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You searched for +publisher:"University of Illinois – Urbana-Champaign" +contributor:("Higgins, Christopher R."). Showing records 1 – 13 of 13 total matches.

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University of Illinois – Urbana-Champaign

1. Radhakrishnan, Ritu. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.

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

 This study examines how a recreated art-infused curriculum shapes 5th grade students’ learning experiences. The curriculum was re-envisioned to include more critical theoretical approaches to… (more)

Subjects/Keywords: Curriculum; Critical pedagogy; Arts education; Middle school

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APA (6th Edition):

Radhakrishnan, R. (2014). "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49648

Chicago Manual of Style (16th Edition):

Radhakrishnan, Ritu. “"Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 12, 2019. http://hdl.handle.net/2142/49648.

MLA Handbook (7th Edition):

Radhakrishnan, Ritu. “"Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.” 2014. Web. 12 Dec 2019.

Vancouver:

Radhakrishnan R. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2142/49648.

Council of Science Editors:

Radhakrishnan R. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49648


University of Illinois – Urbana-Champaign

2. Belarmino, Jeremy J. Exploring the nature of models in science, philosophy of science, and science education.

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

 The term model is ubiquitous in science, philosophy of science, and science education. Although there is no general consensus regarding its definition, the traditional approach… (more)

Subjects/Keywords: Model; Science education

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APA (6th Edition):

Belarmino, J. J. (2017). Exploring the nature of models in science, philosophy of science, and science education. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99342

Chicago Manual of Style (16th Edition):

Belarmino, Jeremy J. “Exploring the nature of models in science, philosophy of science, and science education.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 12, 2019. http://hdl.handle.net/2142/99342.

MLA Handbook (7th Edition):

Belarmino, Jeremy J. “Exploring the nature of models in science, philosophy of science, and science education.” 2017. Web. 12 Dec 2019.

Vancouver:

Belarmino JJ. Exploring the nature of models in science, philosophy of science, and science education. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2142/99342.

Council of Science Editors:

Belarmino JJ. Exploring the nature of models in science, philosophy of science, and science education. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99342


University of Illinois – Urbana-Champaign

3. Rosu, Luisa Maria. Thinking and creativity in learning mathematics teaching.

Degree: PhD, 0215, 2010, University of Illinois – Urbana-Champaign

 Preparation to teach school mathematics should include developing an understanding of classroom mathematical interactions. The research literature and professional expertise agree that a teacher???s ability… (more)

Subjects/Keywords: mathematics education; teacher education; classroom interactions; pedagogical content knowledge; mathematical knowledge for teaching; teacher learning; teacher creativity; knowledge integration; perceptual knowledge

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APA (6th Edition):

Rosu, L. M. (2010). Thinking and creativity in learning mathematics teaching. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16771

Chicago Manual of Style (16th Edition):

Rosu, Luisa Maria. “Thinking and creativity in learning mathematics teaching.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 12, 2019. http://hdl.handle.net/2142/16771.

MLA Handbook (7th Edition):

Rosu, Luisa Maria. “Thinking and creativity in learning mathematics teaching.” 2010. Web. 12 Dec 2019.

Vancouver:

Rosu LM. Thinking and creativity in learning mathematics teaching. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2142/16771.

Council of Science Editors:

Rosu LM. Thinking and creativity in learning mathematics teaching. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16771


University of Illinois – Urbana-Champaign

4. Irving, Sonya. "How will I know my students are successful?" Examining the conceptions of success held by pre-service secondary mathematics teachers in an equity-oriented professional development program.

Degree: PhD, 1144, 2015, University of Illinois – Urbana-Champaign

 This study investigates the conceptions of success in mathematics that pre-service teachers hold for marginalized students. Participants are two white, male pre-service secondary mathematics teachers… (more)

Subjects/Keywords: Equity; Teacher preparation; Mathematics education; Nepantla; Uncertainty in teaching; Orientations; Goals; Student teaching

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APA (6th Edition):

Irving, S. (2015). "How will I know my students are successful?" Examining the conceptions of success held by pre-service secondary mathematics teachers in an equity-oriented professional development program. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/72745

Chicago Manual of Style (16th Edition):

Irving, Sonya. “"How will I know my students are successful?" Examining the conceptions of success held by pre-service secondary mathematics teachers in an equity-oriented professional development program.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 12, 2019. http://hdl.handle.net/2142/72745.

MLA Handbook (7th Edition):

Irving, Sonya. “"How will I know my students are successful?" Examining the conceptions of success held by pre-service secondary mathematics teachers in an equity-oriented professional development program.” 2015. Web. 12 Dec 2019.

Vancouver:

Irving S. "How will I know my students are successful?" Examining the conceptions of success held by pre-service secondary mathematics teachers in an equity-oriented professional development program. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2142/72745.

Council of Science Editors:

Irving S. "How will I know my students are successful?" Examining the conceptions of success held by pre-service secondary mathematics teachers in an equity-oriented professional development program. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/72745


University of Illinois – Urbana-Champaign

5. Lin, Yueh-Mei. Reason and care: constructing an inclusive moral theory for civic education.

Degree: PhD, 0220, 2012, University of Illinois – Urbana-Champaign

 ABSTRACT My thesis tackles the debate regarding (in)compatibility of rational moral philosophy and caring theory. My thesis argues and demonstrates that by unifying Noddings’ caring… (more)

Subjects/Keywords: caring theory; rational moral philosophy; compatibility; relational ontology; Merleau-Ponty’s and Nāgārjuna’s philosophies; unified neocaring theory of autonomy; information technologies; digital age

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APA (6th Edition):

Lin, Y. (2012). Reason and care: constructing an inclusive moral theory for civic education. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/32067

Chicago Manual of Style (16th Edition):

Lin, Yueh-Mei. “Reason and care: constructing an inclusive moral theory for civic education.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 12, 2019. http://hdl.handle.net/2142/32067.

MLA Handbook (7th Edition):

Lin, Yueh-Mei. “Reason and care: constructing an inclusive moral theory for civic education.” 2012. Web. 12 Dec 2019.

Vancouver:

Lin Y. Reason and care: constructing an inclusive moral theory for civic education. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2142/32067.

Council of Science Editors:

Lin Y. Reason and care: constructing an inclusive moral theory for civic education. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/32067


University of Illinois – Urbana-Champaign

6. Chen, Jia. How can one be perfected by music?—contemporary educational significance of Chinese pre-Qin Confucian thought on Yue Jiao (music education).

Degree: PhD, 0220, 2012, University of Illinois – Urbana-Champaign

 My dissertation project is an examination of aesthetic thought of Chinese pre-Qin Confucians with a focus on the idea of Yue Jiao (Music Education). Confucius,… (more)

Subjects/Keywords: Yue Jiao (Music Education); Chinese Pre-Qin Confucians; Ritual and Music; Ancient Greek Aesthetics; Personhood as an Integrated Whole

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APA (6th Edition):

Chen, J. (2012). How can one be perfected by music?—contemporary educational significance of Chinese pre-Qin Confucian thought on Yue Jiao (music education). (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34493

Chicago Manual of Style (16th Edition):

Chen, Jia. “How can one be perfected by music?—contemporary educational significance of Chinese pre-Qin Confucian thought on Yue Jiao (music education).” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 12, 2019. http://hdl.handle.net/2142/34493.

MLA Handbook (7th Edition):

Chen, Jia. “How can one be perfected by music?—contemporary educational significance of Chinese pre-Qin Confucian thought on Yue Jiao (music education).” 2012. Web. 12 Dec 2019.

Vancouver:

Chen J. How can one be perfected by music?—contemporary educational significance of Chinese pre-Qin Confucian thought on Yue Jiao (music education). [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2142/34493.

Council of Science Editors:

Chen J. How can one be perfected by music?—contemporary educational significance of Chinese pre-Qin Confucian thought on Yue Jiao (music education). [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34493


University of Illinois – Urbana-Champaign

7. Requa, David Leslie. Charter schools as state actors: are they truly public schools?.

Degree: PhD, Ed Organization and Leadership, 2017, University of Illinois – Urbana-Champaign

 The trend of establishing charter schools across the United States has been accomplished by authorization statutes labelling them as public schools. They are supported by… (more)

Subjects/Keywords: Charter schools; Fourteenth Amendment; State action; Teachers

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APA (6th Edition):

Requa, D. L. (2017). Charter schools as state actors: are they truly public schools?. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97361

Chicago Manual of Style (16th Edition):

Requa, David Leslie. “Charter schools as state actors: are they truly public schools?.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 12, 2019. http://hdl.handle.net/2142/97361.

MLA Handbook (7th Edition):

Requa, David Leslie. “Charter schools as state actors: are they truly public schools?.” 2017. Web. 12 Dec 2019.

Vancouver:

Requa DL. Charter schools as state actors: are they truly public schools?. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2142/97361.

Council of Science Editors:

Requa DL. Charter schools as state actors: are they truly public schools?. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97361


University of Illinois – Urbana-Champaign

8. Anderson, Chanee. A journey through "the village": lessons learned from the full-service community school model at Legacy High School.

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

 There are many education reform models intended to close the achievement gap between different groups of students (i.e., students from different racial and ethnic backgrounds,… (more)

Subjects/Keywords: full-service community schools; full-service; community schools, wraparound supports

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APA (6th Edition):

Anderson, C. (2016). A journey through "the village": lessons learned from the full-service community school model at Legacy High School. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92886

Chicago Manual of Style (16th Edition):

Anderson, Chanee. “A journey through "the village": lessons learned from the full-service community school model at Legacy High School.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 12, 2019. http://hdl.handle.net/2142/92886.

MLA Handbook (7th Edition):

Anderson, Chanee. “A journey through "the village": lessons learned from the full-service community school model at Legacy High School.” 2016. Web. 12 Dec 2019.

Vancouver:

Anderson C. A journey through "the village": lessons learned from the full-service community school model at Legacy High School. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2142/92886.

Council of Science Editors:

Anderson C. A journey through "the village": lessons learned from the full-service community school model at Legacy High School. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92886

9. Mulryan, Seamus. Confronting death: cultivating courage for cross-cultural understanding.

Degree: PhD, 0220, 2011, University of Illinois – Urbana-Champaign

 The United States is a nation of many cultures. There is a diversity of ethnic and religious groups, and individuals of all, majority and minority,… (more)

Subjects/Keywords: Ethics; Multicultural Education; Dialogue; Peace Education; Civic Education; Character; Virtue; Hermeneutics; Existentialism; Psychoanalysis

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APA (6th Edition):

Mulryan, S. (2011). Confronting death: cultivating courage for cross-cultural understanding. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/26378

Chicago Manual of Style (16th Edition):

Mulryan, Seamus. “Confronting death: cultivating courage for cross-cultural understanding.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 12, 2019. http://hdl.handle.net/2142/26378.

MLA Handbook (7th Edition):

Mulryan, Seamus. “Confronting death: cultivating courage for cross-cultural understanding.” 2011. Web. 12 Dec 2019.

Vancouver:

Mulryan S. Confronting death: cultivating courage for cross-cultural understanding. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2142/26378.

Council of Science Editors:

Mulryan S. Confronting death: cultivating courage for cross-cultural understanding. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/26378

10. Mayne, Hope. From roots to blossoms: a description of the shared teaching experiences of Jamaican teacher educators.

Degree: PhD, 1144, 2012, University of Illinois – Urbana-Champaign

 Abstract The study explored teaching and teacher education in the postcolonial context, Jamaica, based on arguments that Jamaica's education system and teacher training is constructed… (more)

Subjects/Keywords: Teacher Education; Postcolonial; Jamaica; Colonial; Critical Pedagogy; Preservice teachers; Teacher Educators; phenomenology; critical thinking; postcolonial agency

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APA (6th Edition):

Mayne, H. (2012). From roots to blossoms: a description of the shared teaching experiences of Jamaican teacher educators. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34262

Chicago Manual of Style (16th Edition):

Mayne, Hope. “From roots to blossoms: a description of the shared teaching experiences of Jamaican teacher educators.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 12, 2019. http://hdl.handle.net/2142/34262.

MLA Handbook (7th Edition):

Mayne, Hope. “From roots to blossoms: a description of the shared teaching experiences of Jamaican teacher educators.” 2012. Web. 12 Dec 2019.

Vancouver:

Mayne H. From roots to blossoms: a description of the shared teaching experiences of Jamaican teacher educators. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2142/34262.

Council of Science Editors:

Mayne H. From roots to blossoms: a description of the shared teaching experiences of Jamaican teacher educators. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34262

11. Thibert, Jeffrey R. Worldview education: a possibility for autonomy-facilitating education in Islamic schools.

Degree: PhD, 0220, 2012, University of Illinois – Urbana-Champaign

 Much of the current debate surrounding the integration of Muslims into Western countries is fueled by the belief that Islamic values are incompatible with those… (more)

Subjects/Keywords: autonomy; Islamic education; liberal education; worldview education; religious education; Yusuf al-Qaradawi

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APA (6th Edition):

Thibert, J. R. (2012). Worldview education: a possibility for autonomy-facilitating education in Islamic schools. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31217

Chicago Manual of Style (16th Edition):

Thibert, Jeffrey R. “Worldview education: a possibility for autonomy-facilitating education in Islamic schools.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 12, 2019. http://hdl.handle.net/2142/31217.

MLA Handbook (7th Edition):

Thibert, Jeffrey R. “Worldview education: a possibility for autonomy-facilitating education in Islamic schools.” 2012. Web. 12 Dec 2019.

Vancouver:

Thibert JR. Worldview education: a possibility for autonomy-facilitating education in Islamic schools. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2142/31217.

Council of Science Editors:

Thibert JR. Worldview education: a possibility for autonomy-facilitating education in Islamic schools. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31217

12. Koehler, Jeanne. Entrepreneurial teaching in creating third spaces for experiential learning: a case study of two science teachers in low-income settings.

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

 This three-year study focuses on two high school science teachers who created active learning opportunities that invite students to go beyond the textbooks and did… (more)

Subjects/Keywords: Entrepreneurial Teaching; Third Space; Science Education; Entrepreneurship; Experiential Education; Reform-based Science Teaching; Low-Income Schools

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APA (6th Edition):

Koehler, J. (2014). Entrepreneurial teaching in creating third spaces for experiential learning: a case study of two science teachers in low-income settings. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/46780

Chicago Manual of Style (16th Edition):

Koehler, Jeanne. “Entrepreneurial teaching in creating third spaces for experiential learning: a case study of two science teachers in low-income settings.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 12, 2019. http://hdl.handle.net/2142/46780.

MLA Handbook (7th Edition):

Koehler, Jeanne. “Entrepreneurial teaching in creating third spaces for experiential learning: a case study of two science teachers in low-income settings.” 2014. Web. 12 Dec 2019.

Vancouver:

Koehler J. Entrepreneurial teaching in creating third spaces for experiential learning: a case study of two science teachers in low-income settings. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2142/46780.

Council of Science Editors:

Koehler J. Entrepreneurial teaching in creating third spaces for experiential learning: a case study of two science teachers in low-income settings. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/46780

13. Nagle, Ryen. College teaching behaviors of community college faculty.

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

 Teaching behaviors of faculty are important for community college students who rely on the faculty-student interaction for academic integration to the institution, which itself is… (more)

Subjects/Keywords: college teaching behaviors; community college faculty; dual credit faculty; part-time faculty

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APA (6th Edition):

Nagle, R. (2013). College teaching behaviors of community college faculty. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44292

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

Chicago Manual of Style (16th Edition):

Nagle, Ryen. “College teaching behaviors of community college faculty.” 2013. Thesis, University of Illinois – Urbana-Champaign. Accessed December 12, 2019. http://hdl.handle.net/2142/44292.

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

MLA Handbook (7th Edition):

Nagle, Ryen. “College teaching behaviors of community college faculty.” 2013. Web. 12 Dec 2019.

Vancouver:

Nagle R. College teaching behaviors of community college faculty. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2142/44292.

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

Council of Science Editors:

Nagle R. College teaching behaviors of community college faculty. [Thesis]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44292

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

.