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You searched for +publisher:"Georgia State University" +contributor:("Michelle Zoss"). Showing records 1 – 17 of 17 total matches.

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Georgia State University

1. 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

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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 December 05, 2019. 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. 05 Dec 2019.

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 2019 Dec 05]. 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


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 (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 December 05, 2019. 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. 05 Dec 2019.

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 2019 Dec 05]. 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. Klein, Sarah V. PROMISES WE KEPT: MIDDLE SCHOOL ENGLISH TEACHERS WHO STAYED AMIDST ONGOING EDUCATIONAL REFORMS.

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

  In this qualitative study of middle school English teachers, I investigated the phenomenon of why teachers stay, year in and year out, despite challenges… (more)

Subjects/Keywords: Educational reform; Teacher longevity; Teacher morale; Teacher experiences; Teacher stories

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APA (6th Edition):

Klein, S. V. (2017). PROMISES WE KEPT: MIDDLE SCHOOL ENGLISH TEACHERS WHO STAYED AMIDST ONGOING EDUCATIONAL REFORMS. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/42

Chicago Manual of Style (16th Edition):

Klein, Sarah V. “PROMISES WE KEPT: MIDDLE SCHOOL ENGLISH TEACHERS WHO STAYED AMIDST ONGOING EDUCATIONAL REFORMS.” 2017. Doctoral Dissertation, Georgia State University. Accessed December 05, 2019. https://scholarworks.gsu.edu/mse_diss/42.

MLA Handbook (7th Edition):

Klein, Sarah V. “PROMISES WE KEPT: MIDDLE SCHOOL ENGLISH TEACHERS WHO STAYED AMIDST ONGOING EDUCATIONAL REFORMS.” 2017. Web. 05 Dec 2019.

Vancouver:

Klein SV. PROMISES WE KEPT: MIDDLE SCHOOL ENGLISH TEACHERS WHO STAYED AMIDST ONGOING EDUCATIONAL REFORMS. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2019 Dec 05]. Available from: https://scholarworks.gsu.edu/mse_diss/42.

Council of Science Editors:

Klein SV. PROMISES WE KEPT: MIDDLE SCHOOL ENGLISH TEACHERS WHO STAYED AMIDST ONGOING EDUCATIONAL REFORMS. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/mse_diss/42


Georgia State University

4. Pelissero, Amy E. Transgressing the Borders: Text and Talk in a Refugee Women's Book Club.

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

  The prevailing discourses around refugees often serve to position them as ignorant, incapable, and needing to be assimilated into the dominant culture of receiving… (more)

Subjects/Keywords: Refugee women; Book club; Transnational; Ways of knowing; Dialogic spaces; Literacy practices; Refugee women’s literacy practices; Refugee women’s book club

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APA (6th Edition):

Pelissero, A. E. (2016). Transgressing the Borders: Text and Talk in a Refugee Women's Book Club. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/30

Chicago Manual of Style (16th Edition):

Pelissero, Amy E. “Transgressing the Borders: Text and Talk in a Refugee Women's Book Club.” 2016. Doctoral Dissertation, Georgia State University. Accessed December 05, 2019. https://scholarworks.gsu.edu/mse_diss/30.

MLA Handbook (7th Edition):

Pelissero, Amy E. “Transgressing the Borders: Text and Talk in a Refugee Women's Book Club.” 2016. Web. 05 Dec 2019.

Vancouver:

Pelissero AE. Transgressing the Borders: Text and Talk in a Refugee Women's Book Club. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Dec 05]. Available from: https://scholarworks.gsu.edu/mse_diss/30.

Council of Science Editors:

Pelissero AE. Transgressing the Borders: Text and Talk in a Refugee Women's Book Club. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/30


Georgia State University

5. Powell, Kevin J. Take Me Out to the Ballgame: Adolescents' Insights About Engagement with Sports Texts in a Voluntary Sports Reading Club.

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

  Adolescent disengagement in school and school-related activities continues to be a national problem (Christenson, Reschly, & Wylie, 2012; Center for Evaluation and Education Policy,… (more)

Subjects/Keywords: Student engagement; reading clubs; sports texts

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APA (6th Edition):

Powell, K. J. (2016). Take Me Out to the Ballgame: Adolescents' Insights About Engagement with Sports Texts in a Voluntary Sports Reading Club. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/19

Chicago Manual of Style (16th Edition):

Powell, Kevin J. “Take Me Out to the Ballgame: Adolescents' Insights About Engagement with Sports Texts in a Voluntary Sports Reading Club.” 2016. Doctoral Dissertation, Georgia State University. Accessed December 05, 2019. https://scholarworks.gsu.edu/mse_diss/19.

MLA Handbook (7th Edition):

Powell, Kevin J. “Take Me Out to the Ballgame: Adolescents' Insights About Engagement with Sports Texts in a Voluntary Sports Reading Club.” 2016. Web. 05 Dec 2019.

Vancouver:

Powell KJ. Take Me Out to the Ballgame: Adolescents' Insights About Engagement with Sports Texts in a Voluntary Sports Reading Club. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Dec 05]. Available from: https://scholarworks.gsu.edu/mse_diss/19.

Council of Science Editors:

Powell KJ. Take Me Out to the Ballgame: Adolescents' Insights About Engagement with Sports Texts in a Voluntary Sports Reading Club. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/19


Georgia State University

6. 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 (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 December 05, 2019. 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. 05 Dec 2019.

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 2019 Dec 05]. 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

7. Poindexter, April L. A NARRATIVE INQUIRY OF BLACK UPPER MIDDLE-CLASS CHILDREN'S EXPERIENCES WITH SCHOOL WRITING.

Degree: PhD, Middle and Secondary Education, 2019, Georgia State University

  In this qualitative study, I explored the school writing experiences of four Black upper middle-class children in elementary school and their beliefs about school… (more)

Subjects/Keywords: Elementary Students; School Writing; Narrative Inquiry; Critical Race Theory; Discourses of Writing; Intersectionality

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APA (6th Edition):

Poindexter, A. L. (2019). A NARRATIVE INQUIRY OF BLACK UPPER MIDDLE-CLASS CHILDREN'S EXPERIENCES WITH SCHOOL WRITING. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/81

Chicago Manual of Style (16th Edition):

Poindexter, April L. “A NARRATIVE INQUIRY OF BLACK UPPER MIDDLE-CLASS CHILDREN'S EXPERIENCES WITH SCHOOL WRITING.” 2019. Doctoral Dissertation, Georgia State University. Accessed December 05, 2019. https://scholarworks.gsu.edu/mse_diss/81.

MLA Handbook (7th Edition):

Poindexter, April L. “A NARRATIVE INQUIRY OF BLACK UPPER MIDDLE-CLASS CHILDREN'S EXPERIENCES WITH SCHOOL WRITING.” 2019. Web. 05 Dec 2019.

Vancouver:

Poindexter AL. A NARRATIVE INQUIRY OF BLACK UPPER MIDDLE-CLASS CHILDREN'S EXPERIENCES WITH SCHOOL WRITING. [Internet] [Doctoral dissertation]. Georgia State University; 2019. [cited 2019 Dec 05]. Available from: https://scholarworks.gsu.edu/mse_diss/81.

Council of Science Editors:

Poindexter AL. A NARRATIVE INQUIRY OF BLACK UPPER MIDDLE-CLASS CHILDREN'S EXPERIENCES WITH SCHOOL WRITING. [Doctoral Dissertation]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/mse_diss/81


Georgia State University

8. Loomis, Stephanie J. Remixing Pedagogy: How Teachers Experience Remix as a Tool for Teaching English Language Arts.

Degree: PhD, Middle and Secondary Education, 2019, Georgia State University

  Remix, a type of digital multimedia composition created by combining existing media to create new texts offers high school teachers a non-traditional approach to… (more)

Subjects/Keywords: remix; secondary English Language Arts teaching; transactional semiotics; case study; semiotics; sociocultural theory

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APA (6th Edition):

Loomis, S. J. (2019). Remixing Pedagogy: How Teachers Experience Remix as a Tool for Teaching English Language Arts. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/82

Chicago Manual of Style (16th Edition):

Loomis, Stephanie J. “Remixing Pedagogy: How Teachers Experience Remix as a Tool for Teaching English Language Arts.” 2019. Doctoral Dissertation, Georgia State University. Accessed December 05, 2019. https://scholarworks.gsu.edu/mse_diss/82.

MLA Handbook (7th Edition):

Loomis, Stephanie J. “Remixing Pedagogy: How Teachers Experience Remix as a Tool for Teaching English Language Arts.” 2019. Web. 05 Dec 2019.

Vancouver:

Loomis SJ. Remixing Pedagogy: How Teachers Experience Remix as a Tool for Teaching English Language Arts. [Internet] [Doctoral dissertation]. Georgia State University; 2019. [cited 2019 Dec 05]. Available from: https://scholarworks.gsu.edu/mse_diss/82.

Council of Science Editors:

Loomis SJ. Remixing Pedagogy: How Teachers Experience Remix as a Tool for Teaching English Language Arts. [Doctoral Dissertation]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/mse_diss/82


Georgia State University

9. 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 December 05, 2019. 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. 05 Dec 2019.

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 2019 Dec 05]. 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


Georgia State University

10. Moore, Christi. Allow the Music to Speak: A Portraiture Case Study of Pre-service Teachers' Experiences in a Music-Integrated Literacy Methods Course.

Degree: PhD, Early Childhood Education, 2011, Georgia State University

  Drawing on portraiture methods, this case study is an exploration of the experiences of pre-service teachers who participated in a music-integrated literacy methods course… (more)

Subjects/Keywords: language arts; literacy methods; arts integration; music integration; elementary pre-service teachers

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APA (6th Edition):

Moore, C. (2011). Allow the Music to Speak: A Portraiture Case Study of Pre-service Teachers' Experiences in a Music-Integrated Literacy Methods Course. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/14

Chicago Manual of Style (16th Edition):

Moore, Christi. “Allow the Music to Speak: A Portraiture Case Study of Pre-service Teachers' Experiences in a Music-Integrated Literacy Methods Course.” 2011. Doctoral Dissertation, Georgia State University. Accessed December 05, 2019. https://scholarworks.gsu.edu/ece_diss/14.

MLA Handbook (7th Edition):

Moore, Christi. “Allow the Music to Speak: A Portraiture Case Study of Pre-service Teachers' Experiences in a Music-Integrated Literacy Methods Course.” 2011. Web. 05 Dec 2019.

Vancouver:

Moore C. Allow the Music to Speak: A Portraiture Case Study of Pre-service Teachers' Experiences in a Music-Integrated Literacy Methods Course. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Dec 05]. Available from: https://scholarworks.gsu.edu/ece_diss/14.

Council of Science Editors:

Moore C. Allow the Music to Speak: A Portraiture Case Study of Pre-service Teachers' Experiences in a Music-Integrated Literacy Methods Course. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/ece_diss/14

11. Sowerbrower, Kelli. Opening the Classroom Doors: Stories of English Teachers’ Experiences with Three Eras of Educational Reform.

Degree: PhD, Middle and Secondary Education, 2014, Georgia State University

  This study examined what has largely been overlooked in educational research: What happens to educational reforms in teachers’ classrooms when they shut the door… (more)

Subjects/Keywords: Teacher stories; Experiences; English language arts; High school; Culture; Narrative; Narrative theory; Sociocultural theory; Narrative inquiry; Educational reforms; Brown v. Board; A Nation at Risk; No Child Left Behind

…Education in the College of Education Georgia State University Atlanta, GA 2015 Copyright by… …Michelle Zoss. While nervous about getting lost in the program since Dr. Deming left, the girl… 

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APA (6th Edition):

Sowerbrower, K. (2014). Opening the Classroom Doors: Stories of English Teachers’ Experiences with Three Eras of Educational Reform. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/5

Chicago Manual of Style (16th Edition):

Sowerbrower, Kelli. “Opening the Classroom Doors: Stories of English Teachers’ Experiences with Three Eras of Educational Reform.” 2014. Doctoral Dissertation, Georgia State University. Accessed December 05, 2019. https://scholarworks.gsu.edu/mse_diss/5.

MLA Handbook (7th Edition):

Sowerbrower, Kelli. “Opening the Classroom Doors: Stories of English Teachers’ Experiences with Three Eras of Educational Reform.” 2014. Web. 05 Dec 2019.

Vancouver:

Sowerbrower K. Opening the Classroom Doors: Stories of English Teachers’ Experiences with Three Eras of Educational Reform. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2019 Dec 05]. Available from: https://scholarworks.gsu.edu/mse_diss/5.

Council of Science Editors:

Sowerbrower K. Opening the Classroom Doors: Stories of English Teachers’ Experiences with Three Eras of Educational Reform. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/mse_diss/5

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

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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 December 05, 2019. 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. 05 Dec 2019.

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 2019 Dec 05]. 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

13. Phillips, Lauren Christine. Narratives of Caring in the Elementary Art Room.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2014, Georgia State University

  Caring is an essential part of any classroom environment, but most investigations about caring in schools do not include the voices of art educators.… (more)

Subjects/Keywords: caring; art education; narrative analysis; feminist theory; ethic of care

…Davenport, and Dr. Michelle Zoss for their advice and support. I am forever grateful to Dr… 

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APA (6th Edition):

Phillips, L. C. (2014). Narratives of Caring in the Elementary Art Room. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/128

Chicago Manual of Style (16th Edition):

Phillips, Lauren Christine. “Narratives of Caring in the Elementary Art Room.” 2014. Doctoral Dissertation, Georgia State University. Accessed December 05, 2019. https://scholarworks.gsu.edu/msit_diss/128.

MLA Handbook (7th Edition):

Phillips, Lauren Christine. “Narratives of Caring in the Elementary Art Room.” 2014. Web. 05 Dec 2019.

Vancouver:

Phillips LC. Narratives of Caring in the Elementary Art Room. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2019 Dec 05]. Available from: https://scholarworks.gsu.edu/msit_diss/128.

Council of Science Editors:

Phillips LC. Narratives of Caring in the Elementary Art Room. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/msit_diss/128

14. White, Alisha M. Artistic Frames: An Arts-Based Study of Teachers’ Experiences with Arts-Integrated English Language Arts for Students with Dis/abilities.

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

  This arts-based, qualitative investigation focused on high school English teachers of students with learning dis/abilities (Baglieri & Knopf, 2004) who used visual arts integration… (more)

Subjects/Keywords: Visual arts integration; secondary English language arts; teaching students with dis/abilities; teacher experience; arts-based educational research; a/r/tography

…colleagues at Georgia State University who introduced me to new ideas and constantly stretched my… …Secondary Education and Instructional Technology in the College of Education Georgia State… …experiences of collecting stones from other places. Expressive Teaching Moment. Michelle Zoss and I… …University Atlanta, GA 2012 Copyright by Alisha M. White 2012 ACKNOWLEDGEMENTS I would like to… 

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APA (6th Edition):

White, A. M. (2012). Artistic Frames: An Arts-Based Study of Teachers’ Experiences with Arts-Integrated English Language Arts for Students with Dis/abilities. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/98

Chicago Manual of Style (16th Edition):

White, Alisha M. “Artistic Frames: An Arts-Based Study of Teachers’ Experiences with Arts-Integrated English Language Arts for Students with Dis/abilities.” 2012. Doctoral Dissertation, Georgia State University. Accessed December 05, 2019. https://scholarworks.gsu.edu/msit_diss/98.

MLA Handbook (7th Edition):

White, Alisha M. “Artistic Frames: An Arts-Based Study of Teachers’ Experiences with Arts-Integrated English Language Arts for Students with Dis/abilities.” 2012. Web. 05 Dec 2019.

Vancouver:

White AM. Artistic Frames: An Arts-Based Study of Teachers’ Experiences with Arts-Integrated English Language Arts for Students with Dis/abilities. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2019 Dec 05]. Available from: https://scholarworks.gsu.edu/msit_diss/98.

Council of Science Editors:

White AM. Artistic Frames: An Arts-Based Study of Teachers’ Experiences with Arts-Integrated English Language Arts for Students with Dis/abilities. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/msit_diss/98

15. 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 December 05, 2019. 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. 05 Dec 2019.

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 2019 Dec 05]. 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

16. Allen, Eliza G. Up Close and Personal: Latino/a Immigrant Children Making Sense of Immigration and Developing Agency Through Critical Multicultural Literature and Online Discussions in a Third Grade Classroom.

Degree: PhD, Middle and Secondary Education, 2014, Georgia State University

  This multiple case study explores the ways in which Latina/a immigrant children make sense of immigration by reading critical multicultural texts and blogging. As… (more)

Subjects/Keywords: immigration policy; critical multicultural literature; Latino/a; third grade; critical literacy; blogging

…Secondary instruction and Instructional Technology in the College of Education Georgia State… …Laura May, and Dr. Michelle Zoss. I must thank Dr. Flint for being a great mentor, supporter… …University Atlanta, GA 2014 Copyright by Eliza G. Allen 2014 ACKNOWLEDGMENTS First, I must… 

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APA (6th Edition):

Allen, E. G. (2014). Up Close and Personal: Latino/a Immigrant Children Making Sense of Immigration and Developing Agency Through Critical Multicultural Literature and Online Discussions in a Third Grade Classroom. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/129

Chicago Manual of Style (16th Edition):

Allen, Eliza G. “Up Close and Personal: Latino/a Immigrant Children Making Sense of Immigration and Developing Agency Through Critical Multicultural Literature and Online Discussions in a Third Grade Classroom.” 2014. Doctoral Dissertation, Georgia State University. Accessed December 05, 2019. https://scholarworks.gsu.edu/msit_diss/129.

MLA Handbook (7th Edition):

Allen, Eliza G. “Up Close and Personal: Latino/a Immigrant Children Making Sense of Immigration and Developing Agency Through Critical Multicultural Literature and Online Discussions in a Third Grade Classroom.” 2014. Web. 05 Dec 2019.

Vancouver:

Allen EG. Up Close and Personal: Latino/a Immigrant Children Making Sense of Immigration and Developing Agency Through Critical Multicultural Literature and Online Discussions in a Third Grade Classroom. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2019 Dec 05]. Available from: https://scholarworks.gsu.edu/msit_diss/129.

Council of Science Editors:

Allen EG. Up Close and Personal: Latino/a Immigrant Children Making Sense of Immigration and Developing Agency Through Critical Multicultural Literature and Online Discussions in a Third Grade Classroom. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/msit_diss/129

17. Maxwell, Nicole. Links and Disconnects Between Third Grade Teachers' Beliefs, Knowledge, and Practices Regarding Nonfiction Reading Comprehension Instruction for Struggling Readers.

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

  ABSTRACT LINKS AND DISCONNECTS BETWEEN THIRD GRADE TEACHERS’ BELIEFS, KNOWLEDGE, AND PRACTICES REGARDING NONFICTION READING COMPREHENSION INSTRUCTION FOR STRUGGLING READERS by Nicole P. Maxwell… (more)

Subjects/Keywords: struggling readers; reading comprehension instruction; nonfiction reading comprehension; teachers' beliefs and knowledge; teachers' practices

…Technology in the College of Education Georgia State University Atlanta, GA 2012 Copyright by… …Michelle Zoss. Thank you for all of your guidance and encouragement. It was a pleasure to work… 

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

APA (6th Edition):

Maxwell, N. (2012). Links and Disconnects Between Third Grade Teachers' Beliefs, Knowledge, and Practices Regarding Nonfiction Reading Comprehension Instruction for Struggling Readers. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/106

Chicago Manual of Style (16th Edition):

Maxwell, Nicole. “Links and Disconnects Between Third Grade Teachers' Beliefs, Knowledge, and Practices Regarding Nonfiction Reading Comprehension Instruction for Struggling Readers.” 2012. Doctoral Dissertation, Georgia State University. Accessed December 05, 2019. https://scholarworks.gsu.edu/msit_diss/106.

MLA Handbook (7th Edition):

Maxwell, Nicole. “Links and Disconnects Between Third Grade Teachers' Beliefs, Knowledge, and Practices Regarding Nonfiction Reading Comprehension Instruction for Struggling Readers.” 2012. Web. 05 Dec 2019.

Vancouver:

Maxwell N. Links and Disconnects Between Third Grade Teachers' Beliefs, Knowledge, and Practices Regarding Nonfiction Reading Comprehension Instruction for Struggling Readers. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2019 Dec 05]. Available from: https://scholarworks.gsu.edu/msit_diss/106.

Council of Science Editors:

Maxwell N. Links and Disconnects Between Third Grade Teachers' Beliefs, Knowledge, and Practices Regarding Nonfiction Reading Comprehension Instruction for Struggling Readers. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/msit_diss/106

.