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You searched for +publisher:"University of Illinois – Urbana-Champaign" +contributor:("Greene, Jennifer"). Showing records 1 – 30 of 59 total matches.

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University of Illinois – Urbana-Champaign

1. Sudibyo, Leonardus Eko. Narratives of teacher professional learning in Indonesia.

Degree: PhD, Curriculum and Instruction, 2018, University of Illinois – Urbana-Champaign

 This research was a narrative study of the professional learning of workshop leaders, that is, senior teachers whose professional growth prepared them to share their… (more)

Subjects/Keywords: Narratives; Teacher leader; Workshop leader; Teacher professional learning; Critical thinking; Education reform; Indonesian education

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APA (6th Edition):

Sudibyo, L. E. (2018). Narratives of teacher professional learning in Indonesia. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/102381

Chicago Manual of Style (16th Edition):

Sudibyo, Leonardus Eko. “Narratives of teacher professional learning in Indonesia.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 20, 2019. http://hdl.handle.net/2142/102381.

MLA Handbook (7th Edition):

Sudibyo, Leonardus Eko. “Narratives of teacher professional learning in Indonesia.” 2018. Web. 20 Mar 2019.

Vancouver:

Sudibyo LE. Narratives of teacher professional learning in Indonesia. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2142/102381.

Council of Science Editors:

Sudibyo LE. Narratives of teacher professional learning in Indonesia. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/102381

2. 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 March 20, 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. 20 Mar 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 Mar 20]. 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


University of Illinois – Urbana-Champaign

3. Mustafaa, Rafiqah. How university-based poverty research centers aim to inform antipoverty policy and practice.

Degree: PhD, Educational Policy Studies, 2017, University of Illinois – Urbana-Champaign

 This dissertation describes the activities of two university-based poverty research centers in the United States—the Center for Research on Poverty in Society (CRPS), and the… (more)

Subjects/Keywords: Research-policy relationship; Poverty research; Antipoverty policy; University-based research center

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APA (6th Edition):

Mustafaa, R. (2017). How university-based poverty research centers aim to inform antipoverty policy and practice. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97328

Chicago Manual of Style (16th Edition):

Mustafaa, Rafiqah. “How university-based poverty research centers aim to inform antipoverty policy and practice.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 20, 2019. http://hdl.handle.net/2142/97328.

MLA Handbook (7th Edition):

Mustafaa, Rafiqah. “How university-based poverty research centers aim to inform antipoverty policy and practice.” 2017. Web. 20 Mar 2019.

Vancouver:

Mustafaa R. How university-based poverty research centers aim to inform antipoverty policy and practice. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2142/97328.

Council of Science Editors:

Mustafaa R. How university-based poverty research centers aim to inform antipoverty policy and practice. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97328


University of Illinois – Urbana-Champaign

4. Williams, Julian Tehan. Strengthening the “tap in way”: a case study of an evaluation capacity building effort in Tap In Leadership Academy’s summer enrichment program.

Degree: PhD, Educational Policy Studies, 2017, University of Illinois – Urbana-Champaign

 This dissertation describes an effort to build evaluation capacity in a community-based organization – Tap In Leadership Academy. Following a 4-Step ECB Process, this study… (more)

Subjects/Keywords: Evaluation capacity building; Community-based organizations

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APA (6th Edition):

Williams, J. T. (2017). Strengthening the “tap in way”: a case study of an evaluation capacity building effort in Tap In Leadership Academy’s summer enrichment program. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97274

Chicago Manual of Style (16th Edition):

Williams, Julian Tehan. “Strengthening the “tap in way”: a case study of an evaluation capacity building effort in Tap In Leadership Academy’s summer enrichment program.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 20, 2019. http://hdl.handle.net/2142/97274.

MLA Handbook (7th Edition):

Williams, Julian Tehan. “Strengthening the “tap in way”: a case study of an evaluation capacity building effort in Tap In Leadership Academy’s summer enrichment program.” 2017. Web. 20 Mar 2019.

Vancouver:

Williams JT. Strengthening the “tap in way”: a case study of an evaluation capacity building effort in Tap In Leadership Academy’s summer enrichment program. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2142/97274.

Council of Science Editors:

Williams JT. Strengthening the “tap in way”: a case study of an evaluation capacity building effort in Tap In Leadership Academy’s summer enrichment program. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97274


University of Illinois – Urbana-Champaign

5. Fein, Adam Daniel. Multimedia learning: principles of learning and instructional improvement in Massive, Open, Online Courses (MOOCS).

Degree: PhD, Educational Policy Studies, 2017, University of Illinois – Urbana-Champaign

 With good reason, many initial Massive, Open, Online Course (MOOC) studies conducted in the first three years of widespread MOOC hype and adoption have focused… (more)

Subjects/Keywords: Learning; Online; Instructional; Instruction; Massive Open Online Courses (MOOCs); Multimedia; Pedagogy; Improvement; Performance; Satisfaction; Effectiveness; Engagement; University; Illinois; Coursera; Feedback; Elaboration; Bloom's; Design; Massive; Open; Course

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APA (6th Edition):

Fein, A. D. (2017). Multimedia learning: principles of learning and instructional improvement in Massive, Open, Online Courses (MOOCS). (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97264

Chicago Manual of Style (16th Edition):

Fein, Adam Daniel. “Multimedia learning: principles of learning and instructional improvement in Massive, Open, Online Courses (MOOCS).” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 20, 2019. http://hdl.handle.net/2142/97264.

MLA Handbook (7th Edition):

Fein, Adam Daniel. “Multimedia learning: principles of learning and instructional improvement in Massive, Open, Online Courses (MOOCS).” 2017. Web. 20 Mar 2019.

Vancouver:

Fein AD. Multimedia learning: principles of learning and instructional improvement in Massive, Open, Online Courses (MOOCS). [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2142/97264.

Council of Science Editors:

Fein AD. Multimedia learning: principles of learning and instructional improvement in Massive, Open, Online Courses (MOOCS). [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97264

6. 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 March 20, 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. 20 Mar 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 Mar 20]. 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

7. Valgoi, Maria Judith. A practical-participatory evaluation of a racial diversity education program for police recruits.

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

 The purpose of this study was to use a practical–participatory evaluative method (Cousins & Whitmore, 1998) to develop and critically evaluate a diversity education program… (more)

Subjects/Keywords: Multicultural Competency Training; Police Training; Program Evaluation

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APA (6th Edition):

Valgoi, M. J. (2016). A practical-participatory evaluation of a racial diversity education program for police recruits. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92775

Chicago Manual of Style (16th Edition):

Valgoi, Maria Judith. “A practical-participatory evaluation of a racial diversity education program for police recruits.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 20, 2019. http://hdl.handle.net/2142/92775.

MLA Handbook (7th Edition):

Valgoi, Maria Judith. “A practical-participatory evaluation of a racial diversity education program for police recruits.” 2016. Web. 20 Mar 2019.

Vancouver:

Valgoi MJ. A practical-participatory evaluation of a racial diversity education program for police recruits. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2142/92775.

Council of Science Editors:

Valgoi MJ. A practical-participatory evaluation of a racial diversity education program for police recruits. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92775


University of Illinois – Urbana-Champaign

8. Flores, Michelle P. The SIDE workshop: examining the influence of a substance abuse intervention on the readiness for change of men who are incarcerated.

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

 Substance abuse is rapidly and steadily becoming the highest behavioral health concern in the United States (SAMHSA, 2012). The impact of substance abuse is especially… (more)

Subjects/Keywords: Substance abuse; Therapeutic confrontation; Incarceration; Workshop

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APA (6th Edition):

Flores, M. P. (2016). The SIDE workshop: examining the influence of a substance abuse intervention on the readiness for change of men who are incarcerated. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/93042

Chicago Manual of Style (16th Edition):

Flores, Michelle P. “The SIDE workshop: examining the influence of a substance abuse intervention on the readiness for change of men who are incarcerated.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 20, 2019. http://hdl.handle.net/2142/93042.

MLA Handbook (7th Edition):

Flores, Michelle P. “The SIDE workshop: examining the influence of a substance abuse intervention on the readiness for change of men who are incarcerated.” 2016. Web. 20 Mar 2019.

Vancouver:

Flores MP. The SIDE workshop: examining the influence of a substance abuse intervention on the readiness for change of men who are incarcerated. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2142/93042.

Council of Science Editors:

Flores MP. The SIDE workshop: examining the influence of a substance abuse intervention on the readiness for change of men who are incarcerated. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/93042


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 March 20, 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. 20 Mar 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 Mar 20]. 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. Pino Yancovic, Mauricio. Reframing the right to education in the "Chilean neoliberal experiment": a multi-sited case study of community resistance to public school closings.

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

 My dissertation research examines how the right to education, stated explicitly in the Chilean constitution, has been interpreted as educational policies are being enacted. I… (more)

Subjects/Keywords: Case Study; Chile; Community Resistance; Fairclough; Greene; Mixed-method; Mothers; Municipalization; Neoliberalism; Neoliberal Imaginary; Parents; Public Education; Right to Education; Resistance; Stake; SIMCE; Standarization; Standarized Testing; School Closing; School Networks; Tomasevski

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APA (6th Edition):

Pino Yancovic, M. (2016). Reframing the right to education in the "Chilean neoliberal experiment": a multi-sited case study of community resistance to public school closings. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92996

Chicago Manual of Style (16th Edition):

Pino Yancovic, Mauricio. “Reframing the right to education in the "Chilean neoliberal experiment": a multi-sited case study of community resistance to public school closings.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 20, 2019. http://hdl.handle.net/2142/92996.

MLA Handbook (7th Edition):

Pino Yancovic, Mauricio. “Reframing the right to education in the "Chilean neoliberal experiment": a multi-sited case study of community resistance to public school closings.” 2016. Web. 20 Mar 2019.

Vancouver:

Pino Yancovic M. Reframing the right to education in the "Chilean neoliberal experiment": a multi-sited case study of community resistance to public school closings. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2142/92996.

Council of Science Editors:

Pino Yancovic M. Reframing the right to education in the "Chilean neoliberal experiment": a multi-sited case study of community resistance to public school closings. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92996


University of Illinois – Urbana-Champaign

11. 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 March 20, 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. 20 Mar 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 Mar 20]. 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

12. Dworkin, Emily Raphael. The process and context of help-seeking after sexual assault.

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

 Sexual assault is a common experience that has been associated with a number of problematic psychosocial outcomes. To cope with the trauma of sexual assault… (more)

Subjects/Keywords: rape; disclosure; sexual assault; help-seeking; trauma; violence; mixed methods; social contexts; social networks

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APA (6th Edition):

Dworkin, E. R. (2016). The process and context of help-seeking after sexual assault. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92685

Chicago Manual of Style (16th Edition):

Dworkin, Emily Raphael. “The process and context of help-seeking after sexual assault.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 20, 2019. http://hdl.handle.net/2142/92685.

MLA Handbook (7th Edition):

Dworkin, Emily Raphael. “The process and context of help-seeking after sexual assault.” 2016. Web. 20 Mar 2019.

Vancouver:

Dworkin ER. The process and context of help-seeking after sexual assault. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2142/92685.

Council of Science Editors:

Dworkin ER. The process and context of help-seeking after sexual assault. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92685


University of Illinois – Urbana-Champaign

13. 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 March 20, 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. 20 Mar 2019.

Vancouver:

Gates EF. Re-examining the implications of systems thinking for evaluation. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Mar 20]. 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

14. Cronenberg, Stephanie S. Music at the middle: principles that guide middle level general music teachers.

Degree: PhD, Curriculum and Instruction, 2016, University of Illinois – Urbana-Champaign

 This mixed methods inquiry examined the principles teachers employ when teaching middle level general music to young adolescents in the United States. In the discourse… (more)

Subjects/Keywords: General music; middle school music teachers; middle grades; middle level; middle level concept; This We Believe; democratic education; mixed methods

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APA (6th Edition):

Cronenberg, S. S. (2016). Music at the middle: principles that guide middle level general music teachers. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90502

Chicago Manual of Style (16th Edition):

Cronenberg, Stephanie S. “Music at the middle: principles that guide middle level general music teachers.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 20, 2019. http://hdl.handle.net/2142/90502.

MLA Handbook (7th Edition):

Cronenberg, Stephanie S. “Music at the middle: principles that guide middle level general music teachers.” 2016. Web. 20 Mar 2019.

Vancouver:

Cronenberg SS. Music at the middle: principles that guide middle level general music teachers. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2142/90502.

Council of Science Editors:

Cronenberg SS. Music at the middle: principles that guide middle level general music teachers. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90502

15. 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 March 20, 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. 20 Mar 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 Mar 20]. 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

16. Crenshaw, Hope L. What matters in data use: examining equity and data driven decision making in diverse elementary schools.

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

 Although political leaders tout contemporary reform strategies such as data driven decision making (DDDM) as being essential for eliminating the achievement gap between black and… (more)

Subjects/Keywords: Data use; equity

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APA (6th Edition):

Crenshaw, H. L. (2016). What matters in data use: examining equity and data driven decision making in diverse elementary schools. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90725

Chicago Manual of Style (16th Edition):

Crenshaw, Hope L. “What matters in data use: examining equity and data driven decision making in diverse elementary schools.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 20, 2019. http://hdl.handle.net/2142/90725.

MLA Handbook (7th Edition):

Crenshaw, Hope L. “What matters in data use: examining equity and data driven decision making in diverse elementary schools.” 2016. Web. 20 Mar 2019.

Vancouver:

Crenshaw HL. What matters in data use: examining equity and data driven decision making in diverse elementary schools. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2142/90725.

Council of Science Editors:

Crenshaw HL. What matters in data use: examining equity and data driven decision making in diverse elementary schools. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90725


University of Illinois – Urbana-Champaign

17. 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 March 20, 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. 20 Mar 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 Mar 20]. 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

18. Walden, Angela Lecia. Rehabilitative practices in juvenile detention: invoking multiple perspectives to explore implementation.

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

 The dual purpose of the juvenile justice system is to protect community members and deter minors from engaging in criminal behavior. Thus, one perennial challenge… (more)

Subjects/Keywords: Rehabilitation; Juvenile Detention; Implementation

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APA (6th Edition):

Walden, A. L. (2015). Rehabilitative practices in juvenile detention: invoking multiple perspectives to explore implementation. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/87991

Chicago Manual of Style (16th Edition):

Walden, Angela Lecia. “Rehabilitative practices in juvenile detention: invoking multiple perspectives to explore implementation.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 20, 2019. http://hdl.handle.net/2142/87991.

MLA Handbook (7th Edition):

Walden, Angela Lecia. “Rehabilitative practices in juvenile detention: invoking multiple perspectives to explore implementation.” 2015. Web. 20 Mar 2019.

Vancouver:

Walden AL. Rehabilitative practices in juvenile detention: invoking multiple perspectives to explore implementation. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2142/87991.

Council of Science Editors:

Walden AL. Rehabilitative practices in juvenile detention: invoking multiple perspectives to explore implementation. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/87991


University of Illinois – Urbana-Champaign

19. 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 March 20, 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. 20 Mar 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 Mar 20]. 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


University of Illinois – Urbana-Champaign

20. Cabalin Quijada, Cristian Esteban. The mediatization of educational policies in Chile: discourses and governance in a neoliberal education field.

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

 This is an interdisciplinary study, because it focuses on the relationship between the education and media fields via a case study of the 2011 Chilean… (more)

Subjects/Keywords: education policy; mediatization; Chile

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APA (6th Edition):

Cabalin Quijada, C. E. (2015). The mediatization of educational policies in Chile: discourses and governance in a neoliberal education field. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88144

Chicago Manual of Style (16th Edition):

Cabalin Quijada, Cristian Esteban. “The mediatization of educational policies in Chile: discourses and governance in a neoliberal education field.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 20, 2019. http://hdl.handle.net/2142/88144.

MLA Handbook (7th Edition):

Cabalin Quijada, Cristian Esteban. “The mediatization of educational policies in Chile: discourses and governance in a neoliberal education field.” 2015. Web. 20 Mar 2019.

Vancouver:

Cabalin Quijada CE. The mediatization of educational policies in Chile: discourses and governance in a neoliberal education field. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2142/88144.

Council of Science Editors:

Cabalin Quijada CE. The mediatization of educational policies in Chile: discourses and governance in a neoliberal education field. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88144


University of Illinois – Urbana-Champaign

21. Evans, Margaret E. Data use for what and for whom?: a close look at the policies and teacher practices that shape data-driven decision making at an elementary school.

Degree: PhD, Curriculum and Instruction, 2015, University of Illinois – Urbana-Champaign

 In this thesis, I present an analysis of how educators practiced data-driven decision making (DDDM) at Greenbrook Elementary, a school that has historically struggled to… (more)

Subjects/Keywords: data-driven decision making; data use

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APA (6th Edition):

Evans, M. E. (2015). Data use for what and for whom?: a close look at the policies and teacher practices that shape data-driven decision making at an elementary school. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78374

Chicago Manual of Style (16th Edition):

Evans, Margaret E. “Data use for what and for whom?: a close look at the policies and teacher practices that shape data-driven decision making at an elementary school.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 20, 2019. http://hdl.handle.net/2142/78374.

MLA Handbook (7th Edition):

Evans, Margaret E. “Data use for what and for whom?: a close look at the policies and teacher practices that shape data-driven decision making at an elementary school.” 2015. Web. 20 Mar 2019.

Vancouver:

Evans ME. Data use for what and for whom?: a close look at the policies and teacher practices that shape data-driven decision making at an elementary school. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2142/78374.

Council of Science Editors:

Evans ME. Data use for what and for whom?: a close look at the policies and teacher practices that shape data-driven decision making at an elementary school. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78374


University of Illinois – Urbana-Champaign

22. 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 March 20, 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. 20 Mar 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 Mar 20]. 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

23. Tillman, Ayesha. Using a values-engaged educative evaluation approach to address issues of diversity and equity in a multi-site Science Technology Engineering and Mathematics program evaluation.

Degree: PhD, 0210, 2015, University of Illinois – Urbana-Champaign

 As challenges mount in the areas of national defense, climate change, health, energy, economic growth, food safety and accessibility, and environmental protection, so does the… (more)

Subjects/Keywords: evaluation; Science Technology Engineering and Mathematics (STEM); diversity; equity; values-engagement

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APA (6th Edition):

Tillman, A. (2015). Using a values-engaged educative evaluation approach to address issues of diversity and equity in a multi-site Science Technology Engineering and Mathematics program evaluation. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/72872

Chicago Manual of Style (16th Edition):

Tillman, Ayesha. “Using a values-engaged educative evaluation approach to address issues of diversity and equity in a multi-site Science Technology Engineering and Mathematics program evaluation.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 20, 2019. http://hdl.handle.net/2142/72872.

MLA Handbook (7th Edition):

Tillman, Ayesha. “Using a values-engaged educative evaluation approach to address issues of diversity and equity in a multi-site Science Technology Engineering and Mathematics program evaluation.” 2015. Web. 20 Mar 2019.

Vancouver:

Tillman A. Using a values-engaged educative evaluation approach to address issues of diversity and equity in a multi-site Science Technology Engineering and Mathematics program evaluation. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2142/72872.

Council of Science Editors:

Tillman A. Using a values-engaged educative evaluation approach to address issues of diversity and equity in a multi-site Science Technology Engineering and Mathematics program evaluation. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/72872


University of Illinois – Urbana-Champaign

24. 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 March 20, 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. 20 Mar 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 Mar 20]. 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

25. 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 March 20, 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. 20 Mar 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 Mar 20]. 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

26. 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 March 20, 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. 20 Mar 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 Mar 20]. 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

27. Dodson, Milo L. The word that makes you go hmmm: exploring the relation between African Americans’ linguistic ideologies, racial identity attitudes, and usage of the n-word.

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

 Two-hundred-and-eighty-five African Americans completed a web-based survey to explore their linguistic ideologies (i.e., beliefs about socially embedded words), racial identity attitudes, and usage of the… (more)

Subjects/Keywords: nigga; nigger; n-word; African American; racial identity; Cross Racial Identity Scale (CRIS); language; linguistic ideologies; mixed methods

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APA (6th Edition):

Dodson, M. L. (2014). The word that makes you go hmmm: exploring the relation between African Americans’ linguistic ideologies, racial identity attitudes, and usage of the n-word. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50506

Chicago Manual of Style (16th Edition):

Dodson, Milo L. “The word that makes you go hmmm: exploring the relation between African Americans’ linguistic ideologies, racial identity attitudes, and usage of the n-word.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 20, 2019. http://hdl.handle.net/2142/50506.

MLA Handbook (7th Edition):

Dodson, Milo L. “The word that makes you go hmmm: exploring the relation between African Americans’ linguistic ideologies, racial identity attitudes, and usage of the n-word.” 2014. Web. 20 Mar 2019.

Vancouver:

Dodson ML. The word that makes you go hmmm: exploring the relation between African Americans’ linguistic ideologies, racial identity attitudes, and usage of the n-word. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2142/50506.

Council of Science Editors:

Dodson ML. The word that makes you go hmmm: exploring the relation between African Americans’ linguistic ideologies, racial identity attitudes, and usage of the n-word. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50506


University of Illinois – Urbana-Champaign

28. 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 March 20, 2019. http://hdl.handle.net/2142/49666.

MLA Handbook (7th Edition):

Liu, Wei. “Chinese teachers' conceptualization of "what is a good child".” 2014. Web. 20 Mar 2019.

Vancouver:

Liu W. Chinese teachers' conceptualization of "what is a good child". [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Mar 20]. 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

29. 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 March 20, 2019. http://hdl.handle.net/2142/49730.

MLA Handbook (7th Edition):

Gannon-Slater, Nora. “Reframing teachers' conceptions of assessment and data use.” 2014. Web. 20 Mar 2019.

Vancouver:

Gannon-Slater N. Reframing teachers' conceptions of assessment and data use. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Mar 20]. 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

30. 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 March 20, 2019. http://hdl.handle.net/2142/49836.

MLA Handbook (7th Edition):

Geoghegan, Cristin. “Understanding teachers' use of formative assessment practices during literacy.” 2014. Web. 20 Mar 2019.

Vancouver:

Geoghegan C. Understanding teachers' use of formative assessment practices during literacy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Mar 20]. 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

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