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You searched for +publisher:"Temple University" +contributor:("Brooks, Wanda M.;"). Showing records 1 – 30 of 30 total matches.

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Temple University

1. Torsney, Benjamin M. MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH.

Degree: PhD, 2016, Temple University

Educational Psychology

This study examined the motivations pre-service teachers possess as they progress though a teacher education program. Using Watt and Richardson’s (2007) Factors Influencing… (more)

Subjects/Keywords: Educational psychology; Teacher education;

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APA (6th Edition):

Torsney, B. M. (2016). MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,389371

Chicago Manual of Style (16th Edition):

Torsney, Benjamin M. “MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH.” 2016. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,389371.

MLA Handbook (7th Edition):

Torsney, Benjamin M. “MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH.” 2016. Web. 22 Jul 2019.

Vancouver:

Torsney BM. MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,389371.

Council of Science Editors:

Torsney BM. MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,389371


Temple University

2. Aymer, Veronica. Black and Latino Faculty Navigating The Academy: Recruitment, Retention, Tenure, and the Academic Culture.

Degree: 2017, Temple University

Educational Leadership

Ed.D.

The purpose of this qualitative study is to examine the unique experiences of Black and Latino faculty as members of underrepresented minority… (more)

Subjects/Keywords: Educational leadership;

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APA (6th Edition):

Aymer, V. (2017). Black and Latino Faculty Navigating The Academy: Recruitment, Retention, Tenure, and the Academic Culture. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,423560

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):

Aymer, Veronica. “Black and Latino Faculty Navigating The Academy: Recruitment, Retention, Tenure, and the Academic Culture.” 2017. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,423560.

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

MLA Handbook (7th Edition):

Aymer, Veronica. “Black and Latino Faculty Navigating The Academy: Recruitment, Retention, Tenure, and the Academic Culture.” 2017. Web. 22 Jul 2019.

Vancouver:

Aymer V. Black and Latino Faculty Navigating The Academy: Recruitment, Retention, Tenure, and the Academic Culture. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,423560.

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

Council of Science Editors:

Aymer V. Black and Latino Faculty Navigating The Academy: Recruitment, Retention, Tenure, and the Academic Culture. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,423560

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


Temple University

3. Randolph, Laura. Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution.

Degree: 2017, Temple University

Educational Leadership

Ed.D.

As college and university continue to recruit and enroll more diverse student populations and maintain institutional priorities of diversity and inclusion, it… (more)

Subjects/Keywords: Higher education administration

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APA (6th Edition):

Randolph, L. (2017). Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,442767

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):

Randolph, Laura. “Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution.” 2017. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,442767.

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

MLA Handbook (7th Edition):

Randolph, Laura. “Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution.” 2017. Web. 22 Jul 2019.

Vancouver:

Randolph L. Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,442767.

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

Council of Science Editors:

Randolph L. Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,442767

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


Temple University

4. Witt, Ryan Patrick. Integrating Identity: Creating a More Inclusive Vision of ABE Stakeholder Goals.

Degree: PhD, 2017, Temple University

English

This study examines the literacies taught and valued by three major stakeholder groups within an innovative welfare-to-work/adult basic education (ABE) program in the northeastern… (more)

Subjects/Keywords: Adult education; Rhetoric; Social work;

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APA (6th Edition):

Witt, R. P. (2017). Integrating Identity: Creating a More Inclusive Vision of ABE Stakeholder Goals. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,449231

Chicago Manual of Style (16th Edition):

Witt, Ryan Patrick. “Integrating Identity: Creating a More Inclusive Vision of ABE Stakeholder Goals.” 2017. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,449231.

MLA Handbook (7th Edition):

Witt, Ryan Patrick. “Integrating Identity: Creating a More Inclusive Vision of ABE Stakeholder Goals.” 2017. Web. 22 Jul 2019.

Vancouver:

Witt RP. Integrating Identity: Creating a More Inclusive Vision of ABE Stakeholder Goals. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,449231.

Council of Science Editors:

Witt RP. Integrating Identity: Creating a More Inclusive Vision of ABE Stakeholder Goals. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,449231


Temple University

5. Maher, Bernadette Marie. How the Psychosocial Effects of Serious Injuries are Related to the Academic Lives of Student-Athletes.

Degree: PhD, 2017, Temple University

Educational Psychology

Competing within the National Collegiate Athletic Association (NCAA) involves an inherent risk of injury. For the student-athletes who experience serious injuries, the subsequent… (more)

Subjects/Keywords: Educational psychology;

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APA (6th Edition):

Maher, B. M. (2017). How the Psychosocial Effects of Serious Injuries are Related to the Academic Lives of Student-Athletes. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,479492

Chicago Manual of Style (16th Edition):

Maher, Bernadette Marie. “How the Psychosocial Effects of Serious Injuries are Related to the Academic Lives of Student-Athletes.” 2017. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,479492.

MLA Handbook (7th Edition):

Maher, Bernadette Marie. “How the Psychosocial Effects of Serious Injuries are Related to the Academic Lives of Student-Athletes.” 2017. Web. 22 Jul 2019.

Vancouver:

Maher BM. How the Psychosocial Effects of Serious Injuries are Related to the Academic Lives of Student-Athletes. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,479492.

Council of Science Editors:

Maher BM. How the Psychosocial Effects of Serious Injuries are Related to the Academic Lives of Student-Athletes. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,479492


Temple University

6. Brett, Aidan. SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS.

Degree: 2018, Temple University

Literacy & Learners

Ed.D.

This study reports on the impact of the Authorial Empathy Scale (AES), a tool designed to measure responses to literature that… (more)

Subjects/Keywords: Education; Language arts; Teacher education;

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APA (6th Edition):

Brett, A. (2018). SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,503416

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):

Brett, Aidan. “SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS.” 2018. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,503416.

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

MLA Handbook (7th Edition):

Brett, Aidan. “SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS.” 2018. Web. 22 Jul 2019.

Vancouver:

Brett A. SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS. [Internet] [Thesis]. Temple University; 2018. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,503416.

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

Council of Science Editors:

Brett A. SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS. [Thesis]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,503416

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


Temple University

7. Waller, Ellyn Jo. Beyond Lip Service: How teachers in a private school utilize multicultural literature.

Degree: 2012, Temple University

CITE/Language Arts

Ed.D.

This qualitative dissertation is an investigation of the experiences of four middle grade teachers, three female and one male, three Caucasian and… (more)

Subjects/Keywords: Education; Language arts; Multicultural education

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APA (6th Edition):

Waller, E. J. (2012). Beyond Lip Service: How teachers in a private school utilize multicultural literature. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,169331

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):

Waller, Ellyn Jo. “Beyond Lip Service: How teachers in a private school utilize multicultural literature.” 2012. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,169331.

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

MLA Handbook (7th Edition):

Waller, Ellyn Jo. “Beyond Lip Service: How teachers in a private school utilize multicultural literature.” 2012. Web. 22 Jul 2019.

Vancouver:

Waller EJ. Beyond Lip Service: How teachers in a private school utilize multicultural literature. [Internet] [Thesis]. Temple University; 2012. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,169331.

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

Council of Science Editors:

Waller EJ. Beyond Lip Service: How teachers in a private school utilize multicultural literature. [Thesis]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,169331

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


Temple University

8. Hall, H. Bernard. Exploring and Understanding the Practices, Behaviors, and Identities of Hip-hop Based Educators in Urban Public High School English/Language Arts Classrooms.

Degree: PhD, 2012, Temple University

Urban Education

Grounded in theories of culturally relevant and hip-hop pedagogies, this ethnographic study of a demographically diverse "community nominated" cohort of urban public high… (more)

Subjects/Keywords: Teacher education; Multicultural education; Language arts; Culturally Relevant Pedagogy; Hip-hop Based Education; Urban Education

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APA (6th Edition):

Hall, H. B. (2012). Exploring and Understanding the Practices, Behaviors, and Identities of Hip-hop Based Educators in Urban Public High School English/Language Arts Classrooms. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,173008

Chicago Manual of Style (16th Edition):

Hall, H Bernard. “Exploring and Understanding the Practices, Behaviors, and Identities of Hip-hop Based Educators in Urban Public High School English/Language Arts Classrooms.” 2012. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,173008.

MLA Handbook (7th Edition):

Hall, H Bernard. “Exploring and Understanding the Practices, Behaviors, and Identities of Hip-hop Based Educators in Urban Public High School English/Language Arts Classrooms.” 2012. Web. 22 Jul 2019.

Vancouver:

Hall HB. Exploring and Understanding the Practices, Behaviors, and Identities of Hip-hop Based Educators in Urban Public High School English/Language Arts Classrooms. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,173008.

Council of Science Editors:

Hall HB. Exploring and Understanding the Practices, Behaviors, and Identities of Hip-hop Based Educators in Urban Public High School English/Language Arts Classrooms. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,173008


Temple University

9. Royal, Camika. Policies, Politics, and Protests: Black Educators and the Shifting Landscape of Philadelphia's School Reforms, 1967-2007.

Degree: PhD, 2012, Temple University

Urban Education

This research examines Black educators' professional experiences in the School District of Philadelphia (SDP) over forty years, through six superintendents and a state… (more)

Subjects/Keywords: History of education; African American studies; Sociology of education; Black educators; critical race theory; School District of Philadelphia history; sociopolitical context of urban schools; urban schools administrators

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APA (6th Edition):

Royal, C. (2012). Policies, Politics, and Protests: Black Educators and the Shifting Landscape of Philadelphia's School Reforms, 1967-2007. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,180064

Chicago Manual of Style (16th Edition):

Royal, Camika. “Policies, Politics, and Protests: Black Educators and the Shifting Landscape of Philadelphia's School Reforms, 1967-2007.” 2012. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,180064.

MLA Handbook (7th Edition):

Royal, Camika. “Policies, Politics, and Protests: Black Educators and the Shifting Landscape of Philadelphia's School Reforms, 1967-2007.” 2012. Web. 22 Jul 2019.

Vancouver:

Royal C. Policies, Politics, and Protests: Black Educators and the Shifting Landscape of Philadelphia's School Reforms, 1967-2007. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,180064.

Council of Science Editors:

Royal C. Policies, Politics, and Protests: Black Educators and the Shifting Landscape of Philadelphia's School Reforms, 1967-2007. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,180064


Temple University

10. Bergman, David Murphy. Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school.

Degree: 2013, Temple University

CITE/Language Arts

Ed.D.

This qualitative case study investigated the nature of motivational change among eight adolescent participants who made notable advances in reading while in… (more)

Subjects/Keywords: Education; Middle school education; Reading instruction;

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APA (6th Edition):

Bergman, D. M. (2013). Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,234823

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):

Bergman, David Murphy. “Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school.” 2013. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,234823.

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

MLA Handbook (7th Edition):

Bergman, David Murphy. “Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school.” 2013. Web. 22 Jul 2019.

Vancouver:

Bergman DM. Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school. [Internet] [Thesis]. Temple University; 2013. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,234823.

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

Council of Science Editors:

Bergman DM. Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school. [Thesis]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,234823

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


Temple University

11. Galbally, Jaclyn. The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching.

Degree: PhD, 2014, Temple University

Educational Psychology

Student literacy rates across the country are unacceptably low. Teacher preparation has emerged as a priority in both research and practice in efforts… (more)

Subjects/Keywords: Teacher education; Reading instruction;

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APA (6th Edition):

Galbally, J. (2014). The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,261842

Chicago Manual of Style (16th Edition):

Galbally, Jaclyn. “The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching.” 2014. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,261842.

MLA Handbook (7th Edition):

Galbally, Jaclyn. “The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching.” 2014. Web. 22 Jul 2019.

Vancouver:

Galbally J. The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,261842.

Council of Science Editors:

Galbally J. The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,261842


Temple University

12. Morales-Williams, Erin Maurisa. Tough Love: Young Urban Woman of Color as Public Pedagogues and Their Lessons on Race, Gender, and Sexuality.

Degree: PhD, 2014, Temple University

Urban Education

Feminist scholars define rape culture as an environment that is conducive to the occurrence of rape, due to an acceptance of sexual objectification,… (more)

Subjects/Keywords: Women's studies; African American studies; Pedagogy;

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APA (6th Edition):

Morales-Williams, E. M. (2014). Tough Love: Young Urban Woman of Color as Public Pedagogues and Their Lessons on Race, Gender, and Sexuality. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,271903

Chicago Manual of Style (16th Edition):

Morales-Williams, Erin Maurisa. “Tough Love: Young Urban Woman of Color as Public Pedagogues and Their Lessons on Race, Gender, and Sexuality.” 2014. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,271903.

MLA Handbook (7th Edition):

Morales-Williams, Erin Maurisa. “Tough Love: Young Urban Woman of Color as Public Pedagogues and Their Lessons on Race, Gender, and Sexuality.” 2014. Web. 22 Jul 2019.

Vancouver:

Morales-Williams EM. Tough Love: Young Urban Woman of Color as Public Pedagogues and Their Lessons on Race, Gender, and Sexuality. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,271903.

Council of Science Editors:

Morales-Williams EM. Tough Love: Young Urban Woman of Color as Public Pedagogues and Their Lessons on Race, Gender, and Sexuality. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,271903


Temple University

13. Dixon, LaVarr. Life beyond the Cemetery: The mathematical identity and academic achievement of traditionally underrepresented male AVID participants in an urban pilot program.

Degree: 2015, Temple University

Math & Science Education

Ed.D.

This study was designed to investigate the mathematical identity and achievement of one cohort of underrepresented male youth who participated… (more)

Subjects/Keywords: Mathematics education;

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APA (6th Edition):

Dixon, L. (2015). Life beyond the Cemetery: The mathematical identity and academic achievement of traditionally underrepresented male AVID participants in an urban pilot program. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,314061

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):

Dixon, LaVarr. “Life beyond the Cemetery: The mathematical identity and academic achievement of traditionally underrepresented male AVID participants in an urban pilot program.” 2015. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,314061.

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

MLA Handbook (7th Edition):

Dixon, LaVarr. “Life beyond the Cemetery: The mathematical identity and academic achievement of traditionally underrepresented male AVID participants in an urban pilot program.” 2015. Web. 22 Jul 2019.

Vancouver:

Dixon L. Life beyond the Cemetery: The mathematical identity and academic achievement of traditionally underrepresented male AVID participants in an urban pilot program. [Internet] [Thesis]. Temple University; 2015. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,314061.

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

Council of Science Editors:

Dixon L. Life beyond the Cemetery: The mathematical identity and academic achievement of traditionally underrepresented male AVID participants in an urban pilot program. [Thesis]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,314061

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


Temple University

14. Hyatt, Joanne. THE IMPACT OF MINDSETS ON LITERACY TEACHING IN HOMESCHOOLING ENVIRONMENTS: A CHAT ANALYSIS.

Degree: 2015, Temple University

Teaching & Learning

Ed.D.

The gap between actual and expected use of technology in education prompted an exploration of my suspicions that human thoughts, feelings,… (more)

Subjects/Keywords: Educational technology; Language arts;

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APA (6th Edition):

Hyatt, J. (2015). THE IMPACT OF MINDSETS ON LITERACY TEACHING IN HOMESCHOOLING ENVIRONMENTS: A CHAT ANALYSIS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,316901

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):

Hyatt, Joanne. “THE IMPACT OF MINDSETS ON LITERACY TEACHING IN HOMESCHOOLING ENVIRONMENTS: A CHAT ANALYSIS.” 2015. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,316901.

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

MLA Handbook (7th Edition):

Hyatt, Joanne. “THE IMPACT OF MINDSETS ON LITERACY TEACHING IN HOMESCHOOLING ENVIRONMENTS: A CHAT ANALYSIS.” 2015. Web. 22 Jul 2019.

Vancouver:

Hyatt J. THE IMPACT OF MINDSETS ON LITERACY TEACHING IN HOMESCHOOLING ENVIRONMENTS: A CHAT ANALYSIS. [Internet] [Thesis]. Temple University; 2015. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,316901.

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

Council of Science Editors:

Hyatt J. THE IMPACT OF MINDSETS ON LITERACY TEACHING IN HOMESCHOOLING ENVIRONMENTS: A CHAT ANALYSIS. [Thesis]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,316901

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


Temple University

15. Ransom, Julia Camille. VOICES FROM THE EDUCATIONAL FRINGE: AN ETHNOGRAPHIC STUDY EXPLORING EDUCATIONAL EXPERIENCES OF AFRICAN AMERICAN MALES IN AN ALTERNATIVE GED PROGRAM.

Degree: PhD, 2015, Temple University

Urban Education

Black males are more likely than others to attend alternative education programs and schools (McCall, 2003; Howard, 2008). Alternative high schools and programs… (more)

Subjects/Keywords: Education; Gender studies; African American studies;

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APA (6th Edition):

Ransom, J. C. (2015). VOICES FROM THE EDUCATIONAL FRINGE: AN ETHNOGRAPHIC STUDY EXPLORING EDUCATIONAL EXPERIENCES OF AFRICAN AMERICAN MALES IN AN ALTERNATIVE GED PROGRAM. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,324499

Chicago Manual of Style (16th Edition):

Ransom, Julia Camille. “VOICES FROM THE EDUCATIONAL FRINGE: AN ETHNOGRAPHIC STUDY EXPLORING EDUCATIONAL EXPERIENCES OF AFRICAN AMERICAN MALES IN AN ALTERNATIVE GED PROGRAM.” 2015. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,324499.

MLA Handbook (7th Edition):

Ransom, Julia Camille. “VOICES FROM THE EDUCATIONAL FRINGE: AN ETHNOGRAPHIC STUDY EXPLORING EDUCATIONAL EXPERIENCES OF AFRICAN AMERICAN MALES IN AN ALTERNATIVE GED PROGRAM.” 2015. Web. 22 Jul 2019.

Vancouver:

Ransom JC. VOICES FROM THE EDUCATIONAL FRINGE: AN ETHNOGRAPHIC STUDY EXPLORING EDUCATIONAL EXPERIENCES OF AFRICAN AMERICAN MALES IN AN ALTERNATIVE GED PROGRAM. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,324499.

Council of Science Editors:

Ransom JC. VOICES FROM THE EDUCATIONAL FRINGE: AN ETHNOGRAPHIC STUDY EXPLORING EDUCATIONAL EXPERIENCES OF AFRICAN AMERICAN MALES IN AN ALTERNATIVE GED PROGRAM. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,324499


Temple University

16. Rooney, Erin. Teachers' Work in Trying Times: Policy, Practice, and Professional Identity.

Degree: PhD, 2015, Temple University

Urban Education

This study examined organizational routines and teachers' experiences in two urban public elementary schools. The study advances the scholarship on teachers' work through… (more)

Subjects/Keywords: Education; Education policy;

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APA (6th Edition):

Rooney, E. (2015). Teachers' Work in Trying Times: Policy, Practice, and Professional Identity. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,325659

Chicago Manual of Style (16th Edition):

Rooney, Erin. “Teachers' Work in Trying Times: Policy, Practice, and Professional Identity.” 2015. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,325659.

MLA Handbook (7th Edition):

Rooney, Erin. “Teachers' Work in Trying Times: Policy, Practice, and Professional Identity.” 2015. Web. 22 Jul 2019.

Vancouver:

Rooney E. Teachers' Work in Trying Times: Policy, Practice, and Professional Identity. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,325659.

Council of Science Editors:

Rooney E. Teachers' Work in Trying Times: Policy, Practice, and Professional Identity. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,325659


Temple University

17. Moore, Sarah Renee Edwards. Volunteer Tutors and Adolescent at risk English Language Learners: The nature of interactions among volunteer tutors and at risk ELLs in one-on-one tutoring sessions.

Degree: PhD, 2015, Temple University

Literacy & Learners

This qualitative case study examined how volunteer tutors are interacting with at-risk adolescent ELL students in one-on-one tutoring sessions. This study also… (more)

Subjects/Keywords: Education; Teacher education; English as a second language;

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APA (6th Edition):

Moore, S. R. E. (2015). Volunteer Tutors and Adolescent at risk English Language Learners: The nature of interactions among volunteer tutors and at risk ELLs in one-on-one tutoring sessions. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,359540

Chicago Manual of Style (16th Edition):

Moore, Sarah Renee Edwards. “Volunteer Tutors and Adolescent at risk English Language Learners: The nature of interactions among volunteer tutors and at risk ELLs in one-on-one tutoring sessions.” 2015. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,359540.

MLA Handbook (7th Edition):

Moore, Sarah Renee Edwards. “Volunteer Tutors and Adolescent at risk English Language Learners: The nature of interactions among volunteer tutors and at risk ELLs in one-on-one tutoring sessions.” 2015. Web. 22 Jul 2019.

Vancouver:

Moore SRE. Volunteer Tutors and Adolescent at risk English Language Learners: The nature of interactions among volunteer tutors and at risk ELLs in one-on-one tutoring sessions. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,359540.

Council of Science Editors:

Moore SRE. Volunteer Tutors and Adolescent at risk English Language Learners: The nature of interactions among volunteer tutors and at risk ELLs in one-on-one tutoring sessions. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,359540


Temple University

18. Henry, Nancy Lynn. An Investigation of Tool Mediation in the Research Activity of Eighth-Grade Students.

Degree: PhD, 2016, Temple University

Teaching & Learning

Technology and a variety of resources play an important role in students’ educational lives. Vygotsky’s (1987) theory of tool mediation suggests that… (more)

Subjects/Keywords: Education; Library science; Educational technology;

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APA (6th Edition):

Henry, N. L. (2016). An Investigation of Tool Mediation in the Research Activity of Eighth-Grade Students. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,371919

Chicago Manual of Style (16th Edition):

Henry, Nancy Lynn. “An Investigation of Tool Mediation in the Research Activity of Eighth-Grade Students.” 2016. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,371919.

MLA Handbook (7th Edition):

Henry, Nancy Lynn. “An Investigation of Tool Mediation in the Research Activity of Eighth-Grade Students.” 2016. Web. 22 Jul 2019.

Vancouver:

Henry NL. An Investigation of Tool Mediation in the Research Activity of Eighth-Grade Students. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,371919.

Council of Science Editors:

Henry NL. An Investigation of Tool Mediation in the Research Activity of Eighth-Grade Students. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,371919


Temple University

19. Fransen, Sharon. Mennonite Identity and Literate Practices in High School Students: A Social Practice Multiple Case Study.

Degree: PhD, 2016, Temple University

Literacy & Learners

This multiple case study describes the relationships between literate practices of five self-identified Mennonite youth and their faith identities. It also examines… (more)

Subjects/Keywords: Education;

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APA (6th Edition):

Fransen, S. (2016). Mennonite Identity and Literate Practices in High School Students: A Social Practice Multiple Case Study. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,382211

Chicago Manual of Style (16th Edition):

Fransen, Sharon. “Mennonite Identity and Literate Practices in High School Students: A Social Practice Multiple Case Study.” 2016. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,382211.

MLA Handbook (7th Edition):

Fransen, Sharon. “Mennonite Identity and Literate Practices in High School Students: A Social Practice Multiple Case Study.” 2016. Web. 22 Jul 2019.

Vancouver:

Fransen S. Mennonite Identity and Literate Practices in High School Students: A Social Practice Multiple Case Study. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,382211.

Council of Science Editors:

Fransen S. Mennonite Identity and Literate Practices in High School Students: A Social Practice Multiple Case Study. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,382211


Temple University

20. Whiting, Ross. Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas.

Degree: PhD, 2016, Temple University

Urban Education

This study examined the differences in teacher racial ideology among white teachers in urban, suburban, and rural areas. This study advances the scholarship… (more)

Subjects/Keywords: Educational sociology; American studies;

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APA (6th Edition):

Whiting, R. (2016). Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,390560

Chicago Manual of Style (16th Edition):

Whiting, Ross. “Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas.” 2016. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,390560.

MLA Handbook (7th Edition):

Whiting, Ross. “Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas.” 2016. Web. 22 Jul 2019.

Vancouver:

Whiting R. Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,390560.

Council of Science Editors:

Whiting R. Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,390560


Temple University

21. Gasiewski, Josephine Ann. Dropout Re-entry into the Educational Pipeline via an Urban GED Program.

Degree: PhD, 2009, Temple University

Urban Education

In recent years, an increasing amount of attention has been given to the dropout crisis in the United States, particularly in urban areas.… (more)

Subjects/Keywords: Education, Secondary; Education, General; alternative education; at risk youth; caring; dropout; GED; re-entry

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APA (6th Edition):

Gasiewski, J. A. (2009). Dropout Re-entry into the Educational Pipeline via an Urban GED Program. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,43676

Chicago Manual of Style (16th Edition):

Gasiewski, Josephine Ann. “Dropout Re-entry into the Educational Pipeline via an Urban GED Program.” 2009. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,43676.

MLA Handbook (7th Edition):

Gasiewski, Josephine Ann. “Dropout Re-entry into the Educational Pipeline via an Urban GED Program.” 2009. Web. 22 Jul 2019.

Vancouver:

Gasiewski JA. Dropout Re-entry into the Educational Pipeline via an Urban GED Program. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,43676.

Council of Science Editors:

Gasiewski JA. Dropout Re-entry into the Educational Pipeline via an Urban GED Program. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,43676


Temple University

22. Richardson, Lina. AN ETHNOGRAPHIC STUDY OF BLACK STUDENTS LEARNING ABOUT AFRICAN AMERICAN HISTORY: IMPLICATIONS FOR TEACHING.

Degree: PhD, 2017, Temple University

Urban Education

The value of Black students knowing about their history has been well-established within the scholarly literature on the teaching and learning of African… (more)

Subjects/Keywords: Education;

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APA (6th Edition):

Richardson, L. (2017). AN ETHNOGRAPHIC STUDY OF BLACK STUDENTS LEARNING ABOUT AFRICAN AMERICAN HISTORY: IMPLICATIONS FOR TEACHING. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,443294

Chicago Manual of Style (16th Edition):

Richardson, Lina. “AN ETHNOGRAPHIC STUDY OF BLACK STUDENTS LEARNING ABOUT AFRICAN AMERICAN HISTORY: IMPLICATIONS FOR TEACHING.” 2017. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,443294.

MLA Handbook (7th Edition):

Richardson, Lina. “AN ETHNOGRAPHIC STUDY OF BLACK STUDENTS LEARNING ABOUT AFRICAN AMERICAN HISTORY: IMPLICATIONS FOR TEACHING.” 2017. Web. 22 Jul 2019.

Vancouver:

Richardson L. AN ETHNOGRAPHIC STUDY OF BLACK STUDENTS LEARNING ABOUT AFRICAN AMERICAN HISTORY: IMPLICATIONS FOR TEACHING. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,443294.

Council of Science Editors:

Richardson L. AN ETHNOGRAPHIC STUDY OF BLACK STUDENTS LEARNING ABOUT AFRICAN AMERICAN HISTORY: IMPLICATIONS FOR TEACHING. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,443294


Temple University

23. Roberts, Elizabeth Roberts. Developing Emotional Competence in Young Children: Teachers as Socializers.

Degree: PhD, 2016, Temple University

Educational Psychology

Emotional competence is empirically associated with children’s success both socially and academically. Emotion knowledge and emotion regulation, the components of emotional competence, help… (more)

Subjects/Keywords: Educational psychology; Early childhood education; Teacher education;

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APA (6th Edition):

Roberts, E. R. (2016). Developing Emotional Competence in Young Children: Teachers as Socializers. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,418263

Chicago Manual of Style (16th Edition):

Roberts, Elizabeth Roberts. “Developing Emotional Competence in Young Children: Teachers as Socializers.” 2016. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,418263.

MLA Handbook (7th Edition):

Roberts, Elizabeth Roberts. “Developing Emotional Competence in Young Children: Teachers as Socializers.” 2016. Web. 22 Jul 2019.

Vancouver:

Roberts ER. Developing Emotional Competence in Young Children: Teachers as Socializers. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,418263.

Council of Science Editors:

Roberts ER. Developing Emotional Competence in Young Children: Teachers as Socializers. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,418263


Temple University

24. Heron, Mary Lou. Investigating Word Learning at the Intersection of Spontaneous and Scientific Concepts.

Degree: PhD, 2018, Temple University

Literacy & Learners

This study incorporated an intervention that combined discussion and sentence writing to promote vocabulary development. Fourth grade students were assigned to either… (more)

Subjects/Keywords: Elementary education; Middle school education; Education;

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APA (6th Edition):

Heron, M. L. (2018). Investigating Word Learning at the Intersection of Spontaneous and Scientific Concepts. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,483308

Chicago Manual of Style (16th Edition):

Heron, Mary Lou. “Investigating Word Learning at the Intersection of Spontaneous and Scientific Concepts.” 2018. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,483308.

MLA Handbook (7th Edition):

Heron, Mary Lou. “Investigating Word Learning at the Intersection of Spontaneous and Scientific Concepts.” 2018. Web. 22 Jul 2019.

Vancouver:

Heron ML. Investigating Word Learning at the Intersection of Spontaneous and Scientific Concepts. [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,483308.

Council of Science Editors:

Heron ML. Investigating Word Learning at the Intersection of Spontaneous and Scientific Concepts. [Doctoral Dissertation]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,483308


Temple University

25. Fornaro, Elisabeth Grace. "It's Like Professional Food": Sustaining Urban Educators Through Service-Learning.

Degree: PhD, 2018, Temple University

Urban Education

This dissertation examined the assumptions and motivations that shape teachers’ participation in a service-learning practice and community of practice and how their participation… (more)

Subjects/Keywords: Education; Education policy;

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APA (6th Edition):

Fornaro, E. G. (2018). "It's Like Professional Food": Sustaining Urban Educators Through Service-Learning. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,497461

Chicago Manual of Style (16th Edition):

Fornaro, Elisabeth Grace. “"It's Like Professional Food": Sustaining Urban Educators Through Service-Learning.” 2018. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,497461.

MLA Handbook (7th Edition):

Fornaro, Elisabeth Grace. “"It's Like Professional Food": Sustaining Urban Educators Through Service-Learning.” 2018. Web. 22 Jul 2019.

Vancouver:

Fornaro EG. "It's Like Professional Food": Sustaining Urban Educators Through Service-Learning. [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,497461.

Council of Science Editors:

Fornaro EG. "It's Like Professional Food": Sustaining Urban Educators Through Service-Learning. [Doctoral Dissertation]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,497461


Temple University

26. Brett, Aidan. SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS.

Degree: PhD, 2018, Temple University

Literacy & Learners

This study reports on the impact of the Authorial Empathy Scale (AES), a tool designed to measure responses to literature that balance… (more)

Subjects/Keywords: Education; Language Arts; Teacher Education;

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APA (6th Edition):

Brett, A. (2018). SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,509326

Chicago Manual of Style (16th Edition):

Brett, Aidan. “SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS.” 2018. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,509326.

MLA Handbook (7th Edition):

Brett, Aidan. “SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS.” 2018. Web. 22 Jul 2019.

Vancouver:

Brett A. SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS. [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,509326.

Council of Science Editors:

Brett A. SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS. [Doctoral Dissertation]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,509326


Temple University

27. Meirson, Tal. Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy.

Degree: PhD, 2018, Temple University

Literacy & Learners

This case study describes and examines the pedagogical practices of urban middle school teachers who execute multicultural literature unit plans with students… (more)

Subjects/Keywords: Education;

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APA (6th Edition):

Meirson, T. (2018). Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,521067

Chicago Manual of Style (16th Edition):

Meirson, Tal. “Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy.” 2018. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,521067.

MLA Handbook (7th Edition):

Meirson, Tal. “Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy.” 2018. Web. 22 Jul 2019.

Vancouver:

Meirson T. Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy. [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,521067.

Council of Science Editors:

Meirson T. Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy. [Doctoral Dissertation]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,521067


Temple University

28. Rausch-Aviles, Ann. The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers.

Degree: 2011, Temple University

CITE/Language Arts

Ed.D.

Educational research has demonstrated that there is a correlation between struggling readers and poor vocabulary knowledge skills. In this quasi-experimental study 53… (more)

Subjects/Keywords: Reading Instruction; adolescent; flashcards; guided reading; high freqency words; vocabulary; word-mapping

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APA (6th Edition):

Rausch-Aviles, A. (2011). The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,107001

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):

Rausch-Aviles, Ann. “The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers.” 2011. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,107001.

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

MLA Handbook (7th Edition):

Rausch-Aviles, Ann. “The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers.” 2011. Web. 22 Jul 2019.

Vancouver:

Rausch-Aviles A. The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers. [Internet] [Thesis]. Temple University; 2011. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,107001.

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

Council of Science Editors:

Rausch-Aviles A. The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,107001

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


Temple University

29. Imbrenda, Jon-Philip. For argument's sake: Building a pathway to college for urban adolescents.

Degree: PhD, 2016, Temple University

Teaching & Learning

Drawing on a sociocultural view of learning as acculturation into the distinct social language of academic communities, this study reports the developmental… (more)

Subjects/Keywords: Education; Teacher education; Curriculum development;

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

APA (6th Edition):

Imbrenda, J. (2016). For argument's sake: Building a pathway to college for urban adolescents. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,373054

Chicago Manual of Style (16th Edition):

Imbrenda, Jon-Philip. “For argument's sake: Building a pathway to college for urban adolescents.” 2016. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,373054.

MLA Handbook (7th Edition):

Imbrenda, Jon-Philip. “For argument's sake: Building a pathway to college for urban adolescents.” 2016. Web. 22 Jul 2019.

Vancouver:

Imbrenda J. For argument's sake: Building a pathway to college for urban adolescents. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,373054.

Council of Science Editors:

Imbrenda J. For argument's sake: Building a pathway to college for urban adolescents. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,373054


Temple University

30. Norris, Katherine. Studying the Effects of Increased Volume of On-level, Self-selected Reading on Ninth Graders' Fluency, Comprehension, and Motivation.

Degree: 2008, Temple University

CITE/Language Arts

Ed.D.

In response to the literacy achievement gap that exists between high-poverty, high-minority school districts and their counterparts, a quasi-experimental multi-measure study was… (more)

Subjects/Keywords: Education; Reading

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

APA (6th Edition):

Norris, K. (2008). Studying the Effects of Increased Volume of On-level, Self-selected Reading on Ninth Graders' Fluency, Comprehension, and Motivation. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,11959

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):

Norris, Katherine. “Studying the Effects of Increased Volume of On-level, Self-selected Reading on Ninth Graders' Fluency, Comprehension, and Motivation.” 2008. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,11959.

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

MLA Handbook (7th Edition):

Norris, Katherine. “Studying the Effects of Increased Volume of On-level, Self-selected Reading on Ninth Graders' Fluency, Comprehension, and Motivation.” 2008. Web. 22 Jul 2019.

Vancouver:

Norris K. Studying the Effects of Increased Volume of On-level, Self-selected Reading on Ninth Graders' Fluency, Comprehension, and Motivation. [Internet] [Thesis]. Temple University; 2008. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,11959.

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

Council of Science Editors:

Norris K. Studying the Effects of Increased Volume of On-level, Self-selected Reading on Ninth Graders' Fluency, Comprehension, and Motivation. [Thesis]. Temple University; 2008. Available from: http://digital.library.temple.edu/u?/p245801coll10,11959

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

.