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You searched for +publisher:"University of Arkansas" +contributor:("Jennifer Beasley"). Showing records 1 – 4 of 4 total matches.

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University of Arkansas

1. Alenezi, Huda. Vocabulary Instruction Practices of Highly Effective Kindergarten Teachers.

Degree: PhD, 2014, University of Arkansas

  The purpose of this qualitative study was to investigate vocabulary instruction in kindergarten classrooms by exploring and describing highly effective kindergarten teachers' practices. The… (more)

Subjects/Keywords: Education; Highly effective teachers; Kindergarten; Vocabulary instruction; Curriculum and Instruction; Elementary Education and Teaching; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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

APA (6th Edition):

Alenezi, H. (2014). Vocabulary Instruction Practices of Highly Effective Kindergarten Teachers. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/1050

Chicago Manual of Style (16th Edition):

Alenezi, Huda. “Vocabulary Instruction Practices of Highly Effective Kindergarten Teachers.” 2014. Doctoral Dissertation, University of Arkansas. Accessed February 21, 2019. http://scholarworks.uark.edu/etd/1050.

MLA Handbook (7th Edition):

Alenezi, Huda. “Vocabulary Instruction Practices of Highly Effective Kindergarten Teachers.” 2014. Web. 21 Feb 2019.

Vancouver:

Alenezi H. Vocabulary Instruction Practices of Highly Effective Kindergarten Teachers. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2019 Feb 21]. Available from: http://scholarworks.uark.edu/etd/1050.

Council of Science Editors:

Alenezi H. Vocabulary Instruction Practices of Highly Effective Kindergarten Teachers. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: http://scholarworks.uark.edu/etd/1050


University of Arkansas

2. Methvin, Michael Todd. Teacher Perceptions of Factors Influencing Their Self-Efficacy with Using One-to-One Technology During Literacy Instruction.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2015, University of Arkansas

  Teacher perceptions of factors that influence their own self-efficacy with using one-to-one technology during literacy instruction were examined through a multi-site, multi-subject case study.… (more)

Subjects/Keywords: Education; Educational technology; Instruction; Literacy; One-to-one technology; Teacher efficacy; Educational Leadership; Science and Technology Studies

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

APA (6th Edition):

Methvin, M. T. (2015). Teacher Perceptions of Factors Influencing Their Self-Efficacy with Using One-to-One Technology During Literacy Instruction. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/1204

Chicago Manual of Style (16th Edition):

Methvin, Michael Todd. “Teacher Perceptions of Factors Influencing Their Self-Efficacy with Using One-to-One Technology During Literacy Instruction.” 2015. Doctoral Dissertation, University of Arkansas. Accessed February 21, 2019. http://scholarworks.uark.edu/etd/1204.

MLA Handbook (7th Edition):

Methvin, Michael Todd. “Teacher Perceptions of Factors Influencing Their Self-Efficacy with Using One-to-One Technology During Literacy Instruction.” 2015. Web. 21 Feb 2019.

Vancouver:

Methvin MT. Teacher Perceptions of Factors Influencing Their Self-Efficacy with Using One-to-One Technology During Literacy Instruction. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Feb 21]. Available from: http://scholarworks.uark.edu/etd/1204.

Council of Science Editors:

Methvin MT. Teacher Perceptions of Factors Influencing Their Self-Efficacy with Using One-to-One Technology During Literacy Instruction. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: http://scholarworks.uark.edu/etd/1204


University of Arkansas

3. Cunningham, Curtis James. Differentiation Revealed: A Multiple-methods Qualitative Study on the Implementation of Differentiated Instruction in a Mixed-ability Elementary Classroom.

Degree: PhD, 2015, University of Arkansas

  Differentiated instruction as a philosophical approach to teaching has been around for decades. In recent weeks differentiation has come under fire as being an… (more)

Subjects/Keywords: Education; Differentiated instruction; Differentiation; Elementary education; Gifted education; Teacher support; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Elementary Education and Teaching

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

APA (6th Edition):

Cunningham, C. J. (2015). Differentiation Revealed: A Multiple-methods Qualitative Study on the Implementation of Differentiated Instruction in a Mixed-ability Elementary Classroom. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/1298

Chicago Manual of Style (16th Edition):

Cunningham, Curtis James. “Differentiation Revealed: A Multiple-methods Qualitative Study on the Implementation of Differentiated Instruction in a Mixed-ability Elementary Classroom.” 2015. Doctoral Dissertation, University of Arkansas. Accessed February 21, 2019. http://scholarworks.uark.edu/etd/1298.

MLA Handbook (7th Edition):

Cunningham, Curtis James. “Differentiation Revealed: A Multiple-methods Qualitative Study on the Implementation of Differentiated Instruction in a Mixed-ability Elementary Classroom.” 2015. Web. 21 Feb 2019.

Vancouver:

Cunningham CJ. Differentiation Revealed: A Multiple-methods Qualitative Study on the Implementation of Differentiated Instruction in a Mixed-ability Elementary Classroom. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Feb 21]. Available from: http://scholarworks.uark.edu/etd/1298.

Council of Science Editors:

Cunningham CJ. Differentiation Revealed: A Multiple-methods Qualitative Study on the Implementation of Differentiated Instruction in a Mixed-ability Elementary Classroom. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: http://scholarworks.uark.edu/etd/1298


University of Arkansas

4. Fincher, Bridgette. Leveling the Playing Field: Teacher Perception of Integrated STEM, Engineering, and Engineering Practices.

Degree: PhD, 2016, University of Arkansas

  The purpose of this study was to describe the perceptions and approaches of 14 third-through-fifth grade Arkansan elementary teachers towards integrative engineering and engineering… (more)

Subjects/Keywords: Applied sciences; Education; Curriculum and instuction; Elementary engineering; Elementary science; education; Professional development; Educational Assessment, Evaluation, and Research; Engineering Education; Junior High, Intermediate, Middle School Education and Teaching; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fincher, B. (2016). Leveling the Playing Field: Teacher Perception of Integrated STEM, Engineering, and Engineering Practices. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/1781

Chicago Manual of Style (16th Edition):

Fincher, Bridgette. “Leveling the Playing Field: Teacher Perception of Integrated STEM, Engineering, and Engineering Practices.” 2016. Doctoral Dissertation, University of Arkansas. Accessed February 21, 2019. http://scholarworks.uark.edu/etd/1781.

MLA Handbook (7th Edition):

Fincher, Bridgette. “Leveling the Playing Field: Teacher Perception of Integrated STEM, Engineering, and Engineering Practices.” 2016. Web. 21 Feb 2019.

Vancouver:

Fincher B. Leveling the Playing Field: Teacher Perception of Integrated STEM, Engineering, and Engineering Practices. [Internet] [Doctoral dissertation]. University of Arkansas; 2016. [cited 2019 Feb 21]. Available from: http://scholarworks.uark.edu/etd/1781.

Council of Science Editors:

Fincher B. Leveling the Playing Field: Teacher Perception of Integrated STEM, Engineering, and Engineering Practices. [Doctoral Dissertation]. University of Arkansas; 2016. Available from: http://scholarworks.uark.edu/etd/1781

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