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You searched for +publisher:"Georgia State University" +contributor:("Janice B. Fournillier"). Showing records 1 – 10 of 10 total matches.

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Georgia State University

1. Dames, Nathalie. BLACK WOMEN PURSUING DOCTORATES IN MATHEMATICS EDUCATION: AN EXAMINATION OF STORIES OF THEIR MATHEMATICAL EXPERIENCES.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

  The research shows a lack of representation of Black women in mathematics education. The purpose of this study was to explore Black women’s perspectives… (more)

Subjects/Keywords: Black; Women; Mathematics; Mathematics education

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APA (6th Edition):

Dames, N. (2016). BLACK WOMEN PURSUING DOCTORATES IN MATHEMATICS EDUCATION: AN EXAMINATION OF STORIES OF THEIR MATHEMATICAL EXPERIENCES. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/29

Chicago Manual of Style (16th Edition):

Dames, Nathalie. “BLACK WOMEN PURSUING DOCTORATES IN MATHEMATICS EDUCATION: AN EXAMINATION OF STORIES OF THEIR MATHEMATICAL EXPERIENCES.” 2016. Doctoral Dissertation, Georgia State University. Accessed February 23, 2019. https://scholarworks.gsu.edu/mse_diss/29.

MLA Handbook (7th Edition):

Dames, Nathalie. “BLACK WOMEN PURSUING DOCTORATES IN MATHEMATICS EDUCATION: AN EXAMINATION OF STORIES OF THEIR MATHEMATICAL EXPERIENCES.” 2016. Web. 23 Feb 2019.

Vancouver:

Dames N. BLACK WOMEN PURSUING DOCTORATES IN MATHEMATICS EDUCATION: AN EXAMINATION OF STORIES OF THEIR MATHEMATICAL EXPERIENCES. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Feb 23]. Available from: https://scholarworks.gsu.edu/mse_diss/29.

Council of Science Editors:

Dames N. BLACK WOMEN PURSUING DOCTORATES IN MATHEMATICS EDUCATION: AN EXAMINATION OF STORIES OF THEIR MATHEMATICAL EXPERIENCES. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/29


Georgia State University

2. Anderson, Steven. A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES.

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

  Numerous studies have found that stereotype threat can negatively affect academic performance, especially for Black students. However, studies have also shown that many African… (more)

Subjects/Keywords: Stereotype threat; stereotype management; Black doctoral students; Black doctoral music students; resilience; social identity; racial identity; music education

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APA (6th Edition):

Anderson, S. (2018). A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/54

Chicago Manual of Style (16th Edition):

Anderson, Steven. “A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES.” 2018. Doctoral Dissertation, Georgia State University. Accessed February 23, 2019. https://scholarworks.gsu.edu/mse_diss/54.

MLA Handbook (7th Edition):

Anderson, Steven. “A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES.” 2018. Web. 23 Feb 2019.

Vancouver:

Anderson S. A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Feb 23]. Available from: https://scholarworks.gsu.edu/mse_diss/54.

Council of Science Editors:

Anderson S. A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/54


Georgia State University

3. Edwards, Erica B. (Bad) girls: Black girls' and school administrators' perceptions of re-entry after exclusionary discipline through a womanist approach to narrative inquiry.

Degree: PhD, Educational Policy Studies, 2017, Georgia State University

  Black girls are over-represented among suspended, expelled, or arrested youth (Blake 2011; Perry & Morris, 2017) and are punished more harshly for the same… (more)

Subjects/Keywords: Black girls; Urban administrators; Exclusionary discipline; School re-entry; School/Prison nexus; School-to-confinement processes

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APA (6th Edition):

Edwards, E. B. (2017). (Bad) girls: Black girls' and school administrators' perceptions of re-entry after exclusionary discipline through a womanist approach to narrative inquiry. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/180

Chicago Manual of Style (16th Edition):

Edwards, Erica B. “(Bad) girls: Black girls' and school administrators' perceptions of re-entry after exclusionary discipline through a womanist approach to narrative inquiry.” 2017. Doctoral Dissertation, Georgia State University. Accessed February 23, 2019. https://scholarworks.gsu.edu/eps_diss/180.

MLA Handbook (7th Edition):

Edwards, Erica B. “(Bad) girls: Black girls' and school administrators' perceptions of re-entry after exclusionary discipline through a womanist approach to narrative inquiry.” 2017. Web. 23 Feb 2019.

Vancouver:

Edwards EB. (Bad) girls: Black girls' and school administrators' perceptions of re-entry after exclusionary discipline through a womanist approach to narrative inquiry. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2019 Feb 23]. Available from: https://scholarworks.gsu.edu/eps_diss/180.

Council of Science Editors:

Edwards EB. (Bad) girls: Black girls' and school administrators' perceptions of re-entry after exclusionary discipline through a womanist approach to narrative inquiry. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/eps_diss/180


Georgia State University

4. Sengul, Ozden. SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY.

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

  Science teachers’ pedagogical content knowledge (PCK) of argumentation, epistemological beliefs, and personal or external factors may influence how they integrated argumentation instruction. The present… (more)

Subjects/Keywords: Pedagogical content knowledge of argumentation; epistemological beliefs; argumentation instruction; science teacher; in-service

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APA (6th Edition):

Sengul, O. (2018). SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/53

Chicago Manual of Style (16th Edition):

Sengul, Ozden. “SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY.” 2018. Doctoral Dissertation, Georgia State University. Accessed February 23, 2019. https://scholarworks.gsu.edu/mse_diss/53.

MLA Handbook (7th Edition):

Sengul, Ozden. “SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY.” 2018. Web. 23 Feb 2019.

Vancouver:

Sengul O. SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Feb 23]. Available from: https://scholarworks.gsu.edu/mse_diss/53.

Council of Science Editors:

Sengul O. SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/53


Georgia State University

5. Moldavan, Alesia Mickle. Navigating Reform in Mathematics Teacher Education: Teacher Educators' Responses to edTPA and Professional Organizations' Initiatives.

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

  Teacher education reform is a controversial and highly politicized issue, especially when addressing ways to improve teacher quality, performance, and accountability (Cochran-Smith, Piazza, &… (more)

Subjects/Keywords: Mathematics education; Teacher performance assessments; Teacher reform

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APA (6th Edition):

Moldavan, A. M. (2018). Navigating Reform in Mathematics Teacher Education: Teacher Educators' Responses to edTPA and Professional Organizations' Initiatives. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/59

Chicago Manual of Style (16th Edition):

Moldavan, Alesia Mickle. “Navigating Reform in Mathematics Teacher Education: Teacher Educators' Responses to edTPA and Professional Organizations' Initiatives.” 2018. Doctoral Dissertation, Georgia State University. Accessed February 23, 2019. https://scholarworks.gsu.edu/mse_diss/59.

MLA Handbook (7th Edition):

Moldavan, Alesia Mickle. “Navigating Reform in Mathematics Teacher Education: Teacher Educators' Responses to edTPA and Professional Organizations' Initiatives.” 2018. Web. 23 Feb 2019.

Vancouver:

Moldavan AM. Navigating Reform in Mathematics Teacher Education: Teacher Educators' Responses to edTPA and Professional Organizations' Initiatives. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Feb 23]. Available from: https://scholarworks.gsu.edu/mse_diss/59.

Council of Science Editors:

Moldavan AM. Navigating Reform in Mathematics Teacher Education: Teacher Educators' Responses to edTPA and Professional Organizations' Initiatives. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/59


Georgia State University

6. Elston, Dhanfu E. Tipping Point: The Diversity Threshold for White Student (Dis) Engagement in Traditional Student Organizations.

Degree: PhD, Educational Policy Studies, 2011, Georgia State University

  During a time when most institutions of higher education are in search of underrepresented student participation, Georgia State University (GSU), a majority White institution,… (more)

Subjects/Keywords: White students; disengagement; diversity; college; racial interactions; student organizations; Education; Education Policy

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APA (6th Edition):

Elston, D. E. (2011). Tipping Point: The Diversity Threshold for White Student (Dis) Engagement in Traditional Student Organizations. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/75

Chicago Manual of Style (16th Edition):

Elston, Dhanfu E. “Tipping Point: The Diversity Threshold for White Student (Dis) Engagement in Traditional Student Organizations.” 2011. Doctoral Dissertation, Georgia State University. Accessed February 23, 2019. https://scholarworks.gsu.edu/eps_diss/75.

MLA Handbook (7th Edition):

Elston, Dhanfu E. “Tipping Point: The Diversity Threshold for White Student (Dis) Engagement in Traditional Student Organizations.” 2011. Web. 23 Feb 2019.

Vancouver:

Elston DE. Tipping Point: The Diversity Threshold for White Student (Dis) Engagement in Traditional Student Organizations. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Feb 23]. Available from: https://scholarworks.gsu.edu/eps_diss/75.

Council of Science Editors:

Elston DE. Tipping Point: The Diversity Threshold for White Student (Dis) Engagement in Traditional Student Organizations. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/eps_diss/75


Georgia State University

7. Vaughn, Melissa. Spiritual Blues: A Blues Methodological Investigation of a Black Community's Culturally Indigenous Ways of Knowing and Citizenship Praxis.

Degree: PhD, Educational Policy Studies, 2016, Georgia State University

  This interdisciplinary study devised a Blues Methodology to investigate how a historically marginalized Black community conceives, practices and theorizes about citizenship in community-based pedagogical… (more)

Subjects/Keywords: Blues epistemology; Alterity; Culturally indigenous ways of knowing; Citizenship praxis; Urban renewal; Gentrification; Citizenship education research; Black Studies

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APA (6th Edition):

Vaughn, M. (2016). Spiritual Blues: A Blues Methodological Investigation of a Black Community's Culturally Indigenous Ways of Knowing and Citizenship Praxis. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/142

Chicago Manual of Style (16th Edition):

Vaughn, Melissa. “Spiritual Blues: A Blues Methodological Investigation of a Black Community's Culturally Indigenous Ways of Knowing and Citizenship Praxis.” 2016. Doctoral Dissertation, Georgia State University. Accessed February 23, 2019. https://scholarworks.gsu.edu/eps_diss/142.

MLA Handbook (7th Edition):

Vaughn, Melissa. “Spiritual Blues: A Blues Methodological Investigation of a Black Community's Culturally Indigenous Ways of Knowing and Citizenship Praxis.” 2016. Web. 23 Feb 2019.

Vancouver:

Vaughn M. Spiritual Blues: A Blues Methodological Investigation of a Black Community's Culturally Indigenous Ways of Knowing and Citizenship Praxis. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Feb 23]. Available from: https://scholarworks.gsu.edu/eps_diss/142.

Council of Science Editors:

Vaughn M. Spiritual Blues: A Blues Methodological Investigation of a Black Community's Culturally Indigenous Ways of Knowing and Citizenship Praxis. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/eps_diss/142


Georgia State University

8. Hunter, Jason. The Male African American Teaching African American Male Students: Exploring Teacher Influence on Students’ Perceptions of Teacher Care and Attitudes toward Mathematics.

Degree: PhD, Middle and Secondary Education, 2017, Georgia State University

  Educational and public narratives on the achievement outcomes of Black boys in mathematics are too often negative. Contrary to these negative narratives, however, research… (more)

Subjects/Keywords: Teacher Care; African American Male Students; Critical Race Theory; Care Theory; Culturally Relevant Pedagogy

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APA (6th Edition):

Hunter, J. (2017). The Male African American Teaching African American Male Students: Exploring Teacher Influence on Students’ Perceptions of Teacher Care and Attitudes toward Mathematics. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/47

Chicago Manual of Style (16th Edition):

Hunter, Jason. “The Male African American Teaching African American Male Students: Exploring Teacher Influence on Students’ Perceptions of Teacher Care and Attitudes toward Mathematics.” 2017. Doctoral Dissertation, Georgia State University. Accessed February 23, 2019. https://scholarworks.gsu.edu/mse_diss/47.

MLA Handbook (7th Edition):

Hunter, Jason. “The Male African American Teaching African American Male Students: Exploring Teacher Influence on Students’ Perceptions of Teacher Care and Attitudes toward Mathematics.” 2017. Web. 23 Feb 2019.

Vancouver:

Hunter J. The Male African American Teaching African American Male Students: Exploring Teacher Influence on Students’ Perceptions of Teacher Care and Attitudes toward Mathematics. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2019 Feb 23]. Available from: https://scholarworks.gsu.edu/mse_diss/47.

Council of Science Editors:

Hunter J. The Male African American Teaching African American Male Students: Exploring Teacher Influence on Students’ Perceptions of Teacher Care and Attitudes toward Mathematics. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/mse_diss/47


Georgia State University

9. Sarsar, Firat. The Effectiveness of Emotional Motivational Feedback Messages.

Degree: PhD, Learning Technologies Division, 2014, Georgia State University

  An important technique for learning, feedback has been described as responses to students’ behaviors, tasks, assignments, and outcomes. In this study, the researcher used… (more)

Subjects/Keywords: Emotional Motivational Feedback Messages; Online Learning; Emotion; Motivation; Feedback

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APA (6th Edition):

Sarsar, F. (2014). The Effectiveness of Emotional Motivational Feedback Messages. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/131

Chicago Manual of Style (16th Edition):

Sarsar, Firat. “The Effectiveness of Emotional Motivational Feedback Messages.” 2014. Doctoral Dissertation, Georgia State University. Accessed February 23, 2019. https://scholarworks.gsu.edu/msit_diss/131.

MLA Handbook (7th Edition):

Sarsar, Firat. “The Effectiveness of Emotional Motivational Feedback Messages.” 2014. Web. 23 Feb 2019.

Vancouver:

Sarsar F. The Effectiveness of Emotional Motivational Feedback Messages. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2019 Feb 23]. Available from: https://scholarworks.gsu.edu/msit_diss/131.

Council of Science Editors:

Sarsar F. The Effectiveness of Emotional Motivational Feedback Messages. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/msit_diss/131

10. Arthur, Jamie Faser. What is the Lived Experience of Laywomen Who Serve as Catholic Elementary School Principals in their Roles as Faith Leaders?.

Degree: PhD, Educational Policy Studies, 2012, Georgia State University

  Catholic schools in the United States have experienced daunting challenges since Vatican II (1962-1965) with a 45% decrease in number attributed to decisions made… (more)

Subjects/Keywords: Catholic school principal; lay Catholic principal; Catholic school leader; Catholic elementary school principal; lay Catholic school adminstrator; laywomen in Catholic education; Education; Education Policy

…Department of Educational Policy Studies in the College of Education Georgia State University… 

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APA (6th Edition):

Arthur, J. F. (2012). What is the Lived Experience of Laywomen Who Serve as Catholic Elementary School Principals in their Roles as Faith Leaders?. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/86

Chicago Manual of Style (16th Edition):

Arthur, Jamie Faser. “What is the Lived Experience of Laywomen Who Serve as Catholic Elementary School Principals in their Roles as Faith Leaders?.” 2012. Doctoral Dissertation, Georgia State University. Accessed February 23, 2019. https://scholarworks.gsu.edu/eps_diss/86.

MLA Handbook (7th Edition):

Arthur, Jamie Faser. “What is the Lived Experience of Laywomen Who Serve as Catholic Elementary School Principals in their Roles as Faith Leaders?.” 2012. Web. 23 Feb 2019.

Vancouver:

Arthur JF. What is the Lived Experience of Laywomen Who Serve as Catholic Elementary School Principals in their Roles as Faith Leaders?. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2019 Feb 23]. Available from: https://scholarworks.gsu.edu/eps_diss/86.

Council of Science Editors:

Arthur JF. What is the Lived Experience of Laywomen Who Serve as Catholic Elementary School Principals in their Roles as Faith Leaders?. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/eps_diss/86

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