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You searched for +publisher:"University of Arkansas" +contributor:("Michael Wavering"). Showing records 1 – 15 of 15 total matches.

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University of Arkansas

1. 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

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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 https://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 November 22, 2019. https://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. 22 Nov 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 Nov 22]. Available from: https://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: https://scholarworks.uark.edu/etd/1781


University of Arkansas

2. Ben Idris, Anisa A. Strategies of Reading as a Second Language Instruction Across Curriculum in Secondary Grades.

Degree: PhD, 2017, University of Arkansas

  This study explored what themes of best practices teachers report using in real classrooms to teach reading skills to ESL students across curricula. It… (more)

Subjects/Keywords: Education; Affective filter; Best practices; Comprehensible input; ESL students; Formative assessment; Metacognition; Reading skills; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Secondary Education and Teaching

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APA (6th Edition):

Ben Idris, A. A. (2017). Strategies of Reading as a Second Language Instruction Across Curriculum in Secondary Grades. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1862

Chicago Manual of Style (16th Edition):

Ben Idris, Anisa A. “Strategies of Reading as a Second Language Instruction Across Curriculum in Secondary Grades.” 2017. Doctoral Dissertation, University of Arkansas. Accessed November 22, 2019. https://scholarworks.uark.edu/etd/1862.

MLA Handbook (7th Edition):

Ben Idris, Anisa A. “Strategies of Reading as a Second Language Instruction Across Curriculum in Secondary Grades.” 2017. Web. 22 Nov 2019.

Vancouver:

Ben Idris AA. Strategies of Reading as a Second Language Instruction Across Curriculum in Secondary Grades. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Nov 22]. Available from: https://scholarworks.uark.edu/etd/1862.

Council of Science Editors:

Ben Idris AA. Strategies of Reading as a Second Language Instruction Across Curriculum in Secondary Grades. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/1862


University of Arkansas

3. 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 (6th Edition):

Alenezi, H. (2014). Vocabulary Instruction Practices of Highly Effective Kindergarten Teachers. (Doctoral Dissertation). University of Arkansas. Retrieved from https://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 November 22, 2019. https://scholarworks.uark.edu/etd/1050.

MLA Handbook (7th Edition):

Alenezi, Huda. “Vocabulary Instruction Practices of Highly Effective Kindergarten Teachers.” 2014. Web. 22 Nov 2019.

Vancouver:

Alenezi H. Vocabulary Instruction Practices of Highly Effective Kindergarten Teachers. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2019 Nov 22]. Available from: https://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: https://scholarworks.uark.edu/etd/1050


University of Arkansas

4. Miller, Victoria Leaann. EMR Training Tactics: A Case Study of Clinical Staff Training Experiences, Needs and Perceptions.

Degree: PhD, 2015, University of Arkansas

  Electronic medical record systems have become essential for giving patient care at health care institutions. The purpose of this study was to explore the… (more)

Subjects/Keywords: Health and environmental sciences; Education; Adult learning; EHR; EMR; Electronic medical records; Health informatics; Training; Adult and Continuing Education and Teaching; Health and Medical Administration; Health Information Technology; Higher Education and Teaching; Medical Education

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APA (6th Edition):

Miller, V. L. (2015). EMR Training Tactics: A Case Study of Clinical Staff Training Experiences, Needs and Perceptions. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1086

Chicago Manual of Style (16th Edition):

Miller, Victoria Leaann. “EMR Training Tactics: A Case Study of Clinical Staff Training Experiences, Needs and Perceptions.” 2015. Doctoral Dissertation, University of Arkansas. Accessed November 22, 2019. https://scholarworks.uark.edu/etd/1086.

MLA Handbook (7th Edition):

Miller, Victoria Leaann. “EMR Training Tactics: A Case Study of Clinical Staff Training Experiences, Needs and Perceptions.” 2015. Web. 22 Nov 2019.

Vancouver:

Miller VL. EMR Training Tactics: A Case Study of Clinical Staff Training Experiences, Needs and Perceptions. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Nov 22]. Available from: https://scholarworks.uark.edu/etd/1086.

Council of Science Editors:

Miller VL. EMR Training Tactics: A Case Study of Clinical Staff Training Experiences, Needs and Perceptions. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1086


University of Arkansas

5. Wairungu, George Mathenge. A Case Study of Landau Kleffner Syndrome: a Look at Strategies, Experiences, Challenges, and Perceptions of Teachers, Family, and Support Personnel.

Degree: PhD, 2015, University of Arkansas

  There is an unprecedented increase of rare low-incident severe disabilities in today's classroom. Some of them pose classroom management challenges due to concomitantly appearing… (more)

Subjects/Keywords: Education; Ad/hd; Collaboration; Landau kleffner; Positive reinforcement; Proprioception; Seizures; Special Education and Teaching

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APA (6th Edition):

Wairungu, G. M. (2015). A Case Study of Landau Kleffner Syndrome: a Look at Strategies, Experiences, Challenges, and Perceptions of Teachers, Family, and Support Personnel. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1174

Chicago Manual of Style (16th Edition):

Wairungu, George Mathenge. “A Case Study of Landau Kleffner Syndrome: a Look at Strategies, Experiences, Challenges, and Perceptions of Teachers, Family, and Support Personnel.” 2015. Doctoral Dissertation, University of Arkansas. Accessed November 22, 2019. https://scholarworks.uark.edu/etd/1174.

MLA Handbook (7th Edition):

Wairungu, George Mathenge. “A Case Study of Landau Kleffner Syndrome: a Look at Strategies, Experiences, Challenges, and Perceptions of Teachers, Family, and Support Personnel.” 2015. Web. 22 Nov 2019.

Vancouver:

Wairungu GM. A Case Study of Landau Kleffner Syndrome: a Look at Strategies, Experiences, Challenges, and Perceptions of Teachers, Family, and Support Personnel. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Nov 22]. Available from: https://scholarworks.uark.edu/etd/1174.

Council of Science Editors:

Wairungu GM. A Case Study of Landau Kleffner Syndrome: a Look at Strategies, Experiences, Challenges, and Perceptions of Teachers, Family, and Support Personnel. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1174


University of Arkansas

6. Alrefaei, Nouf Abdullah. Teachers' Sense of Efficacy: Examining the Relationship of Teacher Efficacy and Student Achievement.

Degree: PhD, 2015, University of Arkansas

  The purpose of this study was to investigate which teachers’ characteristics have an impact on teachers’ sense of efficacy. In addition, the relationship between… (more)

Subjects/Keywords: Education; Benchmark test; Student achievement; Teacher education; Teacher efficacy; Teacher experience; Educational Assessment, Evaluation, and Research; Educational Psychology; Junior High, Intermediate, Middle School Education and Teaching; Science and Mathematics Education

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APA (6th Edition):

Alrefaei, N. A. (2015). Teachers' Sense of Efficacy: Examining the Relationship of Teacher Efficacy and Student Achievement. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1192

Chicago Manual of Style (16th Edition):

Alrefaei, Nouf Abdullah. “Teachers' Sense of Efficacy: Examining the Relationship of Teacher Efficacy and Student Achievement.” 2015. Doctoral Dissertation, University of Arkansas. Accessed November 22, 2019. https://scholarworks.uark.edu/etd/1192.

MLA Handbook (7th Edition):

Alrefaei, Nouf Abdullah. “Teachers' Sense of Efficacy: Examining the Relationship of Teacher Efficacy and Student Achievement.” 2015. Web. 22 Nov 2019.

Vancouver:

Alrefaei NA. Teachers' Sense of Efficacy: Examining the Relationship of Teacher Efficacy and Student Achievement. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Nov 22]. Available from: https://scholarworks.uark.edu/etd/1192.

Council of Science Editors:

Alrefaei NA. Teachers' Sense of Efficacy: Examining the Relationship of Teacher Efficacy and Student Achievement. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1192


University of Arkansas

7. 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 (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 https://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 November 22, 2019. https://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. 22 Nov 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 Nov 22]. Available from: https://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: https://scholarworks.uark.edu/etd/1298


University of Arkansas

8. Murie, Kimberly Jones. A Cross Case Study of Excellence in Science Fair Program Design.

Degree: PhD, 2015, University of Arkansas

  The purpose of this study was to identify components of schools with successful science fair programs. Ideally schools interested in starting or improving their… (more)

Subjects/Keywords: Education; Curriculum; Science fair; Science research; Science and Mathematics Education; Secondary Education and Teaching

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APA (6th Edition):

Murie, K. J. (2015). A Cross Case Study of Excellence in Science Fair Program Design. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1303

Chicago Manual of Style (16th Edition):

Murie, Kimberly Jones. “A Cross Case Study of Excellence in Science Fair Program Design.” 2015. Doctoral Dissertation, University of Arkansas. Accessed November 22, 2019. https://scholarworks.uark.edu/etd/1303.

MLA Handbook (7th Edition):

Murie, Kimberly Jones. “A Cross Case Study of Excellence in Science Fair Program Design.” 2015. Web. 22 Nov 2019.

Vancouver:

Murie KJ. A Cross Case Study of Excellence in Science Fair Program Design. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Nov 22]. Available from: https://scholarworks.uark.edu/etd/1303.

Council of Science Editors:

Murie KJ. A Cross Case Study of Excellence in Science Fair Program Design. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1303


University of Arkansas

9. Wilson, Matthew Brandon. The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement.

Degree: PhD, 2014, University of Arkansas

  The purpose of this quantitative study is to gain an understanding of the powerful instructional potential of combining the practice of looping, Cognitively Guided… (more)

Subjects/Keywords: Chi-square; Cognitively Guided Instruction; Ethnicity; Hispanic; Logistic Regression; Looping; Curriculum and Instruction; Elementary Education; Ethnic Studies; Science and Mathematics Education

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APA (6th Edition):

Wilson, M. B. (2014). The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2179

Chicago Manual of Style (16th Edition):

Wilson, Matthew Brandon. “The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement.” 2014. Doctoral Dissertation, University of Arkansas. Accessed November 22, 2019. https://scholarworks.uark.edu/etd/2179.

MLA Handbook (7th Edition):

Wilson, Matthew Brandon. “The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement.” 2014. Web. 22 Nov 2019.

Vancouver:

Wilson MB. The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2019 Nov 22]. Available from: https://scholarworks.uark.edu/etd/2179.

Council of Science Editors:

Wilson MB. The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/2179


University of Arkansas

10. Hendrickson, Marian Elizabeth. Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement.

Degree: PhD, 2011, University of Arkansas

  This study used a mix-method approach to determine achievement gap in gender and ethnicity. Quantitative data was collected from the 2008-2009 Arkansas state Benchmark… (more)

Subjects/Keywords: Achievement; Assessment; Equity; Ethnicity gap; Gender gap; Middle school; Student perceptions; Curriculum and Instruction; Curriculum and Social Inquiry; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Hendrickson, M. E. (2011). Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/72

Chicago Manual of Style (16th Edition):

Hendrickson, Marian Elizabeth. “Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement.” 2011. Doctoral Dissertation, University of Arkansas. Accessed November 22, 2019. https://scholarworks.uark.edu/etd/72.

MLA Handbook (7th Edition):

Hendrickson, Marian Elizabeth. “Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement.” 2011. Web. 22 Nov 2019.

Vancouver:

Hendrickson ME. Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2019 Nov 22]. Available from: https://scholarworks.uark.edu/etd/72.

Council of Science Editors:

Hendrickson ME. Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: https://scholarworks.uark.edu/etd/72


University of Arkansas

11. Williams, Cindy M. A Case Study of Two High School English Teachers Transitioning from Arkansas Writing Standards to Common Core Writing Standards in the Secondary English Classroom.

Degree: PhD, 2012, University of Arkansas

  The purpose of the study is to gain an understanding of secondary English teachers' perceptions towards implementing Common Core writing standards. The study allowed… (more)

Subjects/Keywords: Education; Case study; Common core; High school English; Standards; Teacher change; Writing instruction; Curriculum and Instruction; Secondary Education and Teaching

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APA (6th Edition):

Williams, C. M. (2012). A Case Study of Two High School English Teachers Transitioning from Arkansas Writing Standards to Common Core Writing Standards in the Secondary English Classroom. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/465

Chicago Manual of Style (16th Edition):

Williams, Cindy M. “A Case Study of Two High School English Teachers Transitioning from Arkansas Writing Standards to Common Core Writing Standards in the Secondary English Classroom.” 2012. Doctoral Dissertation, University of Arkansas. Accessed November 22, 2019. https://scholarworks.uark.edu/etd/465.

MLA Handbook (7th Edition):

Williams, Cindy M. “A Case Study of Two High School English Teachers Transitioning from Arkansas Writing Standards to Common Core Writing Standards in the Secondary English Classroom.” 2012. Web. 22 Nov 2019.

Vancouver:

Williams CM. A Case Study of Two High School English Teachers Transitioning from Arkansas Writing Standards to Common Core Writing Standards in the Secondary English Classroom. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Nov 22]. Available from: https://scholarworks.uark.edu/etd/465.

Council of Science Editors:

Williams CM. A Case Study of Two High School English Teachers Transitioning from Arkansas Writing Standards to Common Core Writing Standards in the Secondary English Classroom. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/465


University of Arkansas

12. Walker, Ryan Mathew. The Relationship between Middle Level School Science Programs and a Residential Environmental Learning Center.

Degree: PhD, 2012, University of Arkansas

  A multiple case study investigation examines the relationship between a residential environmental learning center and six schools that attend their program. Pre-experience interviews were… (more)

Subjects/Keywords: Education; Environmental education; Outdoor education; Residential education; residential environmental learning center; Science education; Environmental Education; Science and Mathematics Education; Secondary Education and Teaching

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APA (6th Edition):

Walker, R. M. (2012). The Relationship between Middle Level School Science Programs and a Residential Environmental Learning Center. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/497

Chicago Manual of Style (16th Edition):

Walker, Ryan Mathew. “The Relationship between Middle Level School Science Programs and a Residential Environmental Learning Center.” 2012. Doctoral Dissertation, University of Arkansas. Accessed November 22, 2019. https://scholarworks.uark.edu/etd/497.

MLA Handbook (7th Edition):

Walker, Ryan Mathew. “The Relationship between Middle Level School Science Programs and a Residential Environmental Learning Center.” 2012. Web. 22 Nov 2019.

Vancouver:

Walker RM. The Relationship between Middle Level School Science Programs and a Residential Environmental Learning Center. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Nov 22]. Available from: https://scholarworks.uark.edu/etd/497.

Council of Science Editors:

Walker RM. The Relationship between Middle Level School Science Programs and a Residential Environmental Learning Center. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/497


University of Arkansas

13. Gregory, Stacy L. Perceptions of High School Students of the Impact of a School Uniform Policy.

Degree: PhD, 2013, University of Arkansas

  High schools are tirelessly pondering ideas of enhancing the learning environment by increasing academic engagement and safety. This phenomenology study was designed to report… (more)

Subjects/Keywords: Education; Academic engagement; High school students; School safety; School uniforms; Uniform policy; Education Policy; Elementary and Middle and Secondary Education Administration; Secondary Education and Teaching

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APA (6th Edition):

Gregory, S. L. (2013). Perceptions of High School Students of the Impact of a School Uniform Policy. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/592

Chicago Manual of Style (16th Edition):

Gregory, Stacy L. “Perceptions of High School Students of the Impact of a School Uniform Policy.” 2013. Doctoral Dissertation, University of Arkansas. Accessed November 22, 2019. https://scholarworks.uark.edu/etd/592.

MLA Handbook (7th Edition):

Gregory, Stacy L. “Perceptions of High School Students of the Impact of a School Uniform Policy.” 2013. Web. 22 Nov 2019.

Vancouver:

Gregory SL. Perceptions of High School Students of the Impact of a School Uniform Policy. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2019 Nov 22]. Available from: https://scholarworks.uark.edu/etd/592.

Council of Science Editors:

Gregory SL. Perceptions of High School Students of the Impact of a School Uniform Policy. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: https://scholarworks.uark.edu/etd/592


University of Arkansas

14. Habeeb, Kawthar M. Teachers' Perceptions toward Implementing English as a Foreign Language at Kindergarten: What Can We Learn from the Case of Kuwaiti Kindergarten Teachers?.

Degree: PhD, 2013, University of Arkansas

  The teaching of English as a foreign language has a promising outlook in the nation of Kuwait. Recent policy reflects language development theories that… (more)

Subjects/Keywords: Social sciences; Education; Foreign language; Kindergarten; Kuwaiti teachers; Teacher's attitudes; Teachers' perceptions; Bilingual, Multilingual, and Multicultural Education; Elementary Education and Teaching; Near and Middle Eastern Studies

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APA (6th Edition):

Habeeb, K. M. (2013). Teachers' Perceptions toward Implementing English as a Foreign Language at Kindergarten: What Can We Learn from the Case of Kuwaiti Kindergarten Teachers?. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/836

Chicago Manual of Style (16th Edition):

Habeeb, Kawthar M. “Teachers' Perceptions toward Implementing English as a Foreign Language at Kindergarten: What Can We Learn from the Case of Kuwaiti Kindergarten Teachers?.” 2013. Doctoral Dissertation, University of Arkansas. Accessed November 22, 2019. https://scholarworks.uark.edu/etd/836.

MLA Handbook (7th Edition):

Habeeb, Kawthar M. “Teachers' Perceptions toward Implementing English as a Foreign Language at Kindergarten: What Can We Learn from the Case of Kuwaiti Kindergarten Teachers?.” 2013. Web. 22 Nov 2019.

Vancouver:

Habeeb KM. Teachers' Perceptions toward Implementing English as a Foreign Language at Kindergarten: What Can We Learn from the Case of Kuwaiti Kindergarten Teachers?. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2019 Nov 22]. Available from: https://scholarworks.uark.edu/etd/836.

Council of Science Editors:

Habeeb KM. Teachers' Perceptions toward Implementing English as a Foreign Language at Kindergarten: What Can We Learn from the Case of Kuwaiti Kindergarten Teachers?. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: https://scholarworks.uark.edu/etd/836


University of Arkansas

15. Alzouwain, Hawraa Nafea Hameed. Positioning of English Language Learners and its Power on Classroom Learning Opportunities and Interactions.

Degree: PhD, 2019, University of Arkansas

  In this qualitative study, the researcher investigated four aspects of positioning used by teacher and ESL students in a mid-south state of the United… (more)

Subjects/Keywords: Language acquisition; Language Learners; Learning opportunities; Positioning Theory; Power; Social Interactions; sociocultural theory; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research; First and Second Language Acquisition; Secondary Education; Secondary Education and Teaching

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APA (6th Edition):

Alzouwain, H. N. H. (2019). Positioning of English Language Learners and its Power on Classroom Learning Opportunities and Interactions. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3143

Chicago Manual of Style (16th Edition):

Alzouwain, Hawraa Nafea Hameed. “Positioning of English Language Learners and its Power on Classroom Learning Opportunities and Interactions.” 2019. Doctoral Dissertation, University of Arkansas. Accessed November 22, 2019. https://scholarworks.uark.edu/etd/3143.

MLA Handbook (7th Edition):

Alzouwain, Hawraa Nafea Hameed. “Positioning of English Language Learners and its Power on Classroom Learning Opportunities and Interactions.” 2019. Web. 22 Nov 2019.

Vancouver:

Alzouwain HNH. Positioning of English Language Learners and its Power on Classroom Learning Opportunities and Interactions. [Internet] [Doctoral dissertation]. University of Arkansas; 2019. [cited 2019 Nov 22]. Available from: https://scholarworks.uark.edu/etd/3143.

Council of Science Editors:

Alzouwain HNH. Positioning of English Language Learners and its Power on Classroom Learning Opportunities and Interactions. [Doctoral Dissertation]. University of Arkansas; 2019. Available from: https://scholarworks.uark.edu/etd/3143

.