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You searched for +publisher:"University of Georgia" +contributor:("Cory Buxton"). Showing records 1 – 7 of 7 total matches.

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University of Georgia

1. Suriel, Regina L. The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science.

Degree: PhD, Science Education, 2011, University of Georgia

 The Association for the Advancement of Science (AAAS) calls for scientifically literate citizens by the return of Halley’s Comet in 2061. Nationally, however, schools in… (more)

Subjects/Keywords: English Language Learners

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

APA (6th Edition):

Suriel, R. L. (2011). The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd

Chicago Manual of Style (16th Edition):

Suriel, Regina L. “The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science.” 2011. Doctoral Dissertation, University of Georgia. Accessed May 22, 2019. http://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd.

MLA Handbook (7th Edition):

Suriel, Regina L. “The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science.” 2011. Web. 22 May 2019.

Vancouver:

Suriel RL. The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 May 22]. Available from: http://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd.

Council of Science Editors:

Suriel RL. The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd


University of Georgia

2. Harper, Susan Grine. Cross-cultural science learning with Karen refugee parents and Karen elementary students in resettlement.

Degree: PhD, Science Education, 2016, University of Georgia

 For refugee students in resettlement in the United States, recognizing culturally-produced knowledge within the context of science learning could legitimate their ways of knowing and… (more)

Subjects/Keywords: indigenous knowledge

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APA (6th Edition):

Harper, S. G. (2016). Cross-cultural science learning with Karen refugee parents and Karen elementary students in resettlement. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/harper_susan_g_201605_phd

Chicago Manual of Style (16th Edition):

Harper, Susan Grine. “Cross-cultural science learning with Karen refugee parents and Karen elementary students in resettlement.” 2016. Doctoral Dissertation, University of Georgia. Accessed May 22, 2019. http://purl.galileo.usg.edu/uga_etd/harper_susan_g_201605_phd.

MLA Handbook (7th Edition):

Harper, Susan Grine. “Cross-cultural science learning with Karen refugee parents and Karen elementary students in resettlement.” 2016. Web. 22 May 2019.

Vancouver:

Harper SG. Cross-cultural science learning with Karen refugee parents and Karen elementary students in resettlement. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2019 May 22]. Available from: http://purl.galileo.usg.edu/uga_etd/harper_susan_g_201605_phd.

Council of Science Editors:

Harper SG. Cross-cultural science learning with Karen refugee parents and Karen elementary students in resettlement. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/harper_susan_g_201605_phd

3. Haddox, Anne Louise. A new "image" of young adolescent science identity.

Degree: PhD, Middle School Education, 2014, University of Georgia

 There are many studies about how prior knowledge and student interest affect student engagement in science. Do adolescent students understand what they already know and… (more)

Subjects/Keywords: Early adolescents

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APA (6th Edition):

Haddox, A. L. (2014). A new "image" of young adolescent science identity. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/haddox_anne_l_201412_phd

Chicago Manual of Style (16th Edition):

Haddox, Anne Louise. “A new "image" of young adolescent science identity.” 2014. Doctoral Dissertation, University of Georgia. Accessed May 22, 2019. http://purl.galileo.usg.edu/uga_etd/haddox_anne_l_201412_phd.

MLA Handbook (7th Edition):

Haddox, Anne Louise. “A new "image" of young adolescent science identity.” 2014. Web. 22 May 2019.

Vancouver:

Haddox AL. A new "image" of young adolescent science identity. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 May 22]. Available from: http://purl.galileo.usg.edu/uga_etd/haddox_anne_l_201412_phd.

Council of Science Editors:

Haddox AL. A new "image" of young adolescent science identity. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/haddox_anne_l_201412_phd

4. Bouton, Bobette. Initial development and validation of the Teacher Empathy Scale: TES.

Degree: PhD, Middle School Education, 2014, University of Georgia

 The purpose of this study was to develop and validate an instrument to measure empathy specifically in educators focusing on cognitive, affective, behavioral, innate, and… (more)

Subjects/Keywords: Empathy

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APA (6th Edition):

Bouton, B. (2014). Initial development and validation of the Teacher Empathy Scale: TES. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bouton_bobette_201405_phd

Chicago Manual of Style (16th Edition):

Bouton, Bobette. “Initial development and validation of the Teacher Empathy Scale: TES.” 2014. Doctoral Dissertation, University of Georgia. Accessed May 22, 2019. http://purl.galileo.usg.edu/uga_etd/bouton_bobette_201405_phd.

MLA Handbook (7th Edition):

Bouton, Bobette. “Initial development and validation of the Teacher Empathy Scale: TES.” 2014. Web. 22 May 2019.

Vancouver:

Bouton B. Initial development and validation of the Teacher Empathy Scale: TES. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 May 22]. Available from: http://purl.galileo.usg.edu/uga_etd/bouton_bobette_201405_phd.

Council of Science Editors:

Bouton B. Initial development and validation of the Teacher Empathy Scale: TES. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/bouton_bobette_201405_phd

5. Kayumova, Shakhnoza. Re-thinking science teaching and learning as bodily-affective intra-action: a post qualitative study.

Degree: PhD, Educational Theory and Practice, 2014, University of Georgia

 In this study, I used a Foucauldian power/knowledge reading of the construction of subjectivities and practices of two veteran women science teachers and examined how… (more)

Subjects/Keywords: Science education; English language learners; Body; Affect; Feminist readings of education; New Materialism; Post Qualitative Study

…support from --Drs. Cory Buxton, Martha Allexsaht-Snider, Stephanie Jones2 -- and through… 

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APA (6th Edition):

Kayumova, S. (2014). Re-thinking science teaching and learning as bodily-affective intra-action: a post qualitative study. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kayumova_shakhnoza_201412_phd

Chicago Manual of Style (16th Edition):

Kayumova, Shakhnoza. “Re-thinking science teaching and learning as bodily-affective intra-action: a post qualitative study.” 2014. Doctoral Dissertation, University of Georgia. Accessed May 22, 2019. http://purl.galileo.usg.edu/uga_etd/kayumova_shakhnoza_201412_phd.

MLA Handbook (7th Edition):

Kayumova, Shakhnoza. “Re-thinking science teaching and learning as bodily-affective intra-action: a post qualitative study.” 2014. Web. 22 May 2019.

Vancouver:

Kayumova S. Re-thinking science teaching and learning as bodily-affective intra-action: a post qualitative study. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 May 22]. Available from: http://purl.galileo.usg.edu/uga_etd/kayumova_shakhnoza_201412_phd.

Council of Science Editors:

Kayumova S. Re-thinking science teaching and learning as bodily-affective intra-action: a post qualitative study. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/kayumova_shakhnoza_201412_phd

6. Edge, Jeremy Scott. Effects of explicit teaching and scaffolded scientific argumentation activities on students' understandings of the nature of science, content knowledge and its application, and argumentation skill in an 8th grade physical science classroom.

Degree: PhD, Educational Theory and Practice, 2014, University of Georgia

 The purpose of this research was to study the overall effects of teaching scientific argumentation in conjunction with content knowledge in an 8th grade science… (more)

Subjects/Keywords: Argument

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

APA (6th Edition):

Edge, J. S. (2014). Effects of explicit teaching and scaffolded scientific argumentation activities on students' understandings of the nature of science, content knowledge and its application, and argumentation skill in an 8th grade physical science classroom. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/edge_jeremy_s_201412_phd

Chicago Manual of Style (16th Edition):

Edge, Jeremy Scott. “Effects of explicit teaching and scaffolded scientific argumentation activities on students' understandings of the nature of science, content knowledge and its application, and argumentation skill in an 8th grade physical science classroom.” 2014. Doctoral Dissertation, University of Georgia. Accessed May 22, 2019. http://purl.galileo.usg.edu/uga_etd/edge_jeremy_s_201412_phd.

MLA Handbook (7th Edition):

Edge, Jeremy Scott. “Effects of explicit teaching and scaffolded scientific argumentation activities on students' understandings of the nature of science, content knowledge and its application, and argumentation skill in an 8th grade physical science classroom.” 2014. Web. 22 May 2019.

Vancouver:

Edge JS. Effects of explicit teaching and scaffolded scientific argumentation activities on students' understandings of the nature of science, content knowledge and its application, and argumentation skill in an 8th grade physical science classroom. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 May 22]. Available from: http://purl.galileo.usg.edu/uga_etd/edge_jeremy_s_201412_phd.

Council of Science Editors:

Edge JS. Effects of explicit teaching and scaffolded scientific argumentation activities on students' understandings of the nature of science, content knowledge and its application, and argumentation skill in an 8th grade physical science classroom. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/edge_jeremy_s_201412_phd

7. Aghasaleh, Rouhollah. Does my body lower your science grade?: a feminist deconstruction of "distraction" in coeducational schooling.

Degree: PhD, Educational Theory and Practice, 2016, University of Georgia

 In this dissertation I explore how teachers’ and students’ bodies are considered as distractive. I deconstruct the structure in which teachers’ and students’ bodies are… (more)

Subjects/Keywords: Co-education; Gender Segregation; Body; Equity; Deconstruction; Feminism; Science Education; Policing

…Educational Theory and Practice, and the Institute for Women’s Studies at the University of Georgia… 

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APA (6th Edition):

Aghasaleh, R. (2016). Does my body lower your science grade?: a feminist deconstruction of "distraction" in coeducational schooling. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/aghasaleh_rouhollah_201608_phd

Chicago Manual of Style (16th Edition):

Aghasaleh, Rouhollah. “Does my body lower your science grade?: a feminist deconstruction of "distraction" in coeducational schooling.” 2016. Doctoral Dissertation, University of Georgia. Accessed May 22, 2019. http://purl.galileo.usg.edu/uga_etd/aghasaleh_rouhollah_201608_phd.

MLA Handbook (7th Edition):

Aghasaleh, Rouhollah. “Does my body lower your science grade?: a feminist deconstruction of "distraction" in coeducational schooling.” 2016. Web. 22 May 2019.

Vancouver:

Aghasaleh R. Does my body lower your science grade?: a feminist deconstruction of "distraction" in coeducational schooling. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2019 May 22]. Available from: http://purl.galileo.usg.edu/uga_etd/aghasaleh_rouhollah_201608_phd.

Council of Science Editors:

Aghasaleh R. Does my body lower your science grade?: a feminist deconstruction of "distraction" in coeducational schooling. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/aghasaleh_rouhollah_201608_phd

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