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You searched for +publisher:"Rutgers University" +contributor:("Ryan, Sharon"). Showing records 1 – 30 of 33 total matches.

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Rutgers University

1. Pilitsis, Vicky Kathryn, 1979-. Exploring preservice teachers' development of awareness of student thinking.

Degree: PhD, Education, 2014, Rutgers University

Numerous reports have emphasized the need to engage students with the practices of scientific inquiry, specifically model-based inquiry in which students develop models to explain… (more)

Subjects/Keywords: Teachers – Training of; Student teachers

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APA (6th Edition):

Pilitsis, Vicky Kathryn, 1. (2014). Exploring preservice teachers' development of awareness of student thinking. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/45410/

Chicago Manual of Style (16th Edition):

Pilitsis, Vicky Kathryn, 1979-. “Exploring preservice teachers' development of awareness of student thinking.” 2014. Doctoral Dissertation, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/45410/.

MLA Handbook (7th Edition):

Pilitsis, Vicky Kathryn, 1979-. “Exploring preservice teachers' development of awareness of student thinking.” 2014. Web. 21 Sep 2019.

Vancouver:

Pilitsis, Vicky Kathryn 1. Exploring preservice teachers' development of awareness of student thinking. [Internet] [Doctoral dissertation]. Rutgers University; 2014. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45410/.

Council of Science Editors:

Pilitsis, Vicky Kathryn 1. Exploring preservice teachers' development of awareness of student thinking. [Doctoral Dissertation]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45410/


Rutgers University

2. Reuter, Jamie M., 1986-. Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments.

Degree: PhD, Education, 2017, Rutgers University

The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and… (more)

Subjects/Keywords: Science – Study and teaching (Preschool)

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APA (6th Edition):

Reuter, Jamie M., 1. (2017). Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/53969/

Chicago Manual of Style (16th Edition):

Reuter, Jamie M., 1986-. “Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments.” 2017. Doctoral Dissertation, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/53969/.

MLA Handbook (7th Edition):

Reuter, Jamie M., 1986-. “Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments.” 2017. Web. 21 Sep 2019.

Vancouver:

Reuter, Jamie M. 1. Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments. [Internet] [Doctoral dissertation]. Rutgers University; 2017. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/53969/.

Council of Science Editors:

Reuter, Jamie M. 1. Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments. [Doctoral Dissertation]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/53969/


Rutgers University

3. Daniel, Alexandra, 1981-. Key influences on the quality and outcomes of preschool education for dual language leaners: professional development and bilingual staffing patterns.

Degree: PhD, Education, 2016, Rutgers University

The rising numbers of young Hispanic children in the United States (now about 25% of those under five) poses obvious challenges in terms of meeting… (more)

Subjects/Keywords: Education, Preschool; Bilingualism in children

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APA (6th Edition):

Daniel, Alexandra, 1. (2016). Key influences on the quality and outcomes of preschool education for dual language leaners: professional development and bilingual staffing patterns. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/51260/

Chicago Manual of Style (16th Edition):

Daniel, Alexandra, 1981-. “Key influences on the quality and outcomes of preschool education for dual language leaners: professional development and bilingual staffing patterns.” 2016. Doctoral Dissertation, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/51260/.

MLA Handbook (7th Edition):

Daniel, Alexandra, 1981-. “Key influences on the quality and outcomes of preschool education for dual language leaners: professional development and bilingual staffing patterns.” 2016. Web. 21 Sep 2019.

Vancouver:

Daniel, Alexandra 1. Key influences on the quality and outcomes of preschool education for dual language leaners: professional development and bilingual staffing patterns. [Internet] [Doctoral dissertation]. Rutgers University; 2016. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/51260/.

Council of Science Editors:

Daniel, Alexandra 1. Key influences on the quality and outcomes of preschool education for dual language leaners: professional development and bilingual staffing patterns. [Doctoral Dissertation]. Rutgers University; 2016. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/51260/


Rutgers University

4. Griffin, Linda Ann, 1953-. Improving reading comprehension instruction: a case study of a professional development initiative.

Degree: PhD, Education, 2010, Rutgers University

Purpose/research question. Reading comprehension has been identified as one of the most pressing issues in literacy education. To date, most of the literature focuses on… (more)

Subjects/Keywords: Reading comprehension – Study and teaching (Elementary); Elementary school teachers – Education (Continuing education)

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APA (6th Edition):

Griffin, Linda Ann, 1. (2010). Improving reading comprehension instruction: a case study of a professional development initiative. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056360

Chicago Manual of Style (16th Edition):

Griffin, Linda Ann, 1953-. “Improving reading comprehension instruction: a case study of a professional development initiative.” 2010. Doctoral Dissertation, Rutgers University. Accessed September 21, 2019. http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056360.

MLA Handbook (7th Edition):

Griffin, Linda Ann, 1953-. “Improving reading comprehension instruction: a case study of a professional development initiative.” 2010. Web. 21 Sep 2019.

Vancouver:

Griffin, Linda Ann 1. Improving reading comprehension instruction: a case study of a professional development initiative. [Internet] [Doctoral dissertation]. Rutgers University; 2010. [cited 2019 Sep 21]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056360.

Council of Science Editors:

Griffin, Linda Ann 1. Improving reading comprehension instruction: a case study of a professional development initiative. [Doctoral Dissertation]. Rutgers University; 2010. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056360


Rutgers University

5. Northey, Kaitlin S., 1984-. Leading from the top: a study of state early childhood systems leaders.

Degree: PhD, Education, 2018, Rutgers University

The development of preschool systems and the expansion of leadership roles within these systems is evidence of a significant shift in how the early childhood… (more)

Subjects/Keywords: Early childhood educators

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APA (6th Edition):

Northey, Kaitlin S., 1. (2018). Leading from the top: a study of state early childhood systems leaders. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/59182/

Chicago Manual of Style (16th Edition):

Northey, Kaitlin S., 1984-. “Leading from the top: a study of state early childhood systems leaders.” 2018. Doctoral Dissertation, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/59182/.

MLA Handbook (7th Edition):

Northey, Kaitlin S., 1984-. “Leading from the top: a study of state early childhood systems leaders.” 2018. Web. 21 Sep 2019.

Vancouver:

Northey, Kaitlin S. 1. Leading from the top: a study of state early childhood systems leaders. [Internet] [Doctoral dissertation]. Rutgers University; 2018. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/59182/.

Council of Science Editors:

Northey, Kaitlin S. 1. Leading from the top: a study of state early childhood systems leaders. [Doctoral Dissertation]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/59182/


Rutgers University

6. Clark, Katelyn. Play then and now: a narrative study of early childhood teachers’ play histories and practices.

Degree: PhD, Education, 2019, Rutgers University

While advocacy efforts for a child’s right to play have been significant over the past decade, these efforts have not necessarily translated into teaching practices… (more)

Subjects/Keywords: Early childhood education; Play

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APA (6th Edition):

Clark, K. (2019). Play then and now: a narrative study of early childhood teachers’ play histories and practices. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/60627/

Chicago Manual of Style (16th Edition):

Clark, Katelyn. “Play then and now: a narrative study of early childhood teachers’ play histories and practices.” 2019. Doctoral Dissertation, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/60627/.

MLA Handbook (7th Edition):

Clark, Katelyn. “Play then and now: a narrative study of early childhood teachers’ play histories and practices.” 2019. Web. 21 Sep 2019.

Vancouver:

Clark K. Play then and now: a narrative study of early childhood teachers’ play histories and practices. [Internet] [Doctoral dissertation]. Rutgers University; 2019. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60627/.

Council of Science Editors:

Clark K. Play then and now: a narrative study of early childhood teachers’ play histories and practices. [Doctoral Dissertation]. Rutgers University; 2019. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60627/


Rutgers University

7. Negraval, Justin Gerard, 1981-. Different worlds: an examination of students' experiences in tracked “global studies” classrooms.

Degree: Education, Culture and Society, 2017, Rutgers University

Subjects/Keywords: Social sciences; Multicultural education

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APA (6th Edition):

Negraval, Justin Gerard, 1. (2017). Different worlds: an examination of students' experiences in tracked “global studies” classrooms. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/52981/

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):

Negraval, Justin Gerard, 1981-. “Different worlds: an examination of students' experiences in tracked “global studies” classrooms.” 2017. Thesis, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/52981/.

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

MLA Handbook (7th Edition):

Negraval, Justin Gerard, 1981-. “Different worlds: an examination of students' experiences in tracked “global studies” classrooms.” 2017. Web. 21 Sep 2019.

Vancouver:

Negraval, Justin Gerard 1. Different worlds: an examination of students' experiences in tracked “global studies” classrooms. [Internet] [Thesis]. Rutgers University; 2017. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/52981/.

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

Council of Science Editors:

Negraval, Justin Gerard 1. Different worlds: an examination of students' experiences in tracked “global studies” classrooms. [Thesis]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/52981/

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

8. Latte, Ave M., 1954-. Transition to kindergarten activity the lived experiences of teachers, parents and children.

Degree: Early Childhood/Elementary Education, 2012, Rutgers University

Subjects/Keywords: Kindergarten – Activity programs; Educational sociology; Early childhood education

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APA (6th Edition):

Latte, Ave M., 1. (2012). Transition to kindergarten activity the lived experiences of teachers, parents and children. (Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065000

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):

Latte, Ave M., 1954-. “Transition to kindergarten activity the lived experiences of teachers, parents and children.” 2012. Thesis, Rutgers University. Accessed September 21, 2019. http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065000.

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

MLA Handbook (7th Edition):

Latte, Ave M., 1954-. “Transition to kindergarten activity the lived experiences of teachers, parents and children.” 2012. Web. 21 Sep 2019.

Vancouver:

Latte, Ave M. 1. Transition to kindergarten activity the lived experiences of teachers, parents and children. [Internet] [Thesis]. Rutgers University; 2012. [cited 2019 Sep 21]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065000.

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

Council of Science Editors:

Latte, Ave M. 1. Transition to kindergarten activity the lived experiences of teachers, parents and children. [Thesis]. Rutgers University; 2012. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065000

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

9. Richard, Lynne F. Online discourse: an analysis of multiple problem-solving episodes over time.

Degree: Education, 2012, Rutgers University

Subjects/Keywords: Distance education; Educational technology; Web-based instruction

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APA (6th Edition):

Richard, L. F. (2012). Online discourse: an analysis of multiple problem-solving episodes over time. (Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000065255

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):

Richard, Lynne F. “Online discourse: an analysis of multiple problem-solving episodes over time.” 2012. Thesis, Rutgers University. Accessed September 21, 2019. http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000065255.

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

MLA Handbook (7th Edition):

Richard, Lynne F. “Online discourse: an analysis of multiple problem-solving episodes over time.” 2012. Web. 21 Sep 2019.

Vancouver:

Richard LF. Online discourse: an analysis of multiple problem-solving episodes over time. [Internet] [Thesis]. Rutgers University; 2012. [cited 2019 Sep 21]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000065255.

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

Council of Science Editors:

Richard LF. Online discourse: an analysis of multiple problem-solving episodes over time. [Thesis]. Rutgers University; 2012. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000065255

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

10. Davis, Christine M. Ascertaining the relationships between the trajectories of specific categories of alcohol-related negative consequences and subsequent drinking behavior.

Degree: PhD, Education, 2011, Rutgers University

The overwhelming majority of people who drink alcohol do so non-problematically. Nevertheless, approximately 17.6 million Americans have been diagnosed with an alcohol use disorder (AUD),… (more)

Subjects/Keywords: Alcoholism – Treatment; Alcoholics – Rehabilitation; Controlled drinking – Research; Linear models (Statistics)

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APA (6th Edition):

Davis, C. M. (2011). Ascertaining the relationships between the trajectories of specific categories of alcohol-related negative consequences and subsequent drinking behavior. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000057540

Chicago Manual of Style (16th Edition):

Davis, Christine M. “Ascertaining the relationships between the trajectories of specific categories of alcohol-related negative consequences and subsequent drinking behavior.” 2011. Doctoral Dissertation, Rutgers University. Accessed September 21, 2019. http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000057540.

MLA Handbook (7th Edition):

Davis, Christine M. “Ascertaining the relationships between the trajectories of specific categories of alcohol-related negative consequences and subsequent drinking behavior.” 2011. Web. 21 Sep 2019.

Vancouver:

Davis CM. Ascertaining the relationships between the trajectories of specific categories of alcohol-related negative consequences and subsequent drinking behavior. [Internet] [Doctoral dissertation]. Rutgers University; 2011. [cited 2019 Sep 21]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000057540.

Council of Science Editors:

Davis CM. Ascertaining the relationships between the trajectories of specific categories of alcohol-related negative consequences and subsequent drinking behavior. [Doctoral Dissertation]. Rutgers University; 2011. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000057540

11. Macaluso, Rosemarie, 1950-. Savoring the first byte: girls and boys in introductory-level high school computer science classes.

Degree: Social and Philosophical Foundations of Education, 2011, Rutgers University

Subjects/Keywords: Computer science – Study and teaching; High school girls – Education (Secondary); Women in computer science

…the Rutgers University doctoral program, focusing on Sociological and Philosophical… 

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APA (6th Edition):

Macaluso, Rosemarie, 1. (2011). Savoring the first byte: girls and boys in introductory-level high school computer science classes. (Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000061010

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):

Macaluso, Rosemarie, 1950-. “Savoring the first byte: girls and boys in introductory-level high school computer science classes.” 2011. Thesis, Rutgers University. Accessed September 21, 2019. http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000061010.

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

MLA Handbook (7th Edition):

Macaluso, Rosemarie, 1950-. “Savoring the first byte: girls and boys in introductory-level high school computer science classes.” 2011. Web. 21 Sep 2019.

Vancouver:

Macaluso, Rosemarie 1. Savoring the first byte: girls and boys in introductory-level high school computer science classes. [Internet] [Thesis]. Rutgers University; 2011. [cited 2019 Sep 21]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000061010.

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

Council of Science Editors:

Macaluso, Rosemarie 1. Savoring the first byte: girls and boys in introductory-level high school computer science classes. [Thesis]. Rutgers University; 2011. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000061010

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

12. Mankiw, Sue Ann E., 1955-. Using children's literature to examine the disability discourses of early childhood pre-service teachers.

Degree: Early Childhood/Elementary Education, 2012, Rutgers University

Subjects/Keywords: Disability studies – United States; Student teachers – Training of – United States; Children's literature

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APA (6th Edition):

Mankiw, Sue Ann E., 1. (2012). Using children's literature to examine the disability discourses of early childhood pre-service teachers. (Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065002

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):

Mankiw, Sue Ann E., 1955-. “Using children's literature to examine the disability discourses of early childhood pre-service teachers.” 2012. Thesis, Rutgers University. Accessed September 21, 2019. http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065002.

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

MLA Handbook (7th Edition):

Mankiw, Sue Ann E., 1955-. “Using children's literature to examine the disability discourses of early childhood pre-service teachers.” 2012. Web. 21 Sep 2019.

Vancouver:

Mankiw, Sue Ann E. 1. Using children's literature to examine the disability discourses of early childhood pre-service teachers. [Internet] [Thesis]. Rutgers University; 2012. [cited 2019 Sep 21]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065002.

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

Council of Science Editors:

Mankiw, Sue Ann E. 1. Using children's literature to examine the disability discourses of early childhood pre-service teachers. [Thesis]. Rutgers University; 2012. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065002

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

13. Heuschkel, Kimberly A., 1975-. “I never hear it talked about”: exploring discourses of whiteness in a predominantly white elementary school.

Degree: Early Childhood/Elementary Education, 2013, Rutgers University

Subjects/Keywords: Whites – Race identity – Study and teaching; Multicultural education; Racism in education

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APA (6th Edition):

Heuschkel, Kimberly A., 1. (2013). “I never hear it talked about”: exploring discourses of whiteness in a predominantly white elementary school. (Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000068511

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):

Heuschkel, Kimberly A., 1975-. ““I never hear it talked about”: exploring discourses of whiteness in a predominantly white elementary school.” 2013. Thesis, Rutgers University. Accessed September 21, 2019. http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000068511.

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

MLA Handbook (7th Edition):

Heuschkel, Kimberly A., 1975-. ““I never hear it talked about”: exploring discourses of whiteness in a predominantly white elementary school.” 2013. Web. 21 Sep 2019.

Vancouver:

Heuschkel, Kimberly A. 1. “I never hear it talked about”: exploring discourses of whiteness in a predominantly white elementary school. [Internet] [Thesis]. Rutgers University; 2013. [cited 2019 Sep 21]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000068511.

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

Council of Science Editors:

Heuschkel, Kimberly A. 1. “I never hear it talked about”: exploring discourses of whiteness in a predominantly white elementary school. [Thesis]. Rutgers University; 2013. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000068511

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

14. King, Carol M. (Carol Mary). Equity and power in classroom discourse: how issues of equity and power are played out in the language of ninth grade English classrooms.

Degree: PhD, Education, 2009, Rutgers University

The purpose of this qualitative study was to explore the way in which two ninth grade English Honors teachers discussed the same literary textbook, their… (more)

Subjects/Keywords: Literature – Study and teaching

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APA (6th Edition):

King, C. M. (. M. (2009). Equity and power in classroom discourse: how issues of equity and power are played out in the language of ninth grade English classrooms. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051362

Chicago Manual of Style (16th Edition):

King, Carol M (Carol Mary). “Equity and power in classroom discourse: how issues of equity and power are played out in the language of ninth grade English classrooms.” 2009. Doctoral Dissertation, Rutgers University. Accessed September 21, 2019. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051362.

MLA Handbook (7th Edition):

King, Carol M (Carol Mary). “Equity and power in classroom discourse: how issues of equity and power are played out in the language of ninth grade English classrooms.” 2009. Web. 21 Sep 2019.

Vancouver:

King CM(M. Equity and power in classroom discourse: how issues of equity and power are played out in the language of ninth grade English classrooms. [Internet] [Doctoral dissertation]. Rutgers University; 2009. [cited 2019 Sep 21]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051362.

Council of Science Editors:

King CM(M. Equity and power in classroom discourse: how issues of equity and power are played out in the language of ninth grade English classrooms. [Doctoral Dissertation]. Rutgers University; 2009. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051362


Rutgers University

15. Sansone, Angela, 1980-. A case study of preschool teacher expectations and teacher-student interactions.

Degree: Early Childhood/Elementary Education, 2014, Rutgers University

Subjects/Keywords: Education, Preschool – New Jersey – Case studies; Teacher-student relationships – New Jersey – Case studies

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APA (6th Edition):

Sansone, Angela, 1. (2014). A case study of preschool teacher expectations and teacher-student interactions. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/43639/

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):

Sansone, Angela, 1980-. “A case study of preschool teacher expectations and teacher-student interactions.” 2014. Thesis, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/43639/.

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

MLA Handbook (7th Edition):

Sansone, Angela, 1980-. “A case study of preschool teacher expectations and teacher-student interactions.” 2014. Web. 21 Sep 2019.

Vancouver:

Sansone, Angela 1. A case study of preschool teacher expectations and teacher-student interactions. [Internet] [Thesis]. Rutgers University; 2014. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/43639/.

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

Council of Science Editors:

Sansone, Angela 1. A case study of preschool teacher expectations and teacher-student interactions. [Thesis]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/43639/

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


Rutgers University

16. Galiana, Anibal. The Hispanic superintendent.

Degree: Educational Leadership, 2014, Rutgers University

Subjects/Keywords: School superintendents – New Jersey; Hispanic Americans – New Jersey; Educational leadership – New Jersey

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

APA (6th Edition):

Galiana, A. (2014). The Hispanic superintendent. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/43609/

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):

Galiana, Anibal. “The Hispanic superintendent.” 2014. Thesis, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/43609/.

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

MLA Handbook (7th Edition):

Galiana, Anibal. “The Hispanic superintendent.” 2014. Web. 21 Sep 2019.

Vancouver:

Galiana A. The Hispanic superintendent. [Internet] [Thesis]. Rutgers University; 2014. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/43609/.

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

Council of Science Editors:

Galiana A. The Hispanic superintendent. [Thesis]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/43609/

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


Rutgers University

17. McKinley, Mary Jo, 1964-. Ain investigation of how communities of practice mediate implementation of data-driven instruction.

Degree: Educational Leadership, 2014, Rutgers University

Subjects/Keywords: Computer managed instruction – New Jersey – Case studies; Educational leadership – New Jersey – Case studies

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

APA (6th Edition):

McKinley, Mary Jo, 1. (2014). Ain investigation of how communities of practice mediate implementation of data-driven instruction. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/43613/

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):

McKinley, Mary Jo, 1964-. “Ain investigation of how communities of practice mediate implementation of data-driven instruction.” 2014. Thesis, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/43613/.

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

MLA Handbook (7th Edition):

McKinley, Mary Jo, 1964-. “Ain investigation of how communities of practice mediate implementation of data-driven instruction.” 2014. Web. 21 Sep 2019.

Vancouver:

McKinley, Mary Jo 1. Ain investigation of how communities of practice mediate implementation of data-driven instruction. [Internet] [Thesis]. Rutgers University; 2014. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/43613/.

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

Council of Science Editors:

McKinley, Mary Jo 1. Ain investigation of how communities of practice mediate implementation of data-driven instruction. [Thesis]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/43613/

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


Rutgers University

18. Galipeau, Jessica Lyn, 1983-. Reflecting on gender as a social construct: a qualitative case study of a girls' critical gender group.

Degree: Education, Culture and Society, 2014, Rutgers University

Subjects/Keywords: Teenage girls – Education; Self-esteem in adolescence; Sex role

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

APA (6th Edition):

Galipeau, Jessica Lyn, 1. (2014). Reflecting on gender as a social construct: a qualitative case study of a girls' critical gender group. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/43610/

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):

Galipeau, Jessica Lyn, 1983-. “Reflecting on gender as a social construct: a qualitative case study of a girls' critical gender group.” 2014. Thesis, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/43610/.

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

MLA Handbook (7th Edition):

Galipeau, Jessica Lyn, 1983-. “Reflecting on gender as a social construct: a qualitative case study of a girls' critical gender group.” 2014. Web. 21 Sep 2019.

Vancouver:

Galipeau, Jessica Lyn 1. Reflecting on gender as a social construct: a qualitative case study of a girls' critical gender group. [Internet] [Thesis]. Rutgers University; 2014. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/43610/.

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

Council of Science Editors:

Galipeau, Jessica Lyn 1. Reflecting on gender as a social construct: a qualitative case study of a girls' critical gender group. [Thesis]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/43610/

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


Rutgers University

19. Nazombe, elmira T., 1941-. Training for community transformation: popular education methodologies for women's leadership for social transformation.

Degree: Social and Philosophical Foundations of Education, 2010, Rutgers University

Subjects/Keywords: Women – Education – United States; Popular education – United States; Leadership in women – United States; Transformative learning – United States

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

APA (6th Edition):

Nazombe, elmira T., 1. (2010). Training for community transformation: popular education methodologies for women's leadership for social transformation. (Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052896

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):

Nazombe, elmira T., 1941-. “Training for community transformation: popular education methodologies for women's leadership for social transformation.” 2010. Thesis, Rutgers University. Accessed September 21, 2019. http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052896.

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

MLA Handbook (7th Edition):

Nazombe, elmira T., 1941-. “Training for community transformation: popular education methodologies for women's leadership for social transformation.” 2010. Web. 21 Sep 2019.

Vancouver:

Nazombe, elmira T. 1. Training for community transformation: popular education methodologies for women's leadership for social transformation. [Internet] [Thesis]. Rutgers University; 2010. [cited 2019 Sep 21]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052896.

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

Council of Science Editors:

Nazombe, elmira T. 1. Training for community transformation: popular education methodologies for women's leadership for social transformation. [Thesis]. Rutgers University; 2010. Available from: http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052896

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


Rutgers University

20. Ostrove, Randi, 1972-. Examining the (false) dichotomy between "care" and "education" in early childhood programs: a descriptive case study of teacher-child relationships within a standardized curriculum model.

Degree: Early Childhood/Elementary Education, 2016, Rutgers University

Subjects/Keywords: Teacher-student relationships – Case studies; Early childhood education

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

APA (6th Edition):

Ostrove, Randi, 1. (2016). Examining the (false) dichotomy between "care" and "education" in early childhood programs: a descriptive case study of teacher-child relationships within a standardized curriculum model. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/49133/

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):

Ostrove, Randi, 1972-. “Examining the (false) dichotomy between "care" and "education" in early childhood programs: a descriptive case study of teacher-child relationships within a standardized curriculum model.” 2016. Thesis, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/49133/.

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

MLA Handbook (7th Edition):

Ostrove, Randi, 1972-. “Examining the (false) dichotomy between "care" and "education" in early childhood programs: a descriptive case study of teacher-child relationships within a standardized curriculum model.” 2016. Web. 21 Sep 2019.

Vancouver:

Ostrove, Randi 1. Examining the (false) dichotomy between "care" and "education" in early childhood programs: a descriptive case study of teacher-child relationships within a standardized curriculum model. [Internet] [Thesis]. Rutgers University; 2016. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/49133/.

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

Council of Science Editors:

Ostrove, Randi 1. Examining the (false) dichotomy between "care" and "education" in early childhood programs: a descriptive case study of teacher-child relationships within a standardized curriculum model. [Thesis]. Rutgers University; 2016. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/49133/

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


Rutgers University

21. Kaywork, Jennifer L., 1977-. Analyzing student teacher reflective practice.

Degree: Early Childhood/Elementary Education, 2011, Rutgers University

Subjects/Keywords: Critical thinking; Student teachers – Training of; Reflective teaching

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

APA (6th Edition):

Kaywork, Jennifer L., 1. (2011). Analyzing student teacher reflective practice. (Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000063254

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):

Kaywork, Jennifer L., 1977-. “Analyzing student teacher reflective practice.” 2011. Thesis, Rutgers University. Accessed September 21, 2019. http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000063254.

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

MLA Handbook (7th Edition):

Kaywork, Jennifer L., 1977-. “Analyzing student teacher reflective practice.” 2011. Web. 21 Sep 2019.

Vancouver:

Kaywork, Jennifer L. 1. Analyzing student teacher reflective practice. [Internet] [Thesis]. Rutgers University; 2011. [cited 2019 Sep 21]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000063254.

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

Council of Science Editors:

Kaywork, Jennifer L. 1. Analyzing student teacher reflective practice. [Thesis]. Rutgers University; 2011. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000063254

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


Rutgers University

22. Waale, Mildred Faulkner, 1950-. Supporting differently-abled students in two New Jersey community colleges.

Degree: Educational Leadership, 2017, Rutgers University

Subjects/Keywords: Community colleges – New Jersey; College students with disabilities

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

APA (6th Edition):

Waale, Mildred Faulkner, 1. (2017). Supporting differently-abled students in two New Jersey community colleges. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/52049/

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):

Waale, Mildred Faulkner, 1950-. “Supporting differently-abled students in two New Jersey community colleges.” 2017. Thesis, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/52049/.

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

MLA Handbook (7th Edition):

Waale, Mildred Faulkner, 1950-. “Supporting differently-abled students in two New Jersey community colleges.” 2017. Web. 21 Sep 2019.

Vancouver:

Waale, Mildred Faulkner 1. Supporting differently-abled students in two New Jersey community colleges. [Internet] [Thesis]. Rutgers University; 2017. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/52049/.

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

Council of Science Editors:

Waale, Mildred Faulkner 1. Supporting differently-abled students in two New Jersey community colleges. [Thesis]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/52049/

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


Rutgers University

23. Lewis, Amy D. Preparing perservice teachers to teach elementary school science.

Degree: Teacher Leadership, 2017, Rutgers University

Subjects/Keywords: Teachers – Training of; Science – Study and teaching (Elementary)

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

APA (6th Edition):

Lewis, A. D. (2017). Preparing perservice teachers to teach elementary school science. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/52047/

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):

Lewis, Amy D. “Preparing perservice teachers to teach elementary school science.” 2017. Thesis, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/52047/.

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

MLA Handbook (7th Edition):

Lewis, Amy D. “Preparing perservice teachers to teach elementary school science.” 2017. Web. 21 Sep 2019.

Vancouver:

Lewis AD. Preparing perservice teachers to teach elementary school science. [Internet] [Thesis]. Rutgers University; 2017. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/52047/.

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

Council of Science Editors:

Lewis AD. Preparing perservice teachers to teach elementary school science. [Thesis]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/52047/

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


Rutgers University

24. Mingle, Matthew A., 1981-. The role of the teacher in gifted education nomination decisions.

Degree: Teacher Leadership, 2016, Rutgers University

Subjects/Keywords: Career development; Gifted children – Education

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

APA (6th Edition):

Mingle, Matthew A., 1. (2016). The role of the teacher in gifted education nomination decisions. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/49893/

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):

Mingle, Matthew A., 1981-. “The role of the teacher in gifted education nomination decisions.” 2016. Thesis, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/49893/.

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

MLA Handbook (7th Edition):

Mingle, Matthew A., 1981-. “The role of the teacher in gifted education nomination decisions.” 2016. Web. 21 Sep 2019.

Vancouver:

Mingle, Matthew A. 1. The role of the teacher in gifted education nomination decisions. [Internet] [Thesis]. Rutgers University; 2016. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/49893/.

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

Council of Science Editors:

Mingle, Matthew A. 1. The role of the teacher in gifted education nomination decisions. [Thesis]. Rutgers University; 2016. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/49893/

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


Rutgers University

25. Conti, Erin Michelle, 1983-. The implication of student voice on career and technical education career academy retention.

Degree: Education, Culture and Society, 2014, Rutgers University

Subjects/Keywords: Technical education; Technical education – Social aspects; Career academies; High school students – Attitudes; High school dropouts – Prevention

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

APA (6th Edition):

Conti, Erin Michelle, 1. (2014). The implication of student voice on career and technical education career academy retention. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/42342/

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):

Conti, Erin Michelle, 1983-. “The implication of student voice on career and technical education career academy retention.” 2014. Thesis, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/42342/.

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

MLA Handbook (7th Edition):

Conti, Erin Michelle, 1983-. “The implication of student voice on career and technical education career academy retention.” 2014. Web. 21 Sep 2019.

Vancouver:

Conti, Erin Michelle 1. The implication of student voice on career and technical education career academy retention. [Internet] [Thesis]. Rutgers University; 2014. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/42342/.

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

Council of Science Editors:

Conti, Erin Michelle 1. The implication of student voice on career and technical education career academy retention. [Thesis]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/42342/

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


Rutgers University

26. Hnasko, Amy, 1975-. The instructional coaching model in early childhood education: a comparative case study.

Degree: Early Childhood/Elementary Education, 2017, Rutgers University

Subjects/Keywords: Early childhood education

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

APA (6th Edition):

Hnasko, Amy, 1. (2017). The instructional coaching model in early childhood education: a comparative case study. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/52978/

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):

Hnasko, Amy, 1975-. “The instructional coaching model in early childhood education: a comparative case study.” 2017. Thesis, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/52978/.

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

MLA Handbook (7th Edition):

Hnasko, Amy, 1975-. “The instructional coaching model in early childhood education: a comparative case study.” 2017. Web. 21 Sep 2019.

Vancouver:

Hnasko, Amy 1. The instructional coaching model in early childhood education: a comparative case study. [Internet] [Thesis]. Rutgers University; 2017. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/52978/.

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

Council of Science Editors:

Hnasko, Amy 1. The instructional coaching model in early childhood education: a comparative case study. [Thesis]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/52978/

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


Rutgers University

27. Lynn, Beverly D. Child care center directors: gatekeepers to quality.

Degree: Teacher Leadership, 2018, Rutgers University

Subjects/Keywords: Day care centers

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

APA (6th Edition):

Lynn, B. D. (2018). Child care center directors: gatekeepers to quality. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/57270/

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):

Lynn, Beverly D. “Child care center directors: gatekeepers to quality.” 2018. Thesis, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/57270/.

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

MLA Handbook (7th Edition):

Lynn, Beverly D. “Child care center directors: gatekeepers to quality.” 2018. Web. 21 Sep 2019.

Vancouver:

Lynn BD. Child care center directors: gatekeepers to quality. [Internet] [Thesis]. Rutgers University; 2018. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57270/.

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

Council of Science Editors:

Lynn BD. Child care center directors: gatekeepers to quality. [Thesis]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57270/

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


Rutgers University

28. Opiela, Lauren, 1982-. Implementation of a basic skills reading program: a mixed-methods study.

Degree: Teacher Leadership, 2018, Rutgers University

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

APA (6th Edition):

Opiela, Lauren, 1. (2018). Implementation of a basic skills reading program: a mixed-methods study. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/57272/

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):

Opiela, Lauren, 1982-. “Implementation of a basic skills reading program: a mixed-methods study.” 2018. Thesis, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/57272/.

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

MLA Handbook (7th Edition):

Opiela, Lauren, 1982-. “Implementation of a basic skills reading program: a mixed-methods study.” 2018. Web. 21 Sep 2019.

Vancouver:

Opiela, Lauren 1. Implementation of a basic skills reading program: a mixed-methods study. [Internet] [Thesis]. Rutgers University; 2018. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57272/.

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

Council of Science Editors:

Opiela, Lauren 1. Implementation of a basic skills reading program: a mixed-methods study. [Thesis]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57272/

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


Rutgers University

29. Parker, Janice, 1956-. Improving oral language instruction during playtime: a qualitative study of a professional development initiative.

Degree: Teacher Leadership, 2018, Rutgers University

Subjects/Keywords: Career development; Language acquisition

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APA (6th Edition):

Parker, Janice, 1. (2018). Improving oral language instruction during playtime: a qualitative study of a professional development initiative. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/58685/

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):

Parker, Janice, 1956-. “Improving oral language instruction during playtime: a qualitative study of a professional development initiative.” 2018. Thesis, Rutgers University. Accessed September 21, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/58685/.

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

MLA Handbook (7th Edition):

Parker, Janice, 1956-. “Improving oral language instruction during playtime: a qualitative study of a professional development initiative.” 2018. Web. 21 Sep 2019.

Vancouver:

Parker, Janice 1. Improving oral language instruction during playtime: a qualitative study of a professional development initiative. [Internet] [Thesis]. Rutgers University; 2018. [cited 2019 Sep 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/58685/.

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

Council of Science Editors:

Parker, Janice 1. Improving oral language instruction during playtime: a qualitative study of a professional development initiative. [Thesis]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/58685/

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


Rutgers University

30. McCulloch, Allison Waling. Teddy bear or tool: Students' perspectives on graphing calculator use.

Degree: PhD, Education, 2007, Rutgers University

Graphing calculators are mainstay in the U.S. high school mathematics curriculum and because of that considerable research has been done on the effect of graphing… (more)

Subjects/Keywords: Graphic calculators; Teaching – Aids and devices

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

APA (6th Edition):

McCulloch, A. W. (2007). Teddy bear or tool: Students' perspectives on graphing calculator use. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17109

Chicago Manual of Style (16th Edition):

McCulloch, Allison Waling. “Teddy bear or tool: Students' perspectives on graphing calculator use.” 2007. Doctoral Dissertation, Rutgers University. Accessed September 21, 2019. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17109.

MLA Handbook (7th Edition):

McCulloch, Allison Waling. “Teddy bear or tool: Students' perspectives on graphing calculator use.” 2007. Web. 21 Sep 2019.

Vancouver:

McCulloch AW. Teddy bear or tool: Students' perspectives on graphing calculator use. [Internet] [Doctoral dissertation]. Rutgers University; 2007. [cited 2019 Sep 21]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17109.

Council of Science Editors:

McCulloch AW. Teddy bear or tool: Students' perspectives on graphing calculator use. [Doctoral Dissertation]. Rutgers University; 2007. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17109

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