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You searched for +publisher:"University of Houston" +contributor:("Craig, Cheryl J."). Showing records 1 – 30 of 65 total matches.

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University of Houston

1. Wang, Qianqian. CHINESE LANGUAGE LEARNER'S MOTIVATION, INTENDED EFFORT, AND CONTINUATION OF STUDY.

Degree: Psychological, Health, and Learning Sciences, Department of, 2014, University of Houston

 Motivation has been widely recognized as one of the key factors in second language (L2) learning and teaching. Yet very few motivational studies have examined… (more)

Subjects/Keywords: Chinese Language Education; Motivation

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APA (6th Edition):

Wang, Q. (2014). CHINESE LANGUAGE LEARNER'S MOTIVATION, INTENDED EFFORT, AND CONTINUATION OF STUDY. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1662

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wang, Qianqian. “CHINESE LANGUAGE LEARNER'S MOTIVATION, INTENDED EFFORT, AND CONTINUATION OF STUDY.” 2014. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/1662.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wang, Qianqian. “CHINESE LANGUAGE LEARNER'S MOTIVATION, INTENDED EFFORT, AND CONTINUATION OF STUDY.” 2014. Web. 22 Apr 2019.

Vancouver:

Wang Q. CHINESE LANGUAGE LEARNER'S MOTIVATION, INTENDED EFFORT, AND CONTINUATION OF STUDY. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/1662.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wang Q. CHINESE LANGUAGE LEARNER'S MOTIVATION, INTENDED EFFORT, AND CONTINUATION OF STUDY. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1662

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

2. Waltz, Ann 1950-. PLACE AS AN ELEMENTARY ART CONTENT DETERMINANT: ECOLOGICAL ASPECTS OF SUBJECTIVITY AND ADAPTIVITY.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 This study looked at the subjective and adaptive relationships between the elementary art teacher and the “physicalities” of his or her teaching space. Three elementary… (more)

Subjects/Keywords: art education; place; architecture; teaching content; environment; story constellations; elementary art; Art – Study and teaching (Elementary); Elementary school teachers; Elementary school facilities – Psychological aspects

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APA (6th Edition):

Waltz, A. 1. (2011). PLACE AS AN ELEMENTARY ART CONTENT DETERMINANT: ECOLOGICAL ASPECTS OF SUBJECTIVITY AND ADAPTIVITY. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/430

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Waltz, Ann 1950-. “PLACE AS AN ELEMENTARY ART CONTENT DETERMINANT: ECOLOGICAL ASPECTS OF SUBJECTIVITY AND ADAPTIVITY.” 2011. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/430.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Waltz, Ann 1950-. “PLACE AS AN ELEMENTARY ART CONTENT DETERMINANT: ECOLOGICAL ASPECTS OF SUBJECTIVITY AND ADAPTIVITY.” 2011. Web. 22 Apr 2019.

Vancouver:

Waltz A1. PLACE AS AN ELEMENTARY ART CONTENT DETERMINANT: ECOLOGICAL ASPECTS OF SUBJECTIVITY AND ADAPTIVITY. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/430.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Waltz A1. PLACE AS AN ELEMENTARY ART CONTENT DETERMINANT: ECOLOGICAL ASPECTS OF SUBJECTIVITY AND ADAPTIVITY. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/430

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

3. Johnson, Lisa. Losing and Regaing Self: A Narrative Inquiry of an African-Ameircan Woman in the United States in the South.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 This self-study uses narrative inquiry (Clandinin & Connelly, 1994, 2000) to explore my autobiographical experiences and journey in education “through the telling of stories” (Bloomberg… (more)

Subjects/Keywords: self-study; narrative inquiry; African-American; American education system; Curriculum and instruction

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APA (6th Edition):

Johnson, L. (2012). Losing and Regaing Self: A Narrative Inquiry of an African-Ameircan Woman in the United States in the South. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/852

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Johnson, Lisa. “Losing and Regaing Self: A Narrative Inquiry of an African-Ameircan Woman in the United States in the South.” 2012. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/852.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Johnson, Lisa. “Losing and Regaing Self: A Narrative Inquiry of an African-Ameircan Woman in the United States in the South.” 2012. Web. 22 Apr 2019.

Vancouver:

Johnson L. Losing and Regaing Self: A Narrative Inquiry of an African-Ameircan Woman in the United States in the South. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/852.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johnson L. Losing and Regaing Self: A Narrative Inquiry of an African-Ameircan Woman in the United States in the South. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/852

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

4. Franco, Ashleigh F. Elementary Teacher Education Programs in Finland: Research-Based Practices and the Quality Teacher.

Degree: Curriculum and Instruction, Department of, 2015, University of Houston

 Throughout the past decade, Finland’s educational system has been in the international limelight due to its consistently high scores on standardized assessments, such as the… (more)

Subjects/Keywords: international teacher education; international education; teacher education programs; lived teacher quality; preservice teacher education; admission for teacher education; financing school resources; national commitment to education; post 1970 cross-cultural influences in Finland

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APA (6th Edition):

Franco, A. F. (2015). Elementary Teacher Education Programs in Finland: Research-Based Practices and the Quality Teacher. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1773

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Franco, Ashleigh F. “Elementary Teacher Education Programs in Finland: Research-Based Practices and the Quality Teacher.” 2015. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/1773.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Franco, Ashleigh F. “Elementary Teacher Education Programs in Finland: Research-Based Practices and the Quality Teacher.” 2015. Web. 22 Apr 2019.

Vancouver:

Franco AF. Elementary Teacher Education Programs in Finland: Research-Based Practices and the Quality Teacher. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/1773.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Franco AF. Elementary Teacher Education Programs in Finland: Research-Based Practices and the Quality Teacher. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1773

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

5. Butler, Deborah M. Examining Teacher Knowledge: Building Bridges to Conquer Brick Walls through Double Entry Journals.

Degree: Curriculum and Instruction, Department of, 2015, University of Houston

 This research inquiry is a self-study grounded in the concepts of experience and educative experiences (Dewey 1916, 1938), types of teacher knowledge (Cochran-Smith and Lytle,… (more)

Subjects/Keywords: teacher knowledge; experience; double entry journals; written narratives

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APA (6th Edition):

Butler, D. M. (2015). Examining Teacher Knowledge: Building Bridges to Conquer Brick Walls through Double Entry Journals. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1810

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Butler, Deborah M. “Examining Teacher Knowledge: Building Bridges to Conquer Brick Walls through Double Entry Journals.” 2015. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/1810.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Butler, Deborah M. “Examining Teacher Knowledge: Building Bridges to Conquer Brick Walls through Double Entry Journals.” 2015. Web. 22 Apr 2019.

Vancouver:

Butler DM. Examining Teacher Knowledge: Building Bridges to Conquer Brick Walls through Double Entry Journals. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/1810.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Butler DM. Examining Teacher Knowledge: Building Bridges to Conquer Brick Walls through Double Entry Journals. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1810

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

6. Evans, Paige K. A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 Studies show that teachers who have experienced inquiry are more likely to practice the inquiry method in their own classrooms (McDermott, 2007; Olson, 1995; Pereira,… (more)

Subjects/Keywords: Science Education; Narrative Inquiry; Teacher Education; Inquiry; Physics; Secondary Education; Physics – Study and teaching; Effective teaching; Curriculum planning

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APA (6th Edition):

Evans, P. K. (2011). A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/285

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Evans, Paige K. “A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS.” 2011. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/285.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Evans, Paige K. “A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS.” 2011. Web. 22 Apr 2019.

Vancouver:

Evans PK. A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/285.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Evans PK. A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/285

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

7. Horner, Glenda. Jump in, the Water is Fine: Job-Embedded Teacher Professional Development.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 This qualitative study explores teacher professional development with an eye directed towards job-embedded professional development, specifically the enactment of differentiated instruction (DI) utilizing the services… (more)

Subjects/Keywords: job-embedded; teacher professional development; differentiated instruction; narrative inquiry; Individualized instruction – Texas; Teachers – In-service training – Texas

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APA (6th Edition):

Horner, G. (2011). Jump in, the Water is Fine: Job-Embedded Teacher Professional Development. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/287

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Horner, Glenda. “Jump in, the Water is Fine: Job-Embedded Teacher Professional Development.” 2011. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/287.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Horner, Glenda. “Jump in, the Water is Fine: Job-Embedded Teacher Professional Development.” 2011. Web. 22 Apr 2019.

Vancouver:

Horner G. Jump in, the Water is Fine: Job-Embedded Teacher Professional Development. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/287.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Horner G. Jump in, the Water is Fine: Job-Embedded Teacher Professional Development. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/287

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

8. Sabari-Lancaster, Desiree S. 1966-. Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 The purpose of this narrative inquiry was to explore teachers’ perspectives on management styles in a Positive Behavior Interventions and Supports (PBIS) framework, in order… (more)

Subjects/Keywords: Teachers' management style; teachers' discipline beliefs; school-wide programs; Postitive Behavior Interventions and Supports; PBIS; elementary discipline; School discipline – Texas; Classroom management – Texas; Rewards and punishments in education – Texas

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APA (6th Edition):

Sabari-Lancaster, D. S. 1. (2011). Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/433

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sabari-Lancaster, Desiree S 1966-. “Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry.” 2011. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sabari-Lancaster, Desiree S 1966-. “Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry.” 2011. Web. 22 Apr 2019.

Vancouver:

Sabari-Lancaster DS1. Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sabari-Lancaster DS1. Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/433

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

9. Monahan, Anne 1951-. Preservice Teachers' Perspectives on Alternative Certification and Regular Certification.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 Education has been under scrutiny and new mandates have been introduced over the last several decades (Cremin, 1990; Tyack & Cuban, 1995). Yet the education… (more)

Subjects/Keywords: Certified teachers; alternative certification; attrition rates; poor performance at low socio-economic schools; uncredentialed teachers.on rates; poor performance at low socio-economic schools; uncredentialed teachers.word 1; Key Phrase One; Key; Curriculum and instruction

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APA (6th Edition):

Monahan, A. 1. (2012). Preservice Teachers' Perspectives on Alternative Certification and Regular Certification. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/853

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Monahan, Anne 1951-. “Preservice Teachers' Perspectives on Alternative Certification and Regular Certification.” 2012. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/853.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Monahan, Anne 1951-. “Preservice Teachers' Perspectives on Alternative Certification and Regular Certification.” 2012. Web. 22 Apr 2019.

Vancouver:

Monahan A1. Preservice Teachers' Perspectives on Alternative Certification and Regular Certification. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/853.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Monahan A1. Preservice Teachers' Perspectives on Alternative Certification and Regular Certification. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/853

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

10. Curtis, Gayle. Harmonic Convergence: Parallel Stories of Novice Teacher and Novice Researcher.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 In the United States, the issue of teacher attrition and retention is particularly critical among early-career teachers. While the overall teacher attrition rate is at… (more)

Subjects/Keywords: beginning teachers; narrative inquiry; accountability; reflection; emotions in teaching; Education

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APA (6th Edition):

Curtis, G. (2013). Harmonic Convergence: Parallel Stories of Novice Teacher and Novice Researcher. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/960

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Curtis, Gayle. “Harmonic Convergence: Parallel Stories of Novice Teacher and Novice Researcher.” 2013. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/960.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Curtis, Gayle. “Harmonic Convergence: Parallel Stories of Novice Teacher and Novice Researcher.” 2013. Web. 22 Apr 2019.

Vancouver:

Curtis G. Harmonic Convergence: Parallel Stories of Novice Teacher and Novice Researcher. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/960.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Curtis G. Harmonic Convergence: Parallel Stories of Novice Teacher and Novice Researcher. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/960

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

11. Hernandez, Trinidad R. 1977-. Teaching and Learning in Artistic Collaboration.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 The intersections of the arts and education are documented in this inquiry as interdisciplinary artistic collaboration. Graduate and undergraduate arts students and their arts professors… (more)

Subjects/Keywords: arts education; curriculum studies; artistic collaboration; collaboration; interdisciplinarity; narrative inquiry

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APA (6th Edition):

Hernandez, T. R. 1. (2013). Teaching and Learning in Artistic Collaboration. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1286

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hernandez, Trinidad R 1977-. “Teaching and Learning in Artistic Collaboration.” 2013. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/1286.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hernandez, Trinidad R 1977-. “Teaching and Learning in Artistic Collaboration.” 2013. Web. 22 Apr 2019.

Vancouver:

Hernandez TR1. Teaching and Learning in Artistic Collaboration. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/1286.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hernandez TR1. Teaching and Learning in Artistic Collaboration. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1286

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

12. Gauna, Leslie Michel. STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES.

Degree: Curriculum and Instruction, Department of, 2014, University of Houston

 This dissertation seeks to study how three bilingual teachers make sense of their first year of teaching practice through their narratives recounts. Through the use… (more)

Subjects/Keywords: Spanish English Bilinguals; Bilingual Teacher Education; Teacher Education; Language Diversity Students; Multicultural Education; Student Teacher; Teacher Candidates; Novice Teachers; Language Ideologies; Language as a Problem; Language as a Right; Language as a Resource; Challenging Culturally Deficiency Theories

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APA (6th Edition):

Gauna, L. M. (2014). STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1415

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gauna, Leslie Michel. “STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES.” 2014. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/1415.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gauna, Leslie Michel. “STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES.” 2014. Web. 22 Apr 2019.

Vancouver:

Gauna LM. STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/1415.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gauna LM. STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1415

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

13. Li, Yumei. Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States.

Degree: Curriculum and Instruction, Department of, 2018, University of Houston

 Background: International education, with a purpose to reduce provincial attitudes and to adopt truly international perspectives, promotes global understanding and tackles social injustice around the… (more)

Subjects/Keywords: International students; doctoral education; educational researcher; narrative inquiry; culture; language; identity

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APA (6th Edition):

Li, Y. (2018). Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3113

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Li, Yumei. “Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States.” 2018. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/3113.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Li, Yumei. “Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States.” 2018. Web. 22 Apr 2019.

Vancouver:

Li Y. Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/3113.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Li Y. Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3113

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

14. Zehavi, Eve. The Theodor Geisel Award Books: An Exploration of Early Readers.

Degree: Curriculum and Instruction, Department of, 2016, University of Houston

 The importance of beginner books in the lives of nascent readers cannot be understated. In an effort to recognize these critical tools for early reading,… (more)

Subjects/Keywords: Early Readers; Computational Linguistics; Theodor Geisel Award

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APA (6th Edition):

Zehavi, E. (2016). The Theodor Geisel Award Books: An Exploration of Early Readers. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3176

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zehavi, Eve. “The Theodor Geisel Award Books: An Exploration of Early Readers.” 2016. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/3176.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zehavi, Eve. “The Theodor Geisel Award Books: An Exploration of Early Readers.” 2016. Web. 22 Apr 2019.

Vancouver:

Zehavi E. The Theodor Geisel Award Books: An Exploration of Early Readers. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/3176.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zehavi E. The Theodor Geisel Award Books: An Exploration of Early Readers. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/3176

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

15. -6153-460X. Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition.

Degree: Curriculum and Instruction, Department of, 2016, University of Houston

 The purpose of this study is to identify that identified the major factors that prompted early career teachers to decide to leave the teaching profession… (more)

Subjects/Keywords: Teacher Attrition

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APA (6th Edition):

-6153-460X. (2016). Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3213

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-6153-460X. “Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition.” 2016. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/3213.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

-6153-460X. “Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition.” 2016. Web. 22 Apr 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6153-460X. Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/3213.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-6153-460X. Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/3213

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

16. Jafry, Sarwat. Examination of Gender in Advanced Placement Tests.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 Education in schools should be available to all regardless of race, ethnicity, and gender. My personal experiences, along with the beliefs of society, have shaped… (more)

Subjects/Keywords: Advanced Placement Tests; Gender; Equity in Gender; Advanced placement programs (Education) – Examinations; Sex differences in education

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APA (6th Edition):

Jafry, S. (2011). Examination of Gender in Advanced Placement Tests. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/291

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jafry, Sarwat. “Examination of Gender in Advanced Placement Tests.” 2011. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/291.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jafry, Sarwat. “Examination of Gender in Advanced Placement Tests.” 2011. Web. 22 Apr 2019.

Vancouver:

Jafry S. Examination of Gender in Advanced Placement Tests. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/291.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jafry S. Examination of Gender in Advanced Placement Tests. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/291

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

17. Thomas, Dustine 1971-. QUEERING SILENCE: A NARRATIVE LOOK AT THE PARALLEL STORIES OF LGBT AND HARD OF HEARING STUDENTS IN THE EDUCATIONAL SETTING.

Degree: Curriculum and Instruction, Department of, 2010, University of Houston

 We are told from an early age not judge a book by its cover. This idiom is the perfect way to look at my research;… (more)

Subjects/Keywords: Education; Identity development; LGBT; Hard-of-Hearing; Sexual minorities – Public opinion; Hearing impaired – Public opinion

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APA (6th Edition):

Thomas, D. 1. (2010). QUEERING SILENCE: A NARRATIVE LOOK AT THE PARALLEL STORIES OF LGBT AND HARD OF HEARING STUDENTS IN THE EDUCATIONAL SETTING. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/392

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Thomas, Dustine 1971-. “QUEERING SILENCE: A NARRATIVE LOOK AT THE PARALLEL STORIES OF LGBT AND HARD OF HEARING STUDENTS IN THE EDUCATIONAL SETTING.” 2010. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/392.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Thomas, Dustine 1971-. “QUEERING SILENCE: A NARRATIVE LOOK AT THE PARALLEL STORIES OF LGBT AND HARD OF HEARING STUDENTS IN THE EDUCATIONAL SETTING.” 2010. Web. 22 Apr 2019.

Vancouver:

Thomas D1. QUEERING SILENCE: A NARRATIVE LOOK AT THE PARALLEL STORIES OF LGBT AND HARD OF HEARING STUDENTS IN THE EDUCATIONAL SETTING. [Internet] [Thesis]. University of Houston; 2010. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/392.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thomas D1. QUEERING SILENCE: A NARRATIVE LOOK AT THE PARALLEL STORIES OF LGBT AND HARD OF HEARING STUDENTS IN THE EDUCATIONAL SETTING. [Thesis]. University of Houston; 2010. Available from: http://hdl.handle.net/10657/392

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

18. Lee, Kar Man 1978-. Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 Phonological awareness and orthographic knowledge have been shown in the literature as the two most important precursor skills underlying word identification, which is in turn… (more)

Subjects/Keywords: Learning English as a Second Language; Phonological Awareness; Orthographic Knowledge; Word Identification; Reading Comprehension; English language – Study and teaching; Second language acquisition; Word recognition

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APA (6th Edition):

Lee, K. M. 1. (2011). Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/427

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lee, Kar Man 1978-. “Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language.” 2011. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/427.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lee, Kar Man 1978-. “Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language.” 2011. Web. 22 Apr 2019.

Vancouver:

Lee KM1. Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/427.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lee KM1. Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/427

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

19. Kendall, Monica 1963-. A CASE STUDY OF THE EFFECTS OF CLASSROOM MANAGEMENT OF COOPERATIVE LEARNING ON STUDENT ON-/OFF-TASK ENGAGEMENT IN FIVE HIGH SCHOOL MATHEMATICS CLASSROOMS.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 Cooperative learning is one active learning strategy that creates an opportunity for students to work together to acquire both cognitive and affective skills. However, observations… (more)

Subjects/Keywords: Cooperative learning; classroom management; high school mathematics; Mathematics – Study and teaching (Secondary) – Case studies; Group work in education – Case studies

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APA (6th Edition):

Kendall, M. 1. (2011). A CASE STUDY OF THE EFFECTS OF CLASSROOM MANAGEMENT OF COOPERATIVE LEARNING ON STUDENT ON-/OFF-TASK ENGAGEMENT IN FIVE HIGH SCHOOL MATHEMATICS CLASSROOMS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/432

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kendall, Monica 1963-. “A CASE STUDY OF THE EFFECTS OF CLASSROOM MANAGEMENT OF COOPERATIVE LEARNING ON STUDENT ON-/OFF-TASK ENGAGEMENT IN FIVE HIGH SCHOOL MATHEMATICS CLASSROOMS.” 2011. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/432.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kendall, Monica 1963-. “A CASE STUDY OF THE EFFECTS OF CLASSROOM MANAGEMENT OF COOPERATIVE LEARNING ON STUDENT ON-/OFF-TASK ENGAGEMENT IN FIVE HIGH SCHOOL MATHEMATICS CLASSROOMS.” 2011. Web. 22 Apr 2019.

Vancouver:

Kendall M1. A CASE STUDY OF THE EFFECTS OF CLASSROOM MANAGEMENT OF COOPERATIVE LEARNING ON STUDENT ON-/OFF-TASK ENGAGEMENT IN FIVE HIGH SCHOOL MATHEMATICS CLASSROOMS. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/432.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kendall M1. A CASE STUDY OF THE EFFECTS OF CLASSROOM MANAGEMENT OF COOPERATIVE LEARNING ON STUDENT ON-/OFF-TASK ENGAGEMENT IN FIVE HIGH SCHOOL MATHEMATICS CLASSROOMS. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/432

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

20. Stiles, Ann 1959-. College-bound or College-abandoned: Student Stories from the Place Between.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 This study investigates barriers limiting successful access to higher education for high school graduates from low-income communities who have demonstrated aspirations for college and achieved… (more)

Subjects/Keywords: college access; college success; low-income students; Hispanic and African American students; community scholarship program; narrative inquiry; Project GRAD; Academic achievement – Texas – Houston; School improvement programs – Texas – Houston; Educational equalization – Texas – Houston; Educational change – Texas – Houston

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APA (6th Edition):

Stiles, A. 1. (2011). College-bound or College-abandoned: Student Stories from the Place Between. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/437

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Stiles, Ann 1959-. “College-bound or College-abandoned: Student Stories from the Place Between.” 2011. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/437.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Stiles, Ann 1959-. “College-bound or College-abandoned: Student Stories from the Place Between.” 2011. Web. 22 Apr 2019.

Vancouver:

Stiles A1. College-bound or College-abandoned: Student Stories from the Place Between. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/437.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stiles A1. College-bound or College-abandoned: Student Stories from the Place Between. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/437

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

21. Segura, Perri 1967-. Using Inquiry to Teach and Learn Science: A Narrative Inquiry.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 The focus of this inquiry was to further the understanding of what happens to science teachers’ beliefs about inquiry-based science instruction, as well as their… (more)

Subjects/Keywords: inquiry; science as inquiry; professional development; inquiry-based professional development; pre-service learning; Science Study and teaching – Texas; Education Research Methodology – Texas; Inquiry-based learning – Texas

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APA (6th Edition):

Segura, P. 1. (2011). Using Inquiry to Teach and Learn Science: A Narrative Inquiry. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/451

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Segura, Perri 1967-. “Using Inquiry to Teach and Learn Science: A Narrative Inquiry.” 2011. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/451.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Segura, Perri 1967-. “Using Inquiry to Teach and Learn Science: A Narrative Inquiry.” 2011. Web. 22 Apr 2019.

Vancouver:

Segura P1. Using Inquiry to Teach and Learn Science: A Narrative Inquiry. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/451.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Segura P1. Using Inquiry to Teach and Learn Science: A Narrative Inquiry. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/451

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

22. Shetzer, Steven. A Study of the Relationship Between Teacher Efficacy and Professional Learning Communities in an Urban High School.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 This study explored the relationship between teacher efficacy and professional learning communities. Specifically, this study utilized a mixed design encompassing quantitative and qualitative aspects of… (more)

Subjects/Keywords: teacher efficacy; learning communities; professional learning communities; Professional learning communities – Texas; High school teachers In-service training – Texas

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

APA (6th Edition):

Shetzer, S. (2011). A Study of the Relationship Between Teacher Efficacy and Professional Learning Communities in an Urban High School. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/580

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shetzer, Steven. “A Study of the Relationship Between Teacher Efficacy and Professional Learning Communities in an Urban High School.” 2011. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/580.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shetzer, Steven. “A Study of the Relationship Between Teacher Efficacy and Professional Learning Communities in an Urban High School.” 2011. Web. 22 Apr 2019.

Vancouver:

Shetzer S. A Study of the Relationship Between Teacher Efficacy and Professional Learning Communities in an Urban High School. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/580.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shetzer S. A Study of the Relationship Between Teacher Efficacy and Professional Learning Communities in an Urban High School. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/580

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

23. Afiesimama, Jane 1952-. Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 An educator’s determination to make a difference in the lives of her students birthed this inquiry. It is a qualitative study with the use of… (more)

Subjects/Keywords: Study Skills; Vocabulary Acquisition; Mnemonics and Acronyms in Science Teaching; Table Talks; Class Pledge; Words of Encouragement; Science – Study and teaching (Secondary); Science teachers; Teaching – Philosophy

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APA (6th Edition):

Afiesimama, J. 1. (2011). Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/587

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Afiesimama, Jane 1952-. “Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation.” 2011. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/587.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Afiesimama, Jane 1952-. “Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation.” 2011. Web. 22 Apr 2019.

Vancouver:

Afiesimama J1. Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/587.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Afiesimama J1. Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/587

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

24. Martindell, Peter 1958-. A NARRATIVE INQUIRY INTO THE INFLUENCE OF COACHING.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 This narrative inquiry studied the influences of coaching methodology, critical incidents, and critical relationships on three specific teacher knowledge communities – the Portfolio Group, the… (more)

Subjects/Keywords: Critical Friends Group; CFG; peer coaching; data teams; professional learning communities; PLC; Curriculum and instruction

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APA (6th Edition):

Martindell, P. 1. (2012). A NARRATIVE INQUIRY INTO THE INFLUENCE OF COACHING. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/609

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Martindell, Peter 1958-. “A NARRATIVE INQUIRY INTO THE INFLUENCE OF COACHING.” 2012. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/609.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Martindell, Peter 1958-. “A NARRATIVE INQUIRY INTO THE INFLUENCE OF COACHING.” 2012. Web. 22 Apr 2019.

Vancouver:

Martindell P1. A NARRATIVE INQUIRY INTO THE INFLUENCE OF COACHING. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/609.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Martindell P1. A NARRATIVE INQUIRY INTO THE INFLUENCE OF COACHING. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/609

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

25. Kelley, Michaelann. Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 In the state of Texas, mandated testing has often led to mandated professional training for teachers and administrators. This has been particularly true for teachers… (more)

Subjects/Keywords: Critical Friends; teacher knowledge; teacher collaboration; reflection

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APA (6th Edition):

Kelley, M. (2012). Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/620

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kelley, Michaelann. “Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection.” 2012. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/620.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kelley, Michaelann. “Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection.” 2012. Web. 22 Apr 2019.

Vancouver:

Kelley M. Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/620.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kelley M. Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/620

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

26. Scholz, Tracy. The Impact of Classroom Learning Labs and an English Workshop Model of Instruction on Teacher Knowledge and Practice.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 This narrative inquiry attempts to uncover and discover experiences secondary educators had while navigating a new instructional model, specifically its core concepts and ideas, design… (more)

Subjects/Keywords: classroom learning lab; professional development; workshop model; teacher knowledge; teacher practice; Curriculum and instruction

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

APA (6th Edition):

Scholz, T. (2012). The Impact of Classroom Learning Labs and an English Workshop Model of Instruction on Teacher Knowledge and Practice. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/624

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Scholz, Tracy. “The Impact of Classroom Learning Labs and an English Workshop Model of Instruction on Teacher Knowledge and Practice.” 2012. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/624.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Scholz, Tracy. “The Impact of Classroom Learning Labs and an English Workshop Model of Instruction on Teacher Knowledge and Practice.” 2012. Web. 22 Apr 2019.

Vancouver:

Scholz T. The Impact of Classroom Learning Labs and an English Workshop Model of Instruction on Teacher Knowledge and Practice. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/624.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Scholz T. The Impact of Classroom Learning Labs and an English Workshop Model of Instruction on Teacher Knowledge and Practice. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/624

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

27. Burrow, Lauren 1981-. A Narrative Exploration of Offering Theatre Arts Education to Low SES Students.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 This narrative inquiry attempts to explore the researcher’s passion and connection to theatre arts education, the review of literature that supports the need for the… (more)

Subjects/Keywords: theatre arts education; arts advocacy; arts for all; arts for low SES students; benefits of theatre arts; Teachers Training of

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

APA (6th Edition):

Burrow, L. 1. (2012). A Narrative Exploration of Offering Theatre Arts Education to Low SES Students. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/632

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Burrow, Lauren 1981-. “A Narrative Exploration of Offering Theatre Arts Education to Low SES Students.” 2012. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/632.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Burrow, Lauren 1981-. “A Narrative Exploration of Offering Theatre Arts Education to Low SES Students.” 2012. Web. 22 Apr 2019.

Vancouver:

Burrow L1. A Narrative Exploration of Offering Theatre Arts Education to Low SES Students. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/632.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Burrow L1. A Narrative Exploration of Offering Theatre Arts Education to Low SES Students. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/632

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

28. Owens, Judith. WWBSS - What Would Black Students Say?.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 This is one story of a study of black high school students and their experiences with school. The study employed the narrative inquiry process and… (more)

Subjects/Keywords: race and education; black high school student's school experiences; achievement gap; influence of race in educational experiences of black high school students; black students attending majority white suburban high schools; Social sciences – Education

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

APA (6th Edition):

Owens, J. (2012). WWBSS - What Would Black Students Say?. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/659

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Owens, Judith. “WWBSS - What Would Black Students Say?.” 2012. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/659.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Owens, Judith. “WWBSS - What Would Black Students Say?.” 2012. Web. 22 Apr 2019.

Vancouver:

Owens J. WWBSS - What Would Black Students Say?. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/659.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Owens J. WWBSS - What Would Black Students Say?. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/659

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

29. Hertel, Nichole 1972-. Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 This dissertation dually explores the topics of classroom management theory as it occurs in teacher preparation programs in American colleges of education and of curriculum… (more)

Subjects/Keywords: course construction; syllabus design; teacher education; Tier One universities; classroom management

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

APA (6th Edition):

Hertel, N. 1. (2012). Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/668

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hertel, Nichole 1972-. “Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus.” 2012. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/668.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hertel, Nichole 1972-. “Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus.” 2012. Web. 22 Apr 2019.

Vancouver:

Hertel N1. Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/668.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hertel N1. Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/668

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

30. Topek, Lauren. Female Leadership and New Teacher Professional Development.

Degree: Educational Leadership and Cultural Studies, Department of, 2012, University of Houston

 This paper is a self-study that researched women’s ways of knowing and female leadership. Through four episodes, my first year teaching story was shown to… (more)

Subjects/Keywords: female leadership; new teachers; professional development; types of leadership; female teachers; female principals; Administration and supervision

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

APA (6th Edition):

Topek, L. (2012). Female Leadership and New Teacher Professional Development. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/746

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Topek, Lauren. “Female Leadership and New Teacher Professional Development.” 2012. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/746.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Topek, Lauren. “Female Leadership and New Teacher Professional Development.” 2012. Web. 22 Apr 2019.

Vancouver:

Topek L. Female Leadership and New Teacher Professional Development. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/746.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Topek L. Female Leadership and New Teacher Professional Development. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/746

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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