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You searched for +publisher:"Andrews University" +contributor:("Lee Davidson"). Showing records 1 – 7 of 7 total matches.

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1. Williams, Alan R. Academy Students' and Pre-Service Teachers' Perceptions of the Use of Electronic Technology in Their Personal Life and School Experiences in a Selected Union Conference.

Degree: PhD, Curriculum and Instruction PhD, 2010, Andrews University

  Problem. The influx of N-Gen students into the classroom of teachers of earlier generations has created a digital generation gap. This gap has serious… (more)

Subjects/Keywords: Education; Educational Methods

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APA (6th Edition):

Williams, A. R. (2010). Academy Students' and Pre-Service Teachers' Perceptions of the Use of Electronic Technology in Their Personal Life and School Experiences in a Selected Union Conference. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1547

Chicago Manual of Style (16th Edition):

Williams, Alan R. “Academy Students' and Pre-Service Teachers' Perceptions of the Use of Electronic Technology in Their Personal Life and School Experiences in a Selected Union Conference.” 2010. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/1547.

MLA Handbook (7th Edition):

Williams, Alan R. “Academy Students' and Pre-Service Teachers' Perceptions of the Use of Electronic Technology in Their Personal Life and School Experiences in a Selected Union Conference.” 2010. Web. 17 Feb 2019.

Vancouver:

Williams AR. Academy Students' and Pre-Service Teachers' Perceptions of the Use of Electronic Technology in Their Personal Life and School Experiences in a Selected Union Conference. [Internet] [Doctoral dissertation]. Andrews University; 2010. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/1547.

Council of Science Editors:

Williams AR. Academy Students' and Pre-Service Teachers' Perceptions of the Use of Electronic Technology in Their Personal Life and School Experiences in a Selected Union Conference. [Doctoral Dissertation]. Andrews University; 2010. Available from: https://digitalcommons.andrews.edu/dissertations/1547

2. Vann-Hamilton, Joy J. Under-represented Students' Engagement in Secondary Science Learning: a Non-equivalent Control Group Design.

Degree: PhD, Curriculum and Instruction PhD, 2015, Andrews University

  Problem. A significant segment of the U.S. population, under-represented students, is under-engaged or disengaged in secondary science education. International and national assessments and various… (more)

Subjects/Keywords: Secondary eduction; science learning; students' engagement; Curriculum and Instruction; Education; Science and Mathematics Education

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APA (6th Edition):

Vann-Hamilton, J. J. (2015). Under-represented Students' Engagement in Secondary Science Learning: a Non-equivalent Control Group Design. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1578

Chicago Manual of Style (16th Edition):

Vann-Hamilton, Joy J. “Under-represented Students' Engagement in Secondary Science Learning: a Non-equivalent Control Group Design.” 2015. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/1578.

MLA Handbook (7th Edition):

Vann-Hamilton, Joy J. “Under-represented Students' Engagement in Secondary Science Learning: a Non-equivalent Control Group Design.” 2015. Web. 17 Feb 2019.

Vancouver:

Vann-Hamilton JJ. Under-represented Students' Engagement in Secondary Science Learning: a Non-equivalent Control Group Design. [Internet] [Doctoral dissertation]. Andrews University; 2015. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/1578.

Council of Science Editors:

Vann-Hamilton JJ. Under-represented Students' Engagement in Secondary Science Learning: a Non-equivalent Control Group Design. [Doctoral Dissertation]. Andrews University; 2015. Available from: https://digitalcommons.andrews.edu/dissertations/1578

3. Lonser, Virginia Mae. Faculty and Staff Perceptions of Stress, Efficacy, Personality, and Health Practices During Implementation of Comprehensive Educational Change at One Secondary School.

Degree: PhD, 2016, Andrews University

  Problem Private faith-based schools have experienced a severe drop in enrollment over the past few years contributing to perceptions of job insecurity. Especially in… (more)

Subjects/Keywords: Health; Educational Change; Secondary School; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Lonser, V. M. (2016). Faculty and Staff Perceptions of Stress, Efficacy, Personality, and Health Practices During Implementation of Comprehensive Educational Change at One Secondary School. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1612

Chicago Manual of Style (16th Edition):

Lonser, Virginia Mae. “Faculty and Staff Perceptions of Stress, Efficacy, Personality, and Health Practices During Implementation of Comprehensive Educational Change at One Secondary School.” 2016. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/1612.

MLA Handbook (7th Edition):

Lonser, Virginia Mae. “Faculty and Staff Perceptions of Stress, Efficacy, Personality, and Health Practices During Implementation of Comprehensive Educational Change at One Secondary School.” 2016. Web. 17 Feb 2019.

Vancouver:

Lonser VM. Faculty and Staff Perceptions of Stress, Efficacy, Personality, and Health Practices During Implementation of Comprehensive Educational Change at One Secondary School. [Internet] [Doctoral dissertation]. Andrews University; 2016. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/1612.

Council of Science Editors:

Lonser VM. Faculty and Staff Perceptions of Stress, Efficacy, Personality, and Health Practices During Implementation of Comprehensive Educational Change at One Secondary School. [Doctoral Dissertation]. Andrews University; 2016. Available from: https://digitalcommons.andrews.edu/dissertations/1612

4. Shaver, Denise J. The Impact of Accreditation on the Teacher Education Curricula at Two Historically Black Colleges from 1920-1940.

Degree: PhD, Curriculum and Instruction PhD, 2014, Andrews University

  Problem. Many historically Black colleges and universities (HBCUs) are experiencing major challenges in meeting accreditation requirements. Without good accreditation status they are in jeopardy… (more)

Subjects/Keywords: Tuskegee Institute; Atlanta University.; Education; Higher Education

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APA (6th Edition):

Shaver, D. J. (2014). The Impact of Accreditation on the Teacher Education Curricula at Two Historically Black Colleges from 1920-1940. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/692

Chicago Manual of Style (16th Edition):

Shaver, Denise J. “The Impact of Accreditation on the Teacher Education Curricula at Two Historically Black Colleges from 1920-1940.” 2014. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/692.

MLA Handbook (7th Edition):

Shaver, Denise J. “The Impact of Accreditation on the Teacher Education Curricula at Two Historically Black Colleges from 1920-1940.” 2014. Web. 17 Feb 2019.

Vancouver:

Shaver DJ. The Impact of Accreditation on the Teacher Education Curricula at Two Historically Black Colleges from 1920-1940. [Internet] [Doctoral dissertation]. Andrews University; 2014. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/692.

Council of Science Editors:

Shaver DJ. The Impact of Accreditation on the Teacher Education Curricula at Two Historically Black Colleges from 1920-1940. [Doctoral Dissertation]. Andrews University; 2014. Available from: https://digitalcommons.andrews.edu/dissertations/692

5. Prince, Marian. Mastery of Sixth-Grade Mathematics Expectations as Measured by the Seventh-Grade Michigan Education Assessment Program from 2005 to 2007.

Degree: PhD, Curriculum and Instruction PhD, 2010, Andrews University

  Purpose The purpose of this study is to document sixth-grade mathematics mastery as measured by the seventh-grade Michigan Education Assessment Program (MEAP) over a… (more)

Subjects/Keywords: Educational Assessment, Evaluation, and Research; Mathematics

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

APA (6th Edition):

Prince, M. (2010). Mastery of Sixth-Grade Mathematics Expectations as Measured by the Seventh-Grade Michigan Education Assessment Program from 2005 to 2007. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/642

Chicago Manual of Style (16th Edition):

Prince, Marian. “Mastery of Sixth-Grade Mathematics Expectations as Measured by the Seventh-Grade Michigan Education Assessment Program from 2005 to 2007.” 2010. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/642.

MLA Handbook (7th Edition):

Prince, Marian. “Mastery of Sixth-Grade Mathematics Expectations as Measured by the Seventh-Grade Michigan Education Assessment Program from 2005 to 2007.” 2010. Web. 17 Feb 2019.

Vancouver:

Prince M. Mastery of Sixth-Grade Mathematics Expectations as Measured by the Seventh-Grade Michigan Education Assessment Program from 2005 to 2007. [Internet] [Doctoral dissertation]. Andrews University; 2010. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/642.

Council of Science Editors:

Prince M. Mastery of Sixth-Grade Mathematics Expectations as Measured by the Seventh-Grade Michigan Education Assessment Program from 2005 to 2007. [Doctoral Dissertation]. Andrews University; 2010. Available from: https://digitalcommons.andrews.edu/dissertations/642

6. Mngo, Agnes Y. An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon.

Degree: PhD, Curriculum and Instruction PhD, 2017, Andrews University

  Problem Statement The literature from Cameroon depicts that the implementation of inclusive education is not only in its embryonic stage but faces resistance from… (more)

Subjects/Keywords: General Education; Students with Disabilities; Inclusive Education; Teachers; Cameroon; Disability and Equity in Education

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

APA (6th Edition):

Mngo, A. Y. (2017). An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1627

Chicago Manual of Style (16th Edition):

Mngo, Agnes Y. “An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon.” 2017. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/1627.

MLA Handbook (7th Edition):

Mngo, Agnes Y. “An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon.” 2017. Web. 17 Feb 2019.

Vancouver:

Mngo AY. An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon. [Internet] [Doctoral dissertation]. Andrews University; 2017. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/1627.

Council of Science Editors:

Mngo AY. An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon. [Doctoral Dissertation]. Andrews University; 2017. Available from: https://digitalcommons.andrews.edu/dissertations/1627

7. Desir, Monica. Curriculum-Related Trends in K-12 Adventist Education in the North American Division: An Inductive Analysis of the Profile Surveys – 1987-2007.

Degree: PhD, Curriculum and Instruction PhD, 2015, Andrews University

  Problem For several years, curriculum developers in the North American Division (NAD) have used the biennial results from the Profile Surveys to help guide… (more)

Subjects/Keywords: Curriculum; Adventist Education; Profile Surveys; Curriculum and Instruction; Education

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

APA (6th Edition):

Desir, M. (2015). Curriculum-Related Trends in K-12 Adventist Education in the North American Division: An Inductive Analysis of the Profile Surveys – 1987-2007. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1589

Chicago Manual of Style (16th Edition):

Desir, Monica. “Curriculum-Related Trends in K-12 Adventist Education in the North American Division: An Inductive Analysis of the Profile Surveys – 1987-2007.” 2015. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/1589.

MLA Handbook (7th Edition):

Desir, Monica. “Curriculum-Related Trends in K-12 Adventist Education in the North American Division: An Inductive Analysis of the Profile Surveys – 1987-2007.” 2015. Web. 17 Feb 2019.

Vancouver:

Desir M. Curriculum-Related Trends in K-12 Adventist Education in the North American Division: An Inductive Analysis of the Profile Surveys – 1987-2007. [Internet] [Doctoral dissertation]. Andrews University; 2015. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/1589.

Council of Science Editors:

Desir M. Curriculum-Related Trends in K-12 Adventist Education in the North American Division: An Inductive Analysis of the Profile Surveys – 1987-2007. [Doctoral Dissertation]. Andrews University; 2015. Available from: https://digitalcommons.andrews.edu/dissertations/1589

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