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You searched for +publisher:"Clemson University" +contributor:("Rosenblith , Suzanne"). Showing records 1 – 8 of 8 total matches.

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Clemson University

1. Hallenbeck, Amy. THE LAST THING WE HAVE LEFT: A SINGLE-CASE STUDY OF A SMALL, RURAL, MILL-TOWN SCHOOL CLOSING.

Degree: PhD, Curriculum and Instruction, 2012, Clemson University

 This qualitative, single-case study explored the closing of a small, rural, historic, mill-town school in the southeastern United States and why people were upset with… (more)

Subjects/Keywords: CASE STUDY; MILL-TOWN SCHOOLS; SCHOOL CLOSING; SMALL RURAL SCHOOLS; Education

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APA (6th Edition):

Hallenbeck, A. (2012). THE LAST THING WE HAVE LEFT: A SINGLE-CASE STUDY OF A SMALL, RURAL, MILL-TOWN SCHOOL CLOSING. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/969

Chicago Manual of Style (16th Edition):

Hallenbeck, Amy. “THE LAST THING WE HAVE LEFT: A SINGLE-CASE STUDY OF A SMALL, RURAL, MILL-TOWN SCHOOL CLOSING.” 2012. Doctoral Dissertation, Clemson University. Accessed October 17, 2019. https://tigerprints.clemson.edu/all_dissertations/969.

MLA Handbook (7th Edition):

Hallenbeck, Amy. “THE LAST THING WE HAVE LEFT: A SINGLE-CASE STUDY OF A SMALL, RURAL, MILL-TOWN SCHOOL CLOSING.” 2012. Web. 17 Oct 2019.

Vancouver:

Hallenbeck A. THE LAST THING WE HAVE LEFT: A SINGLE-CASE STUDY OF A SMALL, RURAL, MILL-TOWN SCHOOL CLOSING. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2019 Oct 17]. Available from: https://tigerprints.clemson.edu/all_dissertations/969.

Council of Science Editors:

Hallenbeck A. THE LAST THING WE HAVE LEFT: A SINGLE-CASE STUDY OF A SMALL, RURAL, MILL-TOWN SCHOOL CLOSING. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/969


Clemson University

2. Young, Lenna. CENTERING THE VOICES OF SOUTH CAROLINA'S EARLY CARE AND EDUCATION TEACHERS: A MULTI-CASE STUDY EXAMINING HOW THEY SELECT AND ARE INFORMED BY PROFESSIONAL DEVELOPMENT.

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

 The purpose of this dissertation is to contribute to the existing literature focused on quality early care and education (ECE). Specifically, this study examines two… (more)

Subjects/Keywords: child care centers; child care teachers; child development centers; early care and education; early childhood education; professional development; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA (6th Edition):

Young, L. (2010). CENTERING THE VOICES OF SOUTH CAROLINA'S EARLY CARE AND EDUCATION TEACHERS: A MULTI-CASE STUDY EXAMINING HOW THEY SELECT AND ARE INFORMED BY PROFESSIONAL DEVELOPMENT. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/638

Chicago Manual of Style (16th Edition):

Young, Lenna. “CENTERING THE VOICES OF SOUTH CAROLINA'S EARLY CARE AND EDUCATION TEACHERS: A MULTI-CASE STUDY EXAMINING HOW THEY SELECT AND ARE INFORMED BY PROFESSIONAL DEVELOPMENT.” 2010. Doctoral Dissertation, Clemson University. Accessed October 17, 2019. https://tigerprints.clemson.edu/all_dissertations/638.

MLA Handbook (7th Edition):

Young, Lenna. “CENTERING THE VOICES OF SOUTH CAROLINA'S EARLY CARE AND EDUCATION TEACHERS: A MULTI-CASE STUDY EXAMINING HOW THEY SELECT AND ARE INFORMED BY PROFESSIONAL DEVELOPMENT.” 2010. Web. 17 Oct 2019.

Vancouver:

Young L. CENTERING THE VOICES OF SOUTH CAROLINA'S EARLY CARE AND EDUCATION TEACHERS: A MULTI-CASE STUDY EXAMINING HOW THEY SELECT AND ARE INFORMED BY PROFESSIONAL DEVELOPMENT. [Internet] [Doctoral dissertation]. Clemson University; 2010. [cited 2019 Oct 17]. Available from: https://tigerprints.clemson.edu/all_dissertations/638.

Council of Science Editors:

Young L. CENTERING THE VOICES OF SOUTH CAROLINA'S EARLY CARE AND EDUCATION TEACHERS: A MULTI-CASE STUDY EXAMINING HOW THEY SELECT AND ARE INFORMED BY PROFESSIONAL DEVELOPMENT. [Doctoral Dissertation]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_dissertations/638


Clemson University

3. Bruce, Robert. Avoiding Engagement with 'Invisibles:' Religious Issues and the Field of English Education.

Degree: PhD, Curriculum and Instruction, 2011, Clemson University

 This study used content analysis of selected documents representing the three dimensions of the field of English Education (curriculum, teacher preparation and development, and research)… (more)

Subjects/Keywords: content analysis; English Education; multiculturalism; standards; textbooks; Secondary Education and Teaching

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APA (6th Edition):

Bruce, R. (2011). Avoiding Engagement with 'Invisibles:' Religious Issues and the Field of English Education. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/854

Chicago Manual of Style (16th Edition):

Bruce, Robert. “Avoiding Engagement with 'Invisibles:' Religious Issues and the Field of English Education.” 2011. Doctoral Dissertation, Clemson University. Accessed October 17, 2019. https://tigerprints.clemson.edu/all_dissertations/854.

MLA Handbook (7th Edition):

Bruce, Robert. “Avoiding Engagement with 'Invisibles:' Religious Issues and the Field of English Education.” 2011. Web. 17 Oct 2019.

Vancouver:

Bruce R. Avoiding Engagement with 'Invisibles:' Religious Issues and the Field of English Education. [Internet] [Doctoral dissertation]. Clemson University; 2011. [cited 2019 Oct 17]. Available from: https://tigerprints.clemson.edu/all_dissertations/854.

Council of Science Editors:

Bruce R. Avoiding Engagement with 'Invisibles:' Religious Issues and the Field of English Education. [Doctoral Dissertation]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_dissertations/854


Clemson University

4. Rogers, Angela. SILENCE NO MORE: A TRANSFORMATIVE TRANSCENDENTAL PHENOMENOLOGICAL STUDY INVESTIGATING THE EXPERIENCES OF TEEN MOTHERS WHO GO TO COLLEGE IN THE RURAL SOUTHEAST.

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

 According to ethnographer Kristin Luker (1996) 'most poignantly, in the vast majority of cases, giving birth while still a teenager is a pledge of hope,… (more)

Subjects/Keywords: Critical Theory; Feminist Theory; Kenneth Burke; Social Construction; Social Justice; Teen Mothers; Education

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APA (6th Edition):

Rogers, A. (2010). SILENCE NO MORE: A TRANSFORMATIVE TRANSCENDENTAL PHENOMENOLOGICAL STUDY INVESTIGATING THE EXPERIENCES OF TEEN MOTHERS WHO GO TO COLLEGE IN THE RURAL SOUTHEAST. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/527

Chicago Manual of Style (16th Edition):

Rogers, Angela. “SILENCE NO MORE: A TRANSFORMATIVE TRANSCENDENTAL PHENOMENOLOGICAL STUDY INVESTIGATING THE EXPERIENCES OF TEEN MOTHERS WHO GO TO COLLEGE IN THE RURAL SOUTHEAST.” 2010. Doctoral Dissertation, Clemson University. Accessed October 17, 2019. https://tigerprints.clemson.edu/all_dissertations/527.

MLA Handbook (7th Edition):

Rogers, Angela. “SILENCE NO MORE: A TRANSFORMATIVE TRANSCENDENTAL PHENOMENOLOGICAL STUDY INVESTIGATING THE EXPERIENCES OF TEEN MOTHERS WHO GO TO COLLEGE IN THE RURAL SOUTHEAST.” 2010. Web. 17 Oct 2019.

Vancouver:

Rogers A. SILENCE NO MORE: A TRANSFORMATIVE TRANSCENDENTAL PHENOMENOLOGICAL STUDY INVESTIGATING THE EXPERIENCES OF TEEN MOTHERS WHO GO TO COLLEGE IN THE RURAL SOUTHEAST. [Internet] [Doctoral dissertation]. Clemson University; 2010. [cited 2019 Oct 17]. Available from: https://tigerprints.clemson.edu/all_dissertations/527.

Council of Science Editors:

Rogers A. SILENCE NO MORE: A TRANSFORMATIVE TRANSCENDENTAL PHENOMENOLOGICAL STUDY INVESTIGATING THE EXPERIENCES OF TEEN MOTHERS WHO GO TO COLLEGE IN THE RURAL SOUTHEAST. [Doctoral Dissertation]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_dissertations/527


Clemson University

5. Mukhongo, Anna. CITIZENSHIP EDUCATION IN KENYA: A CONTENT ANALYSIS OF STATE-SPONSORED SOCIAL STUDIES INSTRUCTIONAL MATERIALS.

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

 The purpose of this study was to determine whether or not the principal citizenship issues identified by scholars as significant with regard to the African… (more)

Subjects/Keywords: AFRICA; CITIZENSHIP; EDUCATION; KENYA; SOCIAL STUDIES; Curriculum and Instruction

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APA (6th Edition):

Mukhongo, A. (2010). CITIZENSHIP EDUCATION IN KENYA: A CONTENT ANALYSIS OF STATE-SPONSORED SOCIAL STUDIES INSTRUCTIONAL MATERIALS. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/513

Chicago Manual of Style (16th Edition):

Mukhongo, Anna. “CITIZENSHIP EDUCATION IN KENYA: A CONTENT ANALYSIS OF STATE-SPONSORED SOCIAL STUDIES INSTRUCTIONAL MATERIALS.” 2010. Doctoral Dissertation, Clemson University. Accessed October 17, 2019. https://tigerprints.clemson.edu/all_dissertations/513.

MLA Handbook (7th Edition):

Mukhongo, Anna. “CITIZENSHIP EDUCATION IN KENYA: A CONTENT ANALYSIS OF STATE-SPONSORED SOCIAL STUDIES INSTRUCTIONAL MATERIALS.” 2010. Web. 17 Oct 2019.

Vancouver:

Mukhongo A. CITIZENSHIP EDUCATION IN KENYA: A CONTENT ANALYSIS OF STATE-SPONSORED SOCIAL STUDIES INSTRUCTIONAL MATERIALS. [Internet] [Doctoral dissertation]. Clemson University; 2010. [cited 2019 Oct 17]. Available from: https://tigerprints.clemson.edu/all_dissertations/513.

Council of Science Editors:

Mukhongo A. CITIZENSHIP EDUCATION IN KENYA: A CONTENT ANALYSIS OF STATE-SPONSORED SOCIAL STUDIES INSTRUCTIONAL MATERIALS. [Doctoral Dissertation]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_dissertations/513


Clemson University

6. Hartman, Julie. The Diffusion of the Reggio Emilia Approach Among Early Childhood Teacher Educators in South Carolina.

Degree: PhD, Curriculum and Instruction, 2007, Clemson University

 Growing numbers of U.S. educators are traveling to the northern Italian town of Reggio Emilia to study the innovative, arts-based approach to early education developed… (more)

Subjects/Keywords: Diffusion; Reggio Emilia Approach; Early childhood teacher education; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA (6th Edition):

Hartman, J. (2007). The Diffusion of the Reggio Emilia Approach Among Early Childhood Teacher Educators in South Carolina. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/141

Chicago Manual of Style (16th Edition):

Hartman, Julie. “The Diffusion of the Reggio Emilia Approach Among Early Childhood Teacher Educators in South Carolina.” 2007. Doctoral Dissertation, Clemson University. Accessed October 17, 2019. https://tigerprints.clemson.edu/all_dissertations/141.

MLA Handbook (7th Edition):

Hartman, Julie. “The Diffusion of the Reggio Emilia Approach Among Early Childhood Teacher Educators in South Carolina.” 2007. Web. 17 Oct 2019.

Vancouver:

Hartman J. The Diffusion of the Reggio Emilia Approach Among Early Childhood Teacher Educators in South Carolina. [Internet] [Doctoral dissertation]. Clemson University; 2007. [cited 2019 Oct 17]. Available from: https://tigerprints.clemson.edu/all_dissertations/141.

Council of Science Editors:

Hartman J. The Diffusion of the Reggio Emilia Approach Among Early Childhood Teacher Educators in South Carolina. [Doctoral Dissertation]. Clemson University; 2007. Available from: https://tigerprints.clemson.edu/all_dissertations/141


Clemson University

7. Jacobbe, Timothy. ELEMENTARY SCHOOL TEACHERS' UNDERSTANDING OF ESSENTIAL TOPICS IN STATISTICS AND THE INFLUENCE OF ASSESSMENT INSTRUMENTS AND A REFORM CURRICULUM UPON THEIR UNDERSTANDING.

Degree: PhD, Curriculum and Instruction, 2007, Clemson University

 With the increased emphasis on statistics at the elementary school level as recommended by the GAISE document, it is important to consider the current status… (more)

Subjects/Keywords: statistics; teachers; knowledge; mathematics; misconeptions; Curriculum and Instruction

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APA (6th Edition):

Jacobbe, T. (2007). ELEMENTARY SCHOOL TEACHERS' UNDERSTANDING OF ESSENTIAL TOPICS IN STATISTICS AND THE INFLUENCE OF ASSESSMENT INSTRUMENTS AND A REFORM CURRICULUM UPON THEIR UNDERSTANDING. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/117

Chicago Manual of Style (16th Edition):

Jacobbe, Timothy. “ELEMENTARY SCHOOL TEACHERS' UNDERSTANDING OF ESSENTIAL TOPICS IN STATISTICS AND THE INFLUENCE OF ASSESSMENT INSTRUMENTS AND A REFORM CURRICULUM UPON THEIR UNDERSTANDING.” 2007. Doctoral Dissertation, Clemson University. Accessed October 17, 2019. https://tigerprints.clemson.edu/all_dissertations/117.

MLA Handbook (7th Edition):

Jacobbe, Timothy. “ELEMENTARY SCHOOL TEACHERS' UNDERSTANDING OF ESSENTIAL TOPICS IN STATISTICS AND THE INFLUENCE OF ASSESSMENT INSTRUMENTS AND A REFORM CURRICULUM UPON THEIR UNDERSTANDING.” 2007. Web. 17 Oct 2019.

Vancouver:

Jacobbe T. ELEMENTARY SCHOOL TEACHERS' UNDERSTANDING OF ESSENTIAL TOPICS IN STATISTICS AND THE INFLUENCE OF ASSESSMENT INSTRUMENTS AND A REFORM CURRICULUM UPON THEIR UNDERSTANDING. [Internet] [Doctoral dissertation]. Clemson University; 2007. [cited 2019 Oct 17]. Available from: https://tigerprints.clemson.edu/all_dissertations/117.

Council of Science Editors:

Jacobbe T. ELEMENTARY SCHOOL TEACHERS' UNDERSTANDING OF ESSENTIAL TOPICS IN STATISTICS AND THE INFLUENCE OF ASSESSMENT INSTRUMENTS AND A REFORM CURRICULUM UPON THEIR UNDERSTANDING. [Doctoral Dissertation]. Clemson University; 2007. Available from: https://tigerprints.clemson.edu/all_dissertations/117


Clemson University

8. Malloy, Jacquelynn. The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students.

Degree: PhD, Curriculum and Instruction, 2008, Clemson University

 Despite a lack of empirical support for the effectiveness of sustained silent reading (SSR) in the literature, the practice of providing time for students to… (more)

Subjects/Keywords: Sustained Silent Reading; Independent Reading; Reading Motivation; Curriculum and Instruction

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APA (6th Edition):

Malloy, J. (2008). The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/254

Chicago Manual of Style (16th Edition):

Malloy, Jacquelynn. “The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students.” 2008. Doctoral Dissertation, Clemson University. Accessed October 17, 2019. https://tigerprints.clemson.edu/all_dissertations/254.

MLA Handbook (7th Edition):

Malloy, Jacquelynn. “The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students.” 2008. Web. 17 Oct 2019.

Vancouver:

Malloy J. The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students. [Internet] [Doctoral dissertation]. Clemson University; 2008. [cited 2019 Oct 17]. Available from: https://tigerprints.clemson.edu/all_dissertations/254.

Council of Science Editors:

Malloy J. The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students. [Doctoral Dissertation]. Clemson University; 2008. Available from: https://tigerprints.clemson.edu/all_dissertations/254

.