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You searched for +publisher:"Georgia State University" +contributor:("Dr. Michelle Zoss"). Showing records 1 – 7 of 7 total matches.

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Georgia State University

1. Brown, David. These Heads are Packed with Stories: The Out-of-School Writing Experiences of Elementary Age Boys.

Degree: PhD, Middle and Secondary Education, 2015, Georgia State University

  This focused ethnography (Knoblauch, 2005; Jeffrey & Troman, 2004) investigated the out-of-school writing experiences of elementary age boys. The theoretical framework combined sociocultural theory… (more)

Subjects/Keywords: Elementary age boys; Out-of-school writing; Boys’ literacy; Ethnodrama; Arts based research; Literacy; Sociocultural theory; Self-determination theory; Focused ethnography; Motivation; Boys; Elementary; Writing

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

APA (6th Edition):

Brown, D. (2015). These Heads are Packed with Stories: The Out-of-School Writing Experiences of Elementary Age Boys. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/8

Chicago Manual of Style (16th Edition):

Brown, David. “These Heads are Packed with Stories: The Out-of-School Writing Experiences of Elementary Age Boys.” 2015. Doctoral Dissertation, Georgia State University. Accessed February 24, 2020. https://scholarworks.gsu.edu/mse_diss/8.

MLA Handbook (7th Edition):

Brown, David. “These Heads are Packed with Stories: The Out-of-School Writing Experiences of Elementary Age Boys.” 2015. Web. 24 Feb 2020.

Vancouver:

Brown D. These Heads are Packed with Stories: The Out-of-School Writing Experiences of Elementary Age Boys. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2020 Feb 24]. Available from: https://scholarworks.gsu.edu/mse_diss/8.

Council of Science Editors:

Brown D. These Heads are Packed with Stories: The Out-of-School Writing Experiences of Elementary Age Boys. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/mse_diss/8


Georgia State University

2. Gordon, Charity. The Role of Dialogic Teaching in Fostering Critical Literacy in an Urban High School English Classroom.

Degree: PhD, Middle and Secondary Education, 2018, Georgia State University

  The purpose of this qualitative study was to understand the role of dialogic teaching in fostering critical literacy in an urban high school English… (more)

Subjects/Keywords: Dialogic teaching; Critical literacy; Urban education; Secondary English; Ethnography; Discourse analysis

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

APA (6th Edition):

Gordon, C. (2018). The Role of Dialogic Teaching in Fostering Critical Literacy in an Urban High School English Classroom. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/58

Chicago Manual of Style (16th Edition):

Gordon, Charity. “The Role of Dialogic Teaching in Fostering Critical Literacy in an Urban High School English Classroom.” 2018. Doctoral Dissertation, Georgia State University. Accessed February 24, 2020. https://scholarworks.gsu.edu/mse_diss/58.

MLA Handbook (7th Edition):

Gordon, Charity. “The Role of Dialogic Teaching in Fostering Critical Literacy in an Urban High School English Classroom.” 2018. Web. 24 Feb 2020.

Vancouver:

Gordon C. The Role of Dialogic Teaching in Fostering Critical Literacy in an Urban High School English Classroom. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2020 Feb 24]. Available from: https://scholarworks.gsu.edu/mse_diss/58.

Council of Science Editors:

Gordon C. The Role of Dialogic Teaching in Fostering Critical Literacy in an Urban High School English Classroom. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/58


Georgia State University

3. Dunmeyer, Adrian. Sista-to-Sista: Black Women (Re)Examining Their Experiences as Teachers with Stereotypes and Oppression in Secondary Schools.

Degree: Doctor of Education (EdD), Middle and Secondary Education, 2020, Georgia State University

  While student diversity is increasing in the United States, teachers in the field are still largely White, female, and monolingual (Zumwalt & Craig, 2005).… (more)

Subjects/Keywords: sista circles; sister circles; Black women teachers; Black feminist thought; Womanism; Stereotypes; Black womanhood

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APA (6th Edition):

Dunmeyer, A. (2020). Sista-to-Sista: Black Women (Re)Examining Their Experiences as Teachers with Stereotypes and Oppression in Secondary Schools. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/90

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dunmeyer, Adrian. “Sista-to-Sista: Black Women (Re)Examining Their Experiences as Teachers with Stereotypes and Oppression in Secondary Schools.” 2020. Thesis, Georgia State University. Accessed February 24, 2020. https://scholarworks.gsu.edu/mse_diss/90.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dunmeyer, Adrian. “Sista-to-Sista: Black Women (Re)Examining Their Experiences as Teachers with Stereotypes and Oppression in Secondary Schools.” 2020. Web. 24 Feb 2020.

Vancouver:

Dunmeyer A. Sista-to-Sista: Black Women (Re)Examining Their Experiences as Teachers with Stereotypes and Oppression in Secondary Schools. [Internet] [Thesis]. Georgia State University; 2020. [cited 2020 Feb 24]. Available from: https://scholarworks.gsu.edu/mse_diss/90.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dunmeyer A. Sista-to-Sista: Black Women (Re)Examining Their Experiences as Teachers with Stereotypes and Oppression in Secondary Schools. [Thesis]. Georgia State University; 2020. Available from: https://scholarworks.gsu.edu/mse_diss/90

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Georgia State University

4. Wass, Todd W, Ed.D. STUDENTS’ EXPERIENCES OF DESIGN THINKING AND DISTRIBUTED SCAFFOLDING IN A MIDDLE SCHOOL SOCIAL STUDIES CLASSROOM.

Degree: Doctor of Education (EdD), Middle and Secondary Education, 2018, Georgia State University

  Recently, design thinking as a method to solve ill-defined problems has increased in middle school curricula. In this qualitative case study consisting of 23… (more)

Subjects/Keywords: Design thinking; Distributed scaffolding; Students’ experience; Social studies; Middle school

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APA (6th Edition):

Wass, Todd W, E. D. (2018). STUDENTS’ EXPERIENCES OF DESIGN THINKING AND DISTRIBUTED SCAFFOLDING IN A MIDDLE SCHOOL SOCIAL STUDIES CLASSROOM. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/50

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wass, Todd W, Ed D. “STUDENTS’ EXPERIENCES OF DESIGN THINKING AND DISTRIBUTED SCAFFOLDING IN A MIDDLE SCHOOL SOCIAL STUDIES CLASSROOM.” 2018. Thesis, Georgia State University. Accessed February 24, 2020. https://scholarworks.gsu.edu/mse_diss/50.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wass, Todd W, Ed D. “STUDENTS’ EXPERIENCES OF DESIGN THINKING AND DISTRIBUTED SCAFFOLDING IN A MIDDLE SCHOOL SOCIAL STUDIES CLASSROOM.” 2018. Web. 24 Feb 2020.

Vancouver:

Wass, Todd W ED. STUDENTS’ EXPERIENCES OF DESIGN THINKING AND DISTRIBUTED SCAFFOLDING IN A MIDDLE SCHOOL SOCIAL STUDIES CLASSROOM. [Internet] [Thesis]. Georgia State University; 2018. [cited 2020 Feb 24]. Available from: https://scholarworks.gsu.edu/mse_diss/50.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wass, Todd W ED. STUDENTS’ EXPERIENCES OF DESIGN THINKING AND DISTRIBUTED SCAFFOLDING IN A MIDDLE SCHOOL SOCIAL STUDIES CLASSROOM. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/50

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. James, Linda. Teachers' navigation of policy context: Plotting the course for balance between conviction and reform.

Degree: PhD, Middle and Secondary Education, 2015, Georgia State University

  This study examined an aspect of educational policy that has on the whole, been neglected in the extensive sum of research conducted on the… (more)

Subjects/Keywords: Educational policy; accountability; No Child Left Behind; policy context

…Department of Middle and Secondary Education in the College of Education Georgia State University… …Albers, Dr. Mona Matthews, and Dr. Michelle Zoss. Each of you throughout this process have… …When I began the Ph.D. program at Georgia State University, I was a Learning Focused Schools… 

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

APA (6th Edition):

James, L. (2015). Teachers' navigation of policy context: Plotting the course for balance between conviction and reform. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/9

Chicago Manual of Style (16th Edition):

James, Linda. “Teachers' navigation of policy context: Plotting the course for balance between conviction and reform.” 2015. Doctoral Dissertation, Georgia State University. Accessed February 24, 2020. https://scholarworks.gsu.edu/mse_diss/9.

MLA Handbook (7th Edition):

James, Linda. “Teachers' navigation of policy context: Plotting the course for balance between conviction and reform.” 2015. Web. 24 Feb 2020.

Vancouver:

James L. Teachers' navigation of policy context: Plotting the course for balance between conviction and reform. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2020 Feb 24]. Available from: https://scholarworks.gsu.edu/mse_diss/9.

Council of Science Editors:

James L. Teachers' navigation of policy context: Plotting the course for balance between conviction and reform. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/mse_diss/9

6. Thomas, Clarice. RECLAIMING OUR PROMISE: VICTORIOUS NARRATIVES OF AFRICAN AMERICAN MALES NAVIGATING THE SCHOOL-TO-PRISON NEXUS.

Degree: PhD, Middle and Secondary Education, 2018, Georgia State University

  The school-to-prison nexus (STPN) disproportionately targets African American students for school suspension and expulsion, which increases their risk of future incarceration (Heitzeg, 2016). The… (more)

Subjects/Keywords: school-to-prison nexus; narrative inquiry; critical race theory; carceral state; experience; African American men; higher education; K-12 education

…Education in the College of Education and Human Development Georgia State University Atlanta, GA… 

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APA (6th Edition):

Thomas, C. (2018). RECLAIMING OUR PROMISE: VICTORIOUS NARRATIVES OF AFRICAN AMERICAN MALES NAVIGATING THE SCHOOL-TO-PRISON NEXUS. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/56

Chicago Manual of Style (16th Edition):

Thomas, Clarice. “RECLAIMING OUR PROMISE: VICTORIOUS NARRATIVES OF AFRICAN AMERICAN MALES NAVIGATING THE SCHOOL-TO-PRISON NEXUS.” 2018. Doctoral Dissertation, Georgia State University. Accessed February 24, 2020. https://scholarworks.gsu.edu/mse_diss/56.

MLA Handbook (7th Edition):

Thomas, Clarice. “RECLAIMING OUR PROMISE: VICTORIOUS NARRATIVES OF AFRICAN AMERICAN MALES NAVIGATING THE SCHOOL-TO-PRISON NEXUS.” 2018. Web. 24 Feb 2020.

Vancouver:

Thomas C. RECLAIMING OUR PROMISE: VICTORIOUS NARRATIVES OF AFRICAN AMERICAN MALES NAVIGATING THE SCHOOL-TO-PRISON NEXUS. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2020 Feb 24]. Available from: https://scholarworks.gsu.edu/mse_diss/56.

Council of Science Editors:

Thomas C. RECLAIMING OUR PROMISE: VICTORIOUS NARRATIVES OF AFRICAN AMERICAN MALES NAVIGATING THE SCHOOL-TO-PRISON NEXUS. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/56

7. Pourchier, Adrianne Nicole M. Guided Wanderings: An A/r/tographic Inquiry into Postmodern Picturebooks, Bourdieusian Theory, and Writing.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2012, Georgia State University

  This dissertation is an a/r/tographic inquiry (Irwin & Springgay, 2008) that explores postmodern picturebooks and writing theory. Postmodern picturebooks have been described as texts… (more)

Subjects/Keywords: A/r/tography; Postmodern Picturebooks; Pierre Bourdieu; Writing Process Theory; Writing Pedagogy; Arts-Based Educational Research

Georgia State University Atlanta, GA 2012 Copyright by Nicole M. Pourchier 2012… 

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APA (6th Edition):

Pourchier, A. N. M. (2012). Guided Wanderings: An A/r/tographic Inquiry into Postmodern Picturebooks, Bourdieusian Theory, and Writing. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/99

Chicago Manual of Style (16th Edition):

Pourchier, Adrianne Nicole M. “Guided Wanderings: An A/r/tographic Inquiry into Postmodern Picturebooks, Bourdieusian Theory, and Writing.” 2012. Doctoral Dissertation, Georgia State University. Accessed February 24, 2020. https://scholarworks.gsu.edu/msit_diss/99.

MLA Handbook (7th Edition):

Pourchier, Adrianne Nicole M. “Guided Wanderings: An A/r/tographic Inquiry into Postmodern Picturebooks, Bourdieusian Theory, and Writing.” 2012. Web. 24 Feb 2020.

Vancouver:

Pourchier ANM. Guided Wanderings: An A/r/tographic Inquiry into Postmodern Picturebooks, Bourdieusian Theory, and Writing. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2020 Feb 24]. Available from: https://scholarworks.gsu.edu/msit_diss/99.

Council of Science Editors:

Pourchier ANM. Guided Wanderings: An A/r/tographic Inquiry into Postmodern Picturebooks, Bourdieusian Theory, and Writing. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/msit_diss/99

.