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You searched for +publisher:"University of Illinois – Urbana-Champaign" +contributor:("Dressman, Mark"). Showing records 1 – 10 of 10 total matches.

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University of Illinois – Urbana-Champaign

1. Gorr, Mary Kalogeropoulos. The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study.

Degree: EdD, Educ Policy, Orgzn & Leadrshp, 2016, University of Illinois – Urbana-Champaign

 In the current climate of high-stakes educational accountability, school leaders are charged with not only ensuring sustainable school improvement but also addressing and rectifying achievement… (more)

Subjects/Keywords: Literacy Leadership; Distributed Leadership

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APA (6th Edition):

Gorr, M. K. (2016). The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90722

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):

Gorr, Mary Kalogeropoulos. “The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study.” 2016. Thesis, University of Illinois – Urbana-Champaign. Accessed February 18, 2019. http://hdl.handle.net/2142/90722.

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

MLA Handbook (7th Edition):

Gorr, Mary Kalogeropoulos. “The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study.” 2016. Web. 18 Feb 2019.

Vancouver:

Gorr MK. The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Feb 18]. Available from: http://hdl.handle.net/2142/90722.

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

Council of Science Editors:

Gorr MK. The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90722

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


University of Illinois – Urbana-Champaign

2. Mann, Jay Anthony. All for one and one for all: building communities of practice during a secondary social studies student teaching experience.

Degree: PhD, Curriculum and Instruction, 2017, University of Illinois – Urbana-Champaign

 Calls to redesign clinical experiences within teacher education programs continue to gain widespread attention. Traditional student teaching placements, characterized by one-to-one (1:1) assignments of a… (more)

Subjects/Keywords: Student teaching; Teacher education; Design-based research; Cultural Historical Activity Theory; Expansive learning

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APA (6th Edition):

Mann, J. A. (2017). All for one and one for all: building communities of practice during a secondary social studies student teaching experience. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97308

Chicago Manual of Style (16th Edition):

Mann, Jay Anthony. “All for one and one for all: building communities of practice during a secondary social studies student teaching experience.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 18, 2019. http://hdl.handle.net/2142/97308.

MLA Handbook (7th Edition):

Mann, Jay Anthony. “All for one and one for all: building communities of practice during a secondary social studies student teaching experience.” 2017. Web. 18 Feb 2019.

Vancouver:

Mann JA. All for one and one for all: building communities of practice during a secondary social studies student teaching experience. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Feb 18]. Available from: http://hdl.handle.net/2142/97308.

Council of Science Editors:

Mann JA. All for one and one for all: building communities of practice during a secondary social studies student teaching experience. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97308


University of Illinois – Urbana-Champaign

3. Krause, Jr., Daniel D. Instructional expenditures in Illinois high school districts and the relationship to student achievement during NCLB.

Degree: EdD, Educ Policy, Orgzn & Leadrshp, 2017, University of Illinois – Urbana-Champaign

 A democratic society is dependent on a quality public education system (Alexander & Alexander, 2011). The disparity in expenditures between school districts in Illinois has… (more)

Subjects/Keywords: Student achievement; Educational spending; Per pupil expenditures

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APA (6th Edition):

Krause, Jr., D. D. (2017). Instructional expenditures in Illinois high school districts and the relationship to student achievement during NCLB. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97372

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):

Krause, Jr., Daniel D. “Instructional expenditures in Illinois high school districts and the relationship to student achievement during NCLB.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed February 18, 2019. http://hdl.handle.net/2142/97372.

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

MLA Handbook (7th Edition):

Krause, Jr., Daniel D. “Instructional expenditures in Illinois high school districts and the relationship to student achievement during NCLB.” 2017. Web. 18 Feb 2019.

Vancouver:

Krause, Jr. DD. Instructional expenditures in Illinois high school districts and the relationship to student achievement during NCLB. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Feb 18]. Available from: http://hdl.handle.net/2142/97372.

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

Council of Science Editors:

Krause, Jr. DD. Instructional expenditures in Illinois high school districts and the relationship to student achievement during NCLB. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97372

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

4. Chen, Hao. The heritage language acquisition and education of an indigenous group in Taiwan: An ethnographic study of Atayals in an elementary school.

Degree: PhD, 0215, 2012, University of Illinois – Urbana-Champaign

 In this study, I used ethnographic methods to investigate the learning and education of the heritage language of a group of indigenous students in Taiwan.… (more)

Subjects/Keywords: heritage language; Indigenous Taiwanese; ethnographic study

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APA (6th Edition):

Chen, H. (2012). The heritage language acquisition and education of an indigenous group in Taiwan: An ethnographic study of Atayals in an elementary school. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34364

Chicago Manual of Style (16th Edition):

Chen, Hao. “The heritage language acquisition and education of an indigenous group in Taiwan: An ethnographic study of Atayals in an elementary school.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 18, 2019. http://hdl.handle.net/2142/34364.

MLA Handbook (7th Edition):

Chen, Hao. “The heritage language acquisition and education of an indigenous group in Taiwan: An ethnographic study of Atayals in an elementary school.” 2012. Web. 18 Feb 2019.

Vancouver:

Chen H. The heritage language acquisition and education of an indigenous group in Taiwan: An ethnographic study of Atayals in an elementary school. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Feb 18]. Available from: http://hdl.handle.net/2142/34364.

Council of Science Editors:

Chen H. The heritage language acquisition and education of an indigenous group in Taiwan: An ethnographic study of Atayals in an elementary school. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34364

5. Wilder, Phillip. "I can only cognitively coach so much": heavy coaching efforts amidst disciplinary complexities in secondary school classrooms.

Degree: PhD, 1144, 2013, University of Illinois – Urbana-Champaign

 Coaching often rests upon a “causal cascade” (Atteberry, Bryk, Walker & Biancarosa,2008) that posits that collaboration with a coach leads to a change in the… (more)

Subjects/Keywords: Instructional Coaching; Secondary Schools; Heavy Coaching; Disciplinary Knowledge; Case Studies; Coaching Tensions; Coaching Practices

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

APA (6th Edition):

Wilder, P. (2013). "I can only cognitively coach so much": heavy coaching efforts amidst disciplinary complexities in secondary school classrooms. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/45278

Chicago Manual of Style (16th Edition):

Wilder, Phillip. “"I can only cognitively coach so much": heavy coaching efforts amidst disciplinary complexities in secondary school classrooms.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 18, 2019. http://hdl.handle.net/2142/45278.

MLA Handbook (7th Edition):

Wilder, Phillip. “"I can only cognitively coach so much": heavy coaching efforts amidst disciplinary complexities in secondary school classrooms.” 2013. Web. 18 Feb 2019.

Vancouver:

Wilder P. "I can only cognitively coach so much": heavy coaching efforts amidst disciplinary complexities in secondary school classrooms. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Feb 18]. Available from: http://hdl.handle.net/2142/45278.

Council of Science Editors:

Wilder P. "I can only cognitively coach so much": heavy coaching efforts amidst disciplinary complexities in secondary school classrooms. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/45278

6. Holding, Elizabeth. Multiple voices in a secondary English curriculum.

Degree: EdD, 0215, 2013, University of Illinois – Urbana-Champaign

 This qualitative study, featuring one American high school English department, analyzed why a secondary school chose certain literature for its English curriculum. The featured school… (more)

Subjects/Keywords: secondary English curriculum; Adequate Yearly Progress (AYP); reading instruction; history of English education; No Child Left Behind (NCLB)

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

Holding, E. (2013). Multiple voices in a secondary English curriculum. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44376

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):

Holding, Elizabeth. “Multiple voices in a secondary English curriculum.” 2013. Thesis, University of Illinois – Urbana-Champaign. Accessed February 18, 2019. http://hdl.handle.net/2142/44376.

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

MLA Handbook (7th Edition):

Holding, Elizabeth. “Multiple voices in a secondary English curriculum.” 2013. Web. 18 Feb 2019.

Vancouver:

Holding E. Multiple voices in a secondary English curriculum. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Feb 18]. Available from: http://hdl.handle.net/2142/44376.

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

Council of Science Editors:

Holding E. Multiple voices in a secondary English curriculum. [Thesis]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44376

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

7. Latawiec, Beata. Metadiscourse in oral discussions and persuasive essays of children exposed to collaborative reasoning.

Degree: PhD, 0215, 2013, University of Illinois – Urbana-Champaign

 Speakers and writers use metadiscourse to guide, caution, and implore their audiences. Written metadiscourse is a term for self-reflective expressions that help writers negotiate interactional… (more)

Subjects/Keywords: metadiscourse; discourse analysis; persuasion and argumentation; collaborative reasoning; small-group discussions; persuasive essays; young adolescents/ children; mixed-methods; rhetorical, sociolinguistic and pragmatic analyses.

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APA (6th Edition):

Latawiec, B. (2013). Metadiscourse in oral discussions and persuasive essays of children exposed to collaborative reasoning. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42302

Chicago Manual of Style (16th Edition):

Latawiec, Beata. “Metadiscourse in oral discussions and persuasive essays of children exposed to collaborative reasoning.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 18, 2019. http://hdl.handle.net/2142/42302.

MLA Handbook (7th Edition):

Latawiec, Beata. “Metadiscourse in oral discussions and persuasive essays of children exposed to collaborative reasoning.” 2013. Web. 18 Feb 2019.

Vancouver:

Latawiec B. Metadiscourse in oral discussions and persuasive essays of children exposed to collaborative reasoning. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Feb 18]. Available from: http://hdl.handle.net/2142/42302.

Council of Science Editors:

Latawiec B. Metadiscourse in oral discussions and persuasive essays of children exposed to collaborative reasoning. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42302

8. Bakir, Nesrin. Technology and teacher education: An exploration of contemporary realities.

Degree: PhD, 0215, 2011, University of Illinois – Urbana-Champaign

 A review of literature on technology integration and teacher education programs shows that teacher education programs are not adequately preparing students to integrate technology. This… (more)

Subjects/Keywords: teacher education; technology; pre-service; technology integration

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APA (6th Edition):

Bakir, N. (2011). Technology and teacher education: An exploration of contemporary realities. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/26394

Chicago Manual of Style (16th Edition):

Bakir, Nesrin. “Technology and teacher education: An exploration of contemporary realities.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 18, 2019. http://hdl.handle.net/2142/26394.

MLA Handbook (7th Edition):

Bakir, Nesrin. “Technology and teacher education: An exploration of contemporary realities.” 2011. Web. 18 Feb 2019.

Vancouver:

Bakir N. Technology and teacher education: An exploration of contemporary realities. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Feb 18]. Available from: http://hdl.handle.net/2142/26394.

Council of Science Editors:

Bakir N. Technology and teacher education: An exploration of contemporary realities. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/26394

9. Chen, Ken-Zen. Hidden works in a project of closing digital inequalities: a qualitative inquiry in a remote school.

Degree: PhD, 0215, 2013, University of Illinois – Urbana-Champaign

 This study investigated students’ experiences and teachers' hidden works when initiating an instructional technology project that aimed to reduce digital inequality in a remote aboriginal… (more)

Subjects/Keywords: Digital Divide; One Laptop Per Child (OLPC); Case Study; Hidden Work

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APA (6th Edition):

Chen, K. (2013). Hidden works in a project of closing digital inequalities: a qualitative inquiry in a remote school. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42417

Chicago Manual of Style (16th Edition):

Chen, Ken-Zen. “Hidden works in a project of closing digital inequalities: a qualitative inquiry in a remote school.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 18, 2019. http://hdl.handle.net/2142/42417.

MLA Handbook (7th Edition):

Chen, Ken-Zen. “Hidden works in a project of closing digital inequalities: a qualitative inquiry in a remote school.” 2013. Web. 18 Feb 2019.

Vancouver:

Chen K. Hidden works in a project of closing digital inequalities: a qualitative inquiry in a remote school. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Feb 18]. Available from: http://hdl.handle.net/2142/42417.

Council of Science Editors:

Chen K. Hidden works in a project of closing digital inequalities: a qualitative inquiry in a remote school. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42417

10. Greenberg, Sallie E. Impact of social media as an instructional component on content knowledge, attitudes, and public engagement related to global climate change.

Degree: PhD, 0215, 2013, University of Illinois – Urbana-Champaign

 Social media (SM) are considered important avenues to reach citizens and engage them in social change. Given the widespread use of SM and their potential… (more)

Subjects/Keywords: Social Media; Climate Change Attitudes; Facebook Instruction; Public Engagement; Active Learning

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

APA (6th Edition):

Greenberg, S. E. (2013). Impact of social media as an instructional component on content knowledge, attitudes, and public engagement related to global climate change. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44395

Chicago Manual of Style (16th Edition):

Greenberg, Sallie E. “Impact of social media as an instructional component on content knowledge, attitudes, and public engagement related to global climate change.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 18, 2019. http://hdl.handle.net/2142/44395.

MLA Handbook (7th Edition):

Greenberg, Sallie E. “Impact of social media as an instructional component on content knowledge, attitudes, and public engagement related to global climate change.” 2013. Web. 18 Feb 2019.

Vancouver:

Greenberg SE. Impact of social media as an instructional component on content knowledge, attitudes, and public engagement related to global climate change. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Feb 18]. Available from: http://hdl.handle.net/2142/44395.

Council of Science Editors:

Greenberg SE. Impact of social media as an instructional component on content knowledge, attitudes, and public engagement related to global climate change. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44395

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