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	<title>Projects, Dissertation, Thesis &#187; Education</title>
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	<link>http://www.projectsparadise.com</link>
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		<title>Acting Out Integrity and Honor: Student Honor Council Cultural Influence on Members Development</title>
		<link>http://www.projectsparadise.com/acting-integrity-honor-council-cultural-influence/</link>
		<comments>http://www.projectsparadise.com/acting-integrity-honor-council-cultural-influence/#comments</comments>
		<pubDate>Sat, 17 Jul 2010 09:39:56 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[educational processes]]></category>
		<category><![CDATA[ethnography]]></category>
		<category><![CDATA[group interview]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=7908</guid>
		<description><![CDATA[This ethnographic inquiry of the Student Honor Council at the University of Maryland, College Park provided insight into how this culture bound by enduring values and ritualistic behavior influenced members&#8217; development. The purpose of this study was to understand how participation in the culture of the Student Honor Council at the University of Maryland, College [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Academic and Social Integration of Deaf and Hard-of-Hearing Students in a Carnegie Research-I University</title>
		<link>http://www.projectsparadise.com/deaf-hard-hearing-students/</link>
		<comments>http://www.projectsparadise.com/deaf-hard-hearing-students/#comments</comments>
		<pubDate>Tue, 13 Jul 2010 14:33:36 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[attrition rate]]></category>
		<category><![CDATA[hard of hearing]]></category>
		<category><![CDATA[race gender]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=7905</guid>
		<description><![CDATA[Of the small number of deaf and hard-of-hearing students who enroll in mainstream colleges and universities, between 60% and 80% do not persist to attain a college degree. Reasons for the high attrition rate are several, including academic and social difficulties and dissatisfactory experience with college life. This study uses case study methods to illustrate [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>The Association of Student Questioning with Reading Comprehension</title>
		<link>http://www.projectsparadise.com/student-questioning-reading-comprehension/</link>
		<comments>http://www.projectsparadise.com/student-questioning-reading-comprehension/#comments</comments>
		<pubDate>Wed, 16 Jun 2010 10:27:41 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[cognitive processes]]></category>
		<category><![CDATA[reading comprehension]]></category>
		<category><![CDATA[types of knowledge]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=7925</guid>
		<description><![CDATA[In the field of reading comprehension, student-generated questions have been investigated within instructional contexts for elementary, middle school, high school, and college students. Although findings from instructional studies reveal that student-generated questions have an impact on reading comprehension, past research has not examined why student-generated questions improve text comprehension. This study investigated the relationship of [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Class Advantage: Social Class and Knowledge Production In Classrooms Under The New Accountability</title>
		<link>http://www.projectsparadise.com/social-class-knowledge-production/</link>
		<comments>http://www.projectsparadise.com/social-class-knowledge-production/#comments</comments>
		<pubDate>Sun, 13 Jun 2010 07:31:58 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[accountability issues]]></category>
		<category><![CDATA[fiscal accountability]]></category>
		<category><![CDATA[internal accountability]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=7961</guid>
		<description><![CDATA[This study interrogates the relationship between social class and academic achievement. It examines the ways in which social class and the new accountability policy influence teachers&#8217; and students&#8217; co-production of knowledge in the elementary school classroom. The study analyzes student and teacher talk in two elementary school reading classrooms in a mid-Atlantic state. The first [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Trajectories of Learning: Embodied Interaction in Change</title>
		<link>http://www.projectsparadise.com/trajectories-learning-embodied-interaction-change/</link>
		<comments>http://www.projectsparadise.com/trajectories-learning-embodied-interaction-change/#comments</comments>
		<pubDate>Tue, 16 Feb 2010 10:54:29 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[aviation]]></category>
		<category><![CDATA[cognition]]></category>
		<category><![CDATA[intimate relation]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=14398</guid>
		<description><![CDATA[This dissertation is about learning as changing understanding in social and situated activities. It takes part in the development of a reconceptualization of learning initiated within participationist perspectives. Multiparty interaction in situated activities is a primordial site for the exploration of human action and cognition. Through the theoretical framework of Conversation Analysis (CA), a method [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Education for Teenagers with Type 1 Diabetes</title>
		<link>http://www.projectsparadise.com/education-teenagers-diabetes/</link>
		<comments>http://www.projectsparadise.com/education-teenagers-diabetes/#comments</comments>
		<pubDate>Mon, 18 Jan 2010 15:18:29 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[Medical Misc]]></category>
		<category><![CDATA[diabetes]]></category>
		<category><![CDATA[empowerment]]></category>
		<category><![CDATA[metabolic control]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=14826</guid>
		<description><![CDATA[Education for teenagers with diabetes has had limited effects to date, especially regarding metabolic control. The development had been towards more patient-centred approaches, like empowerment, motivational interviews and family behavioural programmes. A patient-centred approach means that the patient is expected to take control of the management of the disease. The empowerment approach has been implemented [...]]]></description>
		<wfw:commentRss>http://www.projectsparadise.com/education-teenagers-diabetes/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>The Associations of Autonomy Support and Conceptual Press with Engaged Reading and Conceptual Learning from Text</title>
		<link>http://www.projectsparadise.com/conceptual-press-learning/</link>
		<comments>http://www.projectsparadise.com/conceptual-press-learning/#comments</comments>
		<pubDate>Mon, 04 Jan 2010 13:27:04 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[concept mapping]]></category>
		<category><![CDATA[conceptual learning]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=7926</guid>
		<description><![CDATA[This study examined the associations of autonomy support and conceptual press, with reading engagement and conceptual learning from text. When students perceive their teacher to be supporting autonomy, it means that student choice, ownership, and personal goals are emphasized. When students perceive their teacher to be supporting conceptual press, it means that the teacher (a) [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>The Language of Textiles: Description and Judgement on Textile Pattern Composition</title>
		<link>http://www.projectsparadise.com/textile-pattern-composition/</link>
		<comments>http://www.projectsparadise.com/textile-pattern-composition/#comments</comments>
		<pubDate>Sat, 02 Jan 2010 10:35:25 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[textile design]]></category>
		<category><![CDATA[textile patterns]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=14400</guid>
		<description><![CDATA[The present study concerns ways to describe, judge and discuss aesthetic qualities of designed textile patterns. Specific aims were to study how colours and compositions used in Old Amish Quilts can be systematically described, to study how simple and complex patterns in printed textile fabrics are perceived and expressed verbally and to study judgements, concepts [...]]]></description>
		<wfw:commentRss>http://www.projectsparadise.com/textile-pattern-composition/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Color Selection in Object Drawings of Young Children</title>
		<link>http://www.projectsparadise.com/color-selection-object-drawings/</link>
		<comments>http://www.projectsparadise.com/color-selection-object-drawings/#comments</comments>
		<pubDate>Sat, 31 Oct 2009 07:50:41 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=7968</guid>
		<description><![CDATA[This action research study examined the selection of color used in six object drawings of young children. Study sample size consisted of eighteen Kindergarten students from a public elementary school. This study was organized into three phases. Each phase asked student participants to draw six familiar objects (tree, house, boy, dog, girl, car) while limiting [...]]]></description>
		<wfw:commentRss>http://www.projectsparadise.com/color-selection-object-drawings/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Early Elementary Influences on Student Engagement in Learning</title>
		<link>http://www.projectsparadise.com/student-engagement-learning/</link>
		<comments>http://www.projectsparadise.com/student-engagement-learning/#comments</comments>
		<pubDate>Mon, 21 Sep 2009 10:00:50 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=8024</guid>
		<description><![CDATA[Student engagement is a process that combines the attention, interest, investment, and effort students expend in work towards learning. Studies have shown that engagement leads to academic achievement and that disengaged students have lower scores on achievement tests and a higher probability of dropping out of school (Connell et al. 1994; Finn et al., 1995; [...]]]></description>
		<wfw:commentRss>http://www.projectsparadise.com/student-engagement-learning/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Achievement Goal Orientations in Physical Rehabilitation</title>
		<link>http://www.projectsparadise.com/goal-orientations-physical-rehabilitation/</link>
		<comments>http://www.projectsparadise.com/goal-orientations-physical-rehabilitation/#comments</comments>
		<pubDate>Fri, 07 Aug 2009 10:58:44 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[goal orientation]]></category>
		<category><![CDATA[physical rehabilitation]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=7907</guid>
		<description><![CDATA[Goals are used extensively in physical rehabilitation medicine to measure success. However, the goal construct has been given very little attention in research as compared to the domains of education and sport. Educational researchers and sport psychologists have described the cognitions and relations between goals, beliefs, motivation, and achievement behavior for their respective domains. In [...]]]></description>
		<wfw:commentRss>http://www.projectsparadise.com/goal-orientations-physical-rehabilitation/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Laboratory Chemistry in Natural Science</title>
		<link>http://www.projectsparadise.com/laboratory-chemistry-natural-science/</link>
		<comments>http://www.projectsparadise.com/laboratory-chemistry-natural-science/#comments</comments>
		<pubDate>Sat, 01 Aug 2009 07:19:50 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[chemical theory]]></category>
		<category><![CDATA[natural science]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=9812</guid>
		<description><![CDATA[University level laboratory work is reformulated to fit into the chemistry and natural science education in the upper secondary school of Sweden. This thesis describes how this reformulation is performed both from the chemical and the didactic point of view. The resulting laboratory manual has been tested by students in the target group with positive [...]]]></description>
		<wfw:commentRss>http://www.projectsparadise.com/laboratory-chemistry-natural-science/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>No longer in the dark</title>
		<link>http://www.projectsparadise.com/no-longer-dark/</link>
		<comments>http://www.projectsparadise.com/no-longer-dark/#comments</comments>
		<pubDate>Sat, 01 Aug 2009 06:32:10 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[christian values]]></category>
		<category><![CDATA[educational effects]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=9499</guid>
		<description><![CDATA[Our purpose with this project is to explore the knowledge about the effects of education on society and the individual (in our case illiterate women). With this we also want to increase the understanding for the teacher profession and our important mission. We will fulfil this purpose through investigating what previous research has said about [...]]]></description>
		<wfw:commentRss>http://www.projectsparadise.com/no-longer-dark/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Time Use Study of Urban School Psychologists</title>
		<link>http://www.projectsparadise.com/time-use-study-urban-school-psychologists/</link>
		<comments>http://www.projectsparadise.com/time-use-study-urban-school-psychologists/#comments</comments>
		<pubDate>Wed, 22 Jul 2009 09:00:27 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[psychological services]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=8371</guid>
		<description><![CDATA[The current study employed Eitel et al.&#8217;s (1984) observation and self-recording methodology to measure the time use of four school psychologists in an urban school district across two school days. Knowledge of the daily time psychologists spend in key activities and domains provides information about how school psychologists supply urban children with quality psychological services. [...]]]></description>
		<wfw:commentRss>http://www.projectsparadise.com/time-use-study-urban-school-psychologists/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Examining Differential Item Functioning From A Latent Class Perspective</title>
		<link>http://www.projectsparadise.com/differential-item-functioning/</link>
		<comments>http://www.projectsparadise.com/differential-item-functioning/#comments</comments>
		<pubDate>Thu, 02 Jul 2009 06:04:31 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[Mathematics]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=8082</guid>
		<description><![CDATA[Current approaches for studying differential item functioning (DIF) using manifest groups are problematic since these groups are treated as homogeneous in nature. Additionally, manifest variables such as sex and ethnicity are proxies for more fundamental differences &#8211; educational advantage/disadvantage attributes. A simulation study was conducted to highlight issues arising from the use of standard DIF [...]]]></description>
		<wfw:commentRss>http://www.projectsparadise.com/differential-item-functioning/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>The Impact of Globalization on Education Reform: A Case Study of Uganda</title>
		<link>http://www.projectsparadise.com/globalization-education-reform/</link>
		<comments>http://www.projectsparadise.com/globalization-education-reform/#comments</comments>
		<pubDate>Thu, 02 Jul 2009 06:02:00 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[Globalization]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=8133</guid>
		<description><![CDATA[This case study examines the impact of globalization on education policies, structure and practice in Uganda during a 20-year period from 1987-2007. Post-primary education is the principal focus of this research as it is critical to preparing young people to participate in Uganda&#8217;s socio-economic and political development process and thus position the country for participation [...]]]></description>
		<wfw:commentRss>http://www.projectsparadise.com/globalization-education-reform/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Group Involvement Experiences in College: Identifying a Thematic Taxonomy</title>
		<link>http://www.projectsparadise.com/group-involvement-college/</link>
		<comments>http://www.projectsparadise.com/group-involvement-college/#comments</comments>
		<pubDate>Tue, 30 Jun 2009 06:21:41 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[Behavioral theories]]></category>
		<category><![CDATA[leadership development]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=8121</guid>
		<description><![CDATA[The purpose of this study was to explore whether latent phenomena could be identified to assist in the classification of students into subgroups based on their patterns of involvement across 21 types of co-curricular group experiences (e.g., cultural groups, student governance, club sports). Further analysis attempted to establish whether the emergent taxonomy of subgroups truly [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Interagency Collaboration in Early Intervention: Participants&#8217; perspectives</title>
		<link>http://www.projectsparadise.com/interagency-collaboration-intervention/</link>
		<comments>http://www.projectsparadise.com/interagency-collaboration-intervention/#comments</comments>
		<pubDate>Tue, 30 Jun 2009 06:20:38 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[interagency collaboration]]></category>
		<category><![CDATA[service delivery system]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=8151</guid>
		<description><![CDATA[This qualitative study was an exploratory effort to investigate interagency collaboration in early intervention from a developmental view, and it applied Bronfenbrenner&#8217;s (1995) bioecological paradigm as the underlying conceptual framework. The purpose of this study was to examine factors that facilitated collaboration and factors that interfered with it from the perspectives of agency representatives on [...]]]></description>
		<wfw:commentRss>http://www.projectsparadise.com/interagency-collaboration-intervention/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Factors Contributing to the Development of Posttraumatic Growth in Spouses of Breast Cancer Survivors</title>
		<link>http://www.projectsparadise.com/posttraumatic-growth-spouses-breast-cancer-survivors/</link>
		<comments>http://www.projectsparadise.com/posttraumatic-growth-spouses-breast-cancer-survivors/#comments</comments>
		<pubDate>Sun, 28 Jun 2009 08:55:20 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[breast cancer]]></category>
		<category><![CDATA[marital satisfaction]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=8106</guid>
		<description><![CDATA[Factors related to the posttraumatic growth experiences of spouses of breast cancer survivors, including optimism, self-mastery, coping styles, marital satisfaction, and social support, were examined. Results indicated the existence of a positive relationship between posttraumatic growth and optimism, social support, and several coping styles, including problem-solving, reframing, seeking support, and New Directions. Posttraumatic growth was [...]]]></description>
		<wfw:commentRss>http://www.projectsparadise.com/posttraumatic-growth-spouses-breast-cancer-survivors/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Adult Basic Education Students&#8217; Perceptions of Personal/Social Costs and Benefits</title>
		<link>http://www.projectsparadise.com/personal-social-costs-benefits/</link>
		<comments>http://www.projectsparadise.com/personal-social-costs-benefits/#comments</comments>
		<pubDate>Wed, 24 Jun 2009 13:11:12 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>

		<guid isPermaLink="false">http://www.projectsparadise.com/?p=7911</guid>
		<description><![CDATA[This mixed-methods study was designed to investigate how adults who did not finish high school and are now enrolled in an adult basic education program integrated this educational program into their everyday lives. Its purpose was to analyze how such integration distinguished those who persisted in the program from those who withdrew within the first [...]]]></description>
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