teaching subject matter. Scores on the topics within each subject matter area, however, indicated that all of these topics and the subject matter areas were moderately emphasized in the curriculum. The philosophical views of home economics as homemaking education; home economics as household management and home economics as cooking and sewing exist concurrently. Multiple regression analysis was used to examine the relationship between the above five subject matter areas and selected aspects about teaching and the teacher. The results of the multiple regression analysis indicated no significant relationship. Some of the problems facing home economics as a subject in the secondary schools were lack of laboratory space, equipment, finance, and shortage of home economics teachers. Collaborative curriculum development and local co-operative responses may offer the means to overcome the shortage of resources for programs in specific locales. Further research in the form of case studies of successful home economics programs could be informative in understanding better the necessary components which should be fostered in strengthening home economics programs.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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3

Gorden, Lori J. "The cognitive antecedents of procrastination among secondary students." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26820.

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The purpose of this study was to investigate the extent to which secondary students in the Arts and Sciences programme procrastinate on school work, the extent to which these students perceive procrastination as a problem which they would like to change and the extent to which procrastination affects academic achievement. The study also sought to discover differences in procrastination related to gender and grade. Furthermore, this study assessed cognitions related to procrastination. Positive and negative self-statements were examined to determine whether high and low procrastinators endorse particular types of cognitive themes. The Procrastination Self-Statement Inventory was administered to 204 Arts and Sciences students from two secondary schools in a suburban/rural community in British Columbia. Part A of the inventory asked students to respond to 41 positive and negative self-statements. Part B asked students to respond to 12 questions about study habits and was used to determine a Procrastination Score for each student. Demographic data pertaining to gender, grade, age, academic achievement and future plans were also collected. Data about the extent of procrastination among secondary students and the degree to which students see this as a problem which they would like to change were examined using descriptive statistics. Inferential statistics were used to test eight hypotheses. Analyses of variance determined the statistically significant differences between the means of specified groups on certain variables. The results of the study confirm that secondary students in the Arts and Sciences programme do procrastinate on academic tasks and do see this as a problem that they would like to change. Results also indicate that there are no significant differences in the extent of procrastination among males and females but that there are differences related to grade level. However, a trend in procrastination related to length of time spent in school was not evident. Furthermore, the results confirm that procrastination has a negative impact on academic achievement. Finally, the results of the study suggest that low procrastinators endorse positive self-statements more than do high procrastinators and that high procrastinators endorse negative self-statements more than do low procrastinators. The low procrast1nators in the sample endorsed the following subscales: Facilitative Planfulness, Work Facilitative Items and Perfectionism. High procrastinators endorsed these subscales: Negativistic Intolerance, Immobilizing Mood, Low Self-Competence, Unrealistic Planning, Low Self-Control, Risktaking and Low Self-Esteem. Significant gender effects were found on the Risktaking subscale while significant grade effects were found on the Perfectionism subscale.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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4

Schippers, Lucas James. "Standardization of Practice in a High School Social Studies Department: Three Case Studies." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194660.

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This study explored high school social studies teachers' perceptions of the degree of standardization of practice within their department. The three participants were members of a social studies department in a large, urban high school. One teacher was the department chair. The school administration had introduced professional learning communities (PLCs) during the year of the study, and the number of department meetings had been reduced to accommodate these PLCs.This was a qualitative study, using interviews to create case studies for each participant. The researcher used a three-part interview design developed by Seidman (2006). Five research questions served as a framework for data analysis.Participants believed teaching practice was not standardized within their department. They identified the following means to increase standardization of practice: develop a departmental philosophy, align the curricula of subject matter groups, share teaching techniques in department meetings, implement common assessments, increase the number of department meetings, make department meetings more professional, establish peer observations, and improve or replace the PLC model.The participants also identified a number of barriers to standardization of practice: the size and complexity of the school, weak leadership by school administrators, poor professional development, time constraints, ineffectiveness of the PLC model, interpersonal conflict within the department, uncertainty regarding the department's future composition, needs and limitations of students, lack of consensus on social studies content and assessment, teacher isolation and autonomy, ambiguity of teaching outcomes, and teacher fatigue.The type of standardization of practice envisioned by the participants reflected their desire for collegial, professional relationships. The methods of standardization they described would preserve teachers' freedom to conduct their practice according to their personal preferences.Barriers to standardization of practice identified by the participants were attributable to structural and cultural elements of the school site and to characteristics of social studies as a school subject. As such, they may prove difficult to overcome.The researcher concluded that modifications to department structures may promote the development of effective micro-PLCs. However, structural modifications should be framed so as to complement department work and teachers' professional standards.

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5

Li, Fuxin 1963. "Decentralisation of educational management and curriculum development : a case study of curriculum reform in Shanghai and Victorian schools (1985-1995)." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/9140.

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6

Coyle, Jessi. "Connecting the Dots: Case Studies into the ‘Invisible Presence’ of Aboriginal People Living in Victoria." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/76287.

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Recognising that invasion is a structure not an event (Wolfe, 2006) and that settler colonialism shapes the present in significant ways, this thesis investigates the invisible presence of Aboriginal Victorians through a study of the Victorian gold rush and Australian Rules football. As key markers of Australian national identity, the case studies demonstrate the importance of white belonging to identity construction and argue that Aboriginal Victorians are necessarily invisibly present within the settler colonial present (Veracini, 2015).

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7

Chennabathni, Revathi. "Case-study of a creative teacher." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100336.

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Alice, a secondary teacher from Quebec, Canada is the focal point of this qualitative case-study research. She is a Caucasian, 37 year-old, married woman with three children. Alice is selected for the following reasons: primarily, she is a science teacher, who has received a provincial award Prix de merite de la conservation de la faune for a project, that is a demonstration of creativity in her field. Secondarily, I share many attributes with her including being married with children, and being a science teacher. Data were gathered from July, 1998 to July, 2001. Data sources included five one-to-one interviews with Alice. Additional data sources included one interview with June (mentor-colleague) and Jane (Departmental Head); two classroom observations; 1996 retrieved interview; and artifacts of students' work. All interviews were audio-taped verbatim and then transcribed, and observations videotaped. The overarching themes represented constructs involving community, values, and interpersonal skills. Alice's values, her bent towards community, and her way of life in constructing interpersonal relationships contribute to her creative teaching. Alice's philosophy of grounding education in the community determines who she is, and encompasses her creative process which begins with recycling of community resources and giving back to the community through the creative products developed by her students. Her values guide her practice and teaching decisions. This case study of creative teaching highlights the domain of teaching as different from those addressed by studies on creative giants and presents an inspirational model for individuals in the teaching profession.

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8

Mabuku, Robert Nalisa. "Democratic leadership and management practices in a rural Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003370.

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The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to investigate the participants` experiences and understanding of democratic education leadership and management. The case study method was appropriate to understand the meanings the participants attached to their practice in their natural setting. Data were collected by using semi-structured interviews, document analysis, and observation. The sample for the study consisted of ten participants: the principal, the head of department, two School Board members, two senior teachers, two Learner Representative Council members and two class captains. The findings suggest that the participants understood and practised democratic ELM in terms of broader participation, open communication, delegation for empowerment, learning organisation, shared decision-making, shared leadership and teamwork. However, the data suggest areas of concern in the participants` understanding and implementation of the policy which could be strengthened to entrench the policy. The study recommends that education policy makers, education managers, school managers, teachers, parents and learners all work towards improving democratic ELM in schools. In order to achieve this objective, policy makers are urged to avoid ambiguity to enable all implementers to fully understand policies. Education managers could ensure school-wide training on the policy while school managers and other stakeholders should engage in self-reflection and introspection and be more proactive towards improving their own understanding and practice.

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9

Virgona, Crina. "Seeking convergence : workplace identity in the conflicting discourses of the industrial training environment of the 90s : a case study approach." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/7863.

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10

Baxter, Catherine. "Primary care trusts as commissioners of secondary care : three case studies." Thesis, London School of Economics and Political Science (University of London), 2004. http://etheses.lse.ac.uk/1771/.

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This thesis considers the commissioning of secondary care by Primary Care Trusts (PCTs). It provides an in-depth analysis of the commissioning relations and decision-making between PCTs and NHS Trusts using the underlying assumptions of principal-agent theory as a lens for investigation. This qualitative research adopted a range of methodological approaches including the use of observation, interviews and documentary evidence in the analysis of three case studies. The case studies each comprised an NHS Trust and up to four PCT commissioners. Commissioning-related meetings were observed in order to gain an understanding of the ways in which PCTs and NHS Trusts acted as principals or agents, and how these relations were managed. These were followed by interviews with managers and clinicians from primary and secondary care to complement the observational data and to investigate additional issues such as the impact of multiple principals and tiers of principals and agents. Service and Financial Framework documents and Service Level Agreements were also examined. Analysis shows that commissioning was approached in a different way in each case study. The factors affecting the approaches to commissioning were perceptions of local and national pressures, accountability, a public service ethos, leadership, trust and local history. Incentives were not used in Service Level Agreements. In each case study, there was a weak link in the principal-agent chain of commissioning that had the potential to result in non-compliance with decisions. This weakness arose either between commissioner and provider, or between managers and clinicians. In either case, the greater use of incentives is suggested as a solution. Some PCTs did not appear to accept the legitimacy of their roles as commissioners. In addition, and unusually, the principals had an agent role; PCTs were providers as well as commissioners. These dual roles created conflicts of interest.

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11

Irwin, Allan R. "Researching the use of historical case studies in secondary school science." Thesis, University of Surrey, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326818.

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12

Lo, Ying-choi, and 羅英{213f7b}. "Effective leadership of a secondary school principal." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963468.

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13

Fok, Fung-yee, and 霍鳳儀. "A study of bullies in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962944.

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14

Hong, Chi-keung, and 康志強. "The leadership of a transforming secondary school in Guangzhou, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962348.

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15

Chow, Tuen-yi, and 周端兒. "Verbal feedback as offered by secondary school Chinese language teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961551.

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16

Leung, Moon-chuen, and 梁滿泉. "Perception of school climate on a local newly established secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961101.

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17

Awarab, Erwin Ronald. "An investigation into the organisational culture at an academically successful secondary school in Namibia." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003494.

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The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a public secondary school in the capital city of Windhoek, in Namibia. Since the school was built during South African rule, it was intended mainly for white children. Since independence, it has undergone transformation and is currently integrated, accommodating learners from different cultural backgrounds. It is a successful school, with a good reputation for its discipline and academic excellence. I chose this school deliberately, for those reasons. My findings are that there are aspects of culture which maintain its creation and perpetuate the existence of a particular culture at the school. This school’s culture is embedded within the Christian faith, and there are deliberate rituals and ceremonies put in place to enhance the creation and maintenance of the values that inform its culture, and the school leadership, management, teachers and student council members have a central role in this regard. My study shows that the creation, understanding and appreciation of beliefs and values of the individual within the organisation enable the consequent creation of the shared vision and values that ultimately lead to the foundation and maintenance of a strong culture.

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18

So, Wai-hoi Dominic, and 蘇偉海. "A case study of leadership and organizational culture in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957456.

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19

Chan, Ching-yan Liza, and 陳靜茵. "A peer counseling program in a secondary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962749.

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20

To, Chan Bik-lai Julie, and 杜陳碧麗. "Parent education: a case of a secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957493.

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21

Bowskill, Dianne. "The integration of nurse prescribing : case studies in primary and secondary care." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/11036/.

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Nurse independent and supplementary prescribers have legal authority to prescribe all licensed and unlicensed medicines with some minor restriction to prescribing controlled drugs. These prescribing rights are similar to those of doctors. To be effective, the integration of nurse prescribing must be consistent with the legal framework for nurse prescribing and, be acceptable to the nurse, employer, patient and healthcare team. There is little known about how prescribing is integrated in practice but agreements are potentially important to the organisation of professional work and may ultimately affect patient safety. These case studies set out to investigate how nurse prescribers integrate prescribing in primary and secondary care. Each case, a nurse prescriber,had completed the independent and supplementary prescribing course at one university between September 2004 and January 2007. Of the 26 cases recruited 13 had been qualified to prescribe for between 7 and 13 months, and 13 for 14 and 26 months. Data collected through semistructured interviews, field notes and attribute data was drawn together in case summaries. Data analysis showed effective integration to be dependent upon professional relationships and prescribing role agreements. Prescribers outlined three approaches to integrate prescribing. These were; prescribing as the opportunity presents, prescribing for specific conditions and prescribing for individuals. Prescribing as the opportunity presents reflects medical models of prescribing. Condition specific and individual approaches restrict prescribing to specific medical condition(s)or individual patients. These nurse prescribers preferred to use Independent prescribing. Reflecting this, prescribers showed higher levels of dependence on doctors than previously reported. This was most common in the first year of prescribing. Relationships between nurse prescribers and the team were important. New nurse prescribers raised unexpected issues in some intraprofessional relationships. However, it was the inter-professional relationship between nurse and doctor that determined integration. The nurse must believe, trust exists and is reciprocal to integrate prescribing in practice. Where there was an absence of trust or a concern of mistrust the nurse would not integrate prescribing.

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22

Murray, Steven C. "Interpreting teachers' utilizations of information technologies : case studies of four Central Ohio Secondary Social Studies Teachers /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192960170533.

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23

Lee, Mo-lan Monica, and 李慕蘭. "Graduate profile and employer's expectations: case study of a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958023.

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24

Chung, Man-ngai Danny, and 鍾文毅. "A peer support programme in a secondary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962890.

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25

Oei, Lily, and 黃文慧. "An action research on improving communication satisfaction among teachers in a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961319.

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26

Chung, Wing-keung, and 鍾永強. "A study on whole school approach to discipline in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B43893806.

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27

Shilima, Christine. "An investigation into perceptions of participative management in a Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1005874.

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This study examines the perceptions and experiences of school stakeholders about the practices of participative management in a Namibian Secondary School. Data was collected by using interviews, observation and document analysis. The study revealed that participative management has some benefits for the school such as it promotes democracy in school management, school as an open system, sharing of ideas and skills, teamwork and that ownership and commitment enhance the chances for organization change. Participatory decision making and shared leadership are the practices of PM that emerged from this study. However the school does experience challenges such as lack of knowledge on the practice and potential of PM in school management and leadership, illiteracy among parents that prevent them from participation in management and autocratic management practices from some members in formal leadership. The study suggests that trust, relationships and openness are good interpersonal skills that can help enhance the practices of PM in the school. Other strategies were to sensitize stakeholders on the practices of PM.

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余敦羣 and Tun-kwan Francis Yu. "Leading for vision and mission: a case study of a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963298.

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29

Neudorfer, Shirley Sarna. "Attitudes toward Jews of secondary students in two Montreal high schools." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61718.

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30

Poon, Siu-lan Lucy, and 潘笑蘭. "Leadership ... in you: a case study of an aided secondary school in its infancy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959775.

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31

Sin, Kuen-fung, and 冼權鋒. "Self-concept amongst high and low achievers in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627097.

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32

Tang, Sai-cheong, and 鄧世昌. "Family factors and student achievement: case studies in 3 Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960431.

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33

Harfitt, Gary James. "How class size mediates student learning: case studies of Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45875601.

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34

Elin, Jennifer I. "Case studies of experienced and novice teachers in a secondary physical education setting." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1295544211.

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35

Tang, Sai-cheong. "Family factors and student achievement : case studies in 3 Hong Kong secondary schools /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135932.

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36

Maistry, Suriamurthee Moonsamy. "Case studies of economics teaching in secondary schools." Thesis, 1998. http://hdl.handle.net/10413/5915.

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The purpose of this research study was to establish the perceptions of economics teaching of two teachers of economics who were functioning in two contrasting contexts. The intention was to examine their practice and to ascertain the extent to which the relationship between their beliefs and their practice was constrained or facilitated by the context in which they taught. The study made use of interviews and classroom observations to address these issues. The research confirmed that there was a disjunction between the teachers' theories of economics teaching and their actual practice and that their practice was mediated by the context in which they functioned. Both teachers shared very similar epistemologies. They concurred on assessment techniques and teaching methodology in economics. They also agreed that the goal of economics teaching was to engender a love of the subject. However, the vastly different contexts in which they taught spawned unique coping strategies to deal with their peculiar teaching environments. The 'macro' c~nstraints which they faced emanated from external institutions that imposed overt and hidden rules and expectations upon them. Internal constraints were derived from the peculiar context of each school. The study revealed that the teacher operating in the more repressive context displayed a greater degree of dissonance between beliefs and practice as compared to the teacher in the more favourable context. The teacher in the favourable context was better able to implement her beliefs about economics teaching. However, she was faced with new challenges created by the information explosion as a result of the school's access to the Internet. Though the nature of the discipline urges a problem-solving approach to economics teaching and even though both teachers concurred with this view, the constraints of the context were compelling factors that hindered teachers' educational ideals. Of note , was the fact that the more repressive the context, the greater were the constraints facing the teacher, and the more complex were the strategies employed by the teacher in order to cope. The more complex the coping strategy, the greater was the disjunction between teachers' theories about economics teaching and their practice.
Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1998.

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37

Wei, Jiawei. "Secondary Analysis of Case-Control Studies in Genomic Contexts." Thesis, 2010. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8269.

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This dissertation consists of five independent projects. In each project, a novel statistical method was developed to address a practical problem encountered in genomic contexts. For example, we considered testing for constant nonparametric effects in a general semiparametric regression model in genetic epidemiology; analyzed the relationship between covariates in the secondary analysis of case-control data; performed model selection in joint modeling of paired functional data; and assessed the prediction ability of genes in gene expression data generated by the CodeLink System from GE. In the first project in Chapter II we considered the problem of testing for constant nonparametric effects in a general semiparametric regression model when there is the potential for interaction between the parametrically and nonparametrically modeled variables. We derived a generalized likelihood ratio test for this hypothesis, showed how to implement it, and gave evidence that it can improve statistical power when compared to standard partially linear models. The second project in Chapter III addressed the issue of score testing for the independence of X and Y in the second analysis of case-control data. The semiparametric efficient approaches can be used to construct semiparametric score tests, but they suffer from a lack of robustness to the assumed model for Y given X. We showed how to adjust the semiparametric score test to make its level/Type I error correct even if the assumed model for Y given X is incorrect, and thus the test is robust. The third project in Chapter IV took up the issue of estimation of a regression function when Y given X follows a homoscedastic regression model. We showed how to estimate the regression parameters in a rare disease case even if the assumed model for Y given X is incorrect, and thus the estimates are model-robust. In the fourth project in Chapter V we developed novel AIC and BIC-type methods for estimating the smoothing parameters in a joint model of paired, hierarchical sparse functional data, and showed in our numerical work that they are many times faster than 10-fold crossvalidation while at the same time giving results that are remarkably close to the crossvalidated estimates. In the fifth project in Chapter VI we introduced a practical permutation test that uses cross-validated genetic predictors to determine if the list of genes in question has “good” prediction ability. It avoids overfitting by using cross-validation to derive the genetic predictor and determines if the count of genes that give “good” prediction could have been obtained by chance. This test was then used to explore gene expression of colonic tissue and exfoliated colonocytes in the fecal stream to discover similarities between the two.

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38

Lee, Hyunju. "Science teachers teaching socioscientific issues (SSI) : four case studies /." 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223641.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.
Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2517. Adviser: Klaus Witz. Includes bibliographical references (leaves 236-244) Available on microfilm from Pro Quest Information and Learning.

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39

Langrall, Rebecca Craighill. "Case studies of the pedagogical content knowledge development of concept-oriented teachers." 1997. https://scholarworks.umass.edu/dissertations/AAI9809356.

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By reviewing teacher-made revisions of regularly taught curriculum units, this set of case studies attempts to describe the pedagogical content knowledge development of four concept-oriented middle school teachers. One strand is highlighted: The nature and use of their instructional representations. A primary goal of this effort is to trace the kinds of refinements teachers make in their teaching knowledge after years of blending subject matter with pedagogy. A second goal is to detail influences on such refinements in order to inform preservice and inservice teacher education aimed at teaching for conceptual understanding.

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Page, Marilyn Louise. "National History Day: An ethnohistorical case study." 1992. https://scholarworks.umass.edu/dissertations/AAI9305878.

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The purpose of this study was to obtain a realistic portrait of National History Day (NHD)--a secondary school, history related program in which students research and develop presentations on a topic related to an annual theme. My goal was to determine: whether the positive claims for NHD were realistic; why and how the program grew from a local program with 129 students in 1974 to over 500,000 students in 48 states in 1991; and what implications there were for educational processes. For this ethnohistorical case study, which combined ethnographic and historiographic methods, I collected historical data through documentary material and interviews; perspectives of teachers and students through interviews and observations; and supplementary and validating data through interviews with state coordinators and former students. The study participants were the "founding fathers" and Executive and Associate Directors of NHD, 13 students and 4 teachers from 3 schools in different states, and 3 state coordinators and 6 former NHD students from corresponding states and schools. The data support the claims of superior cognitive, affective, and skill development through student participation in NHD. The data also show that the teachers and students in this study participated mainly because NHD provided opportunities for self-determination, self-comparison, close student-teacher relationships, community contribution, receiving recognition, and having fun. Furthermore, results indicate that these motivational dynamics account, at least in part, for the program's phenomenal growth. Additionally, findings suggest that for these participants competition was the driving force behind the level of involvement and calibre of work. While all study participants claimed major benefits and few drawbacks to the competition format, most considered the judging process to be inconsistent and a weakness in the program. Implications for educational practice revolve around how to incorporate the motivational components of the NHD process into the curriculum. The implications for the teaching and learning of history relate to methodology. The participants indicated that through the NHD process students gained a deeper comprehension of historical content and concepts and a greater ability to think critically and to develop their own knowledge than was possible in a traditional, teacher-dominated classroom.

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