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Dissertations / Theses on the topic 'Non-teachers with master's degrees'

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Published: 4 June 2021

Last updated: 9 February 2022

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1

Obaki, Samuel Okwako. "A study to identify the factors that inhibit high school principals and teachers from pursuing bachelor's and master's degrees in Busia District in Kenya." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-1107103-121831/unrestricted/ObakiS121503f.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2003.<br>Title from electronic submission form. ETSU ETD database URN: etd-1107103-121831. Includes bibliographical references. Also available via Internet at the UMI web site.

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PORTELLA, VANESSA CRISTINA MAXIMO. "TEACHERS WITH A MASTER`S DEGREE: THE CONTRIBUTION OF A MASTER`S DEGREE IN THE CONTINUING EDUCATION OF GRADESCHOOL TEACHERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12032@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>A presente pesquisa focaliza a formação continuada de professores da Educação Básica a partir do curso de mestrado, no âmbito do desenvolvimento pessoal, profissional e institucional. Procura, assim, investigar a relação entre a Universidade e a Educação Básica pelo mestrado, ou seja, verificar se este nível de formação constitui-se num momento de aproximação entre universidade e escola e em que medida ele responde às expectativas dos professores que o buscam, auxiliando-os no seu desenvolvimento pessoal e profissional e ainda contribuindo para o aperfeiçoamento do estabelecimento de ensino em que atuam. A investigação foi realizada numa instituição pública de Educação Básica, num contexto em que a maioria dos professores-mestres retorna integral ou parcialmente para essa instituição após o mestrado. Nesta pesquisa, de natureza qualitativa, utilizei como instrumento principal entrevistas semi-estruturadas, do tipo depoimento, com professores-mestres e representantes institucionais. Ao analisar os depoimentos, busquei elucidar o que representa esta modalidade de formação para a pessoa do professor, para sua profissão, bem como sua importância para o desenvolvimento institucional, já que quase um terço dos professores da unidade escolar estudada são mestres e há vários outros investindo nessa formação, realidade que não é diferente no contexto institucional mais amplo. Ao tratar da formação continuada, da pesquisa na formação de professores, do seu desenvolvimento e socialização profissionais, da profissão e da profissionalização docentes, tenho como aliados Nóvoa, Lüdke, Dubar, Beillerot, André, Candau e Contreras, entre outros. À luz desses autores, as análises indicam que o mestrado, no contexto estudado, tem representado um investimento importante para a pessoa do professor e para o exercício da profissão docente, pela via da formação para a pesquisa, e de modo especial pela própria pesquisa realizada no mestrado. Além disso, vem se mostrando como um caminho possível e promissor para a reflexão e aperfeiçoamento do trabalho docente e da instituição em que esses professores- mestres exercem o seu ofício.<br>This research focuses on the continuing education of primary and secondary school teachers by way of a Master`s degree for the sake of personal, professional, and institutional advancement. It seeks, therefore, to investigate the relationship between university and school; to verify whether this level of study indeed brings university and school closer together by meeting the school teacher`s expectations and helping them in their personal and professional development-besides improving the quality of the institution where they serve. The investigation took place at a public school where most teachers return to the same institution-whether working part-time or full-time- after finishing their Master`s degree. In this qualitative research, I used semi-structured, testimonial-type interviews as a main tool. Both primary and secondary school teachers and administrators were interviewed. In analyzing the answers to my guided open-ended questions, I sought to clarify what this kind of degree means to the primary and secondary school teacher and his/her profession, also defining its importance to the school`s improvement. Almost one-third of the primary and secondary school teachers who work at the school branch under study have a Master`s degree, and there are many others pursuing the same kind of post-baccalaureat education-the very same picture we encounter when considering all the branches together. There are many authors who, likewise, seek to investigate the continuing education of primary and secondary school teachers and their social and professional development, such as Nóvoa, Lüdke, Dubar, Beillerot, André, Candau and Contreras, among others. The analysis of this research, incorporating the line of thinking of the aforementioned authors, indicates that a Master`s degree in this kind of context represents an important investment for the primary and secondary school teacher both personally and professionally in his/her teaching experience. It is an important degree because of its focus on research and the depth of the very thesis a teacher must develop in a graduate level. At last, the Master`s degree is a possible and favorable path for reflection, besides enhancing both the faculty endeavors and the institution where they serve.

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Goetteman, Mary. "A DESCRIPTIVE COMPARATIVE STUDY OF TRADITIONAL AND NON-TRADITIONAL MASTER'S OF SCIENCE IN NURSING DEGREE PROGRAMS OFFERING T." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2328.

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ABSTRACT The goal of this research was to determine how the nursing faculty shortage in Florida was being addressed. The purpose of this descriptive, comparative study was to explore program length, size, and admission criteria of master's of science in nursing (MSN) degree programs. Characteristics of both traditional and non-traditional programs that offered the education specialty were examined. Non-traditional programs included registered nurse to master's of science in nursing (RN-MSN) degree programs. Characteristics of students enrolled in the education track of these programs were also compared, based on participant's entry level into nursing practice. The three comparison groups included diploma prepared nurses, associate degree prepared nurses, and baccalaureate prepared nurses. Comparative and descriptive statistics with cross tabulations and frequencies, were used to determine comparisons, based on responses to questionnaire items that focused on reasons for entering the program, financial assistance, program satisfaction, goals, future plans, years of experience, nursing specialty, employment status, and demographics. The literature review found very few current studies on non-traditional and traditional MSN degree programs. Results of this study found only nine programs in the state that offered an MSN with a nursing education specialty with participation elicited from five of those nine programs. Findings revealed that within those programs were a variety of both traditional and non-traditional options that were unique in how they were organized and administered. Descriptive, comparative analysis revealed no significant differences in student characteristics of the three identified groups for those enrolled in master's level coursework in the nursing education specialty in spring of 2006. Overall, participants in the MSN programs indicated that they chose the program because they needed it for advancement, they wanted additional knowledge and skills, and the reputation and location were important. Their education was financed with personal earnings or loans. Upon completion of the program they planned to stay in their current positions and continue for a doctoral degree or specialty certification in nursing. Within 10 years they planned to be working as a faculty member in a nursing program. They were Caucasian women, aged 41-55, who lived with a significant other and children, worked more than 33 hours per week in critical care, pediatrics or education, and had more than 20 years of work experience. Findings indicated that the diversity of the MSN programs made no difference in the types of students that were attracted to the programs. These findings may be used to target recruitment efforts toward those interested in becoming nursing faculty in an effort to help alleviate the nursing faculty shortage in Florida.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Educational Leadership

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Conwell, Roger Kent. "Perceptions of selected vocational educators concerning the degree of achievement of the master plan for vocational education in the state of Texas." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332514/.

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The purpose of this study was to assess the perceptions of vocational educators as to the degree of achievement by the Vocational Master Plan as mandated by the State Board of Education on January 10, 1987. The educators were selected from vocational administrators, vocational counselors, and vocational teachers throughout the state.

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Alamu, Adrian. "Teacher beliefs, knowledge, and reported practices regarding numeracy outcomes in the Solomon Islands : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Education /." ResearchArchive@vuw.ac.nz, 2010. http://hdl.handle.net/10063/1314.

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Eduardo, Feliciana. "The development and evaluation of an online master's module using an open-source software package." Diss., Pretoria :[s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-04182008-100020.

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Kajee, Farhana Amod. "Knowledge and knowers in Educational Leadership and Management (ELM) Master’s Programmes in South Africa." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/60698.

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This dissertation examines the knowledge and knower practices in the Master’s in Educational Leadership and Management (ELM) coursework programmes at South African public universities. This study was prompted by my growing awareness of problems and tensions in the field of ELM generally, and at the level of programme design of the M Ed degree in particular. Many of these had been identified by a national audit of coursework M Eds in ELM (CHE, 2010), and this study sought to find a way of theorising these with a view to improving both course design and teaching. To this end I employed Maton’s Legitimation Code Theory (LCT) which enables critical engagement with knowledge and knowers in programmes, how they are positioned, and how this positioning may be problematic. Hence my first research question sought to discover and critique what counted as knowledge in these programmes and why, while the second asked how knowers were positioned, and why this had come to be the case. LCT has its roots in the work of Bernstein and Maton, whose preoccupation with curriculum was/is driven by a sense of social justice: if we can understand how and why the curriculum is organised and presented in a particular way, it becomes possible to re-imagine teaching and learning, making it accessible to a broader, more inclusive body of learners. The study also drew on critical realism as an underlabourer. This philosophy provided a nuanced understanding of ontology, encouraging and enabling me, as researcher, to unearth causal mechanisms driving the status quo. Only seven South African universities currently offer the coursework option of a Master’s degree in ELM, compared to thirteen when the audit was conducted in 2010. Six of the universities agreed to take part in the study. Data was gathered through content analysis of the six course outlines and interviews with individual co-ordinators or academics centrally involved in the programmes. Through the development of a translation device I was able to establishing that a knower code was dominant in the programmes. Using this point as my departure, I interrogated the knowledge practices and found that different types of knowledge were being privileged across the programmes, with some having a practical/professional leaning and others a more academic/theoretical orientation. The resultant tension does, I argue, restrict knowledge building and helps to account for the fact that the field is generally considered to be under-theorised. The fact all of these programme are registered with the same national qualifications authority, ostensibly following the same national guidelines for Master’s degrees is worrying. The study attempts to find underlying, historically significant reasons for this unevenness. An analysis of the programmes revealed a leaning towards supportive pedagogical approaches. While all programmes promote a cultivated gaze their purposes are not always the same. While a hegemonic practices potential for opening counts as knowledge, cultivated gaze can enable transformation, it can also encourage that can impede real change and empowerment. The study has the up much needed debate on what is meant by a Master’s in ELM, what and what kinds of knower are envisaged.

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Crossan, Sue. "The perceptions and experiences of immigrant teachers with regard to the literacy requirements of the New Zealand secondary school curriculum a thesis submitted to the Auckland University of Technology University in partial fulfillment [sic] of the requirements for the degree of Master of Arts (MA) in Applied Language Studies, 2009 /." Click here to access this resource online, 2008. http://hdl.handle.net/10292/661.

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Thesis (MA--Applied Language Studies) -- AUT University, 2009.<br>Includes bibliographical references. Also held in print (viii, 104 leaves ; 30 cm.) in the Archive at the City Campus (T 373.110086910993 CRO)

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Power, Nicola. "To touch or not to touch. Male teachers' experiences of touch a hermeneutic phenomenological study : a thesis submitted to AUT University in partial fulfilment of the requirements for the degree of Master of Health Science (MHSc), 2009." Click here to access this resource online, 2008. http://hdl.handle.net/10292/664.

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Tutty, Chris. "A shackled heart teacher aides' experience of supporting students with high needs in regular classes : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Health Science at Auckland University of Technology, December 2003." Full thesis. Abstract, 2003.

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Thesis (MHSc--Health Science) -- Auckland University of Technology, 2003.<br>Appendices A, B and C not included in e-thesis. Also held in print (173 leaves, 30 cm.) in Akoranga Theses Collection (T 317.14124 TUT)

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Bitchener, John. "An investigation into potential mismatches between teacher intention and learner interpretation of task a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Arts (MA), 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/717.

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Thesis (MA, Applied Language Studies) -- AUT University, 2009.<br>Includes bibliographical references. Also held in print (1 v. (various pagings) ; 30 cm.) in the Archive at the City Campus (T 418.0071 BIT)

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Rocha, Alberto Frederico Moraes da. "Case study of a Brazilian community association : a thesis presented in partial fulfillment of the requirements for the degree of Master in Public Policy at Massey University, Auckland, New Zealand." Massey University, 2007. http://hdl.handle.net/10179/974.

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This is a Case Study Research done inside a poor community in Brazil. The main goal of the research is to facilitate this community to understand their problems and to overcome it. Therefore the researcher and the researched developed the following question ‘why NovaMosanta is not achieving its goals? The researcher wanted to work as a facilitator throughout the whole process of dialogue that aims to empower the community. Departing from that question and based on Freire’s ideas of education the research aims to build new knowledge from the interaction of academic and community knowledge. To implement this case study field research the researcher decided to use Participant observation and questionnaires. Surprisingly during the research the NGO called NovaMosanta faced the challenge of remodeling a public school without government help; otherwise the school would be closed. This NGO succeeded with the help of the New Zealand Government that gave NZ$15,000 to build two new classrooms in the school. Community members helped working in the remodeling and local commerce gave discounts to enable the remodeling. As a result the school will not be closed and the students will continue to study there. It also helped to increase community support and participation. Although not designed as a Participant Action Research, this thesis evolved to produce action and to change the community reality. It was an empowering process to the researcher and the researched. The community support increased and it also served s a catalytic event in the process of transformation and inclusion. Finally it clarifies the importance of producing fast results to maintain community support. You can check the research results in the links below that contain two local network reports about it. (http://www.youtube.com/watch?v=Hz_FItXp3nM) & (http://www.youtube.com/watch?v=py5emCNXRlo)

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McLeod, Ian Alexander. "Leaving the ship but staying on board : a multiple case study of the voluntary shift from leader to teacher within the same educational institution : a thesis submitted to AUT University in partial fulfilment of the degree of Master of Education (MEd), 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/676.

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The New Zealand education system has undergone some two decades of substantial reform. There can be little doubt that this has brought significant change to the nature of what is expected of people occupying positions of leadership in schools and educational institutions (Ball, 2007; Bottery, 2004; Codd, 2005). Against this contextual backdrop, and in the researcher’s experience as a teacher and former holder of a position of leadership, there is an observable phenomenon of educational leaders stepping aside from position and yet continuing to work as teachers within the same workplace. Despite claims of a leadership ‘crisis’, and international acknowledgement of concern over the retention of educational leaders (Brooking, 2007; Brundrett & Rhodes, 2006; Fullan, 2005), the human experience of this phenomenon appears unrepresented in current research literature. The present study has sought to capture this experience through addressing the central research question “What is the lived experience of the voluntary relinquishing of the position of leader, yet choosing to remain within the same educational workplace?” In order to gather rich qualitative data, a descriptive multiple case study design was employed. In-depth unstructured interviews were carried out with eight educational leaders who had relinquished position within the contexts of New Zealand State Secondary Schools and Private Training Establishments, and chosen to continue working in these same contexts. The subsequent analysis drew on the tradition of hermeneutic interpretation (van Manen, 1990) to arrive at interpretations of the uniqueness of individual experiences, and offer understandings of the shared meanings of the experience in the form of essential themes. The key findings which emerged in this study were those of a sense of the ‘a-lone-ness’ of leadership, the ‘ready-suddenness’ of the decision to step aside, a seeking of ‘balance’ in the relinquishing of position, a powerful sense of ‘re-turning’ to the call of teaching, and varying degrees of ‘ease’ and ‘dis-ease’ in the experience of ‘letting go and holding on’ following positional relinquishment. These findings serve to extend aspects of those of earlier leadership and role exit studies, and offer previously undocumented understandings. Thus, a major contribution of this study is in the bringing-to-voice of the stories of those who step aside from leadership position yet remain in the workplace, and in the opening of avenues for further research.

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Caie, Linda Jayne Nelson. "When all roads lead to Rome: expatriate adjustment in a United Nations Organisation : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Organisational Psychology at Massey University, Auckland, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1065.

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Studies of expatriate adjustment have traditionally focused on corporate expatriate assignments where foreign employees are often the only expatriate, or one of a handful in a host organisation. Multicultural not-for-profit organisations such as United Nations organisations have largely been ignored. It was hypothesised that classic predictors of expatriate adjustment – Spousal Adjustment, Culture Novelty and Acculturation Style, and novel variables of Economic Adjustment and Stage in Assignment would predict Expatriate Adjustment and subsequent Cognitions to Withdraw prematurely from the assignment. 181 expatriates representing 38 countries from all economic levels completed an online survey investigating their experiences on assignment to a United Nations Organisation in Rome, Italy. Black & Stephens (1989) classic scales of Expatriate Adjustment, Spousal Adjustment, Culture Novelty and Cognitions to Withdraw were employed along with Acculturation Style, Economic Adjustment and Stage in Assignment measures designed for this study. Qualitative data was also collected around expatriates’ cognitions to withdraw from their assignment and reasons to stay in order to gain a richer understanding of the expatriate experience. The best predictors of Expatriate Adjustment and subsequent Cognitions to Withdraw for United Nations expatriate employees in Rome were classic predictor Culture Novelty and novel predictors Economic Adjustment and Stage in Assignment. Structural Equation Modelling indicated the best fitting model of Expatriate Adjustment and subsequent Cognitions to Withdraw demonstrated moderate fit (!2 = 1045.19, df = 486, p =.000, TLI = .80, CFI = .82, RMSEA = .08) with Culture Novelty predicting General and Interaction Adjustment; Economic Adjustment predicting General Adjustment; and Adjustment Stage predicting General, Interaction and Work Adjustment. General Adjustment was the only significant predictor of Cognitions to Withdraw. Qualitative analysis suggested that the classic adjustment measures used did not adequately capture the experiences of these expatriates and that caution should be taken in generalising the literature to not-for-profit populations. Furthermore the outcomes of this study suggest that the inclusion of novel variables of Economic Adjustment and Stage in Assignment as predictors of expatriate adjustment could be warranted for future research. Sample size and adequacy of measures both limited the extent to which analysis could be conducted and results generalised. More research into the expatriate experience in the not-for-profit sector is desperately needed.

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Clark, Margaret Ann. "A program of instruction in braille music for teachers of visually impaired students : a project presented to the Faculty of Education, the University of Western Sydney, Nepean in partial fulfilment for the degree of Master of Education /." View thesis, 1992. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030625.085753/index.html.

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Tito, Janie. "Māori language use in New Zealand secondary schools : what are the issues for teachers and students? : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Arts in Māori Studies /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/544.

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Guerin, Annette Patricia. "It's the small things that count : making sense of working in a partnership to support the inclusion of a child with autism spectrum disorder : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Teaching and Learning in the University of Canterbury /." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/1847.

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Since the passing of the Education Act (1989) special education policies and documents have promoted partnership as a key component of establishing relevant and inclusive school practices. Professionals and families have been encouraged to work together to resolve issues for children with disabilities. However, little information is available to families and professionals about how to negotiate and achieve authentic partnerships. This thesis makes an important contribution to current knowledge about partnerships by investigating how a group of people (a parent, teacher, paraprofessional and teacher/researcher) make sense of working together to support the inclusion of a student with ASD in his regular school. It is hoped that our descriptions of how we have worked together may help other professionals and families in similar situations. In saying this, the lessons we have learned are ours and are peculiar to the context in which we worked. In New Zealand partnership between professionals and families of children with disabilities is usually enacted through the Individual Education Plan (IEP) process. This study utilises an alternative partnership model, the Quality Learning Circle (QLC). The participants’ learning journeys are described and the experience of partnership for the participants is discussed. Data are drawn from a range of sources to identify those strategies that support, and barriers that hinder, the development of authentic partnerships. Findings identify those conditions that were essential for the partnership in this study to work effectively. Within this research I contrast the key dimensions of the IEP and QLC, showing the IEP process to be wanting. I suggest a partnership model that embraces a dual focus on both the student and those supporting him/her is a more effective tool for supporting the inclusion of children with disabilities. It is argued that there is a lack of recognition in current funding criteria for the difference an effective partnership can make in supporting the inclusion of students ii with severe behavioural challenges. Consideration needs to be given to the costs and issues of ineffective partnerships, with a particular focus on current Ministry of Education practices.

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Dillon, Jacqueline. "Escaping the 'Monkey Trap' how might psychotherapists utilise Buddhist approaches towards cultivating non-attachment within psychotherapeutic practise? : a dissertation submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Health Science (Psychotherapy) 2008 /." Click here to access this resource online, 2008. http://hdl.handle.net/10292/682.

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Craig, Malcolm MacMillan. "The Truman administration and non-use of the atomic bomb during the Korean War, June 1950 to January 1953 : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts in History /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1310.

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Price, Gaylene. "Scaffolding teacher learning : examining teacher practice and the professional development process of teachers with culturally and linguistically diverse (CLD) learners : a dissertation submitted to the College of Education, University of Canterbury at Christchurch in partial fulfilment of the requirement of the degree of Master of Teaching and Learning EDTL 904, University of Canterbury /." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2682.

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Teachers work in complex and demanding times with an increasing number of students from culturally and linguistically diverse backgrounds (CLD) in classrooms. These students are over represented in statistics of under achievement. All teachers are teachers of academic language, and while no child is born with school language as a first language, for some students the match between home and school is more closely aligned than for other students. Teachers are expected to be culturally responsive, ensuring the languages and culture of students is visible in the classroom environment and the classroom curriculum. Despite the increasing knowledge about the specific strategies and approaches that will most effectively support CLD students in classrooms, the teaching of CLD students within mainstream contexts remains far from ideal. Teachers need support to access the principles of effective teaching of CLD learners that are available, and importantly to transfer the knowledge into classroom practice. Professional development and learning is linked to improved teacher practice and student learning outcomes. When teachers have opportunities to be engaged in successful elements of in-depth professional learning such as in-class modelling, observation and feedback, and co-construction of teaching and planning they are able to demonstrate improved pedagogical content knowledge. Their beliefs may also need to be challenged. The study was conducted in two schools in a large city in New Zealand where I am employed as an ESOL and literacy adviser. Using an action research method I was able to examine how a professional development and learning process shaped my own knowledge and practice as well as teacher knowledge and practice. The study fills a research space to gain insights into the effective professional learning processes that impact on teacher strategies and approaches with their CLD learners A central tenet of this research is that teachers can improve their practice of teaching CLD students and they can specifically learn strategies and approaches that are considered effective for them.

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Terreni, Lisa. "A case study : how young children and teachers use an interactive whiteboard in a New Zealand kindergarten setting for visual art learning experiences : a four paper thesis submitted to the Victoria University of Wellington College of Education in partial fulfilment of the requirements for the degree of Master of Education /." ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/983.

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Thornley, Marc. "How New Zealand's non-mortgage, individual and household debt has grown since the 1990's looking at the demographic factors behind the debt and how it compares to other OECD countries : a dissertation project submitted to AUT University in partial fulfilment of the degree of Master of Social Policy , 2008 /." Click here to access this resource online, 2008. http://hdl.handle.net/10292/670.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes May 6, 2013." University of Arizona Faculty Senate (Tucson, AZ), 2013. http://hdl.handle.net/10150/301423.

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"A Study to Identify the Factors that Inhibit High School Principals and Teachers from Pursuing Bachelor's and Master's Degrees in Busia District in Kenya." East Tennessee State University, 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-1107103-121831/.

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Wen, Tseng Chin, and 曾淨雯. "Married Females' Further Study of Master Degrees - Stories on Two Preschool Teachers." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/92954036875418169355.

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碩士<br>臺北市立教育大學<br>國民教育研究所<br>94<br>Female teachers almost dominate all in the field of child education, however, whether in the aspect from theory or real life, they are regarded as the position as the role of nanny, or unprofessional teacher, the journey and experiences of the self- elevation of the vocational study of the double identity of the minority group of “kindergarten teacher” and “ married female” are normally neglected by the public. Nevertheless, if such majority voice is treated with indifference, the real thoughts of them are hard to be heard. Therefore, I discuss according to four objectives in the research of this dissertation: 1. Discuss and understand the life before the vocational study of the married female kindergarten teacher. 2. Discuss and understand the experience and obstacle during the vocational study of the married female kindergarten teacher. 3. Understand the reacting strategy of the encountered obstacle during the vocational study of the married female kindergarten teacher. 4. Bring out suggestions based on the research results for the reference of the married female kindergarten teacher pursing vocational study in the future. In order to achieve the above mentioned research objectives, I will discuss from the aspects such as the primitive family growth, before the vocational study after married, process of the vocational study, reacting strategy of obstacle, etc. Through the interview of two married female kindergarten teachers, the below characters are observed from the experiences of the vocational study: primitive family interaction, marriage life, working characters of the female kindergarten teacher, pressure of multiple roles and interpreted meanings of creation and change. Hence, at the end of the dissertation, I bring up some ideas and suggestions on the vocational study participation of the female kindergarten teacher: in the environment of the social conception of patriarchy, from the primitive family to the marriage life, females are influenced by the traditional typical role. Although there sometimes will be no alternative during the process of the vocational study of the multiple role-playing in family and work, it is suggested that it might as well to reflect and self- reposition. Meanwhile, ascertaining the goal, managing the time well with the help of social supportive system and expressing the emotion timely are all the reacting methods to reach the balance in the life during the vocational study.

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Dumas, Hardray. "A Mixed-Methods Examination of Inservice Elementary School Teachers' Mathematics Mentoring Experiences in a Mathematics Master's Degree Program." 2014. http://scholarworks.gsu.edu/ece_diss/20.

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Elementary school teachers teach a variety of subjects requiring a range of content and pedagogical knowledge, and substantial professional development to support this knowledge often is lacking (Clements & Sarama, 2008). Mentoring, an important aspect of professional development, is particularly useful for developing content and pedagogical knowledge. However, content mentoring, i.e., mentoring support in a specific content area such as mathematics, has received little attention in research on elementary teachers. To address this gap in the research, this study examines support in a master’s program that provides mentoring specifically in mathematics for elementary school teachers. Using a sequential explanatory design, this mixed methods study employs the Mentoring for Effective Mathematics Teaching (MEMT) survey with twenty-six (26) graduates of the program. The 34-item Likert scale survey reveals perceptions of their mathematics mentoring experience. In order to obtain a deeper understanding of the perceptions, four (4) of the teachers participated in semi-structured interviews. This last data source provides additional insights into the role of school context in mentoring. The results reveal qualities of mentors that inservice elementary mathematics teachers found to be important beyond mathematics content knowledge, specifically, differences in school contexts that impact elementary mathematics teachers’ mentoring experiences. The results suggest direction for future research on mentoring for elementary school teachers who teach mathematics.

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Chang, Shu-Chen, and 張淑貞. "Exploration of the meaning of pursuing graduate education for elementary school teachers with master degrees." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/62105777377190501000.

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碩士<br>東海大學<br>教育研究所<br>91<br>The purpose of this research is to explore the meaning of pursuing professional continuing education. A qualitative interview was employed with six elementary school teachers who had just finished their graduate education. The study found that teachers pursue graduate education with multiple internal and external motivations such as their career plans, desire for a sense of achievement, and increased salaries. This study found that while in graduate school, teachers improve their professional knowledge, capability and attitude in various ways. They also experience personal growth and change, gain a new perspective on who they are, learn to be responsible for the knowledge they acquire, and enjoy fulfilling the desire to learn. Once they return to teaching, teachers do their best to apply what they have obtained from graduate school to day to day teaching with regards to teaching, classroom management, interrelationships, and participation in outside classroom activities. According to this research, eight primary meanings through the process of elementary school teachers to pursue master degrees were obtained：（1）To enhance teachers’professional knowledge, ability, and attitude. （2）To integrate theory and practice. （3）To satisfy the varied motivations for teachers’pursuit of continuing education and fulfill the desire for learning. （4）To help teachers develop new modes of thinking. （5）To improve teachers’perspectives on their own teachings. （6）To stimulate their potential, promote self-confidence, and allow themselves to unfold. （7）Teachers who engage in graduate school study and apply what they learn with students broaden their students’ learning. （8）Teachers who engage in graduate school study and apply what they learn assist the development of school organization. Finally, suggestions to institutions of graduate education, school administrators, teachers, and future researchers are put forward for future reference.

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ARTHOR and 任東屏. "RESEARCH ON THE PROFESSIONAL DEVELOPMENT OF FEMALE ELEMENTARY SCHOOL TEACHERS WITH MASTER DEGREE." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/85530659856522791923.

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碩士<br>臺東師範學院<br>國民教育研究所<br>87<br>RESEARCH ON THE PROFESSIONAL DEVELOPMENT OF FEMALE ELEMENTARY SCHOOL TEACHERS WITH MASTER DEGREE Abstract The purpose of this research is to investigate “the professional development of female elementary school teachers with master degree”. The research was conducted to understand what had motivated the teachers to pursue graduate education and what they had expected to gain from the education, and to understand the influence of background variables and intermediate variables (support of important people) on teacher professional development and compare female teachers with male teachers with regard to this aspect. Interviews were also conducted to understand the status of female teacher professional development. In order to achieve research objectives, literature was reviewed to understand the basic concepts, theoretical foundations and related researches of female career development and teacher professional development, and the results would provide theoretical foundations for this research and basis for designing and producing research tools. Then a valid sample of 412 elementary school teachers with master degree was obtained and given questionnaire survey, and the results were analyzed. Furthermore, eight incumbent elementary school teachers with master degree (seven female and one male teachers) were interviewed in person in order to describe more integrally the status of professional development of female school teachers with master degree. The findings have enabled us to obtain the following conclusions: 1. Generally speaking, psychological considerations have accounted for the motivation of most elementary school teachers to pursue graduate education; motivation in “other aspects” of female teachers is more significant than that of male teachers. 2. Generally speaking, most elementary school teachers have benefited from graduate education most in their professional growth; help in “other aspects” benefited by female teachers is more significant than that benefited by male teachers. 3. Generally speaking, elementary school teachers with master degree gain support of others for their educational ideas, and most support has come from colleagues on campus; compared with male teachers, female teachers are more significant in their perception that they have gained support from “their parents”, “parents of their students”, and “others”. 4. Generally speaking, school administrators have accounted for most cases in which elementary school teachers with master degree can’t gain support for their educational ideas; compared with male teachers, female teachers are more significant in the perception of other aspects. 5. Generally speaking, elementary school teachers with master degree prefer to “continue to engage in academic research”, followed by the expectation to “become a distinguished professional elementary school teacher”; female teachers are more inclined to expect themselves to become “a distinguished professional elementary school teacher”. 6. Generally speaking, with respect to career pattern, female elementary school teachers with master degree are more inclined to balance between work and family life; however, there is no significant difference between female and male teachers in this aspect. 7. Generally speaking, most elementary school teachers with master degree have “fair” or “strong” motivation for advanced education; compared with male teachers, female teachers are more significant in their choosing “fair” motivation. 8. Generally speaking, most elementary school teachers with master degree have made positive changes after graduate education; compared with male teachers, female teachers feel less important about “increase of salary”. 9. Generally speaking, most elementary school teachers with master degree do not feel any change after their graduate education with regard to salary; however, in the aspect of “feeling of being discriminated or taunted”, female teachers are more significant than male teachers. 10. Concepts of teacher professional development should include: (1) universal intellectual skills of teachers, (2) subject knowledge and skills, (3) professional knowledge and skills of education, (4) professional spirits of education. 11. Such factors as different background variables and support of important people of elementary school teachers with master degree can account for teacher professional development. 12. Most elementary school teachers with master degree have stated that they have changed positively after the graduate education. 13. Teacher professional development and career development of teachers with master degree are individually different. 14. Younger teachers with master degree will demonstrate career characteristic of professional maturity with the accumulation of service seniority. 15. Support of “other important people” can influence educational professionalism and overall teacher professional development. 16. Positive professional development of teachers must be dependent on the beneficial factors of the overall environment. 17. Female teachers may take career development directions that are different from those of male teachers because of family factors, social expectation or intentional or unintentional sex discrimination by school administrators. 18. Although some female teachers with master degree have not been able to define their career plan, they have indicated that they can successfully play their professional role. 19. Generally speaking, female teachers with younger children are disadvantaged with regard to teacher professional development. Based on the above conclusions, suggestions to institutions of educational administration, teachers’ colleges, school administrators, teachers, and future researches are put forward for future reference. I. Suggestions to institutions of educational administration: (1) establish specific objectives of educational reform; (2) promote the concept of equal education with regard to sex; (3) strengthen the function of professional assistance of supervisory offices; (4) subsidize secondary and elementary school teachers that engage in researches so as to encourage them to conduct “action research”; (5) encourage teachers to conduct further education by removing unnecessary restrictions. II. Suggestions to teachers’ colleges: (1) a teachers’ curriculum must involve programs that discuss sex topics; (2) a teacher cultivation curriculum must offer programs about career counseling. III. Suggestions to school administrators: (1) adopt spontaneous learning organizations with regard to in-house seminar and workshops; (2) in-house activities should be in agreement with professional activities of education; (3) school administrators can become important others that can assist teachers. IV. Suggestions to individual teachers: (1) strengthen teachers’ cognition of teacher professional development; (2) the implementation of sex equality educational programs must begin with the self-perception of teachers. Key words: master degree, female teacher, teacher professional development

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Ryder, Deborah. "Making meaning : a team of early childhood education teachers working towards registration from a group perspective : a thesis submitted in partial fulfilment of the requirements for the Masters [i.e. Master] of Teaching and Learning degree, Christchurch College of Education/Canterbury University /." 2007. http://library.canterbury.ac.nz/etd/adt-NZCU20071023.102505.

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Kowalski, Ewa. "Understanding teaching in Polish MBA programs : a case study of perspectives of Polish academic teachers." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=94522&T=F.

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Tomlinson, Rewa. "Community development in El Mirador, Nicaragua, post Hurricane Mitch : NGO involvement and community cohesion : a thesis submitted for the degree of Masters [i.e. Master] of Arts in Geography at the University of Canterbury /." 2006. http://library.canterbury.ac.nz/etd/adt-NZCU20061212.194925.

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Lynes, D. G. "Resourcing and support for careers advisers in secondary schools in Canterbury, New Zealand : a dissertation submitted in partial fulfilment of the requirements for the degree of Master of Education in the University of Canterbury /." 2001. http://library.canterbury.ac.nz/etd/adt-NZCU20061010.115739.

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Chien-hui, Chen, and 陳千惠. "A Study of the Career Development and Plan for Elementary School Teachers In-Service Education to Get Master Degree." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/30672369221228385660.

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Hung, Ling-Wei, and 洪凌威. "The Relationship between Education and Employment of Non-Industrial Design-Originated Students with Master Degree of Industrial Design." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/25444399855381597235.

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碩士<br>大同大學<br>工業設計學系(所)<br>96<br>With the gradual evolution of domestic industries, the benefits of design have been more emphasized than before. The number of students majoring in industrial design or related subjects has constantly increased, and many non-industrial design-originated undergraduates have also shifted their majors to industrial design when pursuing a master’s degree. However, can these non-industrial design-originated students really become an industrial designer as expected or have they really made a correct choice for their career development? This study focuses on currently employed non-industrial design-originated graduates with a master’s degree in industrial design. Through a questionnaire survey, the occupation choice and education of the subjects are explored and analyzed with chi-square test, one-way ANOVA, two-way multivariate analysis of variance (MANOVA), and t-test. The results indicate that only 46.7% of non-industrial design-originated students chose to become an industrial designer after taking a master’s degree, and male students outnumbered female ones. Most of those who are currently involved in other occupations still expect to become an industrial designer, but to a significantly lower degree than incumbent industrial designers. The difference in areas majored in university and pre-study work experience does not have any significant influence on their occupation choice. In terms of the factors affecting their occupation choice, pre-study employment factors are significantly more influential to the occupation choice of non-industrial designers than to that of industrial designers. On the other hand, design areas majored and industrial design education in graduate school are also more influential to the occupation choice of industrial designers than that of non-industrial designers. The survey respondents, no matter working as industrial designers or not, all conceived that in terms of learning outcomes, they gain more from the theoretic knowledge than from design tools and practical learning. However, those who chose to become industrial designers tended to be more proactive in on-campus design activities and design competitions than non-industrial designers. The respondents suggested that practical design education, industry-academy cooperation cases, design competitions, and design reports are most beneficial to the preparation for seeking employment as an industrial designer. In the aspect of supplementary measures, optional and mandatory supplementary courses have no significant influence. Finally, the respondents suggested that the school authority should hold more industry-academy cooperation cases, design competitions, and design workshops and non-industrial design-originated students should also take part in these activities to enhance their familiarity with computer-aided design (CAD) tools. This finding reveals that the ability to operate CAD tools and the ability to perform design practice are goals that non-industrial design-originated students need to urgently achieve in the present.

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Zvandasara, Lynette. "A strategy to facilitate transition from masters degree nursing studies to PhD/doctoral thesis proposal writing." Thesis, 2019. http://hdl.handle.net/10500/27407.

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Background: Challenges in thesis proposal writing have resulted in doctoral students dropping from research studies resulting in the shortage of doctoral prepared nurses. Impediments include lack of human and non-human resources. Benner’s theory of novice to expert formed the basis for the development of the strategic intervention and action plan to address the challenges and strengths experienced by master’s prepared doctoral students during thesis proposal writing Purpose: The purpose of this research was to develop a strategic intervention and action plan that can be used to assist doctoral students to succeed in thesis proposal writing. Methods: An exploratory mixed-methods approach combining qualitative and quantitative data collection and analysis in four phases was used. In Phase 1 qualitative data from two open-ended questions were used to gather data, combined with literature to develop a questionnaire for Phase 2. A questionnaire was developed from data obtained from Phase 2 as well as a thorough literature review to develop the strategic intervention and Action plan. In Phase 4 the strategic intervention and action plan was validated using the Delphi technique and experts acted as panellists for the validation. Framework: Benner’s novice to expert theoretical framework was adopted for the study because of the assumption that doctoral students need a change of perception and assistance in order to develop critical thinking skills that will enhance the development of research competencies. This framework was used because of its relevance to the study. Research Findings: Competence in doctoral thesis proposal writing is affected by human resources as well as non-human resources. The identified strategic interventions that were included in the action plan were: recruitment of competent supervisors, training and mentoring of new supervisors, achieving of a realistic student/supervisor ratio for supervision of students, timely allocation of supervisors, recruiting of subject librarians and employment of adequate library support, provision of peer support programmes, implementation of a student recruitment and selection plan, provision of student support programmes to enhance research skills and competencies, binding contracts to stipulate students responsibility, provision of adequate research resources, and implementation of a bursary system among others. Conclusion: The strategic intervention and action plan was developed using the input of doctoral nursing students who were in the process of completing their thesis proposal and a thorough literature review. The inclusion of the deans of nursing of universities and universities of technology of South Africa (FUNDISA) will enhance the possibility for the implementation of the strategic intervention and action plan which can contribute to assisting the master’s prepared doctoral students to successfully transition from novice students with little or no research knowledge to competent thesis proposal writers.<br>Health Studies<br>D. Litt. et Phil. (Health Studies)

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Shu-Ju, Liou, and 劉素珠. "A Study of the Behavioral Intention of Elmentary School Teachers In-Service Education to Get Master Degree in Kaohsiung City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/50498105933641100941.

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碩士<br>高苑科技大學<br>經營管理研究所<br>103<br>Abstract The research aimed at investigating the behavior intentions of Kaohsiung elementary school teachers who pursue master’s degree in service. Based on the theory of planned behavior (TPB), the investigation was conducted through surveying the participants and verification by the methods of factors analysis, cronbach’s α, independent-sample t-test, analysis of variance (ANOVA), and structural equation modeling (SEM). The result indicates that “attitude,” “subjective norm,” “perceived behavioral control” have a positive and significant influence on the participants’ behavior intentions. Ranked by theextent, attitude is the most influential factors, followed by perceived behavioral control and then subjective norm. From the aspect of attitude,“personal relative benefit” is more influential than “social relative benefit”; from the aspect of subjective norm, “secondary group” is more influential than “primary group”; from the aspect of perceived behavioral control, “self-efficacy” is more influential than “facilitation conditions.” Based on the research, there were a total of five suggestions released from the aspectas follows: 1. Behavior intention —Colleges shall undertake from the angle of attitude and put an emphasis on the raise of personal and social benefit, triggering elementary schoolteachers’ interest in degree pursuing, when promoting master’s degree courses. 2. Attitude — Colleges shall put an emphasis on the possibility of a promotion and raises due to the cultivation of a second expertise when promoting master’s degree courses. By providing a variety of trends fulfilling courses, colleges can trigger elementary school teachers’ interests in degree pursuing. 3. Subjective norm—Colleges shall provide courses’ information through various channels (bulletins on colleges’ or departments’websites and campus, etc.) and invites specialty professionals to host seminars when promoting master’s degree courses.Hence, colleges can trigger elementary school teachers’ interest in degree pursuing. 4. Perceived behavioral control —Related information of master’s degree courses hall be visible and accessible on colleges’ websites; further, providing learning tutorships can reduce the pressure from elementary school teachers, increase whose interests in degree pursuing. 5. External variables —To be competitive, colleges shall differentiate elementary school teachers by different external variables, and comply differentiated marketing respectively on each market segments of the participants. Keywords: Elementary school teachers, In-service Education, Behavior intentions, Theory of Planned Behavior

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Albert, Daniel Joseph. "Instrumental music teachers' strategies to recruit and retain band students in low socioeconomic school districts a thesis submitted in partial fullfillment ... for the degree of Master of Music (Music Education) ... /." 2005. http://catalog.hathitrust.org/api/volumes/oclc/69001781.html.

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Liu, Chuang Ya, and 莊雅琉. "A study of relationship between participating in an in-service Instructional Master Degree Program and professional development of elementary school teachers." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/45582689525085760499.

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碩士<br>國立屏東教育大學<br>教育行政研究所<br>95<br>The main purposes of this study were: (1) to understand the situation of teachers participating in an in-service Instructional Master Degree Program and professional development. (2) to explore the condition of teachers from different background whose different demands for professional development. (3) to explore the condition ofteachers from different background whose learning results of professionalDevelopment. (4) to find out the relationship between demands and results. Methodology of this research involves questionnaires survey . Inquestionnaires survey, samples of the survey are teacher sparticipating in-service. A questionnaire was constructed by the author named "Survey of elementary schoolteachers participating in an in-service Instructional Master Degree Program at night and professional development" as a research tool to survey on 505 teachers and 436 effective samples were actually acquired. By means of the statistical techniques, suchas item analysis, factors analysis, mean, standard deviation, t-test, and one-way analysis of variance. The study reaches to some conclusions as the following: 1. Teachers participating in an in-service Instructional Master Degree Program demand for professional development strongly and recognize the importance of lifelong learning. 2. The demands for professional development do not show significant differences in variables of gender, length of career, position and condition of studying. 3. Gender do not affect the learning results, but there are some differences among the others. 4. Teachers participating in an in-service Instructional Master Degree Program in professional development between the demands and the results do not match up. The demands can't be satisfied with the results. According to those conclusions above, this research yields to some suggestions: 1. Suggestions for educational administration: (1) Teachers Colleges should keep on the in-service Instructional Master Degree Program and make it as part of the improvement of teachers professional development to match up the development of teachers' professional career. (2) Satisfy teachers' demands with planning the contents of the in-service Instructional Master Degree Program. (3) The selection and arrangement of the program should be flexible. 2. Suggestions for the professionals: (1) Improve the basic concept and capacity of adult learning and teaching. (2) Cherish teachers' practical experiences and encourage the peer to exchange their experiences. 3. Suggestions for teachers themselves: (1) Teachers should act positively and reflect constantly on their professional performances. (2) Cherish the gain from the in-service Instructional Master Degree Program and apply it to practical teaching.

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Kao, Li. "Non-drug prevention of osteoporosis a thesis submitted in partial fulfillment ... for the degree of Master of Science, Geriatric Nursing ... /." 1997. http://catalog.hathitrust.org/api/volumes/oclc/68800403.html.

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Fredrick, Barbara A. "Efficacy of U-500 pork insulin versus humulin U-100 insulin in type 2 diabetes a research project submitted in partial fulfillment ... for the degree of Master of Science, Gerontological Nursing ... /." 1997. http://catalog.hathitrust.org/api/volumes/oclc/68800407.html.

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van, Groenewoud Monique. "Finding value in appraisal? : case studies of teachers' perspectives in two private schools. A thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Leadership and Management, Unitec Institute of Technology [i.e. Unitec New Zealand] /." Diss., 2008. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1014&context=unitec_educ_di.

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Sherburne, Barbara Holmes. "Discharge readiness and post-discharge problems among elderly and non-elderly medical clients a report submitted ... for the degree of Master of Science ... /." 1991. http://catalog.hathitrust.org/api/volumes/oclc/68795348.html.

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陳思婷. "The Motivations for In-service Education and Professional Development of In-service Teachers with Master Degree of Teaching in Science from Three National Normal Universities." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/58407407408346258658.

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碩士<br>國立臺灣師範大學<br>科學教育研究所<br>92<br>The purposes of this study were to understand the motivations for in-service education and professional development of in-service teachers with master degree of teaching in science education from three National Normal Universities, to investigate relationships among gender , years of teaching, motivations for in-service education, professional develop-ment ; and correlations between motivations and professional development. Questionnaire survey was adopted. The questionn-aire was developed by the researcher. The subjects were 151. There were 107 copies of valid responses which made up 70.9﹪of the total samples. Data were analyzed through Normality Test, descriptive statistics, Spearman Correlation and Nonparametric Tests by SPSS 11.0 for Windows. The major finding were as follow：1) the strongest motivation was “interest for knowledge”. “Professional development” was next, the rest were “social relation-ships”, “community service”, “external influence” and “escape/stimula-tion” respectively; 2) the strongest item within category of “interest for knowledge” was to improve their science teaching ability and education knowledge, the strongest item within category of “professional develop-ment” was to get degree to promote their salary; 3) female teachers had significantly (p＜.05) stronger motivations in “social relation ” and “ community service” than male teachers; 4) teachers who had taught for 6-20 years had significantly (p＜.05) stronger motivation in “professional development” than other teachers; 5) teachers considered themselves had the most improvement in “content knowledge” than other dimen-sions.“Critical thinking and reflection ability” dimension was the second one. Teachers considered themselves had less improvement in dimension of “research ability”; 6) teachers indicated themselves had less improve-ment in reading in English, writing in Chinese, classroom management skills, using the statistic concepts and computer software to analyze data, and the ability to understand the curriculum planning and organization; 7) professional development was not corre-lated with years of teaching; 8) there were significantly correlations between motivations and professional development; “interest for knowledge” and “professional development” were significantly correlated with all dimentions of profess-ional development. The stronger motivation of “in-terest for knowledge”,the better professional development. To enhance students' abilities in using the statistic concepts and computer software to analyze data, classroom management skills,reading in English and writing in Chinese were recommended for future curriculum design of three institu-tions. It was also recommended to accompany more or less of promoting teachers'' salary or position for in-service training. For future study, it was suggested to investigate teachers'' motivations when they were freshmen and their professional development when they graduated respectively, and to have detail interview of motivations and professional development of teachers who had taught for more than 21 years.

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Henderson, Christine. "From teacher in charge of reading to literacy leader - what is the role of the literacy leader? : an in-depth qualitative study of two literacy leaders : a dissertation submitted to the College of Education, University of Canterbury at Christchurch in partial fulfilment of the requirement of the degree of Master of Teaching and Learning, EDTL 904 /." 2008. http://hdl.handle.net/10092/2261.

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Gibbons, Sophie. "The effects of non-profit agency website donation button design on aid agency trust and donation compliance : a dissertation submitted in partial fulfilment of the requirements for the degree of Masters [ie. Master] of Science in Applied Psychology at the University of Canterbury /." 2010. http://hdl.handle.net/10092/3672.

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Thesis (M. Sc.)--University of Canterbury, 2010.<br>Typescript (photocopy). "Research supervisors: Associate Professor Christopher Burt, University of Canterbury, Professor Simon Kemp, University of Canterbury." Includes bibliographical references (leaves 49-53). Also available via the World Wide Web.

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Ingham, Sue. "Turning the tables : students mentoring teachers in ICT professional development. A dissertation in partial fulfilment of the requirements for the degree of Master of Educational Management, Unitec Institute of Technology [i.e.Unitec New Zealand] /." Diss., 2008. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1012&context=unitec_educ_di.

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Chu, Jack W. "A comparison of two non-extraction class II treatment strategies a thesis submitted in partial fulfillment ... for the degree of Master of Science in Orthodontics ... /." 1997. http://catalog.hathitrust.org/api/volumes/oclc/68799863.html.

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Evans, Heidi Katrina. "The effect of moderate exercise on non-specific immune level in breast milk a pilot study : a report submitted in partial fulfillment ... for the degree of Master's of Science, Nurse-Midwifery Program ... /." 1997. http://catalog.hathitrust.org/api/volumes/oclc/68799583.html.

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Brinson, David. "The self-management of type 2 diabetes : changing exercise behaviours for better health : a thesis submitted in fulfilment of the requirements for the degree of Master of Health Sciences, University of Canterbury /." 2007. http://library.canterbury.ac.nz/etd/adt-NZCU20070906.164745.

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Mortlock, Alice. "Assessing the conditions for multilateral interventions or non-interventions : intervention and non-intervention in the Asia Pacific region : a thesis submitted in fulfilment of the requirements for degree of Masters of Political Science at the University of Canterbury /." 2006. http://library.canterbury.ac.nz/etd/adt-NZCU20070130.121404.

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