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You searched for +publisher:"University of Houston" +contributor:("White, Cameron"). Showing records 1 – 30 of 64 total matches.

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University of Houston

1. Cuellar, Kregg. THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY.

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

 The study aims to answer the following questions: (1) How do non-disabled students perform academically in a collaborative teaching environment using the method of inclusion… (more)

Subjects/Keywords: Collaborative Teaching; Effects of Collaborative Teaching; Inclusion; Co-teaching and its effect on general education population; Students with disabilities – Texas – Houston; Inclusive education – Texas – Houston; Academic achievement – Texas – Houston

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

APA (6th Edition):

Cuellar, K. (2011). THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/277

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):

Cuellar, Kregg. “THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY.” 2011. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/277.

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

MLA Handbook (7th Edition):

Cuellar, Kregg. “THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY.” 2011. Web. 25 Apr 2019.

Vancouver:

Cuellar K. THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/277.

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

Council of Science Editors:

Cuellar K. THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/277

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


University of Houston

2. Agu, Philomena N. Efficacy Beliefs of Texas Composite Science and Subject-Specific Certified Biology Teachers.

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

 Background: Research has shown that certification and an undergraduate major in a teaching subject are consistent positive-significant predictors of teacher effectiveness and the lack of… (more)

Subjects/Keywords: Certification; Teacher Efficacy Belief; Subject-Specific Certification; Composite Science Certification; Teaching Experience; Undergraduate College Major

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APA (6th Edition):

Agu, P. N. (2018). Efficacy Beliefs of Texas Composite Science and Subject-Specific Certified Biology Teachers. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3359

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):

Agu, Philomena N. “Efficacy Beliefs of Texas Composite Science and Subject-Specific Certified Biology Teachers.” 2018. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/3359.

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

MLA Handbook (7th Edition):

Agu, Philomena N. “Efficacy Beliefs of Texas Composite Science and Subject-Specific Certified Biology Teachers.” 2018. Web. 25 Apr 2019.

Vancouver:

Agu PN. Efficacy Beliefs of Texas Composite Science and Subject-Specific Certified Biology Teachers. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/3359.

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

Council of Science Editors:

Agu PN. Efficacy Beliefs of Texas Composite Science and Subject-Specific Certified Biology Teachers. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3359

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


University of Houston

3. -5097-655X. A Case Study on Video-based Professional Development.

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

 Pearson and Gallagher’s (1983) Gradual Release of Responsibilities Model suggests the starting point of teaching is modeling. As teacher expertise is essential in supporting good… (more)

Subjects/Keywords: teacher capacity; professional development; modeling; balanced literacy

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APA (6th Edition):

-5097-655X. (2018). A Case Study on Video-based Professional Development. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3377

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):

-5097-655X. “A Case Study on Video-based Professional Development.” 2018. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/3377.

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):

-5097-655X. “A Case Study on Video-based Professional Development.” 2018. Web. 25 Apr 2019.

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

Vancouver:

-5097-655X. A Case Study on Video-based Professional Development. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/3377.

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:

-5097-655X. A Case Study on Video-based Professional Development. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3377

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

4. -2995-5500. Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School.

Degree: Educational Leadership and Policy Studies, Department of, 2018, University of Houston

 Background: Due to numerous factors, the number of English Language Learners (ELLs) enrolling in public schools in the United States rapidly increased since 2014. For… (more)

Subjects/Keywords: ELL motivation; English Language Learners

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

APA (6th Edition):

-2995-5500. (2018). Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3380

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):

-2995-5500. “Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School.” 2018. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/3380.

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):

-2995-5500. “Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School.” 2018. Web. 25 Apr 2019.

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

Vancouver:

-2995-5500. Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/3380.

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:

-2995-5500. Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3380

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

5. -8987-9848. Perceptions of Urban Youth Regarding Service Learning: Development of Skills to Be Prepared for Their Professional and Daily Life.

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

 Background: There is a misalignment of skills that employers are looking for and skills that young job-seekers possess in regard to being prepared for work… (more)

Subjects/Keywords: SERVICE LEARNING; URBAN YOUTH.

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

APA (6th Edition):

-8987-9848. (2018). Perceptions of Urban Youth Regarding Service Learning: Development of Skills to Be Prepared for Their Professional and Daily Life. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3382

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):

-8987-9848. “Perceptions of Urban Youth Regarding Service Learning: Development of Skills to Be Prepared for Their Professional and Daily Life.” 2018. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/3382.

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):

-8987-9848. “Perceptions of Urban Youth Regarding Service Learning: Development of Skills to Be Prepared for Their Professional and Daily Life.” 2018. Web. 25 Apr 2019.

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

Vancouver:

-8987-9848. Perceptions of Urban Youth Regarding Service Learning: Development of Skills to Be Prepared for Their Professional and Daily Life. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/3382.

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:

-8987-9848. Perceptions of Urban Youth Regarding Service Learning: Development of Skills to Be Prepared for Their Professional and Daily Life. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3382

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

6. Campbell, Matthew. Exploring Teacher Perceptions of Underrepresented Students in Advanced Placement Classes.

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

 Background: Across the country, Advanced Placement® (AP®) course demographics are drastically different than the populations of the whole school. While action has been taken by… (more)

Subjects/Keywords: Underrepresented; Advanced Placement

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APA (6th Edition):

Campbell, M. (2018). Exploring Teacher Perceptions of Underrepresented Students in Advanced Placement Classes. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3384

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):

Campbell, Matthew. “Exploring Teacher Perceptions of Underrepresented Students in Advanced Placement Classes.” 2018. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/3384.

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

MLA Handbook (7th Edition):

Campbell, Matthew. “Exploring Teacher Perceptions of Underrepresented Students in Advanced Placement Classes.” 2018. Web. 25 Apr 2019.

Vancouver:

Campbell M. Exploring Teacher Perceptions of Underrepresented Students in Advanced Placement Classes. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/3384.

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

Council of Science Editors:

Campbell M. Exploring Teacher Perceptions of Underrepresented Students in Advanced Placement Classes. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3384

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


University of Houston

7. -5562-3756. Watercolor in Context: Exploring Social Justice Issues Through Art.

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

 Background: Research denotes that many of America’s educational inequities are rooted in issues of gender, social class, and race. Due to demographic changes in the… (more)

Subjects/Keywords: Social justice teacher education; social justice art education; pre-service teachers; social class and race; issues based art education; art methods courses for pre-service generalists; narrative inquiry; commonplaces; critical race theory; doctoral liminality; identity construction; self -study.

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APA (6th Edition):

-5562-3756. (2018). Watercolor in Context: Exploring Social Justice Issues Through Art. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3606

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):

-5562-3756. “Watercolor in Context: Exploring Social Justice Issues Through Art.” 2018. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/3606.

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):

-5562-3756. “Watercolor in Context: Exploring Social Justice Issues Through Art.” 2018. Web. 25 Apr 2019.

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

Vancouver:

-5562-3756. Watercolor in Context: Exploring Social Justice Issues Through Art. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/3606.

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:

-5562-3756. Watercolor in Context: Exploring Social Justice Issues Through Art. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3606

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

8. Yoh, Kellie 1972-. Exploring Online Learning Opportunities for At-Risk Students to Complete a High School Diploma.

Degree: Educational Leadership and Cultural Studies, Department of, 2011, University of Houston

 According to the Texas PEIMs Student Data Report (2009), 47% of the student population of Texas is at risk of dropping out of school. The… (more)

Subjects/Keywords: Online Learning; At-Risk Students; Educational leadership

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APA (6th Edition):

Yoh, K. 1. (2011). Exploring Online Learning Opportunities for At-Risk Students to Complete a High School Diploma. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/439

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):

Yoh, Kellie 1972-. “Exploring Online Learning Opportunities for At-Risk Students to Complete a High School Diploma.” 2011. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/439.

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

MLA Handbook (7th Edition):

Yoh, Kellie 1972-. “Exploring Online Learning Opportunities for At-Risk Students to Complete a High School Diploma.” 2011. Web. 25 Apr 2019.

Vancouver:

Yoh K1. Exploring Online Learning Opportunities for At-Risk Students to Complete a High School Diploma. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/439.

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

Council of Science Editors:

Yoh K1. Exploring Online Learning Opportunities for At-Risk Students to Complete a High School Diploma. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/439

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


University of Houston

9. 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 25, 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. 25 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 25]. 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

10. Liu, Yueh-Hua. Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.

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

 That learning a foreign language can create anxiety has been commonly reported by the language learners and documented in the literature and research on foreign… (more)

Subjects/Keywords: Foreign Language Anxiety; Foreign Language Learning; Language Anxiety Triggers

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APA (6th Edition):

Liu, Y. (2014). Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1682

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):

Liu, Yueh-Hua. “Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1682.

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

MLA Handbook (7th Edition):

Liu, Yueh-Hua. “Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.” 2014. Web. 25 Apr 2019.

Vancouver:

Liu Y. Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1682.

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

Council of Science Editors:

Liu Y. Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1682

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


University of Houston

11. 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 25, 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. 25 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 25]. 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

12. 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 25, 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. 25 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 25]. 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

13. -4493-9605. Stories of Adult ELLs in a Public Setting.

Degree: Curriculum and Instruction, Department of, 2017, University of Houston

 There are a number of factors that have been examined in relation to the acquisition of English by non-native speakers. Adult learners also continue to… (more)

Subjects/Keywords: ESL; English Language Learners

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APA (6th Edition):

-4493-9605. (2017). Stories of Adult ELLs in a Public Setting. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1894

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):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1894.

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):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Web. 25 Apr 2019.

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

Vancouver:

-4493-9605. Stories of Adult ELLs in a Public Setting. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1894.

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:

-4493-9605. Stories of Adult ELLs in a Public Setting. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1894

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

14. 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 25, 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. 25 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 25]. 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

15. 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 25, 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. 25 Apr 2019.

Vancouver:

Curtis G. Harmonic Convergence: Parallel Stories of Novice Teacher and Novice Researcher. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Apr 25]. 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

16. 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 25, 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. 25 Apr 2019.

Vancouver:

Hernandez TR1. Teaching and Learning in Artistic Collaboration. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Apr 25]. 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

17. 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 25, 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. 25 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 25]. 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

18. -5847-8144. Teacher Perceptions of the Learning By Doing Program.

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

 Background: Many teachers in school settings are expected to assist students in achieving academic success without providing sufficient scaffolds for both the teacher and the… (more)

Subjects/Keywords: Early Childhood; curriculum

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APA (6th Edition):

-5847-8144. (2018). Teacher Perceptions of the Learning By Doing Program. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3373

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):

-5847-8144. “Teacher Perceptions of the Learning By Doing Program.” 2018. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/3373.

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):

-5847-8144. “Teacher Perceptions of the Learning By Doing Program.” 2018. Web. 25 Apr 2019.

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

Vancouver:

-5847-8144. Teacher Perceptions of the Learning By Doing Program. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/3373.

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:

-5847-8144. Teacher Perceptions of the Learning By Doing Program. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3373

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

19. Schlafly, Ashley L. Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom.

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

 Background: Student-directed learning is a teaching style that focuses on providing students with autonomy where the teacher and students share power so that both become… (more)

Subjects/Keywords: Student-directed; critical theory; educational theory

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APA (6th Edition):

Schlafly, A. L. (2018). Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3103

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):

Schlafly, Ashley L. “Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom.” 2018. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/3103.

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

MLA Handbook (7th Edition):

Schlafly, Ashley L. “Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom.” 2018. Web. 25 Apr 2019.

Vancouver:

Schlafly AL. Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/3103.

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

Council of Science Editors:

Schlafly AL. Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3103

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


University of Houston

20. Scott, Melanie. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.

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

 Background: Reading instruction begins at the primary level with reading comprehension issues manifesting themselves by the 3rd-grade and becoming more pronounced by fourth-grade. While primary… (more)

Subjects/Keywords: Reading Comprehension

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APA (6th Edition):

Scott, M. (2018). Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3111

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):

Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/3111.

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

MLA Handbook (7th Edition):

Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Web. 25 Apr 2019.

Vancouver:

Scott M. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/3111.

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

Council of Science Editors:

Scott M. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3111

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


University of Houston

21. 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 25, 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. 25 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 25]. 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

22. -0068-1021. Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory.

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

 Background: Nature of Science (NOS), a critical component to the understanding of scientific theories such as evolution, is often misunderstood by teachers due to a… (more)

Subjects/Keywords: NOS; Science education; Evolution; Nature of Science

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APA (6th Edition):

-0068-1021. (2018). Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3147

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):

-0068-1021. “Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory.” 2018. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/3147.

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):

-0068-1021. “Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory.” 2018. Web. 25 Apr 2019.

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

Vancouver:

-0068-1021. Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/3147.

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:

-0068-1021. Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3147

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

23. Khalidi, Rana. California and Texas Secondary Science Teachers' Perceptions about climate change.

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

 Background: Science teachers’ perceptions about climate change can affect their instruction in the classroom. Teachers’ misconceptions about this topic can be problematic since scientifically inaccurate… (more)

Subjects/Keywords: climate change; education; secondary science teachers; perceptions

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APA (6th Edition):

Khalidi, R. (2018). California and Texas Secondary Science Teachers' Perceptions about climate change. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3155

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):

Khalidi, Rana. “California and Texas Secondary Science Teachers' Perceptions about climate change.” 2018. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/3155.

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

MLA Handbook (7th Edition):

Khalidi, Rana. “California and Texas Secondary Science Teachers' Perceptions about climate change.” 2018. Web. 25 Apr 2019.

Vancouver:

Khalidi R. California and Texas Secondary Science Teachers' Perceptions about climate change. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/3155.

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

Council of Science Editors:

Khalidi R. California and Texas Secondary Science Teachers' Perceptions about climate change. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3155

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


University of Houston

24. Bennett, Vivian. A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms.

Degree: Educational Leadership and Cultural Studies, Department of, 2011, University of Houston

 The study describes the historical timeline for public schooling, multicultural education, educational trends and PLATO (Programmed Logic for Automated Teaching Operations). More specifically, the literature… (more)

Subjects/Keywords: PLATO; educational trends; instructional practices; Computer-assisted instruction Texas; Minorities Education Texas; Multicultural education Texas; Academic achievement Texas

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APA (6th Edition):

Bennett, V. (2011). A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/262

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):

Bennett, Vivian. “A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms.” 2011. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/262.

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

MLA Handbook (7th Edition):

Bennett, Vivian. “A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms.” 2011. Web. 25 Apr 2019.

Vancouver:

Bennett V. A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/262.

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

Council of Science Editors:

Bennett V. A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/262

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


University of Houston

25. 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 25, 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. 25 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 25]. 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

26. 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 25, 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. 25 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 25]. 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

27. Cantu, Faviola 1981-. Decision Making Processes for School Administrators for Bilingual Programs.

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

 This study explores the decision-making process principals utilize when making instructional decisions for Limited English Proficient (LEP) students. This mixed-methods research design will facilitate an… (more)

Subjects/Keywords: decision-making; bilingual programs; administrators; LPAC; Executive leadership

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

APA (6th Edition):

Cantu, F. 1. (2012). Decision Making Processes for School Administrators for Bilingual Programs. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/646

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):

Cantu, Faviola 1981-. “Decision Making Processes for School Administrators for Bilingual Programs.” 2012. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/646.

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

MLA Handbook (7th Edition):

Cantu, Faviola 1981-. “Decision Making Processes for School Administrators for Bilingual Programs.” 2012. Web. 25 Apr 2019.

Vancouver:

Cantu F1. Decision Making Processes for School Administrators for Bilingual Programs. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/646.

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

Council of Science Editors:

Cantu F1. Decision Making Processes for School Administrators for Bilingual Programs. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/646

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


University of Houston

28. Hunt, Walter. The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses.

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

 The focus of this study was to examine the relationship between African-American teachers and academic achievement of middle school students in Title I schools. Student… (more)

Subjects/Keywords: middle school student achievement; African-American; African-American student achievement; education; Title I campuses; Professional leadership

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

APA (6th Edition):

Hunt, W. (2012). The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/656

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):

Hunt, Walter. “The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses.” 2012. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/656.

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

MLA Handbook (7th Edition):

Hunt, Walter. “The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses.” 2012. Web. 25 Apr 2019.

Vancouver:

Hunt W. The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/656.

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

Council of Science Editors:

Hunt W. The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/656

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


University of Houston

29. 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 25, 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. 25 Apr 2019.

Vancouver:

Owens J. WWBSS - What Would Black Students Say?. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 25]. 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

30. Matney, Allison 1971-. THE IMPACT OF DISCIPLINE REMOVALS ON HIGH SCHOOL AFRICAN AMERICAN STUDENT ACHIEVEMENT: WHAT SCHOOL ADMINISTRATORS NEED TO KNOW.

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

 The purpose of this study was to determine if the number of days of in-school suspension, out-of-school suspension, and alternative discipline placements impacts mathematics achievement… (more)

Subjects/Keywords: Educational Leadership; Discipline; High School Removals; Race; Right to an Education

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

APA (6th Edition):

Matney, A. 1. (2012). THE IMPACT OF DISCIPLINE REMOVALS ON HIGH SCHOOL AFRICAN AMERICAN STUDENT ACHIEVEMENT: WHAT SCHOOL ADMINISTRATORS NEED TO KNOW. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/663

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):

Matney, Allison 1971-. “THE IMPACT OF DISCIPLINE REMOVALS ON HIGH SCHOOL AFRICAN AMERICAN STUDENT ACHIEVEMENT: WHAT SCHOOL ADMINISTRATORS NEED TO KNOW.” 2012. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/663.

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

MLA Handbook (7th Edition):

Matney, Allison 1971-. “THE IMPACT OF DISCIPLINE REMOVALS ON HIGH SCHOOL AFRICAN AMERICAN STUDENT ACHIEVEMENT: WHAT SCHOOL ADMINISTRATORS NEED TO KNOW.” 2012. Web. 25 Apr 2019.

Vancouver:

Matney A1. THE IMPACT OF DISCIPLINE REMOVALS ON HIGH SCHOOL AFRICAN AMERICAN STUDENT ACHIEVEMENT: WHAT SCHOOL ADMINISTRATORS NEED TO KNOW. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/663.

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

Council of Science Editors:

Matney A1. THE IMPACT OF DISCIPLINE REMOVALS ON HIGH SCHOOL AFRICAN AMERICAN STUDENT ACHIEVEMENT: WHAT SCHOOL ADMINISTRATORS NEED TO KNOW. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/663

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

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