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You searched for +publisher:"University of Cincinnati" +contributor:("Johnson, Holly"). Showing records 1 – 16 of 16 total matches.

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University of Cincinnati

1. Chae, Eunyoung Kim. Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2014, University of Cincinnati

 This study employed pragmatic parallel mixed methods to determine the impact of TPD on early childhood teachers’ pedagogical methodology and English acquisition by young children… (more)

Subjects/Keywords: Teacher Education; Teacher Professional Development; Early Childhood Education; Montessori Education; Interdisciplinary Approach; English as a Foreign Language; English as a Second Language

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APA (6th Edition):

Chae, E. K. (2014). Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810451

Chicago Manual of Style (16th Edition):

Chae, Eunyoung Kim. “Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea.” 2014. Doctoral Dissertation, University of Cincinnati. Accessed April 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810451.

MLA Handbook (7th Edition):

Chae, Eunyoung Kim. “Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea.” 2014. Web. 05 Apr 2020.

Vancouver:

Chae EK. Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea. [Internet] [Doctoral dissertation]. University of Cincinnati; 2014. [cited 2020 Apr 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810451.

Council of Science Editors:

Chae EK. Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea. [Doctoral Dissertation]. University of Cincinnati; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810451


University of Cincinnati

2. BENDER-SLACK, DELANE ANN. TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE.

Degree: EdD, Education : Literacy, 2007, University of Cincinnati

 Given that schools are an elemental force in the lives of adolescents, ELA classrooms might provide opportunities for students to engage in relevant literacy practices.… (more)

Subjects/Keywords: Teaching for Social Justice; Literature; Adolescent Literacy; Texts; Teacher Beliefs

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APA (6th Edition):

BENDER-SLACK, D. A. (2007). TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1183419335

Chicago Manual of Style (16th Edition):

BENDER-SLACK, DELANE ANN. “TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE.” 2007. Doctoral Dissertation, University of Cincinnati. Accessed April 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1183419335.

MLA Handbook (7th Edition):

BENDER-SLACK, DELANE ANN. “TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE.” 2007. Web. 05 Apr 2020.

Vancouver:

BENDER-SLACK DA. TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE. [Internet] [Doctoral dissertation]. University of Cincinnati; 2007. [cited 2020 Apr 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1183419335.

Council of Science Editors:

BENDER-SLACK DA. TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE. [Doctoral Dissertation]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1183419335


University of Cincinnati

3. BURNS, MARGARET. THE GREAT DISCONNECT: HOW MIDDLE SCHOOOL TEACHERS DESCRIBE THEIR USE OF EXPOSITORY AND NARRATIVE TEXT.

Degree: MEd, Education : Curriculum and Instruction, 2007, University of Cincinnati

 I explored what type of texts eight teachers say they regularly use in their language arts and reading classrooms. Of particular interest to me was… (more)

Subjects/Keywords: expository; reading instruction; middle school

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APA (6th Edition):

BURNS, M. (2007). THE GREAT DISCONNECT: HOW MIDDLE SCHOOOL TEACHERS DESCRIBE THEIR USE OF EXPOSITORY AND NARRATIVE TEXT. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196084761

Chicago Manual of Style (16th Edition):

BURNS, MARGARET. “THE GREAT DISCONNECT: HOW MIDDLE SCHOOOL TEACHERS DESCRIBE THEIR USE OF EXPOSITORY AND NARRATIVE TEXT.” 2007. Masters Thesis, University of Cincinnati. Accessed April 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196084761.

MLA Handbook (7th Edition):

BURNS, MARGARET. “THE GREAT DISCONNECT: HOW MIDDLE SCHOOOL TEACHERS DESCRIBE THEIR USE OF EXPOSITORY AND NARRATIVE TEXT.” 2007. Web. 05 Apr 2020.

Vancouver:

BURNS M. THE GREAT DISCONNECT: HOW MIDDLE SCHOOOL TEACHERS DESCRIBE THEIR USE OF EXPOSITORY AND NARRATIVE TEXT. [Internet] [Masters thesis]. University of Cincinnati; 2007. [cited 2020 Apr 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196084761.

Council of Science Editors:

BURNS M. THE GREAT DISCONNECT: HOW MIDDLE SCHOOOL TEACHERS DESCRIBE THEIR USE OF EXPOSITORY AND NARRATIVE TEXT. [Masters Thesis]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196084761


University of Cincinnati

4. Ploehs, John Ralph. The Literacy Benefits of Middle School Tutors who Tutor Emergent Readers.

Degree: MEd, Education : Elementary/Middle Education, 2009, University of Cincinnati

 A qualitative case study was completed over approximately a five week period from April 20 to May 25, 2007. The goal of the study was… (more)

Subjects/Keywords: Education; Reading Instruction; cross-age tutoring; self-efficacy; middle school

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APA (6th Edition):

Ploehs, J. R. (2009). The Literacy Benefits of Middle School Tutors who Tutor Emergent Readers. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1248100485

Chicago Manual of Style (16th Edition):

Ploehs, John Ralph. “The Literacy Benefits of Middle School Tutors who Tutor Emergent Readers.” 2009. Masters Thesis, University of Cincinnati. Accessed April 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1248100485.

MLA Handbook (7th Edition):

Ploehs, John Ralph. “The Literacy Benefits of Middle School Tutors who Tutor Emergent Readers.” 2009. Web. 05 Apr 2020.

Vancouver:

Ploehs JR. The Literacy Benefits of Middle School Tutors who Tutor Emergent Readers. [Internet] [Masters thesis]. University of Cincinnati; 2009. [cited 2020 Apr 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1248100485.

Council of Science Editors:

Ploehs JR. The Literacy Benefits of Middle School Tutors who Tutor Emergent Readers. [Masters Thesis]. University of Cincinnati; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1248100485

5. West, Craig K. Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2017, University of Cincinnati

 Depictions of formal education are common in Young Adult literature, but there is little scholarship considering the way that formal education is positioned in the… (more)

Subjects/Keywords: Education; Young Adult Literature; Critical Discourse Analysis; Adolescent Literacy; Cluster Analysis; Critical Literacy; Critical Pedagoy

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APA (6th Edition):

West, C. K. (2017). Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269

Chicago Manual of Style (16th Edition):

West, Craig K. “Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed April 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269.

MLA Handbook (7th Edition):

West, Craig K. “Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature.” 2017. Web. 05 Apr 2020.

Vancouver:

West CK. Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2020 Apr 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269.

Council of Science Editors:

West CK. Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269

6. Añorga, Angel Gamaliel. Students’ Self-Efficacy Perceptions of Second Language Learning: Experiences in a Short-term Study Abroad.

Degree: EdD, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies, 2016, University of Cincinnati

 Short-term language study abroad programs have continued to capture the attention of college students in recent years. In an effort to measure the impact, language… (more)

Subjects/Keywords: Foreign Language; Language; Linguistics; self-efficacys; self-efficacy perceptions of language learning; self-efficacy and language learning abroad; short-term language study abroad; language learning abroad; language gain in short-term language study abroad

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APA (6th Edition):

Añorga, A. G. (2016). Students’ Self-Efficacy Perceptions of Second Language Learning: Experiences in a Short-term Study Abroad. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459438207

Chicago Manual of Style (16th Edition):

Añorga, Angel Gamaliel. “Students’ Self-Efficacy Perceptions of Second Language Learning: Experiences in a Short-term Study Abroad.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed April 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459438207.

MLA Handbook (7th Edition):

Añorga, Angel Gamaliel. “Students’ Self-Efficacy Perceptions of Second Language Learning: Experiences in a Short-term Study Abroad.” 2016. Web. 05 Apr 2020.

Vancouver:

Añorga AG. Students’ Self-Efficacy Perceptions of Second Language Learning: Experiences in a Short-term Study Abroad. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2020 Apr 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459438207.

Council of Science Editors:

Añorga AG. Students’ Self-Efficacy Perceptions of Second Language Learning: Experiences in a Short-term Study Abroad. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459438207


University of Cincinnati

7. Bottomley, Amy. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2016, University of Cincinnati

 The field of education has recognized the importance of disciplinary literacy in middle and high school classroom instruction. In order to prepare teacher candidates to… (more)

Subjects/Keywords: Teacher Education; disciplinary literacy; teacher preparation; social studies education; teacher education

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APA (6th Edition):

Bottomley, A. (2016). Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622

Chicago Manual of Style (16th Edition):

Bottomley, Amy. “Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed April 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622.

MLA Handbook (7th Edition):

Bottomley, Amy. “Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.” 2016. Web. 05 Apr 2020.

Vancouver:

Bottomley A. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2020 Apr 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622.

Council of Science Editors:

Bottomley A. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622


University of Cincinnati

8. Gacasan, Karla A. The Role of Theoretical Groundings in Diversity Training: A Mixed Methods Case Study of a University Diversity Conference.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2014, University of Cincinnati

 With over $200 million in annual spending by American organizations on diversity training, diversity conferences are increasingly becoming vehicles for information exchange and discussion on… (more)

Subjects/Keywords: Education; diversity; peace education; class; diversity training; race; gender

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APA (6th Edition):

Gacasan, K. A. (2014). The Role of Theoretical Groundings in Diversity Training: A Mixed Methods Case Study of a University Diversity Conference. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1416232119

Chicago Manual of Style (16th Edition):

Gacasan, Karla A. “The Role of Theoretical Groundings in Diversity Training: A Mixed Methods Case Study of a University Diversity Conference.” 2014. Doctoral Dissertation, University of Cincinnati. Accessed April 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1416232119.

MLA Handbook (7th Edition):

Gacasan, Karla A. “The Role of Theoretical Groundings in Diversity Training: A Mixed Methods Case Study of a University Diversity Conference.” 2014. Web. 05 Apr 2020.

Vancouver:

Gacasan KA. The Role of Theoretical Groundings in Diversity Training: A Mixed Methods Case Study of a University Diversity Conference. [Internet] [Doctoral dissertation]. University of Cincinnati; 2014. [cited 2020 Apr 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1416232119.

Council of Science Editors:

Gacasan KA. The Role of Theoretical Groundings in Diversity Training: A Mixed Methods Case Study of a University Diversity Conference. [Doctoral Dissertation]. University of Cincinnati; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1416232119


University of Cincinnati

9. Shannon-Baker, Peggy A. Microaggressions, Self-Segregation, and Performing Gender: Exploring Undergraduate Students’ Culture Shock in a Study Abroad Program.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2015, University of Cincinnati

 Institutions of higher education are increasingly utilizing international education programs (Institute of International Education, 2014), also known as “study abroad” in the USA, especially as… (more)

Subjects/Keywords: Education; Culture shock; Study abroad; Race; Gender; Socioeconomic class; Mixed methods

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APA (6th Edition):

Shannon-Baker, P. A. (2015). Microaggressions, Self-Segregation, and Performing Gender: Exploring Undergraduate Students’ Culture Shock in a Study Abroad Program. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1447690476

Chicago Manual of Style (16th Edition):

Shannon-Baker, Peggy A. “Microaggressions, Self-Segregation, and Performing Gender: Exploring Undergraduate Students’ Culture Shock in a Study Abroad Program.” 2015. Doctoral Dissertation, University of Cincinnati. Accessed April 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1447690476.

MLA Handbook (7th Edition):

Shannon-Baker, Peggy A. “Microaggressions, Self-Segregation, and Performing Gender: Exploring Undergraduate Students’ Culture Shock in a Study Abroad Program.” 2015. Web. 05 Apr 2020.

Vancouver:

Shannon-Baker PA. Microaggressions, Self-Segregation, and Performing Gender: Exploring Undergraduate Students’ Culture Shock in a Study Abroad Program. [Internet] [Doctoral dissertation]. University of Cincinnati; 2015. [cited 2020 Apr 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1447690476.

Council of Science Editors:

Shannon-Baker PA. Microaggressions, Self-Segregation, and Performing Gender: Exploring Undergraduate Students’ Culture Shock in a Study Abroad Program. [Doctoral Dissertation]. University of Cincinnati; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1447690476


University of Cincinnati

10. Gasiewicz, Rebecca E. Informational Texts: Teacher Beliefs and the Elementary Classroom Phenomenon.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2016, University of Cincinnati

 The examination of the use of informational texts, or lack thereof, in the elementary classroom has been increasingly in the spotlight of literacy research. This… (more)

Subjects/Keywords: Education; Elementary education; informational texts; teacher beliefs; motivation; reading; literacy

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APA (6th Edition):

Gasiewicz, R. E. (2016). Informational Texts: Teacher Beliefs and the Elementary Classroom Phenomenon. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819410470517

Chicago Manual of Style (16th Edition):

Gasiewicz, Rebecca E. “Informational Texts: Teacher Beliefs and the Elementary Classroom Phenomenon.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed April 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819410470517.

MLA Handbook (7th Edition):

Gasiewicz, Rebecca E. “Informational Texts: Teacher Beliefs and the Elementary Classroom Phenomenon.” 2016. Web. 05 Apr 2020.

Vancouver:

Gasiewicz RE. Informational Texts: Teacher Beliefs and the Elementary Classroom Phenomenon. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2020 Apr 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819410470517.

Council of Science Editors:

Gasiewicz RE. Informational Texts: Teacher Beliefs and the Elementary Classroom Phenomenon. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819410470517


University of Cincinnati

11. Janz, Stacey P. A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2016, University of Cincinnati

 Over the past decade higher education has undergone a pivotal transformation as enrollment in online class offerings has increased at a pace that has exceeded… (more)

Subjects/Keywords: Higher Education Administration; eLearning; Faculty development; Intra-Institutional Alignment; Online learning; Professional Development; Star Model of Organization Design

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APA (6th Edition):

Janz, S. P. (2016). A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1467988871

Chicago Manual of Style (16th Edition):

Janz, Stacey P. “A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed April 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1467988871.

MLA Handbook (7th Edition):

Janz, Stacey P. “A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online.” 2016. Web. 05 Apr 2020.

Vancouver:

Janz SP. A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2020 Apr 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1467988871.

Council of Science Editors:

Janz SP. A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1467988871

12. Nuri, Pashew Majeed. Retrospective Miscue Analysis with an Adult ESL Kurdish Reader.

Degree: MEd, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2015, University of Cincinnati

 This study aimed to explore the reading beliefs and reading strategies of a Kurdish adultEnglish as a Second Language (ESL) reader. The study was motivated… (more)

Subjects/Keywords: Reading Instruction; Retrospective Miscue Analysis; Micuse Analysis; ESL; Reading Process

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APA (6th Edition):

Nuri, P. M. (2015). Retrospective Miscue Analysis with an Adult ESL Kurdish Reader. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439307350

Chicago Manual of Style (16th Edition):

Nuri, Pashew Majeed. “Retrospective Miscue Analysis with an Adult ESL Kurdish Reader.” 2015. Masters Thesis, University of Cincinnati. Accessed April 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439307350.

MLA Handbook (7th Edition):

Nuri, Pashew Majeed. “Retrospective Miscue Analysis with an Adult ESL Kurdish Reader.” 2015. Web. 05 Apr 2020.

Vancouver:

Nuri PM. Retrospective Miscue Analysis with an Adult ESL Kurdish Reader. [Internet] [Masters thesis]. University of Cincinnati; 2015. [cited 2020 Apr 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439307350.

Council of Science Editors:

Nuri PM. Retrospective Miscue Analysis with an Adult ESL Kurdish Reader. [Masters Thesis]. University of Cincinnati; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439307350

13. Williams, Anita J. From Pre-Service to Practice: Exploring Self-Efficacy Development Among Teachers During Their First-Year Teaching Experience.

Degree: EdD, Education, Criminal Justice, and Human Services: Urban Educational Leadership, 2014, University of Cincinnati

 This qualitative research study examined three teachers’ self-efficacy development through lived experiences from pre-service through their first year teaching. Utilizing a multi-subject case study approach… (more)

Subjects/Keywords: Teacher Education; self-efficacy; pre-service teachers; teacher motivation; teacher efficacy; teacher education training program; case studies

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APA (6th Edition):

Williams, A. J. (2014). From Pre-Service to Practice: Exploring Self-Efficacy Development Among Teachers During Their First-Year Teaching Experience. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397733864

Chicago Manual of Style (16th Edition):

Williams, Anita J. “From Pre-Service to Practice: Exploring Self-Efficacy Development Among Teachers During Their First-Year Teaching Experience.” 2014. Doctoral Dissertation, University of Cincinnati. Accessed April 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397733864.

MLA Handbook (7th Edition):

Williams, Anita J. “From Pre-Service to Practice: Exploring Self-Efficacy Development Among Teachers During Their First-Year Teaching Experience.” 2014. Web. 05 Apr 2020.

Vancouver:

Williams AJ. From Pre-Service to Practice: Exploring Self-Efficacy Development Among Teachers During Their First-Year Teaching Experience. [Internet] [Doctoral dissertation]. University of Cincinnati; 2014. [cited 2020 Apr 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397733864.

Council of Science Editors:

Williams AJ. From Pre-Service to Practice: Exploring Self-Efficacy Development Among Teachers During Their First-Year Teaching Experience. [Doctoral Dissertation]. University of Cincinnati; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397733864

14. Myers, Ryan. International Student Experience and U.S. Sociopolitical Changes: Three Phenomenological Case Studies.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2018, University of Cincinnati

 This qualitative study featured three case studies exploring the lived experiences of international students on the campus of an urban, comprehensive university in the Midwest.… (more)

Subjects/Keywords: Higher Education; international students; in-depth interviewing; case study; phenomenological interviewing; lived experiences; sociopolitical changes

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APA (6th Edition):

Myers, R. (2018). International Student Experience and U.S. Sociopolitical Changes: Three Phenomenological Case Studies. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1539079960471653

Chicago Manual of Style (16th Edition):

Myers, Ryan. “International Student Experience and U.S. Sociopolitical Changes: Three Phenomenological Case Studies.” 2018. Doctoral Dissertation, University of Cincinnati. Accessed April 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1539079960471653.

MLA Handbook (7th Edition):

Myers, Ryan. “International Student Experience and U.S. Sociopolitical Changes: Three Phenomenological Case Studies.” 2018. Web. 05 Apr 2020.

Vancouver:

Myers R. International Student Experience and U.S. Sociopolitical Changes: Three Phenomenological Case Studies. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2020 Apr 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1539079960471653.

Council of Science Editors:

Myers R. International Student Experience and U.S. Sociopolitical Changes: Three Phenomenological Case Studies. [Doctoral Dissertation]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1539079960471653

15. Reister, Jill. Diversifying Destinations: Examining Study Abroad in Non-traditional Locations.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2018, University of Cincinnati

 In the field of Education Abroad, attempts are made to increase study abroad offerings and diversify the locations where students study abroad. While interest in… (more)

Subjects/Keywords: School Administration; study abroad; diverse destinations; decision making process; international education; non-traditional destinations; study abroad locations

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

APA (6th Edition):

Reister, J. (2018). Diversifying Destinations: Examining Study Abroad in Non-traditional Locations. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1540565749484385

Chicago Manual of Style (16th Edition):

Reister, Jill. “Diversifying Destinations: Examining Study Abroad in Non-traditional Locations.” 2018. Doctoral Dissertation, University of Cincinnati. Accessed April 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1540565749484385.

MLA Handbook (7th Edition):

Reister, Jill. “Diversifying Destinations: Examining Study Abroad in Non-traditional Locations.” 2018. Web. 05 Apr 2020.

Vancouver:

Reister J. Diversifying Destinations: Examining Study Abroad in Non-traditional Locations. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2020 Apr 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1540565749484385.

Council of Science Editors:

Reister J. Diversifying Destinations: Examining Study Abroad in Non-traditional Locations. [Doctoral Dissertation]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1540565749484385

16. Fahad, Ahmed K. Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers.

Degree: EdD, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies, 2017, University of Cincinnati

 This study examined the experience of native and non-native English speakers’ online and face to face communication while working on implementing an international exchange program… (more)

Subjects/Keywords: Bilingual Education; Native and Non-native Speakers; Online Communication; Identity; Power; Agency

…the Researcher Before coming to the University of Cincinnati in 2013, I had never been to a… …University of Cincinnati to benefit educators in Iraq who have previously participated in the U.S… …a team from the University of Cincinnati including professors, staff, and graduate… 

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

APA (6th Edition):

Fahad, A. K. (2017). Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490698649076512

Chicago Manual of Style (16th Edition):

Fahad, Ahmed K. “Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed April 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490698649076512.

MLA Handbook (7th Edition):

Fahad, Ahmed K. “Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers.” 2017. Web. 05 Apr 2020.

Vancouver:

Fahad AK. Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2020 Apr 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490698649076512.

Council of Science Editors:

Fahad AK. Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490698649076512

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