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You searched for +publisher:"University of Illinois – Urbana-Champaign" +contributor:("Greene, Jennifer C."). Showing records 1 – 30 of 44 total matches.

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University of Illinois – Urbana-Champaign

1. Hidalgo Standen, Maria Carolina. Snapshots to re-imagine teacher quality in southern Chile.

Degree: PhD, Educational Psychology, 2015, University of Illinois – Urbana-Champaign

 Considering the important role of teachers in improving learning outcomes, teacher evaluation is considered a priority for educational policy makers. This dissertation addresses three issues… (more)

Subjects/Keywords: Teacher Evaluation; Photo Elicitation; Research Methods; Teacher Quality

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APA (6th Edition):

Hidalgo Standen, M. C. (2015). Snapshots to re-imagine teacher quality in southern Chile. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/89124

Chicago Manual of Style (16th Edition):

Hidalgo Standen, Maria Carolina. “Snapshots to re-imagine teacher quality in southern Chile.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/89124.

MLA Handbook (7th Edition):

Hidalgo Standen, Maria Carolina. “Snapshots to re-imagine teacher quality in southern Chile.” 2015. Web. 21 Jul 2019.

Vancouver:

Hidalgo Standen MC. Snapshots to re-imagine teacher quality in southern Chile. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/89124.

Council of Science Editors:

Hidalgo Standen MC. Snapshots to re-imagine teacher quality in southern Chile. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/89124


University of Illinois – Urbana-Champaign

2. Carrillo, Iris Y. Deconstructing sexual violence through the co-construction and telling of Mexican American gender histories.

Degree: PhD, 0210, 2011, University of Illinois – Urbana-Champaign

 Feminist, sociocultural, and sex role socialization theories of rape suggest that gender role socialization, as defined by the gender role ideology imparted and gender role… (more)

Subjects/Keywords: Mexican Americans; gender socialization; Gender Roles; gender role ideology; gender role attitudes; machismo; marianismo; sexual violence; rape; sexual coercion; unwanted sexual behavior; feminist; life history methods

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APA (6th Edition):

Carrillo, I. Y. (2011). Deconstructing sexual violence through the co-construction and telling of Mexican American gender histories. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/18329

Chicago Manual of Style (16th Edition):

Carrillo, Iris Y. “Deconstructing sexual violence through the co-construction and telling of Mexican American gender histories.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/18329.

MLA Handbook (7th Edition):

Carrillo, Iris Y. “Deconstructing sexual violence through the co-construction and telling of Mexican American gender histories.” 2011. Web. 21 Jul 2019.

Vancouver:

Carrillo IY. Deconstructing sexual violence through the co-construction and telling of Mexican American gender histories. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/18329.

Council of Science Editors:

Carrillo IY. Deconstructing sexual violence through the co-construction and telling of Mexican American gender histories. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/18329


University of Illinois – Urbana-Champaign

3. Sun, Hongling. Perspectives on the professional development of testing professionals in China — a mixed methods study of the roles of Chinese testing professionals in facilitating backwash effect.

Degree: PhD, 0210, 2014, University of Illinois – Urbana-Champaign

 This study stems from my desires to understand the critical role of testing professionals in China in facilitating quality education through positive backwash. This role… (more)

Subjects/Keywords: testing professionals; measurement professionals; professional development; Chinese testing; mixed methods; complementarity purpose; roles of testing professionals; backwash effect; educational testing; Chinese testing system; testing organization; province-level autonomous test design; expected competencies of testing professionals; needs assessment; test evaluation; educational and social responsibilities; testing culture; Chinese testing reform; international testing; quality education; educational assessment system; educational evaluation system

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APA (6th Edition):

Sun, H. (2014). Perspectives on the professional development of testing professionals in China — a mixed methods study of the roles of Chinese testing professionals in facilitating backwash effect. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50601

Chicago Manual of Style (16th Edition):

Sun, Hongling. “Perspectives on the professional development of testing professionals in China — a mixed methods study of the roles of Chinese testing professionals in facilitating backwash effect.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/50601.

MLA Handbook (7th Edition):

Sun, Hongling. “Perspectives on the professional development of testing professionals in China — a mixed methods study of the roles of Chinese testing professionals in facilitating backwash effect.” 2014. Web. 21 Jul 2019.

Vancouver:

Sun H. Perspectives on the professional development of testing professionals in China — a mixed methods study of the roles of Chinese testing professionals in facilitating backwash effect. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/50601.

Council of Science Editors:

Sun H. Perspectives on the professional development of testing professionals in China — a mixed methods study of the roles of Chinese testing professionals in facilitating backwash effect. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50601


University of Illinois – Urbana-Champaign

4. Chen, Chang-Hua. Promoting mathematics teachers' discourse-based assessment practice in junior high schools: an exploratory study.

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

 This study implements a teacher professional development program with an aim toward developing mathematics teachers' discourse-based assessment practice (DAP) and exploring its possible impact on… (more)

Subjects/Keywords: Formative assessment; Mathematics education; Teacher professional development.

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APA (6th Edition):

Chen, C. (2012). Promoting mathematics teachers' discourse-based assessment practice in junior high schools: an exploratory study. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31959

Chicago Manual of Style (16th Edition):

Chen, Chang-Hua. “Promoting mathematics teachers' discourse-based assessment practice in junior high schools: an exploratory study.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/31959.

MLA Handbook (7th Edition):

Chen, Chang-Hua. “Promoting mathematics teachers' discourse-based assessment practice in junior high schools: an exploratory study.” 2012. Web. 21 Jul 2019.

Vancouver:

Chen C. Promoting mathematics teachers' discourse-based assessment practice in junior high schools: an exploratory study. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/31959.

Council of Science Editors:

Chen C. Promoting mathematics teachers' discourse-based assessment practice in junior high schools: an exploratory study. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31959


University of Illinois – Urbana-Champaign

5. Gates, Emily F. Re-examining the implications of systems thinking for evaluation.

Degree: PhD, Educational Psychology, 2016, University of Illinois – Urbana-Champaign

 Over the last twenty years, many prominent evaluators have been borrowing and using ideas, theories, and methods from the systems and complexity fields with little… (more)

Subjects/Keywords: evaluation; systems thinking; complexity science; critical systems heuristics; values

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APA (6th Edition):

Gates, E. F. (2016). Re-examining the implications of systems thinking for evaluation. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90530

Chicago Manual of Style (16th Edition):

Gates, Emily F. “Re-examining the implications of systems thinking for evaluation.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/90530.

MLA Handbook (7th Edition):

Gates, Emily F. “Re-examining the implications of systems thinking for evaluation.” 2016. Web. 21 Jul 2019.

Vancouver:

Gates EF. Re-examining the implications of systems thinking for evaluation. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/90530.

Council of Science Editors:

Gates EF. Re-examining the implications of systems thinking for evaluation. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90530


University of Illinois – Urbana-Champaign

6. Liu, Wei. Chinese teachers' conceptualization of "what is a good child".

Degree: PhD, 0095, 2014, University of Illinois – Urbana-Champaign

 This study examines contemporary Chinese teachers’ beliefs of what constitutes a good child. It explores the meanings that underlie these conceptions and scrutinizes the changes… (more)

Subjects/Keywords: Chinese teachers values; Chinese preschool; Chinese teachers beliefs; Chinese culture changes; Chinese education; Chinese children; Chinese morality

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APA (6th Edition):

Liu, W. (2014). Chinese teachers' conceptualization of "what is a good child". (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49666

Chicago Manual of Style (16th Edition):

Liu, Wei. “Chinese teachers' conceptualization of "what is a good child".” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/49666.

MLA Handbook (7th Edition):

Liu, Wei. “Chinese teachers' conceptualization of "what is a good child".” 2014. Web. 21 Jul 2019.

Vancouver:

Liu W. Chinese teachers' conceptualization of "what is a good child". [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/49666.

Council of Science Editors:

Liu W. Chinese teachers' conceptualization of "what is a good child". [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49666


University of Illinois – Urbana-Champaign

7. Kline, Sonia. Offline mediators online: writing activity in two middle school classes.

Degree: PhD, 1144, 2014, University of Illinois – Urbana-Champaign

 Many look to digital technologies to promote more equitable literacy learning. Even potentially transformative technologies, however, are neither created nor used within a vacuum. Instead,… (more)

Subjects/Keywords: Accountability; Activity Systems Analysis; Adolescents; Case Study; Computer technologies; Cultural Historical Activity Theory; Digital technologies; Education; Ethnography; Equity; Identities; Ideologies; Language Arts; Literacy; Literacies; Multiliteracies; Online technologies; Schooling; Students; Sociocultural; Tracing methodology; Remediation

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APA (6th Edition):

Kline, S. (2014). Offline mediators online: writing activity in two middle school classes. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50509

Chicago Manual of Style (16th Edition):

Kline, Sonia. “Offline mediators online: writing activity in two middle school classes.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/50509.

MLA Handbook (7th Edition):

Kline, Sonia. “Offline mediators online: writing activity in two middle school classes.” 2014. Web. 21 Jul 2019.

Vancouver:

Kline S. Offline mediators online: writing activity in two middle school classes. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/50509.

Council of Science Editors:

Kline S. Offline mediators online: writing activity in two middle school classes. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50509


University of Illinois – Urbana-Champaign

8. Zilimu, Johndamaseni. Exploring the gender gap in Tanzanian secondary school mathematics classrooms.

Degree: PhD, 0215, 2014, University of Illinois – Urbana-Champaign

 This dissertation is a multiple case study, which follows from my early research study in which I established that there is a mathematics gender gap… (more)

Subjects/Keywords: Formative assessment; problem solving; classroom discussions; gender achievement gap; mathematics achievement; secondary school mathematics learning; Tanzanian secondary school classrooms

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APA (6th Edition):

Zilimu, J. (2014). Exploring the gender gap in Tanzanian secondary school mathematics classrooms. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50510

Chicago Manual of Style (16th Edition):

Zilimu, Johndamaseni. “Exploring the gender gap in Tanzanian secondary school mathematics classrooms.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/50510.

MLA Handbook (7th Edition):

Zilimu, Johndamaseni. “Exploring the gender gap in Tanzanian secondary school mathematics classrooms.” 2014. Web. 21 Jul 2019.

Vancouver:

Zilimu J. Exploring the gender gap in Tanzanian secondary school mathematics classrooms. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/50510.

Council of Science Editors:

Zilimu J. Exploring the gender gap in Tanzanian secondary school mathematics classrooms. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50510


University of Illinois – Urbana-Champaign

9. Snodgrass, Melinda Rae. Supporting a school team in planning and implementing AAC for a child with intellectual disability.

Degree: PhD, Special Education, 2016, University of Illinois – Urbana-Champaign

 Supporting a child who cannot use speech and also has a language disorder to learn augmentative and alternative communication (AAC) is often challenging for families… (more)

Subjects/Keywords: augmentative and alternative communication; team functioning; instruction; communicative competence; family-school partnerships

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APA (6th Edition):

Snodgrass, M. R. (2016). Supporting a school team in planning and implementing AAC for a child with intellectual disability. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/93024

Chicago Manual of Style (16th Edition):

Snodgrass, Melinda Rae. “Supporting a school team in planning and implementing AAC for a child with intellectual disability.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/93024.

MLA Handbook (7th Edition):

Snodgrass, Melinda Rae. “Supporting a school team in planning and implementing AAC for a child with intellectual disability.” 2016. Web. 21 Jul 2019.

Vancouver:

Snodgrass MR. Supporting a school team in planning and implementing AAC for a child with intellectual disability. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/93024.

Council of Science Editors:

Snodgrass MR. Supporting a school team in planning and implementing AAC for a child with intellectual disability. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/93024


University of Illinois – Urbana-Champaign

10. Reed, Tamilia D. An examination of religiosity, spirituality, and psychological well-being among Pagan women: a mixed method approach.

Degree: PhD, Educational Psychology, 2016, University of Illinois – Urbana-Champaign

 Using a convergent mixed method design, the present investigation constitutes a preliminary inquiry into 246 Pagan women's definitions of religiosity and spirituality, as well as… (more)

Subjects/Keywords: Religiosity; Spirituality; Psychological Well-Being; Mental Health; Life Satisfaction; Paganism; Pagan Women

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APA (6th Edition):

Reed, T. D. (2016). An examination of religiosity, spirituality, and psychological well-being among Pagan women: a mixed method approach. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92698

Chicago Manual of Style (16th Edition):

Reed, Tamilia D. “An examination of religiosity, spirituality, and psychological well-being among Pagan women: a mixed method approach.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/92698.

MLA Handbook (7th Edition):

Reed, Tamilia D. “An examination of religiosity, spirituality, and psychological well-being among Pagan women: a mixed method approach.” 2016. Web. 21 Jul 2019.

Vancouver:

Reed TD. An examination of religiosity, spirituality, and psychological well-being among Pagan women: a mixed method approach. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/92698.

Council of Science Editors:

Reed TD. An examination of religiosity, spirituality, and psychological well-being among Pagan women: a mixed method approach. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92698


University of Illinois – Urbana-Champaign

11. Sunderman, Judith A. Curriculum R & D: Incubating change in higher education.

Degree: PhD, 0209, 2011, University of Illinois – Urbana-Champaign

 This mixed methods study examined incubation as a strategy for curricular change. The purpose was to examine the characteristics and effectiveness of curriculum incubation from… (more)

Subjects/Keywords: Curriculum development; Organizational change; Higher education culture

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APA (6th Edition):

Sunderman, J. A. (2011). Curriculum R & D: Incubating change in higher education. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24374

Chicago Manual of Style (16th Edition):

Sunderman, Judith A. “Curriculum R & D: Incubating change in higher education.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/24374.

MLA Handbook (7th Edition):

Sunderman, Judith A. “Curriculum R & D: Incubating change in higher education.” 2011. Web. 21 Jul 2019.

Vancouver:

Sunderman JA. Curriculum R & D: Incubating change in higher education. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/24374.

Council of Science Editors:

Sunderman JA. Curriculum R & D: Incubating change in higher education. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24374


University of Illinois – Urbana-Champaign

12. Makela, Julia P. Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers.

Degree: PhD, 0209, 2011, University of Illinois – Urbana-Champaign

 This study was motivated by concerns regarding the difficult academic and career choices facing today’s college students as they navigate higher education and encounter career… (more)

Subjects/Keywords: career counseling; career intervention outcomes; career decision-making self-efficacy; career barriers; social cognitive career theory

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APA (6th Edition):

Makela, J. P. (2011). Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24025

Chicago Manual of Style (16th Edition):

Makela, Julia P. “Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/24025.

MLA Handbook (7th Edition):

Makela, Julia P. “Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers.” 2011. Web. 21 Jul 2019.

Vancouver:

Makela JP. Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/24025.

Council of Science Editors:

Makela JP. Career counseling as an environmental support: Exploring influences on career choice, career decision-making self-efficacy, and career barriers. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24025


University of Illinois – Urbana-Champaign

13. Javdani, Shabnam. Contextualized pathways towards women's use of violence: A mixed-methods investigation.

Degree: PhD, 0338, 2012, University of Illinois – Urbana-Champaign

 Although women engage in violence less frequently than men, an emerging body of research has documented the potentially devastating effects of women’s violence for individuals,… (more)

Subjects/Keywords: Antisocial Behavior; Gender Differences; Mixed-Methods; Externalizing Psychopathology; Violence; Trauma

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APA (6th Edition):

Javdani, S. (2012). Contextualized pathways towards women's use of violence: A mixed-methods investigation. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34461

Chicago Manual of Style (16th Edition):

Javdani, Shabnam. “Contextualized pathways towards women's use of violence: A mixed-methods investigation.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/34461.

MLA Handbook (7th Edition):

Javdani, Shabnam. “Contextualized pathways towards women's use of violence: A mixed-methods investigation.” 2012. Web. 21 Jul 2019.

Vancouver:

Javdani S. Contextualized pathways towards women's use of violence: A mixed-methods investigation. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/34461.

Council of Science Editors:

Javdani S. Contextualized pathways towards women's use of violence: A mixed-methods investigation. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34461


University of Illinois – Urbana-Champaign

14. Paceley, Megan S. Social and community support among nonmetropolitan gender and sexual minority youth: a mixed methods study.

Degree: PhD, Social Work, 2015, University of Illinois – Urbana-Champaign

 Gender and sexual minority (GSM) youth are growing up in a society that stigmatizes and marginalizes their identities, placing them at increased risk of victimization,… (more)

Subjects/Keywords: LGBT; community climate; positive youth development; LGBT youth; rural; social support; LGBT community centers

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APA (6th Edition):

Paceley, M. S. (2015). Social and community support among nonmetropolitan gender and sexual minority youth: a mixed methods study. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78360

Chicago Manual of Style (16th Edition):

Paceley, Megan S. “Social and community support among nonmetropolitan gender and sexual minority youth: a mixed methods study.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/78360.

MLA Handbook (7th Edition):

Paceley, Megan S. “Social and community support among nonmetropolitan gender and sexual minority youth: a mixed methods study.” 2015. Web. 21 Jul 2019.

Vancouver:

Paceley MS. Social and community support among nonmetropolitan gender and sexual minority youth: a mixed methods study. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/78360.

Council of Science Editors:

Paceley MS. Social and community support among nonmetropolitan gender and sexual minority youth: a mixed methods study. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78360


University of Illinois – Urbana-Champaign

15. Corr, Catherine Patricia. Provision of services for young children with disabilities experiencing abuse and neglect.

Degree: PhD, Special Education, 2015, University of Illinois – Urbana-Champaign

 Legislation in the United States, such as the Child Abuse Prevention and Treatment Act (2010) and the Individuals with Disabilities Education Improvement Act (2004), mandates… (more)

Subjects/Keywords: early intervention; child welfare; disability; abuse; infants; toddlers

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APA (6th Edition):

Corr, C. P. (2015). Provision of services for young children with disabilities experiencing abuse and neglect. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/87985

Chicago Manual of Style (16th Edition):

Corr, Catherine Patricia. “Provision of services for young children with disabilities experiencing abuse and neglect.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/87985.

MLA Handbook (7th Edition):

Corr, Catherine Patricia. “Provision of services for young children with disabilities experiencing abuse and neglect.” 2015. Web. 21 Jul 2019.

Vancouver:

Corr CP. Provision of services for young children with disabilities experiencing abuse and neglect. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/87985.

Council of Science Editors:

Corr CP. Provision of services for young children with disabilities experiencing abuse and neglect. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/87985

16. Zehr, Sarah Marie. Student internship experiences and learning opportunities: a mixed methods study.

Degree: PhD, Ed Organization and Leadership, 2016, University of Illinois – Urbana-Champaign

 In 2000, Coco (2000) reported that an estimated 75% of undergraduate students had some internship experience when they graduated, and the figure is likely higher… (more)

Subjects/Keywords: Experiential learning; career development; internships; mixed methods

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APA (6th Edition):

Zehr, S. M. (2016). Student internship experiences and learning opportunities: a mixed methods study. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90501

Chicago Manual of Style (16th Edition):

Zehr, Sarah Marie. “Student internship experiences and learning opportunities: a mixed methods study.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/90501.

MLA Handbook (7th Edition):

Zehr, Sarah Marie. “Student internship experiences and learning opportunities: a mixed methods study.” 2016. Web. 21 Jul 2019.

Vancouver:

Zehr SM. Student internship experiences and learning opportunities: a mixed methods study. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/90501.

Council of Science Editors:

Zehr SM. Student internship experiences and learning opportunities: a mixed methods study. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90501


University of Illinois – Urbana-Champaign

17. Lopez Cintron, Julio. Household food security and dietary diversity in the context of an agricultural and market development program in Guatemala.

Degree: PhD, 0037, 2014, University of Illinois – Urbana-Champaign

 Household food insecurity results when safe and nutritious food is not available, cannot be accessed in socially acceptable ways, or is not physiologically utilized completely.… (more)

Subjects/Keywords: Food security; dietary diversity; agricultural development; nutrition

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APA (6th Edition):

Lopez Cintron, J. (2014). Household food security and dietary diversity in the context of an agricultural and market development program in Guatemala. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/46842

Chicago Manual of Style (16th Edition):

Lopez Cintron, Julio. “Household food security and dietary diversity in the context of an agricultural and market development program in Guatemala.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/46842.

MLA Handbook (7th Edition):

Lopez Cintron, Julio. “Household food security and dietary diversity in the context of an agricultural and market development program in Guatemala.” 2014. Web. 21 Jul 2019.

Vancouver:

Lopez Cintron J. Household food security and dietary diversity in the context of an agricultural and market development program in Guatemala. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/46842.

Council of Science Editors:

Lopez Cintron J. Household food security and dietary diversity in the context of an agricultural and market development program in Guatemala. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/46842


University of Illinois – Urbana-Champaign

18. French, Bryana H. Naming is power! Black and white adolescents define sexual coercion: A mixed methods study.

Degree: PhD, 0210, 2010, University of Illinois – Urbana-Champaign

 This study sought to explore adolescent conceptualizations of sexual coercion (i.e., any unwanted sexual experience) among Black and White girls and women. Adolescents are at… (more)

Subjects/Keywords: sexual; coercion; assault; African American; Black; Adolescence; teen; girls; mixed methods; focus group

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APA (6th Edition):

French, B. H. (2010). Naming is power! Black and white adolescents define sexual coercion: A mixed methods study. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/17050

Chicago Manual of Style (16th Edition):

French, Bryana H. “Naming is power! Black and white adolescents define sexual coercion: A mixed methods study.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/17050.

MLA Handbook (7th Edition):

French, Bryana H. “Naming is power! Black and white adolescents define sexual coercion: A mixed methods study.” 2010. Web. 21 Jul 2019.

Vancouver:

French BH. Naming is power! Black and white adolescents define sexual coercion: A mixed methods study. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/17050.

Council of Science Editors:

French BH. Naming is power! Black and white adolescents define sexual coercion: A mixed methods study. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/17050


University of Illinois – Urbana-Champaign

19. Gannon-Slater, Nora. Reframing teachers' conceptions of assessment and data use.

Degree: PhD, 0210, 2014, University of Illinois – Urbana-Champaign

 Teachers’ use of assessment data for instructional decision making is one of several essential components of data-driven decision making (DDDM) as a reform strategy to… (more)

Subjects/Keywords: Assessment; Data-driven decision-making; Teacher education

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APA (6th Edition):

Gannon-Slater, N. (2014). Reframing teachers' conceptions of assessment and data use. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49730

Chicago Manual of Style (16th Edition):

Gannon-Slater, Nora. “Reframing teachers' conceptions of assessment and data use.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/49730.

MLA Handbook (7th Edition):

Gannon-Slater, Nora. “Reframing teachers' conceptions of assessment and data use.” 2014. Web. 21 Jul 2019.

Vancouver:

Gannon-Slater N. Reframing teachers' conceptions of assessment and data use. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/49730.

Council of Science Editors:

Gannon-Slater N. Reframing teachers' conceptions of assessment and data use. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49730


University of Illinois – Urbana-Champaign

20. Geoghegan, Cristin. Understanding teachers' use of formative assessment practices during literacy.

Degree: PhD, 1144, 2014, University of Illinois – Urbana-Champaign

 The current testing climate emphasizes the need to collect data and monitor student growth. Teachers have a paramount role in the assessment practices within their… (more)

Subjects/Keywords: formative assessment; professional development

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APA (6th Edition):

Geoghegan, C. (2014). Understanding teachers' use of formative assessment practices during literacy. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49836

Chicago Manual of Style (16th Edition):

Geoghegan, Cristin. “Understanding teachers' use of formative assessment practices during literacy.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/49836.

MLA Handbook (7th Edition):

Geoghegan, Cristin. “Understanding teachers' use of formative assessment practices during literacy.” 2014. Web. 21 Jul 2019.

Vancouver:

Geoghegan C. Understanding teachers' use of formative assessment practices during literacy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/49836.

Council of Science Editors:

Geoghegan C. Understanding teachers' use of formative assessment practices during literacy. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49836


University of Illinois – Urbana-Champaign

21. Zapata, Marisa A. Planning across differences: collaborative planning processes for the California Central Valley's future.

Degree: PhD, 0274, 2010, University of Illinois – Urbana-Champaign

 This dissertation examines the intersections between difference, participation, and planning processes. Rooted in scholarly conversations about deliberative democracy, collaborative planning, and nonprofit organizations in civil… (more)

Subjects/Keywords: cultural difference; public participation; Nonprofit organizations; planning process; deliberative democracy; collaborative planning

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APA (6th Edition):

Zapata, M. A. (2010). Planning across differences: collaborative planning processes for the California Central Valley's future. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/14613

Chicago Manual of Style (16th Edition):

Zapata, Marisa A. “Planning across differences: collaborative planning processes for the California Central Valley's future.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/14613.

MLA Handbook (7th Edition):

Zapata, Marisa A. “Planning across differences: collaborative planning processes for the California Central Valley's future.” 2010. Web. 21 Jul 2019.

Vancouver:

Zapata MA. Planning across differences: collaborative planning processes for the California Central Valley's future. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/14613.

Council of Science Editors:

Zapata MA. Planning across differences: collaborative planning processes for the California Central Valley's future. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/14613


University of Illinois – Urbana-Champaign

22. Legutki, Allen R. Self-determined music participation: the role of psychological needs satisfaction, intrinsic motivation, and self-regulation in the high school band experience.

Degree: PhD, 0168, 2010, University of Illinois – Urbana-Champaign

 Many decades of research on achievement in schools has shown that motivation is a key ingredient for student success. As most band directors might testify,… (more)

Subjects/Keywords: music education; music participation; psychological needs; self-determination; intrinsic motivation; self-regulation; motivation

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APA (6th Edition):

Legutki, A. R. (2010). Self-determined music participation: the role of psychological needs satisfaction, intrinsic motivation, and self-regulation in the high school band experience. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16850

Chicago Manual of Style (16th Edition):

Legutki, Allen R. “Self-determined music participation: the role of psychological needs satisfaction, intrinsic motivation, and self-regulation in the high school band experience.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/16850.

MLA Handbook (7th Edition):

Legutki, Allen R. “Self-determined music participation: the role of psychological needs satisfaction, intrinsic motivation, and self-regulation in the high school band experience.” 2010. Web. 21 Jul 2019.

Vancouver:

Legutki AR. Self-determined music participation: the role of psychological needs satisfaction, intrinsic motivation, and self-regulation in the high school band experience. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/16850.

Council of Science Editors:

Legutki AR. Self-determined music participation: the role of psychological needs satisfaction, intrinsic motivation, and self-regulation in the high school band experience. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16850


University of Illinois – Urbana-Champaign

23. Linker, Jenny M. Impact of a physical education teaching methods course on pre-service classroom teachers.

Degree: PhD, 0351, 2012, University of Illinois – Urbana-Champaign

 Elementary classroom teachers play key roles in school-wide physical activity initiatives, such as ???Let's Move in School,??? and it is important to consider their professional… (more)

Subjects/Keywords: physical education; pre-service classroom teachers; movement in the classroom

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APA (6th Edition):

Linker, J. M. (2012). Impact of a physical education teaching methods course on pre-service classroom teachers. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/29508

Chicago Manual of Style (16th Edition):

Linker, Jenny M. “Impact of a physical education teaching methods course on pre-service classroom teachers.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/29508.

MLA Handbook (7th Edition):

Linker, Jenny M. “Impact of a physical education teaching methods course on pre-service classroom teachers.” 2012. Web. 21 Jul 2019.

Vancouver:

Linker JM. Impact of a physical education teaching methods course on pre-service classroom teachers. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/29508.

Council of Science Editors:

Linker JM. Impact of a physical education teaching methods course on pre-service classroom teachers. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/29508


University of Illinois – Urbana-Champaign

24. Linick, Matthew. Examining charter school policy and public school district resource allocation using multiple quasi-experimental designs.

Degree: PhD, 0220, 2013, University of Illinois – Urbana-Champaign

 This project incorporates three different examinations of the relationship between charter schools and public school districts and district-run public schools. Charter schools, publically funded and… (more)

Subjects/Keywords: charter schools; resource allocation; quasi-experimental design; second-level effects; competition; charter school policy

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APA (6th Edition):

Linick, M. (2013). Examining charter school policy and public school district resource allocation using multiple quasi-experimental designs. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44810

Chicago Manual of Style (16th Edition):

Linick, Matthew. “Examining charter school policy and public school district resource allocation using multiple quasi-experimental designs.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/44810.

MLA Handbook (7th Edition):

Linick, Matthew. “Examining charter school policy and public school district resource allocation using multiple quasi-experimental designs.” 2013. Web. 21 Jul 2019.

Vancouver:

Linick M. Examining charter school policy and public school district resource allocation using multiple quasi-experimental designs. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/44810.

Council of Science Editors:

Linick M. Examining charter school policy and public school district resource allocation using multiple quasi-experimental designs. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44810

25. Garcia, Gabriela Liseth. Understanding and defining situational awareness and interpersonal competence as essential evaluator competencies.

Degree: PhD, Educational Psychology, 2016, University of Illinois – Urbana-Champaign

 “What constitutes a competent evaluator?” This question has been a topic of discussion and lively debates within evaluation communities around the world. In the past… (more)

Subjects/Keywords: Situational awareness; Interpersonal competence; Evaluator competency frameworks

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APA (6th Edition):

Garcia, G. L. (2016). Understanding and defining situational awareness and interpersonal competence as essential evaluator competencies. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/95325

Chicago Manual of Style (16th Edition):

Garcia, Gabriela Liseth. “Understanding and defining situational awareness and interpersonal competence as essential evaluator competencies.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/95325.

MLA Handbook (7th Edition):

Garcia, Gabriela Liseth. “Understanding and defining situational awareness and interpersonal competence as essential evaluator competencies.” 2016. Web. 21 Jul 2019.

Vancouver:

Garcia GL. Understanding and defining situational awareness and interpersonal competence as essential evaluator competencies. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/95325.

Council of Science Editors:

Garcia GL. Understanding and defining situational awareness and interpersonal competence as essential evaluator competencies. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/95325

26. Hood, Lisa. A case study of a school district new principal mentoring program.

Degree: PhD, 0210, 2014, University of Illinois – Urbana-Champaign

 In an effort to learn more about evaluation theory and practice, particularly the tensions and benefits of integrating two different evaluation approaches, this study was… (more)

Subjects/Keywords: program theory evaluation; metaevaluation; constructivism; mentoring; evaluation; principals

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APA (6th Edition):

Hood, L. (2014). A case study of a school district new principal mentoring program. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49552

Chicago Manual of Style (16th Edition):

Hood, Lisa. “A case study of a school district new principal mentoring program.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/49552.

MLA Handbook (7th Edition):

Hood, Lisa. “A case study of a school district new principal mentoring program.” 2014. Web. 21 Jul 2019.

Vancouver:

Hood L. A case study of a school district new principal mentoring program. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/49552.

Council of Science Editors:

Hood L. A case study of a school district new principal mentoring program. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49552

27. Adamson, Brynn Clairisse. The role of exercise in negotiating an identity as disabled: A qualitative exploration of the experiences of individuals with multiple sclerosis.

Degree: PhD, Kinesiology, 2018, University of Illinois – Urbana-Champaign

 BACKGROUND: Multiple sclerosis (MS) is a chronic condition resulting in a wide range of physical, cognitive and affective impairments that can either fluctuate, or remain… (more)

Subjects/Keywords: Exercise; medicalization; disability; multiple sclerosis; interpretative phenomenological analysis; disability identity

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APA (6th Edition):

Adamson, B. C. (2018). The role of exercise in negotiating an identity as disabled: A qualitative exploration of the experiences of individuals with multiple sclerosis. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/101502

Chicago Manual of Style (16th Edition):

Adamson, Brynn Clairisse. “The role of exercise in negotiating an identity as disabled: A qualitative exploration of the experiences of individuals with multiple sclerosis.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/101502.

MLA Handbook (7th Edition):

Adamson, Brynn Clairisse. “The role of exercise in negotiating an identity as disabled: A qualitative exploration of the experiences of individuals with multiple sclerosis.” 2018. Web. 21 Jul 2019.

Vancouver:

Adamson BC. The role of exercise in negotiating an identity as disabled: A qualitative exploration of the experiences of individuals with multiple sclerosis. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/101502.

Council of Science Editors:

Adamson BC. The role of exercise in negotiating an identity as disabled: A qualitative exploration of the experiences of individuals with multiple sclerosis. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/101502

28. McRee, Michael. Instructor perceptions of what good lead facilitators do in long-standing, co-curricular, multi-day, undergraduate leadership programs.

Degree: PhD, 4096, 2013, University of Illinois – Urbana-Champaign

 Instructor Perceptions of What Good Lead Facilitators do in Long-Standing, Co-Curricular, Multi-Day, Undergraduate Leadership Programs is an exploratory, qualitative study of what good teachers do… (more)

Subjects/Keywords: training; teaching; facilitation; institute; instructor; LeaderShape

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APA (6th Edition):

McRee, M. (2013). Instructor perceptions of what good lead facilitators do in long-standing, co-curricular, multi-day, undergraduate leadership programs. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42292

Chicago Manual of Style (16th Edition):

McRee, Michael. “Instructor perceptions of what good lead facilitators do in long-standing, co-curricular, multi-day, undergraduate leadership programs.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/42292.

MLA Handbook (7th Edition):

McRee, Michael. “Instructor perceptions of what good lead facilitators do in long-standing, co-curricular, multi-day, undergraduate leadership programs.” 2013. Web. 21 Jul 2019.

Vancouver:

McRee M. Instructor perceptions of what good lead facilitators do in long-standing, co-curricular, multi-day, undergraduate leadership programs. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/42292.

Council of Science Editors:

McRee M. Instructor perceptions of what good lead facilitators do in long-standing, co-curricular, multi-day, undergraduate leadership programs. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42292

29. Jankowski, Natasha. Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach.

Degree: PhD, 0209, 2013, University of Illinois – Urbana-Champaign

 Institutions of higher education in the United States operate within a climate of accountability and transparency where they are constantly asked to provide evidence of… (more)

Subjects/Keywords: Assessment; evidence use; decision making; learning outcomes; Accountability; transparency; storytelling

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APA (6th Edition):

Jankowski, N. (2013). Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42316

Chicago Manual of Style (16th Edition):

Jankowski, Natasha. “Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/42316.

MLA Handbook (7th Edition):

Jankowski, Natasha. “Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach.” 2013. Web. 21 Jul 2019.

Vancouver:

Jankowski N. Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/42316.

Council of Science Editors:

Jankowski N. Mapping the topography of the evidence use terrain in assessment of U.S. higher education: a multiple case study approach. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42316

30. Sheridan, Kathryn M. Mental health outcomes, social functioning, and the perspectives of children from methamphetamine-involved families in the rural Midwest: challenges and strengths.

Degree: PhD, 0365, 2011, University of Illinois – Urbana-Champaign

 Social workers must confront a number of significant challenges as front-line workers in their efforts to provide appropriate prevention and intervention services to children from… (more)

Subjects/Keywords: mental health; social functioning; methamphetamine; child welfare; substance affected families; resilience

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APA (6th Edition):

Sheridan, K. M. (2011). Mental health outcomes, social functioning, and the perspectives of children from methamphetamine-involved families in the rural Midwest: challenges and strengths. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24045

Chicago Manual of Style (16th Edition):

Sheridan, Kathryn M. “Mental health outcomes, social functioning, and the perspectives of children from methamphetamine-involved families in the rural Midwest: challenges and strengths.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 21, 2019. http://hdl.handle.net/2142/24045.

MLA Handbook (7th Edition):

Sheridan, Kathryn M. “Mental health outcomes, social functioning, and the perspectives of children from methamphetamine-involved families in the rural Midwest: challenges and strengths.” 2011. Web. 21 Jul 2019.

Vancouver:

Sheridan KM. Mental health outcomes, social functioning, and the perspectives of children from methamphetamine-involved families in the rural Midwest: challenges and strengths. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2142/24045.

Council of Science Editors:

Sheridan KM. Mental health outcomes, social functioning, and the perspectives of children from methamphetamine-involved families in the rural Midwest: challenges and strengths. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24045

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