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You searched for +publisher:"University of Arizona" +contributor:("Marx, Ronald"). Showing records 1 – 23 of 23 total matches.

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University of Arizona

1. Sudhaus, Paulo. Teachers as Learners: Higher Education Faculty Learning to Use Technology for Instruction .

Degree: 2013, University of Arizona

 Technology has become an integral part of the educational experience for many students and teachers, and institutions of higher education have invested heavily in its… (more)

Subjects/Keywords: Faculty Professional Development; Technology for Instruction; Educational Psychology; Adult Learning

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APA (6th Edition):

Sudhaus, P. (2013). Teachers as Learners: Higher Education Faculty Learning to Use Technology for Instruction . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/307024

Chicago Manual of Style (16th Edition):

Sudhaus, Paulo. “Teachers as Learners: Higher Education Faculty Learning to Use Technology for Instruction .” 2013. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/307024.

MLA Handbook (7th Edition):

Sudhaus, Paulo. “Teachers as Learners: Higher Education Faculty Learning to Use Technology for Instruction .” 2013. Web. 20 Oct 2019.

Vancouver:

Sudhaus P. Teachers as Learners: Higher Education Faculty Learning to Use Technology for Instruction . [Internet] [Doctoral dissertation]. University of Arizona; 2013. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/307024.

Council of Science Editors:

Sudhaus P. Teachers as Learners: Higher Education Faculty Learning to Use Technology for Instruction . [Doctoral Dissertation]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/307024


University of Arizona

2. Carroll, Ashley Ann. Financial Incentives for Educational Outcomes with Homeless Youth .

Degree: 2015, University of Arizona

 Objective: For this dissertation, I investigated the characteristics of homeless, unaccompanied youth to determine which subgroups of students pursued and obtained financial stipends as an… (more)

Subjects/Keywords: educational outcomes; financial incentive; homeless youth; intervention; unaccompanied youth; Educational Psychology; education

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APA (6th Edition):

Carroll, A. A. (2015). Financial Incentives for Educational Outcomes with Homeless Youth . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/581321

Chicago Manual of Style (16th Edition):

Carroll, Ashley Ann. “Financial Incentives for Educational Outcomes with Homeless Youth .” 2015. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/581321.

MLA Handbook (7th Edition):

Carroll, Ashley Ann. “Financial Incentives for Educational Outcomes with Homeless Youth .” 2015. Web. 20 Oct 2019.

Vancouver:

Carroll AA. Financial Incentives for Educational Outcomes with Homeless Youth . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/581321.

Council of Science Editors:

Carroll AA. Financial Incentives for Educational Outcomes with Homeless Youth . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/581321


University of Arizona

3. Tam, Karen. Examining Productive Failure Instruction in Dental Ethics .

Degree: 2017, University of Arizona

 These three papers examine "productive failure" as a viable learning design to improve problem solving skills using open-ended problems. Productive failure, a teaching method, is… (more)

Subjects/Keywords: dental hygiene ethics; instructional design; productive failure; solving moral dilemmas; transfer of knowledge

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APA (6th Edition):

Tam, K. (2017). Examining Productive Failure Instruction in Dental Ethics . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/624532

Chicago Manual of Style (16th Edition):

Tam, Karen. “Examining Productive Failure Instruction in Dental Ethics .” 2017. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/624532.

MLA Handbook (7th Edition):

Tam, Karen. “Examining Productive Failure Instruction in Dental Ethics .” 2017. Web. 20 Oct 2019.

Vancouver:

Tam K. Examining Productive Failure Instruction in Dental Ethics . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/624532.

Council of Science Editors:

Tam K. Examining Productive Failure Instruction in Dental Ethics . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624532


University of Arizona

4. Thames, Geoffrey. Effects of Peer Tutoring on Passing Developmental Mathematics .

Degree: 2017, University of Arizona

 The cost of remediation is high, for both postsecondary institutions (Pain, 2016) and the students who are enrolled in developmental math courses (Attewell et al.,… (more)

Subjects/Keywords: Higher education; Postsecondary peer tutoring programs; Postsecondary students with learning disabilities; Program evaluation

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APA (6th Edition):

Thames, G. (2017). Effects of Peer Tutoring on Passing Developmental Mathematics . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/624554

Chicago Manual of Style (16th Edition):

Thames, Geoffrey. “Effects of Peer Tutoring on Passing Developmental Mathematics .” 2017. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/624554.

MLA Handbook (7th Edition):

Thames, Geoffrey. “Effects of Peer Tutoring on Passing Developmental Mathematics .” 2017. Web. 20 Oct 2019.

Vancouver:

Thames G. Effects of Peer Tutoring on Passing Developmental Mathematics . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/624554.

Council of Science Editors:

Thames G. Effects of Peer Tutoring on Passing Developmental Mathematics . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624554


University of Arizona

5. Riley, Michael Jason. The Productive Success and Productive Failure Beliefs and Practices of Outdoor Educators .

Degree: 2016, University of Arizona

 This study investigated the success and failure beliefs, instructional practices, and personal learning preferences of outdoor adventure education (OAE) instructors, and explored factors that influenced… (more)

Subjects/Keywords: outdoor education instruction; productive failure; productive success; teacher's beliefs; Educational Psychology; outdoor adventure education

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APA (6th Edition):

Riley, M. J. (2016). The Productive Success and Productive Failure Beliefs and Practices of Outdoor Educators . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/612814

Chicago Manual of Style (16th Edition):

Riley, Michael Jason. “The Productive Success and Productive Failure Beliefs and Practices of Outdoor Educators .” 2016. Masters Thesis, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/612814.

MLA Handbook (7th Edition):

Riley, Michael Jason. “The Productive Success and Productive Failure Beliefs and Practices of Outdoor Educators .” 2016. Web. 20 Oct 2019.

Vancouver:

Riley MJ. The Productive Success and Productive Failure Beliefs and Practices of Outdoor Educators . [Internet] [Masters thesis]. University of Arizona; 2016. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/612814.

Council of Science Editors:

Riley MJ. The Productive Success and Productive Failure Beliefs and Practices of Outdoor Educators . [Masters Thesis]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/612814


University of Arizona

6. Greene, Alison. Sexual Health Intervention for Adolescent Girls in Substance Abuse Treatment: Trauma, Sexuality, and Substance Using Behaviors .

Degree: 2017, University of Arizona

 Adolescent girls with substance use disorders (SUDs) are not receiving the help they need. Studies have found high rates of co-occurring mental health disorders, trauma… (more)

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APA (6th Edition):

Greene, A. (2017). Sexual Health Intervention for Adolescent Girls in Substance Abuse Treatment: Trauma, Sexuality, and Substance Using Behaviors . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/624304

Chicago Manual of Style (16th Edition):

Greene, Alison. “Sexual Health Intervention for Adolescent Girls in Substance Abuse Treatment: Trauma, Sexuality, and Substance Using Behaviors .” 2017. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/624304.

MLA Handbook (7th Edition):

Greene, Alison. “Sexual Health Intervention for Adolescent Girls in Substance Abuse Treatment: Trauma, Sexuality, and Substance Using Behaviors .” 2017. Web. 20 Oct 2019.

Vancouver:

Greene A. Sexual Health Intervention for Adolescent Girls in Substance Abuse Treatment: Trauma, Sexuality, and Substance Using Behaviors . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/624304.

Council of Science Editors:

Greene A. Sexual Health Intervention for Adolescent Girls in Substance Abuse Treatment: Trauma, Sexuality, and Substance Using Behaviors . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624304


University of Arizona

7. Bauland, David. Opinion and Practice in a Tech-Successful Elementary School: The 21st Century Classroom .

Degree: 2012, University of Arizona

 Web-based connectivity technologies have changed the very nature of learning and inquiry. Technology-integrated 21st century classrooms require that teachers adopt new roles, shifting toward critical… (more)

Subjects/Keywords: Integration; Internet; Professional Development; Technology; Educational Psychology; 21st Century; Cloud Computing

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APA (6th Edition):

Bauland, D. (2012). Opinion and Practice in a Tech-Successful Elementary School: The 21st Century Classroom . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/268535

Chicago Manual of Style (16th Edition):

Bauland, David. “Opinion and Practice in a Tech-Successful Elementary School: The 21st Century Classroom .” 2012. Masters Thesis, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/268535.

MLA Handbook (7th Edition):

Bauland, David. “Opinion and Practice in a Tech-Successful Elementary School: The 21st Century Classroom .” 2012. Web. 20 Oct 2019.

Vancouver:

Bauland D. Opinion and Practice in a Tech-Successful Elementary School: The 21st Century Classroom . [Internet] [Masters thesis]. University of Arizona; 2012. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/268535.

Council of Science Editors:

Bauland D. Opinion and Practice in a Tech-Successful Elementary School: The 21st Century Classroom . [Masters Thesis]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/268535


University of Arizona

8. Holliday, Matthew R. First Year Experience Seminars: How Contrasting Models Impact the College Transition and Retention .

Degree: 2014, University of Arizona

 Most institutions of higher education utilize First Year Experience (FYE) coursework to facilitate college adjustment and student retention. FYE courses are designed to support the… (more)

Subjects/Keywords: Educational Psychology

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APA (6th Edition):

Holliday, M. R. (2014). First Year Experience Seminars: How Contrasting Models Impact the College Transition and Retention . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/316770

Chicago Manual of Style (16th Edition):

Holliday, Matthew R. “First Year Experience Seminars: How Contrasting Models Impact the College Transition and Retention .” 2014. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/316770.

MLA Handbook (7th Edition):

Holliday, Matthew R. “First Year Experience Seminars: How Contrasting Models Impact the College Transition and Retention .” 2014. Web. 20 Oct 2019.

Vancouver:

Holliday MR. First Year Experience Seminars: How Contrasting Models Impact the College Transition and Retention . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/316770.

Council of Science Editors:

Holliday MR. First Year Experience Seminars: How Contrasting Models Impact the College Transition and Retention . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/316770


University of Arizona

9. Vega, Ruby Inez. The Role of Student Coping in the Socially Shared Regulation of Learning in Small Groups .

Degree: 2014, University of Arizona

 Interaction analyses of challenge episodes were used to investigate the role of student coping behavior in their socially shared regulation of learning (SSRL) and emotion… (more)

Subjects/Keywords: emotion; small group; SSRL; Educational Psychology; coping

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APA (6th Edition):

Vega, R. I. (2014). The Role of Student Coping in the Socially Shared Regulation of Learning in Small Groups . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/323421

Chicago Manual of Style (16th Edition):

Vega, Ruby Inez. “The Role of Student Coping in the Socially Shared Regulation of Learning in Small Groups .” 2014. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/323421.

MLA Handbook (7th Edition):

Vega, Ruby Inez. “The Role of Student Coping in the Socially Shared Regulation of Learning in Small Groups .” 2014. Web. 20 Oct 2019.

Vancouver:

Vega RI. The Role of Student Coping in the Socially Shared Regulation of Learning in Small Groups . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/323421.

Council of Science Editors:

Vega RI. The Role of Student Coping in the Socially Shared Regulation of Learning in Small Groups . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/323421


University of Arizona

10. de Roock, Robert Santiago. Literacy as an Interactional Achievement: The Material Semiotics of Making Meaning Through Technology .

Degree: 2015, University of Arizona

 This dissertation focuses on minoritized youth digital literacy practice and participation, drawing on an 8-month video ethnography in a 6th grade language arts classroom with… (more)

Subjects/Keywords: Education; Ethnography; Literacy; Multimodality; Technology; Language, Reading & Culture; Anthropology

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APA (6th Edition):

de Roock, R. S. (2015). Literacy as an Interactional Achievement: The Material Semiotics of Making Meaning Through Technology . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/578718

Chicago Manual of Style (16th Edition):

de Roock, Robert Santiago. “Literacy as an Interactional Achievement: The Material Semiotics of Making Meaning Through Technology .” 2015. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/578718.

MLA Handbook (7th Edition):

de Roock, Robert Santiago. “Literacy as an Interactional Achievement: The Material Semiotics of Making Meaning Through Technology .” 2015. Web. 20 Oct 2019.

Vancouver:

de Roock RS. Literacy as an Interactional Achievement: The Material Semiotics of Making Meaning Through Technology . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/578718.

Council of Science Editors:

de Roock RS. Literacy as an Interactional Achievement: The Material Semiotics of Making Meaning Through Technology . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/578718


University of Arizona

11. Vriesema, Christine Calderon. How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions .

Degree: 2017, University of Arizona

 This dissertation examined different facets of teacher turnover in Southern Arizona by using literature from education, educational psychology, and industrial and organizational psychology. The purpose… (more)

Subjects/Keywords: Achievement Goal Theory; School Goal Structure; Teacher Emotion; Teacher Retention; Teachers' Coping Strategies; Teacher Turnover

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APA (6th Edition):

Vriesema, C. C. (2017). How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/624491

Chicago Manual of Style (16th Edition):

Vriesema, Christine Calderon. “How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions .” 2017. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/624491.

MLA Handbook (7th Edition):

Vriesema, Christine Calderon. “How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions .” 2017. Web. 20 Oct 2019.

Vancouver:

Vriesema CC. How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/624491.

Council of Science Editors:

Vriesema CC. How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624491


University of Arizona

12. Erdimez, Omer. Turkish Pre-Service Elementary School Teachers' Perceptions of Giftedness and Factors Affecting Their Referral Decisions .

Degree: 2017, University of Arizona

 The purpose of this study was to detect Turkish pre-service elementary school teachers' perceptions of giftedness and factors affecting their referral decisions through eleven profiles… (more)

Subjects/Keywords: factors; giftedness; perceptions; referral; teachers; Turkish

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APA (6th Edition):

Erdimez, O. (2017). Turkish Pre-Service Elementary School Teachers' Perceptions of Giftedness and Factors Affecting Their Referral Decisions . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/624534

Chicago Manual of Style (16th Edition):

Erdimez, Omer. “Turkish Pre-Service Elementary School Teachers' Perceptions of Giftedness and Factors Affecting Their Referral Decisions .” 2017. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/624534.

MLA Handbook (7th Edition):

Erdimez, Omer. “Turkish Pre-Service Elementary School Teachers' Perceptions of Giftedness and Factors Affecting Their Referral Decisions .” 2017. Web. 20 Oct 2019.

Vancouver:

Erdimez O. Turkish Pre-Service Elementary School Teachers' Perceptions of Giftedness and Factors Affecting Their Referral Decisions . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/624534.

Council of Science Editors:

Erdimez O. Turkish Pre-Service Elementary School Teachers' Perceptions of Giftedness and Factors Affecting Their Referral Decisions . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624534


University of Arizona

13. Cimetta, Adriana D. Understanding the Connection between High School Exit Exams and College Performance .

Degree: 2012, University of Arizona

 This study examines the messages and accuracy of the messages sent to students from the Arizona Instrument to Measure Standards (AIMS) math test regarding academic… (more)

Subjects/Keywords: college readiness signal accuracy; exit exams; high school; standards-based reform; Educational Psychology; college performance; college readiness

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APA (6th Edition):

Cimetta, A. D. (2012). Understanding the Connection between High School Exit Exams and College Performance . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/228168

Chicago Manual of Style (16th Edition):

Cimetta, Adriana D. “Understanding the Connection between High School Exit Exams and College Performance .” 2012. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/228168.

MLA Handbook (7th Edition):

Cimetta, Adriana D. “Understanding the Connection between High School Exit Exams and College Performance .” 2012. Web. 20 Oct 2019.

Vancouver:

Cimetta AD. Understanding the Connection between High School Exit Exams and College Performance . [Internet] [Doctoral dissertation]. University of Arizona; 2012. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/228168.

Council of Science Editors:

Cimetta AD. Understanding the Connection between High School Exit Exams and College Performance . [Doctoral Dissertation]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/228168


University of Arizona

14. Scott, Margaret Anne. The Role of Dialogue and Inquiry in District Implementation of Classroom Walkthroughs at Four Elementary Schools .

Degree: 2012, University of Arizona

 Classroom walkthroughs as a means of providing data for inquiry between principals and teachers and between teachers show promise for improving classroom instruction. Using data… (more)

Subjects/Keywords: Inquiry; Teacher Supervision; Educational Leadership; Classroom Walkthroughs; Educational Change

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APA (6th Edition):

Scott, M. A. (2012). The Role of Dialogue and Inquiry in District Implementation of Classroom Walkthroughs at Four Elementary Schools . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/242372

Chicago Manual of Style (16th Edition):

Scott, Margaret Anne. “The Role of Dialogue and Inquiry in District Implementation of Classroom Walkthroughs at Four Elementary Schools .” 2012. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/242372.

MLA Handbook (7th Edition):

Scott, Margaret Anne. “The Role of Dialogue and Inquiry in District Implementation of Classroom Walkthroughs at Four Elementary Schools .” 2012. Web. 20 Oct 2019.

Vancouver:

Scott MA. The Role of Dialogue and Inquiry in District Implementation of Classroom Walkthroughs at Four Elementary Schools . [Internet] [Doctoral dissertation]. University of Arizona; 2012. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/242372.

Council of Science Editors:

Scott MA. The Role of Dialogue and Inquiry in District Implementation of Classroom Walkthroughs at Four Elementary Schools . [Doctoral Dissertation]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/242372


University of Arizona

15. Floyd, Joshua Ethan. The Effect of Primary Instrument Instruction on Music Acquisition .

Degree: 2019, University of Arizona

 The current thesis sought to investigate possible effects Recorder Karate had on students’ music achievement and attitudes towards music. Recorder Karate is a curriculum intended… (more)

Subjects/Keywords: attitudes; motivation; music achievement; recorder; recorder karate

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APA (6th Edition):

Floyd, J. E. (2019). The Effect of Primary Instrument Instruction on Music Acquisition . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/633158

Chicago Manual of Style (16th Edition):

Floyd, Joshua Ethan. “The Effect of Primary Instrument Instruction on Music Acquisition .” 2019. Masters Thesis, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/633158.

MLA Handbook (7th Edition):

Floyd, Joshua Ethan. “The Effect of Primary Instrument Instruction on Music Acquisition .” 2019. Web. 20 Oct 2019.

Vancouver:

Floyd JE. The Effect of Primary Instrument Instruction on Music Acquisition . [Internet] [Masters thesis]. University of Arizona; 2019. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/633158.

Council of Science Editors:

Floyd JE. The Effect of Primary Instrument Instruction on Music Acquisition . [Masters Thesis]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/633158


University of Arizona

16. Salinas Barrios, Ivan Eduardo. Embodied Experiences for Science Learning: A Cognitive Linguistics Exploration of Middle School Students' Language in Learning About Water .

Degree: 2014, University of Arizona

 I investigated linguistic patterns in middle school students' writing to understand their relevant embodied experiences for learning science. Embodied experiences are those limited by the… (more)

Subjects/Keywords: cognitive linguistics; embodiment; science education; science learning; water education; Teaching & Teacher Education; cognition

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APA (6th Edition):

Salinas Barrios, I. E. (2014). Embodied Experiences for Science Learning: A Cognitive Linguistics Exploration of Middle School Students' Language in Learning About Water . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/332761

Chicago Manual of Style (16th Edition):

Salinas Barrios, Ivan Eduardo. “Embodied Experiences for Science Learning: A Cognitive Linguistics Exploration of Middle School Students' Language in Learning About Water .” 2014. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/332761.

MLA Handbook (7th Edition):

Salinas Barrios, Ivan Eduardo. “Embodied Experiences for Science Learning: A Cognitive Linguistics Exploration of Middle School Students' Language in Learning About Water .” 2014. Web. 20 Oct 2019.

Vancouver:

Salinas Barrios IE. Embodied Experiences for Science Learning: A Cognitive Linguistics Exploration of Middle School Students' Language in Learning About Water . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/332761.

Council of Science Editors:

Salinas Barrios IE. Embodied Experiences for Science Learning: A Cognitive Linguistics Exploration of Middle School Students' Language in Learning About Water . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/332761

17. Mora, Bernadette Alexandra. A Preliminary Study on the Relationship Between Kindergarteners' Self-Reported School Readiness and School Liking: Including Children's Voices in School Readiness Research .

Degree: 2017, University of Arizona

 School readiness is a prominent issue in early childhood education as adults strive to prepare young children for school. The desirability of school readiness lies… (more)

Subjects/Keywords: school liking; school readiness; kindergarten

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APA (6th Edition):

Mora, B. A. (2017). A Preliminary Study on the Relationship Between Kindergarteners' Self-Reported School Readiness and School Liking: Including Children's Voices in School Readiness Research . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/623068

Chicago Manual of Style (16th Edition):

Mora, Bernadette Alexandra. “A Preliminary Study on the Relationship Between Kindergarteners' Self-Reported School Readiness and School Liking: Including Children's Voices in School Readiness Research .” 2017. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/623068.

MLA Handbook (7th Edition):

Mora, Bernadette Alexandra. “A Preliminary Study on the Relationship Between Kindergarteners' Self-Reported School Readiness and School Liking: Including Children's Voices in School Readiness Research .” 2017. Web. 20 Oct 2019.

Vancouver:

Mora BA. A Preliminary Study on the Relationship Between Kindergarteners' Self-Reported School Readiness and School Liking: Including Children's Voices in School Readiness Research . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/623068.

Council of Science Editors:

Mora BA. A Preliminary Study on the Relationship Between Kindergarteners' Self-Reported School Readiness and School Liking: Including Children's Voices in School Readiness Research . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/623068


University of Arizona

18. Schaub, Elsa Nunes. Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings .

Degree: 2014, University of Arizona

 This study explores the influence of mentor teachers in the meanings and practices that two elementary preservice teachers adopted about eliciting and using student ideas,… (more)

Subjects/Keywords: learning-to-teach contexts; mentoring; preservice teacher learning; student ideas; Teaching & Teacher Education; elementary science teacher preparation

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APA (6th Edition):

Schaub, E. N. (2014). Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/319899

Chicago Manual of Style (16th Edition):

Schaub, Elsa Nunes. “Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings .” 2014. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/319899.

MLA Handbook (7th Edition):

Schaub, Elsa Nunes. “Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings .” 2014. Web. 20 Oct 2019.

Vancouver:

Schaub EN. Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/319899.

Council of Science Editors:

Schaub EN. Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/319899

19. Anderson, Ashley Ann. The Study of Project-Based Learning in Preservice Teachers .

Degree: 2016, University of Arizona

 Project-based learning (PBL) is a teaching approach where students engage in the investigation of real-world problems through their inquiries. Studies found considerable support for PBL… (more)

Subjects/Keywords: project-based learning; problem-based learning; inquiry-based learning; case-based reasoning; constructivism; social constructivism; Educational Psychology; preservice teachers

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APA (6th Edition):

Anderson, A. A. (2016). The Study of Project-Based Learning in Preservice Teachers . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/613112

Chicago Manual of Style (16th Edition):

Anderson, Ashley Ann. “The Study of Project-Based Learning in Preservice Teachers .” 2016. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/613112.

MLA Handbook (7th Edition):

Anderson, Ashley Ann. “The Study of Project-Based Learning in Preservice Teachers .” 2016. Web. 20 Oct 2019.

Vancouver:

Anderson AA. The Study of Project-Based Learning in Preservice Teachers . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/613112.

Council of Science Editors:

Anderson AA. The Study of Project-Based Learning in Preservice Teachers . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/613112

20. Sotardi, Valerie Ann. On Everyday Stress and Coping Strategies Among Elementary School Children .

Degree: 2013, University of Arizona

 Elementary school students are confronted with a variety of everyday challenges ranging from comprehension obstacles to interpersonal conflict. Learning to cope effectively with moments of… (more)

Subjects/Keywords: elementary education; stress; Educational Psychology; coping

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APA (6th Edition):

Sotardi, V. A. (2013). On Everyday Stress and Coping Strategies Among Elementary School Children . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/293545

Chicago Manual of Style (16th Edition):

Sotardi, Valerie Ann. “On Everyday Stress and Coping Strategies Among Elementary School Children .” 2013. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/293545.

MLA Handbook (7th Edition):

Sotardi, Valerie Ann. “On Everyday Stress and Coping Strategies Among Elementary School Children .” 2013. Web. 20 Oct 2019.

Vancouver:

Sotardi VA. On Everyday Stress and Coping Strategies Among Elementary School Children . [Internet] [Doctoral dissertation]. University of Arizona; 2013. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/293545.

Council of Science Editors:

Sotardi VA. On Everyday Stress and Coping Strategies Among Elementary School Children . [Doctoral Dissertation]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/293545

21. Barbu, Otilia C. Using PROC GLIMMIX to Analyze the Animal Watch, a Web-Based Tutoring System for Algebra Readiness .

Degree: 2012, University of Arizona

 In this study, I investigated how proficiently seventh-grade students enrolled in two Southwestern schools solve algebra word problems. I analyzed various factors that could affect… (more)

Subjects/Keywords: English Primary students; Generalized Linear Mixed Model; GLIMMIX; mathematical skills; Educational Psychology; Animal Watch; English Learners

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APA (6th Edition):

Barbu, O. C. (2012). Using PROC GLIMMIX to Analyze the Animal Watch, a Web-Based Tutoring System for Algebra Readiness . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/238636

Chicago Manual of Style (16th Edition):

Barbu, Otilia C. “Using PROC GLIMMIX to Analyze the Animal Watch, a Web-Based Tutoring System for Algebra Readiness .” 2012. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/238636.

MLA Handbook (7th Edition):

Barbu, Otilia C. “Using PROC GLIMMIX to Analyze the Animal Watch, a Web-Based Tutoring System for Algebra Readiness .” 2012. Web. 20 Oct 2019.

Vancouver:

Barbu OC. Using PROC GLIMMIX to Analyze the Animal Watch, a Web-Based Tutoring System for Algebra Readiness . [Internet] [Doctoral dissertation]. University of Arizona; 2012. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/238636.

Council of Science Editors:

Barbu OC. Using PROC GLIMMIX to Analyze the Animal Watch, a Web-Based Tutoring System for Algebra Readiness . [Doctoral Dissertation]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/238636


University of Arizona

22. Falco, Lia Denise. "Skill-Builders": Enhancing Middle School Students' Self-efficacy and Adaptive Learning Strategies in Mathematics .

Degree: 2008, University of Arizona

 This dissertation presents findings from a study investigating of the effects of a middle-school intervention, using the "Skill-Builders" curriculum, on participating students' attitudes, self-efficacy, achievement,… (more)

Subjects/Keywords: school counseling intervention; student outcomes; mathematics achievement motivation; gender

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APA (6th Edition):

Falco, L. D. (2008). "Skill-Builders": Enhancing Middle School Students' Self-efficacy and Adaptive Learning Strategies in Mathematics . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195751

Chicago Manual of Style (16th Edition):

Falco, Lia Denise. “"Skill-Builders": Enhancing Middle School Students' Self-efficacy and Adaptive Learning Strategies in Mathematics .” 2008. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/195751.

MLA Handbook (7th Edition):

Falco, Lia Denise. “"Skill-Builders": Enhancing Middle School Students' Self-efficacy and Adaptive Learning Strategies in Mathematics .” 2008. Web. 20 Oct 2019.

Vancouver:

Falco LD. "Skill-Builders": Enhancing Middle School Students' Self-efficacy and Adaptive Learning Strategies in Mathematics . [Internet] [Doctoral dissertation]. University of Arizona; 2008. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/195751.

Council of Science Editors:

Falco LD. "Skill-Builders": Enhancing Middle School Students' Self-efficacy and Adaptive Learning Strategies in Mathematics . [Doctoral Dissertation]. University of Arizona; 2008. Available from: http://hdl.handle.net/10150/195751


University of Arizona

23. Florez, Ida Rose. The Effects of Instructional Method on Preservice Teachers' Learning, Cognitive Processes, and Decision-Making Skills .

Degree: 2009, University of Arizona

 This dissertation is a study of case-based instruction in early childhood teacher preparation. I sought to determine if case-based instruction could be used effectively to… (more)

Subjects/Keywords: Case methods; Early Childhood; Teacher Preparation

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

APA (6th Edition):

Florez, I. R. (2009). The Effects of Instructional Method on Preservice Teachers' Learning, Cognitive Processes, and Decision-Making Skills . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195804

Chicago Manual of Style (16th Edition):

Florez, Ida Rose. “The Effects of Instructional Method on Preservice Teachers' Learning, Cognitive Processes, and Decision-Making Skills .” 2009. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/195804.

MLA Handbook (7th Edition):

Florez, Ida Rose. “The Effects of Instructional Method on Preservice Teachers' Learning, Cognitive Processes, and Decision-Making Skills .” 2009. Web. 20 Oct 2019.

Vancouver:

Florez IR. The Effects of Instructional Method on Preservice Teachers' Learning, Cognitive Processes, and Decision-Making Skills . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/195804.

Council of Science Editors:

Florez IR. The Effects of Instructional Method on Preservice Teachers' Learning, Cognitive Processes, and Decision-Making Skills . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/195804

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