repository:drake

1. Lees, Robert R. A Critical Analysis of the Uses of Audit Reports Prepared by Certified Public Accountants .

Degree: 1955, Drake U

URL: http://hdl.handle.net/2092/2146

Subjects/Keywords: Audits; Surveys; Certified Public Accountants – Reports

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APA (6^th Edition):

Lees, R. R. (1955). A Critical Analysis of the Uses of Audit Reports Prepared by Certified Public Accountants . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/2146

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lees, Robert R. “A Critical Analysis of the Uses of Audit Reports Prepared by Certified Public Accountants .” 1955. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/2146.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lees, Robert R. “A Critical Analysis of the Uses of Audit Reports Prepared by Certified Public Accountants .” 1955. Web. 22 Feb 2019.

Vancouver:

Lees RR. A Critical Analysis of the Uses of Audit Reports Prepared by Certified Public Accountants . [Internet] [Thesis]. Drake U; 1955. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/2146.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lees RR. A Critical Analysis of the Uses of Audit Reports Prepared by Certified Public Accountants . [Thesis]. Drake U; 1955. Available from: http://hdl.handle.net/2092/2146

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Fink, Susan Jo Breakenridge. A Preliminary Examination of Budget Planning Practices of Private Midwest Universities .

Degree: 1998, Drake U

URL: http://hdl.handle.net/2092/283

► Higher education budgets have had problems being both efficient and effective. As students become harder to attract and costs continue to increase, it is important… (more)

Subjects/Keywords: Private universities and colleges – Middle West – Finance.; School budgets – Middle West.

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APA (6^th Edition):

Fink, S. J. B. (1998). A Preliminary Examination of Budget Planning Practices of Private Midwest Universities . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/283

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fink, Susan Jo Breakenridge. “A Preliminary Examination of Budget Planning Practices of Private Midwest Universities .” 1998. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/283.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fink, Susan Jo Breakenridge. “A Preliminary Examination of Budget Planning Practices of Private Midwest Universities .” 1998. Web. 22 Feb 2019.

Vancouver:

Fink SJB. A Preliminary Examination of Budget Planning Practices of Private Midwest Universities . [Internet] [Thesis]. Drake U; 1998. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/283.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fink SJB. A Preliminary Examination of Budget Planning Practices of Private Midwest Universities . [Thesis]. Drake U; 1998. Available from: http://hdl.handle.net/2092/283

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Steinbronn, Peggy Elizabeth. The Effective Teaching, Learning, and Leadership Master's Degree Program and Preparation of Teachers for National Board Certification .

Degree: 2000, Drake U

URL: http://hdl.handle.net/2092/285

► The purpose of this study is twofold: (a) to explore the theoretical and practical implications for professionalizing teaching through National Board Certification (NBG); (b) to… (more)

Subjects/Keywords: Teaching.; Teacher education.; Teaching as a profession.; Effective teaching.; Teacher effectiveness.; Teachers – Training of.; Education – Standards.

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APA (6^th Edition):

Steinbronn, P. E. (2000). The Effective Teaching, Learning, and Leadership Master's Degree Program and Preparation of Teachers for National Board Certification . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/285

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Steinbronn, Peggy Elizabeth. “The Effective Teaching, Learning, and Leadership Master's Degree Program and Preparation of Teachers for National Board Certification .” 2000. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/285.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Steinbronn, Peggy Elizabeth. “The Effective Teaching, Learning, and Leadership Master's Degree Program and Preparation of Teachers for National Board Certification .” 2000. Web. 22 Feb 2019.

Vancouver:

Steinbronn PE. The Effective Teaching, Learning, and Leadership Master's Degree Program and Preparation of Teachers for National Board Certification . [Internet] [Thesis]. Drake U; 2000. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/285.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Steinbronn PE. The Effective Teaching, Learning, and Leadership Master's Degree Program and Preparation of Teachers for National Board Certification . [Thesis]. Drake U; 2000. Available from: http://hdl.handle.net/2092/285

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Crabtree-Groff, Kristen R. Examining the Relationship Between Personal Characteristics and Effective Practices of Middle Level Teachers .

Degree: 2003, Drake U

URL: http://hdl.handle.net/2092/286

► A preliminary study was undertaken in January 2003 to investigate the personal characteristics of effective middle level teachers along with the relationship of those characteristics… (more)

Subjects/Keywords: Middle school education – Iowa.; Middle school teachers – Iowa – Evaluation.; Curriculum planning – Education (Middle school) – Iowa.; Middle schools – Iowa.

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APA (6^th Edition):

Crabtree-Groff, K. R. (2003). Examining the Relationship Between Personal Characteristics and Effective Practices of Middle Level Teachers . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/286

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Crabtree-Groff, Kristen R. “Examining the Relationship Between Personal Characteristics and Effective Practices of Middle Level Teachers .” 2003. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/286.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Crabtree-Groff, Kristen R. “Examining the Relationship Between Personal Characteristics and Effective Practices of Middle Level Teachers .” 2003. Web. 22 Feb 2019.

Vancouver:

Crabtree-Groff KR. Examining the Relationship Between Personal Characteristics and Effective Practices of Middle Level Teachers . [Internet] [Thesis]. Drake U; 2003. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/286.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crabtree-Groff KR. Examining the Relationship Between Personal Characteristics and Effective Practices of Middle Level Teachers . [Thesis]. Drake U; 2003. Available from: http://hdl.handle.net/2092/286

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Frazer, Douglas Lee. Personality correlates of resident assistant effectiveness .

Degree: 1983, Drake U

URL: http://hdl.handle.net/2092/287

► The problem: The problem was to determine the relationships between selected personality charac teristics and other predictors, and resident assistant effectiveness. Procedures: The sample included… (more)

▼ The problem: The problem was to determine the relationships between selected personality charac teristics and other predictors, and resident assistant effectiveness. Procedures: The sample included eight male and eleven female volunteers selected for RA positions at Drake University in Spring 1981. Predictors were Personality Research Form, Form AA subscales, job referecces, selection interview items, age, and GPA, obtained prior to the conclusion of the 1981 RA selection process. The Drake Resident Assistant Evaluation Form was used to measure "RA effectiveness" from the perspective of an RA's peers living in a residence hall. Peer evaluation ratings were obtained in November 1981. Non-parametric statistical tests were employed in a simple correlation design to analyze the data and to disclose relationships between predictors and the criterion. Findings: RA's did not differ greatly from most college students in "normal" personality needs, and male and female RA groups differed significantly from each other on two of forty-seven predictors. For males, scores on the PRF-AA Exhibition subscale, and interview item ratings on "Assertive" and "Community Minded" each correlated +.71 with DRAEF scores. For females, DRAEF scores correlated -.68 with PRF-AA Affiliation subscale scores, -.65 with Nurturance subscale scores, and -.68 with interview item ratings on "Comunication." No other predictors correlated significantly with the criterion. Conclusions: (1) For males, the PRP-AA Exhibition subscale is a significant predictor of RA ffectiveness. For females, the subscales Affiliation and Nurturance are significant predictors. (2) For males, the selection interview items "Assertive" and "Community Minded" are significant predictors. For females, the item "Communication" is a significant predictor. (3) Age, GPA, and job recommendations are not significant predictors for males or females. Recommendations: RA selection criteria should be constructed separately from, and validated regularly against, evaluation criteria. Age, job references, and GPA, although showing insignificant predictive value, should not be excluded from RA selection processes. Sex differences should be considered in identifying significant predictors of RA effectiveness. Functions of RA's should be communicated clearly to residence hall students. Periodic research is needed to identify components of RA effectiveness from a residence hall peer group perspective. Future research should incorporate larger sample sizes.

Subjects/Keywords: Dormitories – Staff.; Residence counselors.

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APA (6^th Edition):

Frazer, D. L. (1983). Personality correlates of resident assistant effectiveness . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/287

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Frazer, Douglas Lee. “Personality correlates of resident assistant effectiveness .” 1983. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/287.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Frazer, Douglas Lee. “Personality correlates of resident assistant effectiveness .” 1983. Web. 22 Feb 2019.

Vancouver:

Frazer DL. Personality correlates of resident assistant effectiveness . [Internet] [Thesis]. Drake U; 1983. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/287.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Frazer DL. Personality correlates of resident assistant effectiveness . [Thesis]. Drake U; 1983. Available from: http://hdl.handle.net/2092/287

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Chesnut, Renae J. Current Practices and Anticipated Changes in Quantitative and Qualitative Admission Information Sources for Entry-level PharmD Programs .

Degree: 1998, Drake U

URL: http://hdl.handle.net/2092/288

► The Problem: This study's purpose was to describe and compare current and anticipated pharmacy admission procedures including documentation of studies that relate admissions criteria with… (more)

▼ The Problem: This study's purpose was to describe and compare current and anticipated pharmacy admission procedures including documentation of studies that relate admissions criteria with achievement in pharmacy education and practice. Procedures: An author-constructed survey collected data from pharmacy programs on current and anticipated admission processes, as well as the presence of assessment self-studies. A 92% response rate was achieved. Findings: A lack of significant changes was demonstrated between admission practices used for the Fall 1997 entering class and those anticipated for Fall 2000. Likewise, qualities sought and information sources used to measure these qualities are not expected to change significantly. Changes can be expected in the area of assessment /validation practices. Conclusions: (1)Current practices are not expected to change. (2)Qualitative and quantitative admission information sources are utilized. (3)Affective qualities and information sources listed in the health care literature are those used in pharmacy program admissions. (4)Many programs do not undertake local studies and are unsure of their assessment procedures in the future. (5)Most pharmacy programs (82%) feel they are meeting the adopted American Council on Pharmacy Education (ACPE) Guidelines 16.3 and 16.5. Recommendations: (1)Complete studies after the admission process for the fall 2000 to verify these respondents' perceptions. In addition, complete studies on Bachelor of Science program admission practice changes when programs transition to an entry-level PharmD. (2)Publish studies on admission sources that predict success as a student and a practitioner. (3)A lack of significant changes does not signal concern but indicates that programs consider non-academic qualities. (4)ACPE's standards appear to be realistic and applicable to pharmacy programs. Most representatives feel their programs are achieving ACPE. However, each program's practices and procedures should be further examined.

Subjects/Keywords: Doctor of Pharmacy degree – Admission – Evaluation.; Pharmacy – Vocational guidance.; Doctor of Pharmacy degree – Admission – Evaluation.

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APA (6^th Edition):

Chesnut, R. J. (1998). Current Practices and Anticipated Changes in Quantitative and Qualitative Admission Information Sources for Entry-level PharmD Programs . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/288

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chesnut, Renae J. “Current Practices and Anticipated Changes in Quantitative and Qualitative Admission Information Sources for Entry-level PharmD Programs .” 1998. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/288.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chesnut, Renae J. “Current Practices and Anticipated Changes in Quantitative and Qualitative Admission Information Sources for Entry-level PharmD Programs .” 1998. Web. 22 Feb 2019.

Vancouver:

Chesnut RJ. Current Practices and Anticipated Changes in Quantitative and Qualitative Admission Information Sources for Entry-level PharmD Programs . [Internet] [Thesis]. Drake U; 1998. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/288.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chesnut RJ. Current Practices and Anticipated Changes in Quantitative and Qualitative Admission Information Sources for Entry-level PharmD Programs . [Thesis]. Drake U; 1998. Available from: http://hdl.handle.net/2092/288

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Thuente, Kimberly A. Journey From the Statehouse to the Schoolhouse: A Study of the Implementation of State Policy .

Degree: 2002, Drake U

URL: http://hdl.handle.net/2092/289

► The problem: The problem of this study was to identify and analyze factors that assist in the creation of meaning at the local level of… (more)

▼ The problem: The problem of this study was to identify and analyze factors that assist in the creation of meaning at the local level of state school improvement mandates and determine what assisted in implementation at the classroom level. Procedures: Qualitative methodology was chosen because of the naturalistic and contextual perspective it provides. Twenty-eight teachers and administrators were selected from two nominated districts and asked three research questions. Case study methodology was chosen as the research design because it provides a picture of what is happening and can capture the individual differences from one site to the next. Findings: While the efforts of the two school districts to implement the school improvement mandates were different, six common themes emerged from the interviews with administrators and teachers and the classroom observations. The common themes included: (1 ) district culture and structures, (2) characteristics of information provided and received, (3) support provided to staff and the broadbased involvement of staff, (4) the impact at the classroom level, (5) the multiple dimensions of time, and (6) suggestions for legislators/policy makers. Conclusions: Five conclusions were drawn from this study: (1 ) Leading school reform is everybody's business. (2) Good policy design is worth the effort. (3) Useful policy design reflects the complexity of implementation reality. (4) Time matters. (5) Rewriting the rules is not cool! Recommendations: 1 . Bring educators into the process when decisions about design, funding , and implementation strategies are being discussed because these are the issues that most concern them. 2. Consider the processes, strategies, and timelines needed for successful implementation because effective change does not occur overnight nor in an atmosphere of frequent modification of the rules. 3. Link mandates to existing work in the district and previous improvement efforts to reduce fragmentation and overload. 4. Establish and support structures in the district to encourage professional learning, risk-taking, and open communication.

Subjects/Keywords: Education and state – Iowa.; Educational change – Iowa.; Educational law and legislation – Iowa.; Schools – Government policy – Iowa.

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APA (6^th Edition):

Thuente, K. A. (2002). Journey From the Statehouse to the Schoolhouse: A Study of the Implementation of State Policy . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/289

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thuente, Kimberly A. “Journey From the Statehouse to the Schoolhouse: A Study of the Implementation of State Policy .” 2002. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/289.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thuente, Kimberly A. “Journey From the Statehouse to the Schoolhouse: A Study of the Implementation of State Policy .” 2002. Web. 22 Feb 2019.

Vancouver:

Thuente KA. Journey From the Statehouse to the Schoolhouse: A Study of the Implementation of State Policy . [Internet] [Thesis]. Drake U; 2002. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/289.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thuente KA. Journey From the Statehouse to the Schoolhouse: A Study of the Implementation of State Policy . [Thesis]. Drake U; 2002. Available from: http://hdl.handle.net/2092/289

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Cigelman, Margaret Susan. An Assessment of Clinical Decision Making Skills Across a Physical Therapy Curriculum .

Degree: 1996, Drake U

URL: http://hdl.handle.net/2092/290

► The problem: Physical therapy faculty state as an objective that graduates will be competent in clinical decision making. As students progress through the curriculum, and… (more)

▼ The problem: Physical therapy faculty state as an objective that graduates will be competent in clinical decision making. As students progress through the curriculum, and out into the profession, clinical decision making skills should increase. The problem is assessing these skills. The purpose of this research was to assess the clinical decision making of students across a curriculum. Procedures: The participants were four physical therapy classes (162 students). For the study, the Class of 1994 was one year post-graduation, the Class of 1995 had just graduated, the Class of 1996 had completed half of the curriculum, and the Class of 1997 had just enrolled in the program. The Class of 1997 was retested after two semesters. The Clinical Decision Making Scale(CDMS)(Jenkins, 1985)was administered to the students. The CDMS consisted of 40 items designed to measure the decision-making process. The scale yielded a total score and four subscale scores. Findings: No significant differences were found between CDMS total scores for the four classes. The Class of 1995 scored significantly higher on Subscale A (Searching for Alternatives and Options) than the Class of 1997. The Class of 1996 scored significantly higher than the Classes of 1994 and 1997 on Subscale D (Searching for Information and Unbiased Assimilation of New Information). The Class of 1997 exhibited a near significant increase (p = -051) in total CDMS scores between enrollment and retesting. There were no significant relationships between CDMS scores and grade point averages (GPA) or clinical instructors' ratings. Conclusions: (1) Students at different levels of the curriculum did not exhibit differences in overall clinical decision making. (2) Students at different levels of the curriculum did exhibit differences in subsets of clinical decision making. (3) Students exhibited growth in clinical decision making across the first year of the curriculum. (4) Students' clinical decision making could not be predicted from GPA or clinical instructors' perceptions of students' clinical decision making. Recommendations: Research should be undertaken to gather longitudinal and normative CDMS data on physical therapy students and graduates to track development over their education and career.

Subjects/Keywords: Physical therapy – Study and teaching – Evaluation.; Physical therapists – Training of.

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APA (6^th Edition):

Cigelman, M. S. (1996). An Assessment of Clinical Decision Making Skills Across a Physical Therapy Curriculum . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/290

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cigelman, Margaret Susan. “An Assessment of Clinical Decision Making Skills Across a Physical Therapy Curriculum .” 1996. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/290.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cigelman, Margaret Susan. “An Assessment of Clinical Decision Making Skills Across a Physical Therapy Curriculum .” 1996. Web. 22 Feb 2019.

Vancouver:

Cigelman MS. An Assessment of Clinical Decision Making Skills Across a Physical Therapy Curriculum . [Internet] [Thesis]. Drake U; 1996. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/290.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cigelman MS. An Assessment of Clinical Decision Making Skills Across a Physical Therapy Curriculum . [Thesis]. Drake U; 1996. Available from: http://hdl.handle.net/2092/290

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Prescott, Jay B. A Study of Web-Based Distance Learning Perceptions and Concerns of Superintendents and High School Prinicipals in Iowa .

Degree: 2004, Drake U

URL: http://hdl.handle.net/2092/291

► The problem: This study was designed to identify the perceptions and concerns of superintendents and high school principals in the state of lowa related to… (more)

▼ The problem: This study was designed to identify the perceptions and concerns of superintendents and high school principals in the state of lowa related to Web-based distance learning. In addition, it will provide an inventory of Web-based distance learning taking place in K-12 schools in lowa. No research currently exists on the concerns school leaders have about Web-based distance learning and how this might affect the facilitation of this innovation. Procedures: Qualitative measures combined with a quantitative data gathering instrument were used to identify perceptions and concerns of superintendents and high school principals and to compile an inventory of Web-based distance education efforts among public school districts in lowa. The survey included all superintendents and high school principals in the state of lowa. The three instruments used were the Web-based Inventory Questionnaire, the Open-Ended Statement of Concerns Questionnaire, and the Change Facilitator Stages of Concern Questionnaire. Findinqs: Nearly half of the superintendents stated they knew of some type of Web-based distance learning course being offered by their district, but the student enrollment figures showed that Web-based distance learning is still in its beginning stages and enrollment in lowa lags compared to national figures. Students are taking courses predominately for college credit. Administrators' main concern focused on studen/teacher interactions. School administrators are overwhelmingly in the stage of awareness. Conclusions: School administrators are unaware of the implications specific to Web-based distance learning and relate best to this innovation by comparing it to the traditional classroom. Administrators have concerns about other issues and priorities besides the facilitation of Web-based distance learning. Recommendations: An effort should be made by Iowa's school leaders to increase their awareness and knowledge about Web-based distance learning. Without dialogue taking place regarding Web-based distance learning, the restraints of traditional teaching models will be very difficult to break. Effort should be made to address school administrators' major concerns identified in this research and to identify needs of students, besides the college bound, that might benefit from a Web-based format.

Subjects/Keywords: Distance education – Iowa.; High school principals – Iowa.; School superintendents – Iowa.; Teacher-student relationships – Iowa.; Web-based instruction – Iowa.

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APA (6^th Edition):

Prescott, J. B. (2004). A Study of Web-Based Distance Learning Perceptions and Concerns of Superintendents and High School Prinicipals in Iowa . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/291

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Prescott, Jay B. “A Study of Web-Based Distance Learning Perceptions and Concerns of Superintendents and High School Prinicipals in Iowa .” 2004. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/291.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Prescott, Jay B. “A Study of Web-Based Distance Learning Perceptions and Concerns of Superintendents and High School Prinicipals in Iowa .” 2004. Web. 22 Feb 2019.

Vancouver:

Prescott JB. A Study of Web-Based Distance Learning Perceptions and Concerns of Superintendents and High School Prinicipals in Iowa . [Internet] [Thesis]. Drake U; 2004. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/291.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Prescott JB. A Study of Web-Based Distance Learning Perceptions and Concerns of Superintendents and High School Prinicipals in Iowa . [Thesis]. Drake U; 2004. Available from: http://hdl.handle.net/2092/291

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Verlengia, Vincent J. Vision of 21st Century Iowa Schools : Superintendents Speak Out .

Degree: 1995, Drake U

URL: http://hdl.handle.net/2092/292

► The problem: What the K-12 educational reform movement has done throughout the 1990s is to create a dialogue around the beliefs, values, and purposes of… (more)

▼ The problem: What the K-12 educational reform movement has done throughout the 1990s is to create a dialogue around the beliefs, values, and purposes of schooling in this country. Conversations among educators, legislators, federal and state policy makers, and members of the business community are well documented. What has not occurred is the consideration of the viewpoints of those who are actually implementing restructuring efforts. The purpose of this study was to add to existing research by examining what Iowa school superintendents hope for the future of K-12 schooling and to provide insights to other policy makers about what local district level leaders in the state consider important to current educational reform efforts. Procedures: From 25 nominated superintendents 12 were chosen and asked two research questions. The methodology based on naturalistic inquiry techniques included in-depth interviews and constant comparison analysis. Literature on visionary leadership was used in reaching conclusions, implications, and recommendation for further study. Findinqs: Superintendents characterized their vision of Iowa schools as caring communities of learners in which relationships were valued and nurtured, where democratic principles were modeled in all aspects of school life, and where conversation and development of human resources were valued. In addition, they hoped for a more flexible system in structure and daily functioning. The superintendents' explanation of what likely would get in the way of achieving this vision ot Iowa schools encompassed four major themes: (a) insufficient funding, (b) powerful childhood memories of their own schooling along with satisfaction with their current neighborhood schools, (c) personal and professional short-comings, (d) lack of understanding of the change process. Conclusions: As society changes schools must change as rapidly just to keep pace. Second, while superintendents can shape key factors to guide the future of schooling, other factors that are deeply embedded in the broader society will require broad community effort to help influence reform. Recommendations: 1. Similar research should be conducted with other local district stakeholders to better understand multiple viewpoints of what schools should be. 2. Research on how visions actually get implemented will be enormously important to the future of K-12 education in Iowa, as well as across the nation.

Subjects/Keywords: School superintendents – Iowa.; Educational change – Iowa.

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APA (6^th Edition):

Verlengia, V. J. (1995). Vision of 21st Century Iowa Schools : Superintendents Speak Out . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/292

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Verlengia, Vincent J. “Vision of 21st Century Iowa Schools : Superintendents Speak Out .” 1995. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/292.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Verlengia, Vincent J. “Vision of 21st Century Iowa Schools : Superintendents Speak Out .” 1995. Web. 22 Feb 2019.

Vancouver:

Verlengia VJ. Vision of 21st Century Iowa Schools : Superintendents Speak Out . [Internet] [Thesis]. Drake U; 1995. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/292.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Verlengia VJ. Vision of 21st Century Iowa Schools : Superintendents Speak Out . [Thesis]. Drake U; 1995. Available from: http://hdl.handle.net/2092/292

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Vaske, Joann M. Critical Thinking in Adult Education: An Elusive Quest for a Definition of the Field .

Degree: 2001, Drake U

URL: http://hdl.handle.net/2092/293

► The problem: My purpose in this study was to understand the meaning of critical thinking in adult education. I addressed the following research question: What… (more)

▼ The problem: My purpose in this study was to understand the meaning of critical thinking in adult education. I addressed the following research question: What are graduate faculty members' perceptions and perceived practices of critical thinking in adult education? Procedures: Grounded theory methodology was used to explain the meaning of critical thinking to adult educators. The primary data source was unstructured interviews with twelve adult educators who currently teach or have previously taught adult education courses in institutions in the United States that offer graduate degrees in adult education. Other data sources included relevant documents and field notes. Data were analyzed and coded using the constant comparative method. Findings: The analysis of data uncovered four themes based on participants' perceptions: (a) the goals of adult education, (b) conceptualizations of critical thinking, (c) impacts on teaching, and (d) importance of critical thinking in adult education. Conclusions: Four conclusions resulted from an examination of participants' perceptions as well as relevant literature. First, there are conflicting and contested goals of adult education. Second, there is little agreement about the conceptualization of critical thinking by graduate faculty in adult education. Third, graduate faculty in adult education may or may not be fostering critical thinking slulls in their students. Finally, what matters in adult education may not be critical thinlung but critical reflection. Questions and implications: The study produced more questions than answers. Three major questions are: (a) What is the work of adult education at the beginning of the 21st century? (b) If the field moves toward social development as a goal of adult education, what might adult educators need to understand about their changing work? (c) Given the current emphasis on "critical reflection," does critical thinlung in adult education really matter? Adult educators concerned about these issues may wish to reflect critically on their practice, study the merits and drawbacks of moving from individual development and toward social development as the goal of adult education, and continue their dialogue on the goal(s) of adult education.

Subjects/Keywords: Critical thinking – Study and teaching (Graduate).; Adult education – Study and teaching (Graduate).

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APA (6^th Edition):

Vaske, J. M. (2001). Critical Thinking in Adult Education: An Elusive Quest for a Definition of the Field . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/293

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vaske, Joann M. “Critical Thinking in Adult Education: An Elusive Quest for a Definition of the Field .” 2001. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/293.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vaske, Joann M. “Critical Thinking in Adult Education: An Elusive Quest for a Definition of the Field .” 2001. Web. 22 Feb 2019.

Vancouver:

Vaske JM. Critical Thinking in Adult Education: An Elusive Quest for a Definition of the Field . [Internet] [Thesis]. Drake U; 2001. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/293.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vaske JM. Critical Thinking in Adult Education: An Elusive Quest for a Definition of the Field . [Thesis]. Drake U; 2001. Available from: http://hdl.handle.net/2092/293

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Christman, Rick. Falling in Love at the End of the World .

Degree: 1987, Drake U

URL: http://hdl.handle.net/2092/295

Subjects/Keywords: American fiction – 20th century.; Middle West – Fiction.; Vietnam – Fiction.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Christman, R. (1987). Falling in Love at the End of the World . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/295

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Christman, Rick. “Falling in Love at the End of the World .” 1987. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/295.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Christman, Rick. “Falling in Love at the End of the World .” 1987. Web. 22 Feb 2019.

Vancouver:

Christman R. Falling in Love at the End of the World . [Internet] [Thesis]. Drake U; 1987. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/295.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Christman R. Falling in Love at the End of the World . [Thesis]. Drake U; 1987. Available from: http://hdl.handle.net/2092/295

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Vaske, Joann M. Defining, Teaching, and Evaluation Critical Thinking Skills in Adult Education .

Degree: 1998, Drake U

URL: http://hdl.handle.net/2092/296

► One of the goals of adult education is to develop students' abilities to think critically, yet there is a paucity of research to guide adult… (more)

▼ One of the goals of adult education is to develop students' abilities to think critically, yet there is a paucity of research to guide adult educators in their pursuit of this goal. This exploratory study was designed to examine adult educators' perceptions of components related to critical thinking, including definitions of critical thinking, instructional methods used for teaching critical thinking, and methods of measuring students' growth in critical thinking. A self-report survey method was used to elicit responses from adult educators who currently teach or previously taught adult education courses in institutions within the United States offering graduate degrees in adult education. Seventy-eight of 155 questionnaires were returned. Sixty-eight questionnaires were usable for a response rate of 47%. Data were summarized using frequencies, percents, means, and standard deviations. Some tests of statistical significance were carried out using the chi-square statistic. No statistically significant results were found. Respondents agreed one of the goals of adult education should be to develop students' critical thinking skills. Moreover, they believed they are teaching critical thinking, using an indirect approach. However, they indicated that adult educators do not have a clear idea about what critical thinking is which suggests critical thinking instruction has not been addressed systematically. Although no single definition of critical thinking emerged, results led to development of a conceptual framework of critical thinking for adult educators. The framework presents critical thinking as a two-dimensional construct consisting of cognitive skills and dispositions. Relative to instructional methods, results indicated adult educators used experiential and participatory methods when teaching critical thinking skills. To evaluate gains in students' critical thinking skills, adult educators reported using a variety of qualitative measures. Further research is needed to develop or adapt a uniform and comprehensive definition of critical thinking by adult educators. Additionally, it should be determined if critical thinking is perceived differently by adult educators than by educators in other disciplines. Also, instructional methods should be examined to determine which are most effective in teaching critical thinking skills and dispositions in adult education. This would lead to investigation of the validity and reliability of qualitative measures adult educators use to measure gains in critical thinking. Finally, longitudinal studies are needed to examine if adult learners who show improvement in their ability to think critically maintain these gains over time and whether they are able to transfer these skills to other areas of their lives such as employment and personal/social.

Subjects/Keywords: Critical thinking – Study and teaching (Graduate).; Adult education – Study and teaching (Graduate).

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Vaske, J. M. (1998). Defining, Teaching, and Evaluation Critical Thinking Skills in Adult Education . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/296

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vaske, Joann M. “Defining, Teaching, and Evaluation Critical Thinking Skills in Adult Education .” 1998. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/296.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vaske, Joann M. “Defining, Teaching, and Evaluation Critical Thinking Skills in Adult Education .” 1998. Web. 22 Feb 2019.

Vancouver:

Vaske JM. Defining, Teaching, and Evaluation Critical Thinking Skills in Adult Education . [Internet] [Thesis]. Drake U; 1998. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/296.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vaske JM. Defining, Teaching, and Evaluation Critical Thinking Skills in Adult Education . [Thesis]. Drake U; 1998. Available from: http://hdl.handle.net/2092/296

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Crabtree, Kristen R. The Writing Workshop : Eighth Grade Girls' Self-Reported Attitudes Toward Self-Concept, Self-Esteem, and Writing Competency .

Degree: 2000, Drake U

URL: http://hdl.handle.net/2092/303

► Eighth grade girls, as part of their language arts class, were surveyed regarding attitudes toward the writing workshop experience in the fall of 1999 and… (more)

Subjects/Keywords: Self esteem in adolescence.; Teenage girls – Attitudes.; English language – Composition and exercises – Study and teaching (Middle school)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Crabtree, K. R. (2000). The Writing Workshop : Eighth Grade Girls' Self-Reported Attitudes Toward Self-Concept, Self-Esteem, and Writing Competency . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/303

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Crabtree, Kristen R. “The Writing Workshop : Eighth Grade Girls' Self-Reported Attitudes Toward Self-Concept, Self-Esteem, and Writing Competency .” 2000. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/303.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Crabtree, Kristen R. “The Writing Workshop : Eighth Grade Girls' Self-Reported Attitudes Toward Self-Concept, Self-Esteem, and Writing Competency .” 2000. Web. 22 Feb 2019.

Vancouver:

Crabtree KR. The Writing Workshop : Eighth Grade Girls' Self-Reported Attitudes Toward Self-Concept, Self-Esteem, and Writing Competency . [Internet] [Thesis]. Drake U; 2000. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/303.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crabtree KR. The Writing Workshop : Eighth Grade Girls' Self-Reported Attitudes Toward Self-Concept, Self-Esteem, and Writing Competency . [Thesis]. Drake U; 2000. Available from: http://hdl.handle.net/2092/303

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Greiner, Keith. A Study of Academic Service Quality and Instructional Quality in a Midwestern Higher Education Environment .

Degree: 2000, Drake U

URL: http://hdl.handle.net/2092/297

► The problem: The purpose of this study was to determine if a relationship existed between perceptions of academic service quality and instructional quality in a… (more)

▼ The problem: The purpose of this study was to determine if a relationship existed between perceptions of academic service quality and instructional quality in a higher education environment. Academic service was defined as service that is not directly related to the classroom activity. This included adaptations of Parasuraman et al. (1988) constructs of tangibles (i.e. classroom facility) and relationships between student and faculty including reliability, responsiveness, assurance, and empathy. Instructional quality was defined along Marsh’s (1982) nine dimensions: learning, enthusiasm, organization, group interaction, individual rapport, breadth, examinations, assignments, and workload/difficulty. Quality was measured along three dimensions suggested by Parasuraman et al. (1985): expected, observed and quality gap between expected and observed. Procedures: The study employed pre and post surveys of a cohort of 360 students during the fall semester of their higher education experience. The expectation segment was completed at the beginning of the semester and the observed segment was completed after three months. Various statistical analyses were performed including correlations, factor analysis and t-tests. Findings: The findings included a high correlation between service and instructional quality. Instructional quality formed a separate construct from academic service quality while academic service quality overlapped with instructional quality in three subscales: enthusiasm, organization, and rapport. Workload was not found to be a construct of either instructional or service quality while tangibles were found to be a construct of observed quality, but were not a construct of the gap between expected and observed quality. Expected academic service and instructional quality significantly exceeded observed academic and instructional quality for first year students. Conclusions: The findings supported conclusions that academic service quality is related to instructional quality. While the relationships exist at overall and subscale levels and across a variety of demographic variables, the factor constructs of instructional quality are clearly distinguished from academic service quality with academic service quality constructs including instructional subscales for interpersonal relationships. Recommendations: Recommendations for future research included expansion of the study to distance environments, studies of persistence, and participant mood states.

Subjects/Keywords: Education, Higher – Aims and objectives – United States.; Educational evaluation – United States.; Total quality management – United States.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Greiner, K. (2000). A Study of Academic Service Quality and Instructional Quality in a Midwestern Higher Education Environment . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/297

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Greiner, Keith. “A Study of Academic Service Quality and Instructional Quality in a Midwestern Higher Education Environment .” 2000. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/297.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Greiner, Keith. “A Study of Academic Service Quality and Instructional Quality in a Midwestern Higher Education Environment .” 2000. Web. 22 Feb 2019.

Vancouver:

Greiner K. A Study of Academic Service Quality and Instructional Quality in a Midwestern Higher Education Environment . [Internet] [Thesis]. Drake U; 2000. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/297.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Greiner K. A Study of Academic Service Quality and Instructional Quality in a Midwestern Higher Education Environment . [Thesis]. Drake U; 2000. Available from: http://hdl.handle.net/2092/297

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Hutchison, Alan J. The Effect of Mode of Instruction on Composition I Students at Des Moines Area Community College .

Degree: 1992, Drake U

URL: http://hdl.handle.net/2092/298

► The focus of this project was to relate reading and writing in a way that addresses the needs of open enrollment community college students. The… (more)

▼ The focus of this project was to relate reading and writing in a way that addresses the needs of open enrollment community college students. The paradigm shifts in both reading and writing theory point to the social nature of language and indicate the need for linking these activities in useful ways. This project is a way of determining if a socially situated writing pedagogy is a fuller way of representing language than a process pedagogy in a Composition One class. The experimental class was adapted from the seminar outlined in Bartholomae and Petrosky's Facts, Artifacts and Countefacts. The course was modified to fit the realities of community college instruction without violating the integrity, philosophy and goals of the course. It was, for example, cut from a six semester hour course to a three semester hour course. Similarly, the number of readings and writings were reduced and only one instructor taught the course instead of the team teaching documented in Facts. The control class used an approach George Hillocks called "natural process" in Research on Written Composition. The dominant features include: writing for an audience of peers, generally positive feedback from peers, opportunities for revising and reworking writing, and discrete writing assignments. Seven hypotheses were tested concerning writing quality, writing fluency, revision quality, class absences, class attrition, and writing apprehension. Additionally, a Stanford Diagnostic Reading Test (3rd Edition) for reading comprehension and reading speed was administered to the students in the study and seventeen other DMACC Comp I classes, for a total of 500 students. The project sample consisted of 100 experimental students and 50 control students. The results of the study were mixed. There was no statistical difference between the means of the holistic scores representing each group. However, five of the remaining six measures favored the experimental group. Only attrition favored the control group. While the impact of the holistic scores made any definitive answer impossible, the study appeared to favor the experimental group and the Facts based course.

Subjects/Keywords: Composition (Language arts) – Study and teaching – Iowa.

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APA (6^th Edition):

Hutchison, A. J. (1992). The Effect of Mode of Instruction on Composition I Students at Des Moines Area Community College . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/298

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hutchison, Alan J. “The Effect of Mode of Instruction on Composition I Students at Des Moines Area Community College .” 1992. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/298.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hutchison, Alan J. “The Effect of Mode of Instruction on Composition I Students at Des Moines Area Community College .” 1992. Web. 22 Feb 2019.

Vancouver:

Hutchison AJ. The Effect of Mode of Instruction on Composition I Students at Des Moines Area Community College . [Internet] [Thesis]. Drake U; 1992. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/298.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hutchison AJ. The Effect of Mode of Instruction on Composition I Students at Des Moines Area Community College . [Thesis]. Drake U; 1992. Available from: http://hdl.handle.net/2092/298

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Ries, Pamela S. A Descriptive Study of Middle School Alliterates .

Degree: 2000, Drake U

URL: http://hdl.handle.net/2092/300

► The Problem: The problem of this study is to identify why, according to the perspective of middle school alliterates, students who are capable of reading… (more)

Subjects/Keywords: Reading (Middle school); Motivation in education – Study and teaching.

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APA (6^th Edition):

Ries, P. S. (2000). A Descriptive Study of Middle School Alliterates . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/300

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ries, Pamela S. “A Descriptive Study of Middle School Alliterates .” 2000. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/300.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ries, Pamela S. “A Descriptive Study of Middle School Alliterates .” 2000. Web. 22 Feb 2019.

Vancouver:

Ries PS. A Descriptive Study of Middle School Alliterates . [Internet] [Thesis]. Drake U; 2000. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/300.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ries PS. A Descriptive Study of Middle School Alliterates . [Thesis]. Drake U; 2000. Available from: http://hdl.handle.net/2092/300

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Norris, Dale Bailey. Framing Eve in "Paradise Lost" .

Degree: 1989, Drake U

URL: http://hdl.handle.net/2092/301

► Although John Milton's Paradise Lost presses readers towards fashioning Eve as a temptress, the text simultaneously invites an interpretation Eve as a composition of active… (more)

▼ Although John Milton's Paradise Lost presses readers towards fashioning Eve as a temptress, the text simultaneously invites an interpretation Eve as a composition of active goodness. Readers, however, tend to accept inherited cultural stereotypes and ideological constructs of Eve as a temptress because those stereotype visual and verbal constructs feed what readers have always "known." Chapter One, "Eve in Art", describes and analyzes selected features of the iconographic milieu from which John Milton composed his Eve. Not surprisingly, the pictorial tradition of Eve as temptress shaped Milton's verbal construction of her. Chapter Two, "The Art of Eve, "explores how the text problematizes readers traditional perception of Eve as temptress by manipulating epic similes. Readers compare and contrast Eve to other temptresses; the contradictions are exploited, and readers are forced to make choices about Eve. Here, psychoanalysis can help explore how readings of Eve represent male systems of sexuality which position her firmly within patriarchal codes. Indeed, even Eve's choices about reading herself are preempted in the awakening as she becomes looked upon, no longer a subject but one subjected to a series of male gazes. Finally, Eve awakens to find something already discovered by the reader – the inescapability of being a creature of culture steeped in the myths of male primacy. Chapter Three, "Sharing Satan's Gaze," focuses on how the text sets up rhetorical obstacles, chiefly by positioning readers in alignment with Satan's gaze especially at moments when they are looking at Eve. Here again, psychoanalytic theory demonstrates the way the patriarchal unconscious has structured, even predetermined, ways of seeing women. The theory advances the reader's understanding of the patriarchal order in which women, including Eve are caught. Readers share Satan's gaze, a flawed and inaccurate picture of Eve that reveals the iconographic tradition as diabolical. Finally, my thesis suggests a view of Paradise Lost as constructed so that readers are put to the test: they are forced to deal with calculated contradictions, rhetorical confusions, and perspectives which keep expectations in flux – all imbedded for instructive purpose – to teach the reader to choose, and to teach the inevitability of choice.

Subjects/Keywords: Milton, John, 1608-1674. Paradise lost.; Milton, John, 1608-1674 – Characters – Eve.; Visual perception in literature.; Eve (Biblical figure) – In literature.; Women in literature.; Women in art.

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APA (6^th Edition):

Norris, D. B. (1989). Framing Eve in "Paradise Lost" . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/301

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Norris, Dale Bailey. “Framing Eve in "Paradise Lost" .” 1989. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/301.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Norris, Dale Bailey. “Framing Eve in "Paradise Lost" .” 1989. Web. 22 Feb 2019.

Vancouver:

Norris DB. Framing Eve in "Paradise Lost" . [Internet] [Thesis]. Drake U; 1989. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/301.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Norris DB. Framing Eve in "Paradise Lost" . [Thesis]. Drake U; 1989. Available from: http://hdl.handle.net/2092/301

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Hoffman, Thomas A. Strategic Planning In Education: A Study Of Intermediate Agencies .

Degree: 1996, Drake U

URL: http://hdl.handle.net/2092/306

► The problem: The problem of this study was to identify and analyze key factors which influence strategic planning processes in three Iowa area education agencies.… (more)

▼ The problem: The problem of this study was to identify and analyze key factors which influence strategic planning processes in three Iowa area education agencies. Procedures: Through interviews in the three Iowa area education agencies with the most established strategic plans, selected staff and board members who had been involved in their agencies' strategic planning process which included: the role of leadership; the necessary planning and organizational governance structures; the level of resource commitment; and, other factors deemed important. Findings: The findings of this study included the need for: leadership and commitment from chief administrative officer and many agency staff; planning structures which incorporated continuity between initial planning and implementation; financial and human resources; tangible results, though the process itself proved more important than any of the products; and, communication about the strategic planning process and plans since a limmited number of staff were actually involved. These factors proved to be highly interactive, frequently blurring one with the other and all interdependent. Conclusions: 1. Strategic planning was the mechanism of choice in an effort to bring focus and coherence to the area education agencies. 2. Top leadership is crucial to the initiation and sustainability of strategic planning. 3. Action planning and implementation received short shrift in the strategic planning process. 4. Resources for strategic planning are difficult to attribute and even more difficult to account for in their consequences. 5. Talk matters; though there were tangible results, the end product resulting from strategic planning was often intangible. 6. Don't ask if you don't want to hear the answer. 7. You don't know what you don't know until you know. Recommendations: Additional research could be done to measure the success of strategic planning, to identify the role and results of staff and stakeholder participation, to identify or determine the facilitator skills most likely to produce quality strategic plans, and to compare the formal strategic planning process with the informal process.

Subjects/Keywords: School management and organization – Iowa; Strategic planning – Iowa

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APA (6^th Edition):

Hoffman, T. A. (1996). Strategic Planning In Education: A Study Of Intermediate Agencies . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/306

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hoffman, Thomas A. “Strategic Planning In Education: A Study Of Intermediate Agencies .” 1996. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/306.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hoffman, Thomas A. “Strategic Planning In Education: A Study Of Intermediate Agencies .” 1996. Web. 22 Feb 2019.

Vancouver:

Hoffman TA. Strategic Planning In Education: A Study Of Intermediate Agencies . [Internet] [Thesis]. Drake U; 1996. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/306.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hoffman TA. Strategic Planning In Education: A Study Of Intermediate Agencies . [Thesis]. Drake U; 1996. Available from: http://hdl.handle.net/2092/306

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Friestad-Tate, Jill M. A Study of Central Iowa High School Seniors' Computer Literacy and Word Processing Skills .

Degree: 2002, Drake U

URL: http://hdl.handle.net/2092/309

► The problem: The purpose of this study was to determine the computer literacy and word processing skill level of central Iowa high school seniors. Computer… (more)

▼ The problem: The purpose of this study was to determine the computer literacy and word processing skill level of central Iowa high school seniors. Computer literacy was defined as computer terminology, troubleshooting, and appropriate use of technology, legal and ethical issues in technology, and Internet research and evaluation. Word processing was defined as the ability to create documents using word processing software and incorporate tables and graphs from other applications (TekXam Manual, 2001) Procedures: The study employed 113 central Iowa high school seniors, randomly selected from a stratified sample of districts by size, during the spring semester of their graduating year. Several questions were asked to determine if differences existed in test scores between students with various levels of access to computers at school and home, gender, and school size. Students and administrators completed demographic sheets to gain insight regarding computer usage and availability. Student demographic variables included gender, computer availability at home, and computer courses taken beyond the basic keyboarding. Administrator demographic variables included technology money available for each building and district, student: computer ratio, number of computers in the building with access to the Internet, and the comfort and skill level of teachers with various computer applications. Findings: The findings included statistically significant results on the General Computing Concepts module for those students who had access to a computer to complete schoolwork and those who did not and the Word Processing module between medium and large and non-public schools. No statistically significant differences were reported in regard to gender, having a computer at home, or taking a computer course beyond basic keyboarding. Seven of 113 students passed the general computing concepts module; while forty-one of 113 students passed the word processing module. Conclusions: The findings reject conclusions that central Iowa high school seniors have the necessary computer literacy and word processing skill to pass the TekXam assessment evaluation. Recommendations: Recommendations for future research include: expanding the study to include a larger sample; conducting a study on the type of technology and connectivity available to the various districts; conducting a study to ask employers if a passing score on the TekXam assessment evaluation would make a difference in hiring an employee and conducting a study of the comfort and skill level of teachers teaching technology skills.

Subjects/Keywords: Computer literacy – Iowa; Word processing in education – Study and teaching (Secondary) – Iowa

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APA (6^th Edition):

Friestad-Tate, J. M. (2002). A Study of Central Iowa High School Seniors' Computer Literacy and Word Processing Skills . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/309

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Friestad-Tate, Jill M. “A Study of Central Iowa High School Seniors' Computer Literacy and Word Processing Skills .” 2002. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/309.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Friestad-Tate, Jill M. “A Study of Central Iowa High School Seniors' Computer Literacy and Word Processing Skills .” 2002. Web. 22 Feb 2019.

Vancouver:

Friestad-Tate JM. A Study of Central Iowa High School Seniors' Computer Literacy and Word Processing Skills . [Internet] [Thesis]. Drake U; 2002. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/309.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Friestad-Tate JM. A Study of Central Iowa High School Seniors' Computer Literacy and Word Processing Skills . [Thesis]. Drake U; 2002. Available from: http://hdl.handle.net/2092/309

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Poole, Vicky P. Student Perceptions Of Faculty-Student Advisory Programs At Three Secondary Schools .

Degree: 2003, Drake U

URL: http://hdl.handle.net/2092/307

► The problem: The case study analyzed the faculty-student advisory programs of three secondary schools as perceived by participating students. The programs were described in terms… (more)

▼ The problem: The case study analyzed the faculty-student advisory programs of three secondary schools as perceived by participating students. The programs were described in terms of educational focus, relationships, sense of belonging, and communication. Procedures: A 40-item survey was administered to 100 students at each of 3 large Midwest high schools with graduating classes of more than 400 students. A 5-point Likert scale was used to determine level of agreement with 33 statements that centered on the educational focus of their existing advisory groups, the relationships of the students and faculty in the advisory groups, the influence of the advisory program on sense of belonging, and the communication within the advisory group membership. Students added written information on the open-ended section of the survey. Two follow-up focus groups were formed at each of the three participating schools. One focus group in each school was comprised of students and the other of faculty. A follow-up 10-item survey was distributed to another 100 students at each of these three large high schools using a 5-point Likert scale in order to verify the 10 identified themes from the previous survey and focus groups. Findings: Large schools provide more opportunity for isolationism of groups of students. Students can feel disconnected. Ten themes were identified as student perceptions of the advisory program in the secondary school environment. Students perceived the advisory programs as most effective for relationship building (student to student and student to adult) and for improving communication. The educational component varied from school to school. Collectively students did not perceive this component to be effective. Conclusions: The heart of the advisory programs at the secondary level was found to be in the areas of relationship building and communication. In large high schools the program provided for connections of students to students and students to staff. Advisory programs at the secondary level provide a vehicle for communication, connecting the students to their school. The impact of the advisory programs is dependent upon the implementation skills of the advisor.

Subjects/Keywords: Teacher-student relationships – Vocational guidance – Evaluation; Teacher participation in educational counseling – Evaluation

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APA (6^th Edition):

Poole, V. P. (2003). Student Perceptions Of Faculty-Student Advisory Programs At Three Secondary Schools . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/307

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Poole, Vicky P. “Student Perceptions Of Faculty-Student Advisory Programs At Three Secondary Schools .” 2003. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/307.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Poole, Vicky P. “Student Perceptions Of Faculty-Student Advisory Programs At Three Secondary Schools .” 2003. Web. 22 Feb 2019.

Vancouver:

Poole VP. Student Perceptions Of Faculty-Student Advisory Programs At Three Secondary Schools . [Internet] [Thesis]. Drake U; 2003. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/307.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Poole VP. Student Perceptions Of Faculty-Student Advisory Programs At Three Secondary Schools . [Thesis]. Drake U; 2003. Available from: http://hdl.handle.net/2092/307

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Janssen, Lynn T. Leadership Characteristics of Hospital CEOs: Factors That Influence Leadership Style .

Degree: 2004, Drake U

URL: http://hdl.handle.net/2092/340

► The problem: Healthcare executives face significant challenges leading their organizations through increased consumer demands, decreased funding, regulatory intervention, and professional staff shortages. There is a… (more)

▼ The problem: Healthcare executives face significant challenges leading their organizations through increased consumer demands, decreased funding, regulatory intervention, and professional staff shortages. There is a need to understand the type of leadership that exists and that which would be most effective in addressing these challenges. Procedure: Sixty-three of Iowa's 116 hospital CEOs completed the Multifactor Leadership Questionnaire (MLQ) about their leadership behaviors and traits. Additionally, 290 of their associates (superiors, peers, and subordinates) rated the CEOs using the same tool, resulting in a leadership profile for each CEO. The CEOs also completed the Rokeach Values Survey (RVS) and a sixitem biographical questionnaire. Findings: The associate raters characterized the CEOs as displaying transformational behaviors and traits fairly often (3.23, on a scale of 0-4), transactional behaviors sometimes (2.40), and passive-avoidant behaviors once in a while (0.92). Leadership styles strongly correlated with the raters' assessment of extra effort, satisfaction and perception of CEO effectiveness. Transformational leadership was highly correlated with increased levels of extra effort, satisfaction, and perception of CEO effectiveness, while high passiveavoidant scores negatively correlated with the same factors. Leadership styles, when correlated with the CEOs' values, age, gender, years of experience, leadership training, and hospital size and setting, mostly offered weak correlations of little practical value. Conclusions: Hospital CEOs have self-perceptions, and are viewed by others as having transformational leadership qualities. Transformational leadership, which has been correlated with positive organizational outcomes, will serve hospital CEOs well as they address the needs of their organizations. Individuals concerned with recruiting and retaining hospital CEOs should consider focusing their attention on leadership style rather than the factors of age, gender, years of experience, or hospital size or setting. Recommendations: (1) Address the relationship between leadership style and organizational outcomes. (2) Determine the degree to which transformational leadership permeates the organization. (3) Assess the value and effectiveness of transformational leadership training in healthcare settings. (4). Determine the benefit of a transformational leadership model in recruiting, retaining and supporting hospital CEOs.

Subjects/Keywords: Leadership – Style; Hospitals – Administration – Leadership – Style

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APA (6^th Edition):

Janssen, L. T. (2004). Leadership Characteristics of Hospital CEOs: Factors That Influence Leadership Style . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/340

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Janssen, Lynn T. “Leadership Characteristics of Hospital CEOs: Factors That Influence Leadership Style .” 2004. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/340.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Janssen, Lynn T. “Leadership Characteristics of Hospital CEOs: Factors That Influence Leadership Style .” 2004. Web. 22 Feb 2019.

Vancouver:

Janssen LT. Leadership Characteristics of Hospital CEOs: Factors That Influence Leadership Style . [Internet] [Thesis]. Drake U; 2004. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/340.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Janssen LT. Leadership Characteristics of Hospital CEOs: Factors That Influence Leadership Style . [Thesis]. Drake U; 2004. Available from: http://hdl.handle.net/2092/340

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Martinek, Cynthia Leonard. The Superintendency: An Analysis of Leadership Roles and Gender Differences .

Degree: 1996, Drake U

URL: http://hdl.handle.net/2092/308

► The problem: Against the background of transformational leadership research indicating the need for superintendents to reexamine their leadership roles, this study describes the leadership roles… (more)

▼ The problem: Against the background of transformational leadership research indicating the need for superintendents to reexamine their leadership roles, this study describes the leadership roles superintendents currently perform, what they believe is important to their job, and the differences in perceptions of leadership roles between men and women superintendents. Procedures: Survey methodology obtained data from a questionnaire sent to 101 female and 99 male, randomly selected, K-12 practicing superintendents across the nation. Responses from 37 males and 20 females provided usable data for descriptive analyses of superintendent leadership roles. Furthermore, there were significant differences at the .05 and .01 level of significance between the performance of managerial, instructional leadership, and transformational leadership roles using a chi-square test on 495 leadership role descriptions. Findings: Findings indicate that male and female superintendents identify budget/finance and public relations as most important to their job. However, females also describe performing a broader array of leadership roles reflective of transformational leadership than males who describe performing managerial roles more often than females. Male and female superintendents identify an effective superintendent as a transformational leader, but indicate that board and community expectations, time, and paperwork prevent them from being a transformational superintendent. Respondents, however, describe a need for professional development related to transformational leadership: strategic planning, autonomy and interpersonal relationships, communication, consensus building, delegation, and risk taking, futuristic thinking. Conclusion: Results of the study may help guide educational institutions that offer superintendent educational institutions to develop transformational leadership curricula that will encourage more equal gender representation at the superintendency level of recognizing feminine leadership styles and focusing less on traditional management activities.

Subjects/Keywords: School superintendents; Sex differences in education

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APA (6^th Edition):

Martinek, C. L. (1996). The Superintendency: An Analysis of Leadership Roles and Gender Differences . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/308

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Martinek, Cynthia Leonard. “The Superintendency: An Analysis of Leadership Roles and Gender Differences .” 1996. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/308.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Martinek, Cynthia Leonard. “The Superintendency: An Analysis of Leadership Roles and Gender Differences .” 1996. Web. 22 Feb 2019.

Vancouver:

Martinek CL. The Superintendency: An Analysis of Leadership Roles and Gender Differences . [Internet] [Thesis]. Drake U; 1996. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/308.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Martinek CL. The Superintendency: An Analysis of Leadership Roles and Gender Differences . [Thesis]. Drake U; 1996. Available from: http://hdl.handle.net/2092/308

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Lundquist, Anne M. A Year-Round School Program: A Descriptive Study .

Degree: 2001, Drake U

URL: http://hdl.handle.net/2092/315

► The problem: This descriptive qualitative study analyzed the year-round program at Irving Elementary School in Indianola, Iowa at the conclusion of its fourth year of… (more)

▼ The problem: This descriptive qualitative study analyzed the year-round program at Irving Elementary School in Indianola, Iowa at the conclusion of its fourth year of operation. Stakeholders’ perspectives were ascertained to understand the issues that arose when it was offered in addition to a traditional calendar program and to provide insight to others interested in this alternative calendar program. Procedures: Thirty-eight semistructured interviews and 19 informal conversations with knowledgeable people associated with the program were conducted and analyzed along with documentation using qualitative research conclusions, implications, and recommendations were developed. Findings: Respondents’ perceptions revealed the following: (1) The intent for starting the year-round program came from a site-based effort designed to benefit learners. (2) Structural issues resulting from the initiative were minimal while educational and emotional issues led to conflict which was subsequently resolved. (3) Most year-round teachers and students perceived teaching and learning were enhanced. (4) Most felt the alternative calendar should continue to be offered as a voluntary elementary level program. The concept of year-round school in general was perceived by most to be of value. Conclusions: Physical plant and operations issues associated with the program were not as difficult as expected. While the concept made intuitive sense, emotional issues surrounding the change initially created some problems for the district. Over time, the year-round program was favorably accepted by most in the district and community. Implications: Implementation of year-round programs can be problematic in terms of structural and operational issues. It is important to be sensitive to the emotional needs of stakeholders and to scheduling issues involving specialist teachers when initiating year-round programs. Districts should consider alternative calendar options as a means of offering stakeholders choices in school programming. Recommendations: Additional research addressing student achievement may be prudent at this site as would a replication of this study in the future. The study of similar year-round programs in the state is recommended to acquire additional insight into alternative calendar programs.

Subjects/Keywords: Year-round schools; Schedules, School

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APA (6^th Edition):

Lundquist, A. M. (2001). A Year-Round School Program: A Descriptive Study . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/315

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lundquist, Anne M. “A Year-Round School Program: A Descriptive Study .” 2001. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/315.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lundquist, Anne M. “A Year-Round School Program: A Descriptive Study .” 2001. Web. 22 Feb 2019.

Vancouver:

Lundquist AM. A Year-Round School Program: A Descriptive Study . [Internet] [Thesis]. Drake U; 2001. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/315.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lundquist AM. A Year-Round School Program: A Descriptive Study . [Thesis]. Drake U; 2001. Available from: http://hdl.handle.net/2092/315

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Murphy, Sachiko Tamura. Iowa High Schools: Meeting the Challenges of Educating Limited English Proficient Students .

Degree: 2002, Drake U

URL: http://hdl.handle.net/2092/310

► The recent influx of immigrants and refugees in Iowa has caused an increase in the population of Limited English Proficient (LEP) students in the schools… (more)

Subjects/Keywords: Limited English proficient students – Iowa; Education, Bilingual – Iowa

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APA (6^th Edition):

Murphy, S. T. (2002). Iowa High Schools: Meeting the Challenges of Educating Limited English Proficient Students . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/310

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Murphy, Sachiko Tamura. “Iowa High Schools: Meeting the Challenges of Educating Limited English Proficient Students .” 2002. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/310.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Murphy, Sachiko Tamura. “Iowa High Schools: Meeting the Challenges of Educating Limited English Proficient Students .” 2002. Web. 22 Feb 2019.

Vancouver:

Murphy ST. Iowa High Schools: Meeting the Challenges of Educating Limited English Proficient Students . [Internet] [Thesis]. Drake U; 2002. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/310.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Murphy ST. Iowa High Schools: Meeting the Challenges of Educating Limited English Proficient Students . [Thesis]. Drake U; 2002. Available from: http://hdl.handle.net/2092/310

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Muhlenbruck, Thomas M. Through the Eyes of School Personnel Administrators: What Matters in Selecting Elementary School Principals .

Degree: 2001, Drake U

URL: http://hdl.handle.net/2092/314

► The problem: The problem of this study is two-fold: first to describe those characteristics that are most likely to appeal to educators when hiring elementary… (more)

Subjects/Keywords: Elementary school principals – Selection and appointment; School personnel management

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APA (6^th Edition):

Muhlenbruck, T. M. (2001). Through the Eyes of School Personnel Administrators: What Matters in Selecting Elementary School Principals . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/314

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Muhlenbruck, Thomas M. “Through the Eyes of School Personnel Administrators: What Matters in Selecting Elementary School Principals .” 2001. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/314.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Muhlenbruck, Thomas M. “Through the Eyes of School Personnel Administrators: What Matters in Selecting Elementary School Principals .” 2001. Web. 22 Feb 2019.

Vancouver:

Muhlenbruck TM. Through the Eyes of School Personnel Administrators: What Matters in Selecting Elementary School Principals . [Internet] [Thesis]. Drake U; 2001. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/314.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Muhlenbruck TM. Through the Eyes of School Personnel Administrators: What Matters in Selecting Elementary School Principals . [Thesis]. Drake U; 2001. Available from: http://hdl.handle.net/2092/314

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Friestad, Jill M. Andragogy vs. Pedagogy: Comparing Adult and Children's Learning Preferences .

Degree: 1998, Drake U

URL: http://hdl.handle.net/2092/330

► The Problem: Andragogy and pedagogy have been regarded as two completely separate methods of teaching for many years. After much debate, the two methods have… (more)

▼ The Problem: Andragogy and pedagogy have been regarded as two completely separate methods of teaching for many years. After much debate, the two methods have become opposite ends of a continuum used to describe the extremes of interactions occuring between a teacher and students. The purpose of this study was to explore the extent to which there are differences and similarities in adults' and children's learning preferences. Procedures: The study included both a review of the literature comparing andragogy and pedagogy, results from a questionnaire developed by the author and interviews of adults and children as to how they learn best, their learning preferences, and what they perceive to be effective learning environments and instructors. Findings: Results of the study found that adults and children prefer to learn in the same general manner. In addition, no significant differences were found in the methods used to teach adults and children. The results indicate that individuals prefer hands-on activites combined with guided practice from the teacher, interaction with others, positive environments, and relevant materials and topics to their lives. Conclusions: The conclusions of this research are: fundamentally, children's preferences for learning are smiliar to adults, teaching methods using andragogical and pedagogical procedures are situational and should be used based on the needs of the learner, results neither support no dismiss Knowles' notion of pedagogy and andragogy serving as two ends of a teaching methods continuum. Results from the sample group indicate children's learning preferences favor andragogical approaches rather than pedagogical approaches and children are more concerned with technology and access to it that adults. Recommendations: It is recommended that others repeat the study with a larger group of individuals, including greater diversity among the adults' educational level, to further recognize similiarities and differences between adults and children and teach adults and children with those methods we would like them to use throughout their lives.

Subjects/Keywords: Adult education.; Adult learning.; Effective teaching.; Cognitive styles in children.; Cognitive styles.; Learning.

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APA (6^th Edition):

Friestad, J. M. (1998). Andragogy vs. Pedagogy: Comparing Adult and Children's Learning Preferences . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/330

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Friestad, Jill M. “Andragogy vs. Pedagogy: Comparing Adult and Children's Learning Preferences .” 1998. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/330.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Friestad, Jill M. “Andragogy vs. Pedagogy: Comparing Adult and Children's Learning Preferences .” 1998. Web. 22 Feb 2019.

Vancouver:

Friestad JM. Andragogy vs. Pedagogy: Comparing Adult and Children's Learning Preferences . [Internet] [Thesis]. Drake U; 1998. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/330.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Friestad JM. Andragogy vs. Pedagogy: Comparing Adult and Children's Learning Preferences . [Thesis]. Drake U; 1998. Available from: http://hdl.handle.net/2092/330

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Book, Kathleen J. Perceived Needs and Support of Beginning Elementary Teachers .

Degree: 2000, Drake U

URL: http://hdl.handle.net/2092/316

► The problem: The study determined concerns that beginning elementary teachers, who have graduated from a small private liberal arts college, have experienced. It also identified… (more)

Subjects/Keywords: First year teachers – Training of; Elementary school teachers

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APA (6^th Edition):

Book, K. J. (2000). Perceived Needs and Support of Beginning Elementary Teachers . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/316

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Book, Kathleen J. “Perceived Needs and Support of Beginning Elementary Teachers .” 2000. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/316.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Book, Kathleen J. “Perceived Needs and Support of Beginning Elementary Teachers .” 2000. Web. 22 Feb 2019.

Vancouver:

Book KJ. Perceived Needs and Support of Beginning Elementary Teachers . [Internet] [Thesis]. Drake U; 2000. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/316.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Book KJ. Perceived Needs and Support of Beginning Elementary Teachers . [Thesis]. Drake U; 2000. Available from: http://hdl.handle.net/2092/316

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Wede, Richard J. Teacher Selection: Use of Demonstration Lessons .

Degree: 1996, Drake U

URL: http://hdl.handle.net/2092/311

► The problem: This study examined the use of a teacher demonstration lesson (TDL) as a component of one district's teacher selection process by determining if… (more)

Subjects/Keywords: Teachers – Selection and appointment.

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APA (6^th Edition):

Wede, R. J. (1996). Teacher Selection: Use of Demonstration Lessons . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/311

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wede, Richard J. “Teacher Selection: Use of Demonstration Lessons .” 1996. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/311.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wede, Richard J. “Teacher Selection: Use of Demonstration Lessons .” 1996. Web. 22 Feb 2019.

Vancouver:

Wede RJ. Teacher Selection: Use of Demonstration Lessons . [Internet] [Thesis]. Drake U; 1996. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/311.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wede RJ. Teacher Selection: Use of Demonstration Lessons . [Thesis]. Drake U; 1996. Available from: http://hdl.handle.net/2092/311

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Crandall, Suzanne E. High School Hazing: A Study of the Autobiographical Memories of Entering First Year College Students .

Degree: 2003, Drake U

URL: http://hdl.handle.net/2092/318

► The problem: The purpose of the study is to determine if relationships exist between autobiographical memories of entering first year college students of their high… (more)

Subjects/Keywords: Hazing – United States – Case studies.; College freshmen – Middle West.

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APA (6^th Edition):

Crandall, S. E. (2003). High School Hazing: A Study of the Autobiographical Memories of Entering First Year College Students . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/318

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Crandall, Suzanne E. “High School Hazing: A Study of the Autobiographical Memories of Entering First Year College Students .” 2003. Thesis, Drake U. Accessed February 22, 2019. http://hdl.handle.net/2092/318.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Crandall, Suzanne E. “High School Hazing: A Study of the Autobiographical Memories of Entering First Year College Students .” 2003. Web. 22 Feb 2019.

Vancouver:

Crandall SE. High School Hazing: A Study of the Autobiographical Memories of Entering First Year College Students . [Internet] [Thesis]. Drake U; 2003. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2092/318.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crandall SE. High School Hazing: A Study of the Autobiographical Memories of Entering First Year College Students . [Thesis]. Drake U; 2003. Available from: http://hdl.handle.net/2092/318

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations