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You searched for +publisher:"Duquesne University" +contributor:("Deborah Scigliano"). Showing records 1 – 11 of 11 total matches.

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Duquesne University

1. Macklin, Ella. Development of Reading Comprehension Skills Among Students With Intellectual Disabilities Using Technologically-Based Reading Programs.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2016, Duquesne University

  This research paper reported the results from research conducted regarding technologically-based reading comprehension programs for students who have intellectual disabilities. It provided evidence-based research… (more)

Subjects/Keywords: Reading Comprehension Skills Instruction; Students With Intellectual Disabilities; Technologically-Based Reading Instruction

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APA (6th Edition):

Macklin, E. (2016). Development of Reading Comprehension Skills Among Students With Intellectual Disabilities Using Technologically-Based Reading Programs. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/51

Chicago Manual of Style (16th Edition):

Macklin, Ella. “Development of Reading Comprehension Skills Among Students With Intellectual Disabilities Using Technologically-Based Reading Programs.” 2016. Doctoral Dissertation, Duquesne University. Accessed May 26, 2019. https://dsc.duq.edu/etd/51.

MLA Handbook (7th Edition):

Macklin, Ella. “Development of Reading Comprehension Skills Among Students With Intellectual Disabilities Using Technologically-Based Reading Programs.” 2016. Web. 26 May 2019.

Vancouver:

Macklin E. Development of Reading Comprehension Skills Among Students With Intellectual Disabilities Using Technologically-Based Reading Programs. [Internet] [Doctoral dissertation]. Duquesne University; 2016. [cited 2019 May 26]. Available from: https://dsc.duq.edu/etd/51.

Council of Science Editors:

Macklin E. Development of Reading Comprehension Skills Among Students With Intellectual Disabilities Using Technologically-Based Reading Programs. [Doctoral Dissertation]. Duquesne University; 2016. Available from: https://dsc.duq.edu/etd/51


Duquesne University

2. Lucey, Kevin. The Effect of Motivation on Student Persistence in Online Higher Education: A Phenomenological Study of How Adult Learners Experience Motivation in a Web-based Distance Learning Environment.

Degree: EdD, Instructional Technology (EdDIT), 2018, Duquesne University

  The purpose of this study was to investigate the role of motivation in the persistence of adults enrolled in online higher education. Since the… (more)

Subjects/Keywords: Adult Learners; Motivation; Online Higher Education; Persistence; Phenomenology; Retention; Adult and Continuing Education; Online and Distance Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Lucey, K. (2018). The Effect of Motivation on Student Persistence in Online Higher Education: A Phenomenological Study of How Adult Learners Experience Motivation in a Web-based Distance Learning Environment. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1449

Chicago Manual of Style (16th Edition):

Lucey, Kevin. “The Effect of Motivation on Student Persistence in Online Higher Education: A Phenomenological Study of How Adult Learners Experience Motivation in a Web-based Distance Learning Environment.” 2018. Doctoral Dissertation, Duquesne University. Accessed May 26, 2019. https://dsc.duq.edu/etd/1449.

MLA Handbook (7th Edition):

Lucey, Kevin. “The Effect of Motivation on Student Persistence in Online Higher Education: A Phenomenological Study of How Adult Learners Experience Motivation in a Web-based Distance Learning Environment.” 2018. Web. 26 May 2019.

Vancouver:

Lucey K. The Effect of Motivation on Student Persistence in Online Higher Education: A Phenomenological Study of How Adult Learners Experience Motivation in a Web-based Distance Learning Environment. [Internet] [Doctoral dissertation]. Duquesne University; 2018. [cited 2019 May 26]. Available from: https://dsc.duq.edu/etd/1449.

Council of Science Editors:

Lucey K. The Effect of Motivation on Student Persistence in Online Higher Education: A Phenomenological Study of How Adult Learners Experience Motivation in a Web-based Distance Learning Environment. [Doctoral Dissertation]. Duquesne University; 2018. Available from: https://dsc.duq.edu/etd/1449


Duquesne University

3. Sapsara, Jessica. An Investigation of the Impact of the Formative Learning Cycle on Student Self-Regulation to Confidently Produce Quality Homework.

Degree: EdD, Educational Studies (General Education), 2016, Duquesne University

 This study explored the formative learning cycle's ability to increase student confidence to create quality homework. Student from a socio-economically diverse school district in Western… (more)

Subjects/Keywords: Formative Assessment; Homework; Self-regulation

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APA (6th Edition):

Sapsara, J. (2016). An Investigation of the Impact of the Formative Learning Cycle on Student Self-Regulation to Confidently Produce Quality Homework. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1147

Chicago Manual of Style (16th Edition):

Sapsara, Jessica. “An Investigation of the Impact of the Formative Learning Cycle on Student Self-Regulation to Confidently Produce Quality Homework.” 2016. Doctoral Dissertation, Duquesne University. Accessed May 26, 2019. https://dsc.duq.edu/etd/1147.

MLA Handbook (7th Edition):

Sapsara, Jessica. “An Investigation of the Impact of the Formative Learning Cycle on Student Self-Regulation to Confidently Produce Quality Homework.” 2016. Web. 26 May 2019.

Vancouver:

Sapsara J. An Investigation of the Impact of the Formative Learning Cycle on Student Self-Regulation to Confidently Produce Quality Homework. [Internet] [Doctoral dissertation]. Duquesne University; 2016. [cited 2019 May 26]. Available from: https://dsc.duq.edu/etd/1147.

Council of Science Editors:

Sapsara J. An Investigation of the Impact of the Formative Learning Cycle on Student Self-Regulation to Confidently Produce Quality Homework. [Doctoral Dissertation]. Duquesne University; 2016. Available from: https://dsc.duq.edu/etd/1147


Duquesne University

4. Alqurashi, Emtinan. Self-Efficacy and the Interaction Model as Predictors of Student Satisfaction and Perceived Learning in Online Learning Environments.

Degree: EdD, Instructional Technology (EdDIT), 2017, Duquesne University

  This study aimed to explore the relationship between four predictor variables (online learning self-efficacy, learner-content interaction, learner-instructor interaction, and learner-learner interaction) and student satisfaction… (more)

Subjects/Keywords: self-efficacy; interaction; student satisfaction; perceived learning; Online and Distance Education

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APA (6th Edition):

Alqurashi, E. (2017). Self-Efficacy and the Interaction Model as Predictors of Student Satisfaction and Perceived Learning in Online Learning Environments. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/194

Chicago Manual of Style (16th Edition):

Alqurashi, Emtinan. “Self-Efficacy and the Interaction Model as Predictors of Student Satisfaction and Perceived Learning in Online Learning Environments.” 2017. Doctoral Dissertation, Duquesne University. Accessed May 26, 2019. https://dsc.duq.edu/etd/194.

MLA Handbook (7th Edition):

Alqurashi, Emtinan. “Self-Efficacy and the Interaction Model as Predictors of Student Satisfaction and Perceived Learning in Online Learning Environments.” 2017. Web. 26 May 2019.

Vancouver:

Alqurashi E. Self-Efficacy and the Interaction Model as Predictors of Student Satisfaction and Perceived Learning in Online Learning Environments. [Internet] [Doctoral dissertation]. Duquesne University; 2017. [cited 2019 May 26]. Available from: https://dsc.duq.edu/etd/194.

Council of Science Editors:

Alqurashi E. Self-Efficacy and the Interaction Model as Predictors of Student Satisfaction and Perceived Learning in Online Learning Environments. [Doctoral Dissertation]. Duquesne University; 2017. Available from: https://dsc.duq.edu/etd/194


Duquesne University

5. Dellapenna, Amy M. An Investigation of a Peer Coaching Model on the Professional Learning and Teacher Self-Efficacy of Elementary Literacy Teachers.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2017, Duquesne University

  Reading is one of the most important foundational skills for academic success, yet the teaching of reading is very complex. There is a need… (more)

Subjects/Keywords: Collective Efficacy; Literacy; Peer coaching; Professional Development; Self-Efficacy

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APA (6th Edition):

Dellapenna, A. M. (2017). An Investigation of a Peer Coaching Model on the Professional Learning and Teacher Self-Efficacy of Elementary Literacy Teachers. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/167

Chicago Manual of Style (16th Edition):

Dellapenna, Amy M. “An Investigation of a Peer Coaching Model on the Professional Learning and Teacher Self-Efficacy of Elementary Literacy Teachers.” 2017. Doctoral Dissertation, Duquesne University. Accessed May 26, 2019. https://dsc.duq.edu/etd/167.

MLA Handbook (7th Edition):

Dellapenna, Amy M. “An Investigation of a Peer Coaching Model on the Professional Learning and Teacher Self-Efficacy of Elementary Literacy Teachers.” 2017. Web. 26 May 2019.

Vancouver:

Dellapenna AM. An Investigation of a Peer Coaching Model on the Professional Learning and Teacher Self-Efficacy of Elementary Literacy Teachers. [Internet] [Doctoral dissertation]. Duquesne University; 2017. [cited 2019 May 26]. Available from: https://dsc.duq.edu/etd/167.

Council of Science Editors:

Dellapenna AM. An Investigation of a Peer Coaching Model on the Professional Learning and Teacher Self-Efficacy of Elementary Literacy Teachers. [Doctoral Dissertation]. Duquesne University; 2017. Available from: https://dsc.duq.edu/etd/167


Duquesne University

6. Mathis, Peter James. An Investigation of How Accountability Systems Influence the Design and Development of Student Centered Learning Environments.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2016, Duquesne University

 The research reported in this dissertation investigates the impact that accountability systems have on the design and development of student centered learning environments. The nature… (more)

Subjects/Keywords: Improvement Inquiry; Improvement Science; Networked Improvement Communities; Social Constructivist's Epistemology; Student Centered Learning Environments

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APA (6th Edition):

Mathis, P. J. (2016). An Investigation of How Accountability Systems Influence the Design and Development of Student Centered Learning Environments. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/891

Chicago Manual of Style (16th Edition):

Mathis, Peter James. “An Investigation of How Accountability Systems Influence the Design and Development of Student Centered Learning Environments.” 2016. Doctoral Dissertation, Duquesne University. Accessed May 26, 2019. https://dsc.duq.edu/etd/891.

MLA Handbook (7th Edition):

Mathis, Peter James. “An Investigation of How Accountability Systems Influence the Design and Development of Student Centered Learning Environments.” 2016. Web. 26 May 2019.

Vancouver:

Mathis PJ. An Investigation of How Accountability Systems Influence the Design and Development of Student Centered Learning Environments. [Internet] [Doctoral dissertation]. Duquesne University; 2016. [cited 2019 May 26]. Available from: https://dsc.duq.edu/etd/891.

Council of Science Editors:

Mathis PJ. An Investigation of How Accountability Systems Influence the Design and Development of Student Centered Learning Environments. [Doctoral Dissertation]. Duquesne University; 2016. Available from: https://dsc.duq.edu/etd/891


Duquesne University

7. Poyo, Susan. Transforming Traditional Practices Of Teacher Preparation To Meet Changing Needs Of Digital Learners: A First Step Intervention By Assessing And Addressing Needs Of Pre-Service Teachers In A Dual Learning Environment.

Degree: EdD, Instructional Technology (EdDIT), 2016, Duquesne University

 Changes in the field of education require teachers' acquisition of specific knowledge of technology and the skills of its effective use in the classroom. With… (more)

Subjects/Keywords: Dual Learning Environments; Instructional Centeredness; Online Learning; Pre-service Teachers; Teacher Education; TPACK

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APA (6th Edition):

Poyo, S. (2016). Transforming Traditional Practices Of Teacher Preparation To Meet Changing Needs Of Digital Learners: A First Step Intervention By Assessing And Addressing Needs Of Pre-Service Teachers In A Dual Learning Environment. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1060

Chicago Manual of Style (16th Edition):

Poyo, Susan. “Transforming Traditional Practices Of Teacher Preparation To Meet Changing Needs Of Digital Learners: A First Step Intervention By Assessing And Addressing Needs Of Pre-Service Teachers In A Dual Learning Environment.” 2016. Doctoral Dissertation, Duquesne University. Accessed May 26, 2019. https://dsc.duq.edu/etd/1060.

MLA Handbook (7th Edition):

Poyo, Susan. “Transforming Traditional Practices Of Teacher Preparation To Meet Changing Needs Of Digital Learners: A First Step Intervention By Assessing And Addressing Needs Of Pre-Service Teachers In A Dual Learning Environment.” 2016. Web. 26 May 2019.

Vancouver:

Poyo S. Transforming Traditional Practices Of Teacher Preparation To Meet Changing Needs Of Digital Learners: A First Step Intervention By Assessing And Addressing Needs Of Pre-Service Teachers In A Dual Learning Environment. [Internet] [Doctoral dissertation]. Duquesne University; 2016. [cited 2019 May 26]. Available from: https://dsc.duq.edu/etd/1060.

Council of Science Editors:

Poyo S. Transforming Traditional Practices Of Teacher Preparation To Meet Changing Needs Of Digital Learners: A First Step Intervention By Assessing And Addressing Needs Of Pre-Service Teachers In A Dual Learning Environment. [Doctoral Dissertation]. Duquesne University; 2016. Available from: https://dsc.duq.edu/etd/1060


Duquesne University

8. Pulkowski, Cynthia. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2014, Duquesne University

 Over the past few decades, stakeholders in education have placed significant emphasis on student achievement. Educational reform in the United States and internationally has set… (more)

Subjects/Keywords: coaching; community; development; professional; teacher

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APA (6th Edition):

Pulkowski, C. (2014). Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1066

Chicago Manual of Style (16th Edition):

Pulkowski, Cynthia. “Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.” 2014. Doctoral Dissertation, Duquesne University. Accessed May 26, 2019. https://dsc.duq.edu/etd/1066.

MLA Handbook (7th Edition):

Pulkowski, Cynthia. “Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.” 2014. Web. 26 May 2019.

Vancouver:

Pulkowski C. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. [Internet] [Doctoral dissertation]. Duquesne University; 2014. [cited 2019 May 26]. Available from: https://dsc.duq.edu/etd/1066.

Council of Science Editors:

Pulkowski C. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. [Doctoral Dissertation]. Duquesne University; 2014. Available from: https://dsc.duq.edu/etd/1066


Duquesne University

9. Barron, Jessica. Comparison of a Video Game Based Learning Environment and a Traditional Learning Environment.

Degree: EdD, Instructional Technology (EdDIT), 2015, Duquesne University

 There are many ways to teach within a classroom environment. Traditional teaching methods have been successful because they can be applied in almost any classroom… (more)

Subjects/Keywords: Gaming; Learning Environment; Sim City; Simulations; Video Games; WEBLEI

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APA (6th Edition):

Barron, J. (2015). Comparison of a Video Game Based Learning Environment and a Traditional Learning Environment. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/292

Chicago Manual of Style (16th Edition):

Barron, Jessica. “Comparison of a Video Game Based Learning Environment and a Traditional Learning Environment.” 2015. Doctoral Dissertation, Duquesne University. Accessed May 26, 2019. https://dsc.duq.edu/etd/292.

MLA Handbook (7th Edition):

Barron, Jessica. “Comparison of a Video Game Based Learning Environment and a Traditional Learning Environment.” 2015. Web. 26 May 2019.

Vancouver:

Barron J. Comparison of a Video Game Based Learning Environment and a Traditional Learning Environment. [Internet] [Doctoral dissertation]. Duquesne University; 2015. [cited 2019 May 26]. Available from: https://dsc.duq.edu/etd/292.

Council of Science Editors:

Barron J. Comparison of a Video Game Based Learning Environment and a Traditional Learning Environment. [Doctoral Dissertation]. Duquesne University; 2015. Available from: https://dsc.duq.edu/etd/292


Duquesne University

10. Parker, David. The Effects of a Discourse Community Model on Promoting Intentional Conceptual Change to Increase Understanding of School Climate and Its Importance.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2009, Duquesne University

 Framed within intentional conceptual change theory, this study looked at the effects of a discourse community model on promoting intentional conceptual change to increase understanding… (more)

Subjects/Keywords: School Climate; Intentional Conceptual Change; Staff Development; Interventions; School Improvement

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APA (6th Edition):

Parker, D. (2009). The Effects of a Discourse Community Model on Promoting Intentional Conceptual Change to Increase Understanding of School Climate and Its Importance. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1017

Chicago Manual of Style (16th Edition):

Parker, David. “The Effects of a Discourse Community Model on Promoting Intentional Conceptual Change to Increase Understanding of School Climate and Its Importance.” 2009. Doctoral Dissertation, Duquesne University. Accessed May 26, 2019. https://dsc.duq.edu/etd/1017.

MLA Handbook (7th Edition):

Parker, David. “The Effects of a Discourse Community Model on Promoting Intentional Conceptual Change to Increase Understanding of School Climate and Its Importance.” 2009. Web. 26 May 2019.

Vancouver:

Parker D. The Effects of a Discourse Community Model on Promoting Intentional Conceptual Change to Increase Understanding of School Climate and Its Importance. [Internet] [Doctoral dissertation]. Duquesne University; 2009. [cited 2019 May 26]. Available from: https://dsc.duq.edu/etd/1017.

Council of Science Editors:

Parker D. The Effects of a Discourse Community Model on Promoting Intentional Conceptual Change to Increase Understanding of School Climate and Its Importance. [Doctoral Dissertation]. Duquesne University; 2009. Available from: https://dsc.duq.edu/etd/1017


Duquesne University

11. Endler, Francine. Investigating Variability in Teaching Performance...Seeking Pathways to Excellence.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2014, Duquesne University

 Teacher learning is critical to student learning (Darling-Hammond, 2002, 2010). The work documented here is driven by an investigation of a long-standing and complex problem… (more)

Subjects/Keywords: equity; multidisciplinary; professional development; teacher selection; variability

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APA (6th Edition):

Endler, F. (2014). Investigating Variability in Teaching Performance...Seeking Pathways to Excellence. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/523

Chicago Manual of Style (16th Edition):

Endler, Francine. “Investigating Variability in Teaching Performance...Seeking Pathways to Excellence.” 2014. Doctoral Dissertation, Duquesne University. Accessed May 26, 2019. https://dsc.duq.edu/etd/523.

MLA Handbook (7th Edition):

Endler, Francine. “Investigating Variability in Teaching Performance...Seeking Pathways to Excellence.” 2014. Web. 26 May 2019.

Vancouver:

Endler F. Investigating Variability in Teaching Performance...Seeking Pathways to Excellence. [Internet] [Doctoral dissertation]. Duquesne University; 2014. [cited 2019 May 26]. Available from: https://dsc.duq.edu/etd/523.

Council of Science Editors:

Endler F. Investigating Variability in Teaching Performance...Seeking Pathways to Excellence. [Doctoral Dissertation]. Duquesne University; 2014. Available from: https://dsc.duq.edu/etd/523

.