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You searched for +publisher:"Kennesaw State University" +contributor:("Dr. Alice Terry"). Showing records 1 – 6 of 6 total matches.

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Kennesaw State University

1. Gagnon, Daniel A. Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course.

Degree: Doctor of Education in Instructional Technology (EdD), Education, 2014, Kennesaw State University

  The purpose of this study was to use a case study design to examine the impact of a blended learning instructional model on students… (more)

Subjects/Keywords: blended learning; flipped classroom; instructional time; blended learning framework; student experience; Education; Instructional Media Design

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

APA (6th Edition):

Gagnon, D. A. (2014). Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/instruceddoc_etd/1

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):

Gagnon, Daniel A. “Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course.” 2014. Thesis, Kennesaw State University. Accessed December 07, 2019. https://digitalcommons.kennesaw.edu/instruceddoc_etd/1.

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

MLA Handbook (7th Edition):

Gagnon, Daniel A. “Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course.” 2014. Web. 07 Dec 2019.

Vancouver:

Gagnon DA. Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course. [Internet] [Thesis]. Kennesaw State University; 2014. [cited 2019 Dec 07]. Available from: https://digitalcommons.kennesaw.edu/instruceddoc_etd/1.

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

Council of Science Editors:

Gagnon DA. Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course. [Thesis]. Kennesaw State University; 2014. Available from: https://digitalcommons.kennesaw.edu/instruceddoc_etd/1

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


Kennesaw State University

2. Kraeger, Karen A. Perspectives on Equity in Gifted Education.

Degree: Doctor of Education in Early Childhood Education (EdD), Education, 2015, Kennesaw State University

  Increasing pressures of accountability in education and calls for equity make gifted education a controversial topic. While much has been written about certain aspects… (more)

Subjects/Keywords: gifted education; best practices; equity; access; service delivery; participation; benefit; identification; underrepresented populations; talent development; Education; Gifted Education

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APA (6th Edition):

Kraeger, K. A. (2015). Perspectives on Equity in Gifted Education. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/675

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):

Kraeger, Karen A. “Perspectives on Equity in Gifted Education.” 2015. Thesis, Kennesaw State University. Accessed December 07, 2019. https://digitalcommons.kennesaw.edu/etd/675.

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

MLA Handbook (7th Edition):

Kraeger, Karen A. “Perspectives on Equity in Gifted Education.” 2015. Web. 07 Dec 2019.

Vancouver:

Kraeger KA. Perspectives on Equity in Gifted Education. [Internet] [Thesis]. Kennesaw State University; 2015. [cited 2019 Dec 07]. Available from: https://digitalcommons.kennesaw.edu/etd/675.

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

Council of Science Editors:

Kraeger KA. Perspectives on Equity in Gifted Education. [Thesis]. Kennesaw State University; 2015. Available from: https://digitalcommons.kennesaw.edu/etd/675

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


Kennesaw State University

3. Bradford, John William. A Case Study Examining the Reading and Study Habits of Gifted Readers in the Context of Deep Reading.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2012, Kennesaw State University

  New debates have been increasing about how technology is rewiring the infrastructure of the brain, especially among today’s teenagers who have grown up with… (more)

Subjects/Keywords: education; reading; technology; distractions; study habits; Education

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APA (6th Edition):

Bradford, J. W. (2012). A Case Study Examining the Reading and Study Habits of Gifted Readers in the Context of Deep Reading. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/510

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):

Bradford, John William. “A Case Study Examining the Reading and Study Habits of Gifted Readers in the Context of Deep Reading.” 2012. Thesis, Kennesaw State University. Accessed December 07, 2019. https://digitalcommons.kennesaw.edu/etd/510.

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

MLA Handbook (7th Edition):

Bradford, John William. “A Case Study Examining the Reading and Study Habits of Gifted Readers in the Context of Deep Reading.” 2012. Web. 07 Dec 2019.

Vancouver:

Bradford JW. A Case Study Examining the Reading and Study Habits of Gifted Readers in the Context of Deep Reading. [Internet] [Thesis]. Kennesaw State University; 2012. [cited 2019 Dec 07]. Available from: https://digitalcommons.kennesaw.edu/etd/510.

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

Council of Science Editors:

Bradford JW. A Case Study Examining the Reading and Study Habits of Gifted Readers in the Context of Deep Reading. [Thesis]. Kennesaw State University; 2012. Available from: https://digitalcommons.kennesaw.edu/etd/510

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


Kennesaw State University

4. Armstrong-Grodzicki, Colette. Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

  Project-based learning (PBL) is defined by Markham, Larner and Ravitz (2003) as “a systematic teaching method that engages students in learning knowledge and skills… (more)

Subjects/Keywords: project-based learning; secondary English language arts; standardized test; achievement; College Board advanced placement; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Armstrong-Grodzicki, C. (2013). Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/594

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):

Armstrong-Grodzicki, Colette. “Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?.” 2013. Thesis, Kennesaw State University. Accessed December 07, 2019. https://digitalcommons.kennesaw.edu/etd/594.

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

MLA Handbook (7th Edition):

Armstrong-Grodzicki, Colette. “Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?.” 2013. Web. 07 Dec 2019.

Vancouver:

Armstrong-Grodzicki C. Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Dec 07]. Available from: https://digitalcommons.kennesaw.edu/etd/594.

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

Council of Science Editors:

Armstrong-Grodzicki C. Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/594

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


Kennesaw State University

5. Stockton, James Clinton. A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2010, Kennesaw State University

  Secondary mathematics educators advocating constructivist-oriented instruction face the dilemma of developing students’ problem-solving skills. Students’ epistemological beliefs and self-regulated learning (SRL) processing capacity influence… (more)

Subjects/Keywords: epistemological beliefs; gifted students; mathematics education; mathematical problem solving; self-regulated learning; Education; Educational Assessment, Evaluation, and Research; Gifted Education; Science and Mathematics Education; Secondary Education and Teaching

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

APA (6th Edition):

Stockton, J. C. (2010). A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/408

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):

Stockton, James Clinton. “A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving.” 2010. Thesis, Kennesaw State University. Accessed December 07, 2019. https://digitalcommons.kennesaw.edu/etd/408.

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

MLA Handbook (7th Edition):

Stockton, James Clinton. “A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving.” 2010. Web. 07 Dec 2019.

Vancouver:

Stockton JC. A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving. [Internet] [Thesis]. Kennesaw State University; 2010. [cited 2019 Dec 07]. Available from: https://digitalcommons.kennesaw.edu/etd/408.

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

Council of Science Editors:

Stockton JC. A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving. [Thesis]. Kennesaw State University; 2010. Available from: https://digitalcommons.kennesaw.edu/etd/408

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

6. Gammill, Rebecca Leigh. Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

  How do mathematics teachers in high performing schools perceive professional learning? Although mathematics teachers often find themselves in a variety of professional learning opportunities… (more)

Subjects/Keywords: professional learning; beliefs; secondary mathematics; high performing schools; Professional Learning Profile; Professional Learning Sequence; Teacher Education and Professional Development

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

APA (6th Edition):

Gammill, R. L. (2013). Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/578

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):

Gammill, Rebecca Leigh. “Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools.” 2013. Thesis, Kennesaw State University. Accessed December 07, 2019. https://digitalcommons.kennesaw.edu/etd/578.

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

MLA Handbook (7th Edition):

Gammill, Rebecca Leigh. “Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools.” 2013. Web. 07 Dec 2019.

Vancouver:

Gammill RL. Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Dec 07]. Available from: https://digitalcommons.kennesaw.edu/etd/578.

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

Council of Science Editors:

Gammill RL. Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/578

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

.