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You searched for +publisher:"University of Colorado" +contributor:("Erin M. Furtak"). Showing records 1 – 6 of 6 total matches.

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University of Colorado

1. Henson, Kathleen Donovan. Designing Tools to Support Teacher Activity Focused on Student Thinking to Inform Instruction.

Degree: PhD, 2019, University of Colorado

 The most recent science education reform, the Next Generation Science Standards (NRC, 2012) set forth a new and ambitious agenda for science education. These standards… (more)

Subjects/Keywords: formative assessment; learning progressions; mediatied action; professional development; Curriculum and Instruction; Science and Mathematics Education

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APA (6th Edition):

Henson, K. D. (2019). Designing Tools to Support Teacher Activity Focused on Student Thinking to Inform Instruction. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/125

Chicago Manual of Style (16th Edition):

Henson, Kathleen Donovan. “Designing Tools to Support Teacher Activity Focused on Student Thinking to Inform Instruction.” 2019. Doctoral Dissertation, University of Colorado. Accessed November 29, 2020. https://scholar.colorado.edu/educ_gradetds/125.

MLA Handbook (7th Edition):

Henson, Kathleen Donovan. “Designing Tools to Support Teacher Activity Focused on Student Thinking to Inform Instruction.” 2019. Web. 29 Nov 2020.

Vancouver:

Henson KD. Designing Tools to Support Teacher Activity Focused on Student Thinking to Inform Instruction. [Internet] [Doctoral dissertation]. University of Colorado; 2019. [cited 2020 Nov 29]. Available from: https://scholar.colorado.edu/educ_gradetds/125.

Council of Science Editors:

Henson KD. Designing Tools to Support Teacher Activity Focused on Student Thinking to Inform Instruction. [Doctoral Dissertation]. University of Colorado; 2019. Available from: https://scholar.colorado.edu/educ_gradetds/125


University of Colorado

2. Swanson, Rebecca Deborah. Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators.

Degree: PhD, 2018, University of Colorado

  Informal STEM educators, teaching in out-of-school environments, have few opportunities for professional development. These educators often have widely varied professional backgrounds and areas of… (more)

Subjects/Keywords: informal; online learning context; professional development; professional learning community; stem; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Swanson, R. D. (2018). Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/104

Chicago Manual of Style (16th Edition):

Swanson, Rebecca Deborah. “Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators.” 2018. Doctoral Dissertation, University of Colorado. Accessed November 29, 2020. https://scholar.colorado.edu/educ_gradetds/104.

MLA Handbook (7th Edition):

Swanson, Rebecca Deborah. “Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators.” 2018. Web. 29 Nov 2020.

Vancouver:

Swanson RD. Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2020 Nov 29]. Available from: https://scholar.colorado.edu/educ_gradetds/104.

Council of Science Editors:

Swanson RD. Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/educ_gradetds/104


University of Colorado

3. Gray, Kara Elizabeth. Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants.

Degree: PhD, Education, 2013, University of Colorado

  The Colorado Learning Assistant (LA) Model has demonstrated that it is successful in helping to meet multiple goals including enhancing student learning in LA-supported… (more)

Subjects/Keywords: Formative Assessment; Learning Assistants; Teacher Preparation; Science and Mathematics Education; Secondary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Gray, K. E. (2013). Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/35

Chicago Manual of Style (16th Edition):

Gray, Kara Elizabeth. “Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants.” 2013. Doctoral Dissertation, University of Colorado. Accessed November 29, 2020. https://scholar.colorado.edu/educ_gradetds/35.

MLA Handbook (7th Edition):

Gray, Kara Elizabeth. “Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants.” 2013. Web. 29 Nov 2020.

Vancouver:

Gray KE. Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2020 Nov 29]. Available from: https://scholar.colorado.edu/educ_gradetds/35.

Council of Science Editors:

Gray KE. Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/educ_gradetds/35


University of Colorado

4. Circi Kizil, Ruhan. The Marginal Edge of Learning Progressions and Modeling: Investigating Diagnostic Inferences from Learning Progressions Assessment.

Degree: PhD, Education, 2015, University of Colorado

  Learning Progressions (LPs) are hypothesized pathways describing the development of students’ understanding. Although they show promise for informing decisions about student learning, and helping… (more)

Subjects/Keywords: Diagnostic modeling; Item response theory; Learning progressions; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Circi Kizil, R. (2015). The Marginal Edge of Learning Progressions and Modeling: Investigating Diagnostic Inferences from Learning Progressions Assessment. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/75

Chicago Manual of Style (16th Edition):

Circi Kizil, Ruhan. “The Marginal Edge of Learning Progressions and Modeling: Investigating Diagnostic Inferences from Learning Progressions Assessment.” 2015. Doctoral Dissertation, University of Colorado. Accessed November 29, 2020. https://scholar.colorado.edu/educ_gradetds/75.

MLA Handbook (7th Edition):

Circi Kizil, Ruhan. “The Marginal Edge of Learning Progressions and Modeling: Investigating Diagnostic Inferences from Learning Progressions Assessment.” 2015. Web. 29 Nov 2020.

Vancouver:

Circi Kizil R. The Marginal Edge of Learning Progressions and Modeling: Investigating Diagnostic Inferences from Learning Progressions Assessment. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2020 Nov 29]. Available from: https://scholar.colorado.edu/educ_gradetds/75.

Council of Science Editors:

Circi Kizil R. The Marginal Edge of Learning Progressions and Modeling: Investigating Diagnostic Inferences from Learning Progressions Assessment. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/educ_gradetds/75


University of Colorado

5. Grover, Ryan. Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions.

Degree: PhD, Education, 2015, University of Colorado

  Functions are an integral element in mathematics. They are essential from secondary mathematics, where students first learn the definition, all the way through graduate… (more)

Subjects/Keywords: Mathematics Education; Postsecondary Education; Higher Education; Science and Mathematics Education

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

APA (6th Edition):

Grover, R. (2015). Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/80

Chicago Manual of Style (16th Edition):

Grover, Ryan. “Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions.” 2015. Doctoral Dissertation, University of Colorado. Accessed November 29, 2020. https://scholar.colorado.edu/educ_gradetds/80.

MLA Handbook (7th Edition):

Grover, Ryan. “Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions.” 2015. Web. 29 Nov 2020.

Vancouver:

Grover R. Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2020 Nov 29]. Available from: https://scholar.colorado.edu/educ_gradetds/80.

Council of Science Editors:

Grover R. Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/educ_gradetds/80


University of Colorado

6. Renga, Ian Parker. “We want to bring them into what we love”: An investigation of desire in two alternative teacher preparation programs.

Degree: PhD, Education, 2015, University of Colorado

  A great deal depends on preparing high quality teachers, and reformers of teacher preparation have recently drawn attention to the need for clearer delineations… (more)

Subjects/Keywords: activity theory; desire; narratives; profession vs. vocation; sociocultural theory; teacher education; Education; Teacher Education and Professional Development

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

APA (6th Edition):

Renga, I. P. (2015). “We want to bring them into what we love”: An investigation of desire in two alternative teacher preparation programs. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/71

Chicago Manual of Style (16th Edition):

Renga, Ian Parker. ““We want to bring them into what we love”: An investigation of desire in two alternative teacher preparation programs.” 2015. Doctoral Dissertation, University of Colorado. Accessed November 29, 2020. https://scholar.colorado.edu/educ_gradetds/71.

MLA Handbook (7th Edition):

Renga, Ian Parker. ““We want to bring them into what we love”: An investigation of desire in two alternative teacher preparation programs.” 2015. Web. 29 Nov 2020.

Vancouver:

Renga IP. “We want to bring them into what we love”: An investigation of desire in two alternative teacher preparation programs. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2020 Nov 29]. Available from: https://scholar.colorado.edu/educ_gradetds/71.

Council of Science Editors:

Renga IP. “We want to bring them into what we love”: An investigation of desire in two alternative teacher preparation programs. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/educ_gradetds/71

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