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You searched for +publisher:"University of Georgia" +contributor:("J. Steve Oliver"). Showing records 1 – 17 of 17 total matches.

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University of Georgia

1. Song, Youngjin. Chemistry teachers' sense-making of community-based inquiry lessons: a teacher inquiry project using the video analysis tool.

Degree: PhD, Science Education, 2008, University of Georgia

 The purpose of this study was to investigate how chemistry teachers made sense of their studentsÕ learning and their own teaching practices when participating in… (more)

Subjects/Keywords: In-service science teaching

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APA (6th Edition):

Song, Y. (2008). Chemistry teachers' sense-making of community-based inquiry lessons: a teacher inquiry project using the video analysis tool. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/song_youngjin_200808_phd

Chicago Manual of Style (16th Edition):

Song, Youngjin. “Chemistry teachers' sense-making of community-based inquiry lessons: a teacher inquiry project using the video analysis tool.” 2008. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/song_youngjin_200808_phd.

MLA Handbook (7th Edition):

Song, Youngjin. “Chemistry teachers' sense-making of community-based inquiry lessons: a teacher inquiry project using the video analysis tool.” 2008. Web. 23 Apr 2019.

Vancouver:

Song Y. Chemistry teachers' sense-making of community-based inquiry lessons: a teacher inquiry project using the video analysis tool. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/song_youngjin_200808_phd.

Council of Science Editors:

Song Y. Chemistry teachers' sense-making of community-based inquiry lessons: a teacher inquiry project using the video analysis tool. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/song_youngjin_200808_phd


University of Georgia

2. Dike, Joy Hartmann. A history of the concept of scientific literacy based in the intellectual discourse of the gilded age.

Degree: PhD, Science Education, 2010, University of Georgia

 Understanding and embracing scientific literacy is one of the grand challenges science educators face today, particularly as influential and guiding documents from the American Association… (more)

Subjects/Keywords: Scientific Literacy

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APA (6th Edition):

Dike, J. H. (2010). A history of the concept of scientific literacy based in the intellectual discourse of the gilded age. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/dike_joy_h_201005_phd

Chicago Manual of Style (16th Edition):

Dike, Joy Hartmann. “A history of the concept of scientific literacy based in the intellectual discourse of the gilded age.” 2010. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/dike_joy_h_201005_phd.

MLA Handbook (7th Edition):

Dike, Joy Hartmann. “A history of the concept of scientific literacy based in the intellectual discourse of the gilded age.” 2010. Web. 23 Apr 2019.

Vancouver:

Dike JH. A history of the concept of scientific literacy based in the intellectual discourse of the gilded age. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/dike_joy_h_201005_phd.

Council of Science Editors:

Dike JH. A history of the concept of scientific literacy based in the intellectual discourse of the gilded age. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/dike_joy_h_201005_phd


University of Georgia

3. Raven, Sara. A history of tracking in the public high school science classroom over the twentieth century.

Degree: MA, Science Education, 2010, University of Georgia

 A comprehensive history of tracking students by ability in the public high school science classroom is examined using peer reviewed journal articles and books published… (more)

Subjects/Keywords: Academic tracking

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APA (6th Edition):

Raven, S. (2010). A history of tracking in the public high school science classroom over the twentieth century. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/raven_sara_201005_ma

Chicago Manual of Style (16th Edition):

Raven, Sara. “A history of tracking in the public high school science classroom over the twentieth century.” 2010. Masters Thesis, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/raven_sara_201005_ma.

MLA Handbook (7th Edition):

Raven, Sara. “A history of tracking in the public high school science classroom over the twentieth century.” 2010. Web. 23 Apr 2019.

Vancouver:

Raven S. A history of tracking in the public high school science classroom over the twentieth century. [Internet] [Masters thesis]. University of Georgia; 2010. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/raven_sara_201005_ma.

Council of Science Editors:

Raven S. A history of tracking in the public high school science classroom over the twentieth century. [Masters Thesis]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/raven_sara_201005_ma


University of Georgia

4. Miller, Kristen Regina. Analyzing impacts of teaching preparation for graduate student teachers of inquiry-based biology laboratory courses.

Degree: PhD, Science Education, 2010, University of Georgia

 A prominent trend in higher education instruction is that of graduate students teaching undergraduate courses. It is equally as common for these novice teachers to… (more)

Subjects/Keywords: Inquiry

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APA (6th Edition):

Miller, K. R. (2010). Analyzing impacts of teaching preparation for graduate student teachers of inquiry-based biology laboratory courses. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/miller_kristen_r_201008_phd

Chicago Manual of Style (16th Edition):

Miller, Kristen Regina. “Analyzing impacts of teaching preparation for graduate student teachers of inquiry-based biology laboratory courses.” 2010. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/miller_kristen_r_201008_phd.

MLA Handbook (7th Edition):

Miller, Kristen Regina. “Analyzing impacts of teaching preparation for graduate student teachers of inquiry-based biology laboratory courses.” 2010. Web. 23 Apr 2019.

Vancouver:

Miller KR. Analyzing impacts of teaching preparation for graduate student teachers of inquiry-based biology laboratory courses. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/miller_kristen_r_201008_phd.

Council of Science Editors:

Miller KR. Analyzing impacts of teaching preparation for graduate student teachers of inquiry-based biology laboratory courses. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/miller_kristen_r_201008_phd


University of Georgia

5. Cozart, Joe. A design study of a student response system in high school chemistry instruction.

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

 Teachers have verbal and non-verbal tools at their disposal to formatively assess students during instruction. However, it is difficult to assess all students during instructional… (more)

Subjects/Keywords: Student response system

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APA (6th Edition):

Cozart, J. (2011). A design study of a student response system in high school chemistry instruction. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cozart_joe_201112_phd

Chicago Manual of Style (16th Edition):

Cozart, Joe. “A design study of a student response system in high school chemistry instruction.” 2011. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/cozart_joe_201112_phd.

MLA Handbook (7th Edition):

Cozart, Joe. “A design study of a student response system in high school chemistry instruction.” 2011. Web. 23 Apr 2019.

Vancouver:

Cozart J. A design study of a student response system in high school chemistry instruction. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/cozart_joe_201112_phd.

Council of Science Editors:

Cozart J. A design study of a student response system in high school chemistry instruction. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/cozart_joe_201112_phd


University of Georgia

6. Ntemngwa, Celestin. The development and implementation of an integrated science technology, engineering and mathematics (STEM) instruction in the middle school science classroom.

Degree: PhD, Science Education, 2015, University of Georgia

 This study was conducted to investigate the development and implementation of lessons that integrated technology objectives with science objectives (technology-based teaching idea) in a middle… (more)

Subjects/Keywords: Science education

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APA (6th Edition):

Ntemngwa, C. (2015). The development and implementation of an integrated science technology, engineering and mathematics (STEM) instruction in the middle school science classroom. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/ntemngwa_celestin_201505_phd

Chicago Manual of Style (16th Edition):

Ntemngwa, Celestin. “The development and implementation of an integrated science technology, engineering and mathematics (STEM) instruction in the middle school science classroom.” 2015. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/ntemngwa_celestin_201505_phd.

MLA Handbook (7th Edition):

Ntemngwa, Celestin. “The development and implementation of an integrated science technology, engineering and mathematics (STEM) instruction in the middle school science classroom.” 2015. Web. 23 Apr 2019.

Vancouver:

Ntemngwa C. The development and implementation of an integrated science technology, engineering and mathematics (STEM) instruction in the middle school science classroom. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/ntemngwa_celestin_201505_phd.

Council of Science Editors:

Ntemngwa C. The development and implementation of an integrated science technology, engineering and mathematics (STEM) instruction in the middle school science classroom. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/ntemngwa_celestin_201505_phd


University of Georgia

7. Lawrence, Molly Noelle. Preservice teachers' negotiation of middle school science teaching identity.

Degree: PhD, Science Education, 2007, University of Georgia

 Learning to teach is a complex endeavor that scholars have begun to explore in new ways. These approaches diverge from investigations exploring the connection between… (more)

Subjects/Keywords: Middle school teachers

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APA (6th Edition):

Lawrence, M. N. (2007). Preservice teachers' negotiation of middle school science teaching identity. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lawrence_molly_n_200708_phd

Chicago Manual of Style (16th Edition):

Lawrence, Molly Noelle. “Preservice teachers' negotiation of middle school science teaching identity.” 2007. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/lawrence_molly_n_200708_phd.

MLA Handbook (7th Edition):

Lawrence, Molly Noelle. “Preservice teachers' negotiation of middle school science teaching identity.” 2007. Web. 23 Apr 2019.

Vancouver:

Lawrence MN. Preservice teachers' negotiation of middle school science teaching identity. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/lawrence_molly_n_200708_phd.

Council of Science Editors:

Lawrence MN. Preservice teachers' negotiation of middle school science teaching identity. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/lawrence_molly_n_200708_phd


University of Georgia

8. Sell, Cary Waite. Nature of science instruction and peer coaching: a study of a secondary science professional development program.

Degree: PhD, Science Education, 2018, University of Georgia

 For science teachers to be able to teach in the manner that is being called for in current reform documents such as the Next Generation… (more)

Subjects/Keywords: nature of science; peer coaching; professional development; secondary science; mixed methods research

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APA (6th Edition):

Sell, C. W. (2018). Nature of science instruction and peer coaching: a study of a secondary science professional development program. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/38542

Chicago Manual of Style (16th Edition):

Sell, Cary Waite. “Nature of science instruction and peer coaching: a study of a secondary science professional development program.” 2018. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://hdl.handle.net/10724/38542.

MLA Handbook (7th Edition):

Sell, Cary Waite. “Nature of science instruction and peer coaching: a study of a secondary science professional development program.” 2018. Web. 23 Apr 2019.

Vancouver:

Sell CW. Nature of science instruction and peer coaching: a study of a secondary science professional development program. [Internet] [Doctoral dissertation]. University of Georgia; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10724/38542.

Council of Science Editors:

Sell CW. Nature of science instruction and peer coaching: a study of a secondary science professional development program. [Doctoral Dissertation]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38542

9. Kwon, Kyung-A. Biology teachers’ instructional experiences with inquiry-based curriculum materials featuring 3-D computer animations.

Degree: PhD, Science Education, 2012, University of Georgia

 The purpose of this research was to examine science teachers’ instructional experiences when using Clinical Clark, a new curricular module based on 3-D computer animations… (more)

Subjects/Keywords: Science teacher

…school students, a team at the University of Georgia developed curriculum materials based in 3… 

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APA (6th Edition):

Kwon, K. (2012). Biology teachers’ instructional experiences with inquiry-based curriculum materials featuring 3-D computer animations. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kwon_kyung-a_201212_phd

Chicago Manual of Style (16th Edition):

Kwon, Kyung-A. “Biology teachers’ instructional experiences with inquiry-based curriculum materials featuring 3-D computer animations.” 2012. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/kwon_kyung-a_201212_phd.

MLA Handbook (7th Edition):

Kwon, Kyung-A. “Biology teachers’ instructional experiences with inquiry-based curriculum materials featuring 3-D computer animations.” 2012. Web. 23 Apr 2019.

Vancouver:

Kwon K. Biology teachers’ instructional experiences with inquiry-based curriculum materials featuring 3-D computer animations. [Internet] [Doctoral dissertation]. University of Georgia; 2012. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/kwon_kyung-a_201212_phd.

Council of Science Editors:

Kwon K. Biology teachers’ instructional experiences with inquiry-based curriculum materials featuring 3-D computer animations. [Doctoral Dissertation]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/kwon_kyung-a_201212_phd

10. Raven, Sara. Student knowledge, learning contexts, and metacognition: an exploration of the use of curricular modules that feature 3-D computer environments of biological processes.

Degree: PhD, Science Education, 2013, University of Georgia

 Studying cognition and metacognition in the classroom poses difficulties for researchers, as they are ambiguous and often mischaracterized in scholarship. Additionally, practical applications are limited,… (more)

Subjects/Keywords: Cognition

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APA (6th Edition):

Raven, S. (2013). Student knowledge, learning contexts, and metacognition: an exploration of the use of curricular modules that feature 3-D computer environments of biological processes. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/raven_sara_201308_phd

Chicago Manual of Style (16th Edition):

Raven, Sara. “Student knowledge, learning contexts, and metacognition: an exploration of the use of curricular modules that feature 3-D computer environments of biological processes.” 2013. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/raven_sara_201308_phd.

MLA Handbook (7th Edition):

Raven, Sara. “Student knowledge, learning contexts, and metacognition: an exploration of the use of curricular modules that feature 3-D computer environments of biological processes.” 2013. Web. 23 Apr 2019.

Vancouver:

Raven S. Student knowledge, learning contexts, and metacognition: an exploration of the use of curricular modules that feature 3-D computer environments of biological processes. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/raven_sara_201308_phd.

Council of Science Editors:

Raven S. Student knowledge, learning contexts, and metacognition: an exploration of the use of curricular modules that feature 3-D computer environments of biological processes. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/raven_sara_201308_phd

11. Jurkiewicz, Melissa Ann. An examination of teacher formative assessment practices in high school biology instruction when using computer-based interactive modules.

Degree: PhD, Science Education, 2014, University of Georgia

 The purpose of this study was to explore how the integration of instructional technology into an introductory biology high school course supports and constrains teachers'… (more)

Subjects/Keywords: Formative assessment

of Georgia in the past four years. In particular, Dr. Shannon Dubois and Dr. Bahadir Namdar… …gratitude to everyone, professors, peers, and students, who I have encountered at the University… 

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APA (6th Edition):

Jurkiewicz, M. A. (2014). An examination of teacher formative assessment practices in high school biology instruction when using computer-based interactive modules. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/jurkiewicz_melissa_a_201408_phd

Chicago Manual of Style (16th Edition):

Jurkiewicz, Melissa Ann. “An examination of teacher formative assessment practices in high school biology instruction when using computer-based interactive modules.” 2014. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/jurkiewicz_melissa_a_201408_phd.

MLA Handbook (7th Edition):

Jurkiewicz, Melissa Ann. “An examination of teacher formative assessment practices in high school biology instruction when using computer-based interactive modules.” 2014. Web. 23 Apr 2019.

Vancouver:

Jurkiewicz MA. An examination of teacher formative assessment practices in high school biology instruction when using computer-based interactive modules. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/jurkiewicz_melissa_a_201408_phd.

Council of Science Editors:

Jurkiewicz MA. An examination of teacher formative assessment practices in high school biology instruction when using computer-based interactive modules. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/jurkiewicz_melissa_a_201408_phd


University of Georgia

12. Gonzalez-Espada, Wilson Javier. High school physics teaching in Puerto Rico: contextual and cultural issues.

Degree: PhD, Science Education, 2001, University of Georgia

 The purpose of this study was (a) to examine whether Puerto Rican physics teachers used context and culture in their classroom despite the textbook’s origin… (more)

Subjects/Keywords: Cultural relevance

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APA (6th Edition):

Gonzalez-Espada, W. J. (2001). High school physics teaching in Puerto Rico: contextual and cultural issues. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/gonzalez-espada_wilson_j_200112_phd

Chicago Manual of Style (16th Edition):

Gonzalez-Espada, Wilson Javier. “High school physics teaching in Puerto Rico: contextual and cultural issues.” 2001. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/gonzalez-espada_wilson_j_200112_phd.

MLA Handbook (7th Edition):

Gonzalez-Espada, Wilson Javier. “High school physics teaching in Puerto Rico: contextual and cultural issues.” 2001. Web. 23 Apr 2019.

Vancouver:

Gonzalez-Espada WJ. High school physics teaching in Puerto Rico: contextual and cultural issues. [Internet] [Doctoral dissertation]. University of Georgia; 2001. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/gonzalez-espada_wilson_j_200112_phd.

Council of Science Editors:

Gonzalez-Espada WJ. High school physics teaching in Puerto Rico: contextual and cultural issues. [Doctoral Dissertation]. University of Georgia; 2001. Available from: http://purl.galileo.usg.edu/uga_etd/gonzalez-espada_wilson_j_200112_phd


University of Georgia

13. Spellman, James Edward. The professional beliefs and practices of secondary science teachers within the context of a site-based secondary science methods and curriculum course.

Degree: PhD, Science Education, 2003, University of Georgia

 This interpretive research examines the professional beliefs and practices of six secondary science teachers involved with a site-based Secondary Science Methods and Curriculum course for… (more)

Subjects/Keywords: Science Education

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APA (6th Edition):

Spellman, J. E. (2003). The professional beliefs and practices of secondary science teachers within the context of a site-based secondary science methods and curriculum course. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/spellman_james_e_200308_phd

Chicago Manual of Style (16th Edition):

Spellman, James Edward. “The professional beliefs and practices of secondary science teachers within the context of a site-based secondary science methods and curriculum course.” 2003. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/spellman_james_e_200308_phd.

MLA Handbook (7th Edition):

Spellman, James Edward. “The professional beliefs and practices of secondary science teachers within the context of a site-based secondary science methods and curriculum course.” 2003. Web. 23 Apr 2019.

Vancouver:

Spellman JE. The professional beliefs and practices of secondary science teachers within the context of a site-based secondary science methods and curriculum course. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/spellman_james_e_200308_phd.

Council of Science Editors:

Spellman JE. The professional beliefs and practices of secondary science teachers within the context of a site-based secondary science methods and curriculum course. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/spellman_james_e_200308_phd


University of Georgia

14. Baldwin, Paul Frederick. The acquisition of pedagogical content knowledge by provisionally certified science teachers.

Degree: EdD, Science Education, 2003, University of Georgia

 The debate over teacher qualifications has been characterized by two opposing factions - professionalization and deregulation. The former supports high standards for certification while the… (more)

Subjects/Keywords: Pedagogical Content Knowledge

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APA (6th Edition):

Baldwin, P. F. (2003). The acquisition of pedagogical content knowledge by provisionally certified science teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/baldwin_paul_f_200312_edd

Chicago Manual of Style (16th Edition):

Baldwin, Paul Frederick. “The acquisition of pedagogical content knowledge by provisionally certified science teachers.” 2003. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/baldwin_paul_f_200312_edd.

MLA Handbook (7th Edition):

Baldwin, Paul Frederick. “The acquisition of pedagogical content knowledge by provisionally certified science teachers.” 2003. Web. 23 Apr 2019.

Vancouver:

Baldwin PF. The acquisition of pedagogical content knowledge by provisionally certified science teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/baldwin_paul_f_200312_edd.

Council of Science Editors:

Baldwin PF. The acquisition of pedagogical content knowledge by provisionally certified science teachers. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/baldwin_paul_f_200312_edd


University of Georgia

15. Park, Soonhye. A study of PCK of science teachers for gifted secondary students going through the National Board Certification process.

Degree: PhD, Science Education, 2005, University of Georgia

 The purpose of this study was to obtain a better understanding of the nature of pedagogical content knowledge (PCK) and its development. This study examined… (more)

Subjects/Keywords: Knowledge for teaching

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APA (6th Edition):

Park, S. (2005). A study of PCK of science teachers for gifted secondary students going through the National Board Certification process. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/park_soonhye_200508_phd

Chicago Manual of Style (16th Edition):

Park, Soonhye. “A study of PCK of science teachers for gifted secondary students going through the National Board Certification process.” 2005. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/park_soonhye_200508_phd.

MLA Handbook (7th Edition):

Park, Soonhye. “A study of PCK of science teachers for gifted secondary students going through the National Board Certification process.” 2005. Web. 23 Apr 2019.

Vancouver:

Park S. A study of PCK of science teachers for gifted secondary students going through the National Board Certification process. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/park_soonhye_200508_phd.

Council of Science Editors:

Park S. A study of PCK of science teachers for gifted secondary students going through the National Board Certification process. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/park_soonhye_200508_phd


University of Georgia

16. Dennis, Claudia Glenn. Science teachers and national board certification: motivation to participate and teacher change.

Degree: EdD, Science Education, 2006, University of Georgia

 The purpose of this study was to obtain a better understanding of how science teachers are motivated to participate in the National Board (NB) certification… (more)

Subjects/Keywords: National Board Certification

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

APA (6th Edition):

Dennis, C. G. (2006). Science teachers and national board certification: motivation to participate and teacher change. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/dennis_claudia_g_200605_edd

Chicago Manual of Style (16th Edition):

Dennis, Claudia Glenn. “Science teachers and national board certification: motivation to participate and teacher change.” 2006. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/dennis_claudia_g_200605_edd.

MLA Handbook (7th Edition):

Dennis, Claudia Glenn. “Science teachers and national board certification: motivation to participate and teacher change.” 2006. Web. 23 Apr 2019.

Vancouver:

Dennis CG. Science teachers and national board certification: motivation to participate and teacher change. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/dennis_claudia_g_200605_edd.

Council of Science Editors:

Dennis CG. Science teachers and national board certification: motivation to participate and teacher change. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/dennis_claudia_g_200605_edd


University of Georgia

17. Scott, Anna Katherine. A service learning course for college science majors: cutcomes related to a classroom based experience.

Degree: PhD, Science Education, 2006, University of Georgia

 Service learning has garnered a great deal of attention as a teaching methodology with the potential to influence students’ development as citizens while providing them… (more)

Subjects/Keywords: Service learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Scott, A. K. (2006). A service learning course for college science majors: cutcomes related to a classroom based experience. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/scott_anna_k_200612_phd

Chicago Manual of Style (16th Edition):

Scott, Anna Katherine. “A service learning course for college science majors: cutcomes related to a classroom based experience.” 2006. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/scott_anna_k_200612_phd.

MLA Handbook (7th Edition):

Scott, Anna Katherine. “A service learning course for college science majors: cutcomes related to a classroom based experience.” 2006. Web. 23 Apr 2019.

Vancouver:

Scott AK. A service learning course for college science majors: cutcomes related to a classroom based experience. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/scott_anna_k_200612_phd.

Council of Science Editors:

Scott AK. A service learning course for college science majors: cutcomes related to a classroom based experience. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/scott_anna_k_200612_phd

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