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You searched for +publisher:"University of Kansas" +contributor:("Hallman, Heidi"). Showing records 1 – 30 of 48 total matches.

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University of Kansas

1. Alharbi, Fahad Abdullah. The Perceptions of Professors from Different Disciplines at Taibah University Regarding Undergraduate Students’ Writing.

Degree: EdD, Curriculum and Teaching, 2017, University of Kansas

 Studies indicated that there should be collaboration between English and Arabic teachers and disciplinary teachers in order to design instruction that will help students improve… (more)

Subjects/Keywords: Curriculum development; Curriculum; EAP; ESP; Language

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APA (6th Edition):

Alharbi, F. A. (2017). The Perceptions of Professors from Different Disciplines at Taibah University Regarding Undergraduate Students’ Writing. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26904

Chicago Manual of Style (16th Edition):

Alharbi, Fahad Abdullah. “The Perceptions of Professors from Different Disciplines at Taibah University Regarding Undergraduate Students’ Writing.” 2017. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/26904.

MLA Handbook (7th Edition):

Alharbi, Fahad Abdullah. “The Perceptions of Professors from Different Disciplines at Taibah University Regarding Undergraduate Students’ Writing.” 2017. Web. 20 Nov 2019.

Vancouver:

Alharbi FA. The Perceptions of Professors from Different Disciplines at Taibah University Regarding Undergraduate Students’ Writing. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/26904.

Council of Science Editors:

Alharbi FA. The Perceptions of Professors from Different Disciplines at Taibah University Regarding Undergraduate Students’ Writing. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26904


University of Kansas

2. Clounch, Teresa Lynn. An Exploration of How Involvement in a Freshman Retention Program Relates to Intention to Complete an Undergraduate Degree.

Degree: EdD, Educational Leadership and Policy Studies, 2010, University of Kansas

 The study examined the relationship of the level and type of involvement of freshman students in the Hawk Link Retention Program, a first-year program at… (more)

Subjects/Keywords: Higher education administration; College student; First year experience; Freshmen; Involvement; Retention program; Students of color

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APA (6th Edition):

Clounch, T. L. (2010). An Exploration of How Involvement in a Freshman Retention Program Relates to Intention to Complete an Undergraduate Degree. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6735

Chicago Manual of Style (16th Edition):

Clounch, Teresa Lynn. “An Exploration of How Involvement in a Freshman Retention Program Relates to Intention to Complete an Undergraduate Degree.” 2010. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/6735.

MLA Handbook (7th Edition):

Clounch, Teresa Lynn. “An Exploration of How Involvement in a Freshman Retention Program Relates to Intention to Complete an Undergraduate Degree.” 2010. Web. 20 Nov 2019.

Vancouver:

Clounch TL. An Exploration of How Involvement in a Freshman Retention Program Relates to Intention to Complete an Undergraduate Degree. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/6735.

Council of Science Editors:

Clounch TL. An Exploration of How Involvement in a Freshman Retention Program Relates to Intention to Complete an Undergraduate Degree. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6735


University of Kansas

3. Mann, Jeanne Wood. Promoting Curriculum Choices: Critical Thinking and Clinical Judgment Skill Development in Baccalaureate Nursing Students.

Degree: PhD, Curriculum and Teaching, 2010, University of Kansas

 Critical thinking and clinical judgment have been identified as essential skills for practicing professional nurses (American Association of Colleges of Nursing, 2008; National League for… (more)

Subjects/Keywords: Health sciences; Nursing; Education; Clinical judgment; Critical thinking; Lasater clinical judgment rubric; Nursing education; Nursing students; Tanner clinical judgment model

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APA (6th Edition):

Mann, J. W. (2010). Promoting Curriculum Choices: Critical Thinking and Clinical Judgment Skill Development in Baccalaureate Nursing Students. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6742

Chicago Manual of Style (16th Edition):

Mann, Jeanne Wood. “Promoting Curriculum Choices: Critical Thinking and Clinical Judgment Skill Development in Baccalaureate Nursing Students.” 2010. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/6742.

MLA Handbook (7th Edition):

Mann, Jeanne Wood. “Promoting Curriculum Choices: Critical Thinking and Clinical Judgment Skill Development in Baccalaureate Nursing Students.” 2010. Web. 20 Nov 2019.

Vancouver:

Mann JW. Promoting Curriculum Choices: Critical Thinking and Clinical Judgment Skill Development in Baccalaureate Nursing Students. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/6742.

Council of Science Editors:

Mann JW. Promoting Curriculum Choices: Critical Thinking and Clinical Judgment Skill Development in Baccalaureate Nursing Students. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6742


University of Kansas

4. Cohen, Stacy Elizabeth. MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES.

Degree: PhD, Curriculum and Teaching, 2011, University of Kansas

 This qualitative study, conducted in an urban high school, explored the motivational factors in 11 students' home and school literacy practices using expectancy-value theory as… (more)

Subjects/Keywords: Language arts; Educational psychology; Secondary education; Expectancy-value theory; High school; Literacy; Motivation; Reading; Writing

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APA (6th Edition):

Cohen, S. E. (2011). MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/8054

Chicago Manual of Style (16th Edition):

Cohen, Stacy Elizabeth. “MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES.” 2011. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/8054.

MLA Handbook (7th Edition):

Cohen, Stacy Elizabeth. “MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES.” 2011. Web. 20 Nov 2019.

Vancouver:

Cohen SE. MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/8054.

Council of Science Editors:

Cohen SE. MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/8054


University of Kansas

5. Khuvasanond, Kirati. THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS.

Degree: PhD, Curriculum and Teaching, 2013, University of Kansas

 This study focused on three different techniques used for teaching vocabulary to English as Foreign Language (EFL) students in Thailand. The purpose of this study… (more)

Subjects/Keywords: Education; Curriculum development; Instructional design; Circ; Cooperative learning; Culture; Efl; Jigsaw; Vocabulary

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APA (6th Edition):

Khuvasanond, K. (2013). THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15117

Chicago Manual of Style (16th Edition):

Khuvasanond, Kirati. “THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS.” 2013. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/15117.

MLA Handbook (7th Edition):

Khuvasanond, Kirati. “THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS.” 2013. Web. 20 Nov 2019.

Vancouver:

Khuvasanond K. THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/15117.

Council of Science Editors:

Khuvasanond K. THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15117


University of Kansas

6. Lyons, Laura K. Success in the Time of NCLB.

Degree: PhD, Curriculum and Teaching, 2013, University of Kansas

 This phenomenological study presents a description of the experience of students and teachers in a charter high school in an urban school district during the… (more)

Subjects/Keywords: Secondary education; Curriculum development; Charter schools; Engagement; Motivation; Nclb; Phenomenology; Relationships

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APA (6th Edition):

Lyons, L. K. (2013). Success in the Time of NCLB. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15115

Chicago Manual of Style (16th Edition):

Lyons, Laura K. “Success in the Time of NCLB.” 2013. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/15115.

MLA Handbook (7th Edition):

Lyons, Laura K. “Success in the Time of NCLB.” 2013. Web. 20 Nov 2019.

Vancouver:

Lyons LK. Success in the Time of NCLB. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/15115.

Council of Science Editors:

Lyons LK. Success in the Time of NCLB. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15115


University of Kansas

7. Fullwood, Kendra L. The Extracurriculum of Two Black Preachers: A Descriptive Study of Culturally Learned Practices.

Degree: PhD, English, 2014, University of Kansas

 This study examines the "extracurriculum" of the black preacher, the extracurriculum as theorized in Rhetoric & Composition, a subfield within the discipline of English. The… (more)

Subjects/Keywords: Rhetoric; African American Rhetoric; African American Studies; Composition; Literacy

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APA (6th Edition):

Fullwood, K. L. (2014). The Extracurriculum of Two Black Preachers: A Descriptive Study of Culturally Learned Practices. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/22538

Chicago Manual of Style (16th Edition):

Fullwood, Kendra L. “The Extracurriculum of Two Black Preachers: A Descriptive Study of Culturally Learned Practices.” 2014. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/22538.

MLA Handbook (7th Edition):

Fullwood, Kendra L. “The Extracurriculum of Two Black Preachers: A Descriptive Study of Culturally Learned Practices.” 2014. Web. 20 Nov 2019.

Vancouver:

Fullwood KL. The Extracurriculum of Two Black Preachers: A Descriptive Study of Culturally Learned Practices. [Internet] [Doctoral dissertation]. University of Kansas; 2014. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/22538.

Council of Science Editors:

Fullwood KL. The Extracurriculum of Two Black Preachers: A Descriptive Study of Culturally Learned Practices. [Doctoral Dissertation]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/22538


University of Kansas

8. Barker, Thomas. Understanding Multilevel Citizenship in Rural Adolescents.

Degree: PhD, Curriculum and Teaching, 2015, University of Kansas

 This dissertation explores how a multilevel model of citizenship worked with rural adolescents as a means to better understand how educators can revitalize and increase… (more)

Subjects/Keywords: Education; Secondary education; Citizenship; Rural Schools; Social Studies

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APA (6th Edition):

Barker, T. (2015). Understanding Multilevel Citizenship in Rural Adolescents. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/21679

Chicago Manual of Style (16th Edition):

Barker, Thomas. “Understanding Multilevel Citizenship in Rural Adolescents.” 2015. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/21679.

MLA Handbook (7th Edition):

Barker, Thomas. “Understanding Multilevel Citizenship in Rural Adolescents.” 2015. Web. 20 Nov 2019.

Vancouver:

Barker T. Understanding Multilevel Citizenship in Rural Adolescents. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/21679.

Council of Science Editors:

Barker T. Understanding Multilevel Citizenship in Rural Adolescents. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/21679


University of Kansas

9. Alshammari, Sahal Rghailan. IMPROVING SAUDI ENGLISH LEARNERS’ SECOND-LANGUAGE ACQUISITION IN ARGUMENTATIVE WRITING THROUGH SELF-REGULATED STRATEGY DEVELOPMENT.

Degree: PhD, Curriculum and Teaching, 2016, University of Kansas

 Saudi L2 learners in English departments in Saudi Arabia have difficulty inmastering academic writing. Many studies attribute this deficiency to the product-oriented approach that is… (more)

Subjects/Keywords: English as a second language; Education; Process approach; Saudi L2 learners; SRSD; Writing

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APA (6th Edition):

Alshammari, S. R. (2016). IMPROVING SAUDI ENGLISH LEARNERS’ SECOND-LANGUAGE ACQUISITION IN ARGUMENTATIVE WRITING THROUGH SELF-REGULATED STRATEGY DEVELOPMENT. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/21995

Chicago Manual of Style (16th Edition):

Alshammari, Sahal Rghailan. “IMPROVING SAUDI ENGLISH LEARNERS’ SECOND-LANGUAGE ACQUISITION IN ARGUMENTATIVE WRITING THROUGH SELF-REGULATED STRATEGY DEVELOPMENT.” 2016. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/21995.

MLA Handbook (7th Edition):

Alshammari, Sahal Rghailan. “IMPROVING SAUDI ENGLISH LEARNERS’ SECOND-LANGUAGE ACQUISITION IN ARGUMENTATIVE WRITING THROUGH SELF-REGULATED STRATEGY DEVELOPMENT.” 2016. Web. 20 Nov 2019.

Vancouver:

Alshammari SR. IMPROVING SAUDI ENGLISH LEARNERS’ SECOND-LANGUAGE ACQUISITION IN ARGUMENTATIVE WRITING THROUGH SELF-REGULATED STRATEGY DEVELOPMENT. [Internet] [Doctoral dissertation]. University of Kansas; 2016. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/21995.

Council of Science Editors:

Alshammari SR. IMPROVING SAUDI ENGLISH LEARNERS’ SECOND-LANGUAGE ACQUISITION IN ARGUMENTATIVE WRITING THROUGH SELF-REGULATED STRATEGY DEVELOPMENT. [Doctoral Dissertation]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/21995


University of Kansas

10. Lopez-Boren, Deborah Myrrie. The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers.

Degree: EdD, Curriculum and Teaching, 2016, University of Kansas

 Abstract The impact of the One-to-One Initiative in secondary English Language Arts classrooms was the focus of this study. Specifically, the consequences a laptop for… (more)

Subjects/Keywords: Secondary education; Language arts; Pedagogy; digital initiative; Freire; Lyotard; mercantilism; One-to-One Initiative

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APA (6th Edition):

Lopez-Boren, D. M. (2016). The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/22006

Chicago Manual of Style (16th Edition):

Lopez-Boren, Deborah Myrrie. “The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers.” 2016. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/22006.

MLA Handbook (7th Edition):

Lopez-Boren, Deborah Myrrie. “The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers.” 2016. Web. 20 Nov 2019.

Vancouver:

Lopez-Boren DM. The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers. [Internet] [Doctoral dissertation]. University of Kansas; 2016. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/22006.

Council of Science Editors:

Lopez-Boren DM. The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers. [Doctoral Dissertation]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/22006


University of Kansas

11. Culkin, Michaela. Identifying Factors that are Most Influential in Veteran Teachers Seriously Considering Leaving the Profession.

Degree: PhD, Curriculum and Teaching, 2016, University of Kansas

 This study investigated the factors most influential when veteran teachers seriously consider leaving the teaching profession. Teachers in the education profession who are in the… (more)

Subjects/Keywords: Education; Educational leadership; Elementary education; Experienced Teachers; Factors; Serious Consideration; Veteran Teachers

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APA (6th Edition):

Culkin, M. (2016). Identifying Factors that are Most Influential in Veteran Teachers Seriously Considering Leaving the Profession. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/23916

Chicago Manual of Style (16th Edition):

Culkin, Michaela. “Identifying Factors that are Most Influential in Veteran Teachers Seriously Considering Leaving the Profession.” 2016. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/23916.

MLA Handbook (7th Edition):

Culkin, Michaela. “Identifying Factors that are Most Influential in Veteran Teachers Seriously Considering Leaving the Profession.” 2016. Web. 20 Nov 2019.

Vancouver:

Culkin M. Identifying Factors that are Most Influential in Veteran Teachers Seriously Considering Leaving the Profession. [Internet] [Doctoral dissertation]. University of Kansas; 2016. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/23916.

Council of Science Editors:

Culkin M. Identifying Factors that are Most Influential in Veteran Teachers Seriously Considering Leaving the Profession. [Doctoral Dissertation]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/23916


University of Kansas

12. Su, Okkes Baki. Extensive Reading: A study of Its Effects on Turkish EFL Learners' General Language Proficiency in an Input-Based Setting.

Degree: MA, Curriculum and Teaching, 2016, University of Kansas

 Abstract This study explored the nature of the relationship between extensive reading and the improvements shown on the general proficiency level of learners of English… (more)

Subjects/Keywords: Education; English as a second language; Foreign language education; English as a foreign language; English Instruction; Extensive Reading; Input-Based Instruction; Reading for pleasure

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APA (6th Edition):

Su, O. B. (2016). Extensive Reading: A study of Its Effects on Turkish EFL Learners' General Language Proficiency in an Input-Based Setting. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/22022

Chicago Manual of Style (16th Edition):

Su, Okkes Baki. “Extensive Reading: A study of Its Effects on Turkish EFL Learners' General Language Proficiency in an Input-Based Setting.” 2016. Masters Thesis, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/22022.

MLA Handbook (7th Edition):

Su, Okkes Baki. “Extensive Reading: A study of Its Effects on Turkish EFL Learners' General Language Proficiency in an Input-Based Setting.” 2016. Web. 20 Nov 2019.

Vancouver:

Su OB. Extensive Reading: A study of Its Effects on Turkish EFL Learners' General Language Proficiency in an Input-Based Setting. [Internet] [Masters thesis]. University of Kansas; 2016. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/22022.

Council of Science Editors:

Su OB. Extensive Reading: A study of Its Effects on Turkish EFL Learners' General Language Proficiency in an Input-Based Setting. [Masters Thesis]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/22022


University of Kansas

13. Marten, Sarah Lyn. Changing Teacher Perceptions of their Roles: Pre and Post NCLB.

Degree: PhD, Educational Leadership and Policy Studies, 2017, University of Kansas

 The accountability movement in education charted a more outcomes-driven, standardized approach to education that emphasized labor-market outcomes. No Child Left Behind (NCLB), the cornerstone of… (more)

Subjects/Keywords: Education policy; Education; Secondary education; cognition; education; perceptions; policy; secondary; teacher

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APA (6th Edition):

Marten, S. L. (2017). Changing Teacher Perceptions of their Roles: Pre and Post NCLB. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25968

Chicago Manual of Style (16th Edition):

Marten, Sarah Lyn. “Changing Teacher Perceptions of their Roles: Pre and Post NCLB.” 2017. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/25968.

MLA Handbook (7th Edition):

Marten, Sarah Lyn. “Changing Teacher Perceptions of their Roles: Pre and Post NCLB.” 2017. Web. 20 Nov 2019.

Vancouver:

Marten SL. Changing Teacher Perceptions of their Roles: Pre and Post NCLB. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/25968.

Council of Science Editors:

Marten SL. Changing Teacher Perceptions of their Roles: Pre and Post NCLB. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25968


University of Kansas

14. Orlando, Christopher. Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom.

Degree: EdD, Curriculum and Teaching, 2017, University of Kansas

 It is difficult to overestimate the importance of a history teacher’s ability to historically contextualize primary sources. Contextualization gives life to primary sources that many… (more)

Subjects/Keywords: Secondary education; Curriculum development; Teacher education; episodic; historical contextualization; historical thinking; pedagogical content knowledge; pre-service teacher; primary source

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APA (6th Edition):

Orlando, C. (2017). Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26115

Chicago Manual of Style (16th Edition):

Orlando, Christopher. “Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom.” 2017. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/26115.

MLA Handbook (7th Edition):

Orlando, Christopher. “Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom.” 2017. Web. 20 Nov 2019.

Vancouver:

Orlando C. Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/26115.

Council of Science Editors:

Orlando C. Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26115


University of Kansas

15. Pelkey, Melissa Marie. A Kansas survey: Teaching writing to middle school students.

Degree: EdD, Curriculum and Teaching, 2018, University of Kansas

 An interest in writing practices in the state of Kansas led to a statewide survey of middle school teachers to examine key writing practices and… (more)

Subjects/Keywords: Education; Reading instruction; Teacher education; English Language Arts; Literacy; Professional Development; self-efficacy; technology; Writing

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APA (6th Edition):

Pelkey, M. M. (2018). A Kansas survey: Teaching writing to middle school students. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27565

Chicago Manual of Style (16th Edition):

Pelkey, Melissa Marie. “A Kansas survey: Teaching writing to middle school students.” 2018. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/27565.

MLA Handbook (7th Edition):

Pelkey, Melissa Marie. “A Kansas survey: Teaching writing to middle school students.” 2018. Web. 20 Nov 2019.

Vancouver:

Pelkey MM. A Kansas survey: Teaching writing to middle school students. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/27565.

Council of Science Editors:

Pelkey MM. A Kansas survey: Teaching writing to middle school students. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27565


University of Kansas

16. Holmgren, LaVonne Rose. Improving Decoding: A Multiple Case Study of Fourth Grade Striving Readers.

Degree: EdD, Curriculum and Teaching, 2018, University of Kansas

 Improving decoding was the focus of this qualitative multiple case study. Four fourth grade participants received intensive, explicit reading intervention from an expert reading teacher… (more)

Subjects/Keywords: Reading instruction; Case Study; Decoding; Dyslexia; Reading Development; Reading Intervention; Striving Readers

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APA (6th Edition):

Holmgren, L. R. (2018). Improving Decoding: A Multiple Case Study of Fourth Grade Striving Readers. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27560

Chicago Manual of Style (16th Edition):

Holmgren, LaVonne Rose. “Improving Decoding: A Multiple Case Study of Fourth Grade Striving Readers.” 2018. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/27560.

MLA Handbook (7th Edition):

Holmgren, LaVonne Rose. “Improving Decoding: A Multiple Case Study of Fourth Grade Striving Readers.” 2018. Web. 20 Nov 2019.

Vancouver:

Holmgren LR. Improving Decoding: A Multiple Case Study of Fourth Grade Striving Readers. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/27560.

Council of Science Editors:

Holmgren LR. Improving Decoding: A Multiple Case Study of Fourth Grade Striving Readers. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27560


University of Kansas

17. Walden, Joseph. Teaching Supply Chain Management: A qualitative and quantitative approach to developing a supply chain management education framework.

Degree: EdD, Curriculum and Teaching, 2018, University of Kansas

 Abstract Teaching Supply chain management: A qualitative and quantitative approach to developing a supply chain management education framework Supply chain management is a new but… (more)

Subjects/Keywords: Curriculum development; Curriculum; Education; Logistics; Supply Chain Management

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APA (6th Edition):

Walden, J. (2018). Teaching Supply Chain Management: A qualitative and quantitative approach to developing a supply chain management education framework. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27970

Chicago Manual of Style (16th Edition):

Walden, Joseph. “Teaching Supply Chain Management: A qualitative and quantitative approach to developing a supply chain management education framework.” 2018. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/27970.

MLA Handbook (7th Edition):

Walden, Joseph. “Teaching Supply Chain Management: A qualitative and quantitative approach to developing a supply chain management education framework.” 2018. Web. 20 Nov 2019.

Vancouver:

Walden J. Teaching Supply Chain Management: A qualitative and quantitative approach to developing a supply chain management education framework. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/27970.

Council of Science Editors:

Walden J. Teaching Supply Chain Management: A qualitative and quantitative approach to developing a supply chain management education framework. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27970


University of Kansas

18. Bixler-Funk, Anne-Marie. Preservice Teachers’ Perceptions of Preparedness in Supporting Students Who Have Experienced Trauma.

Degree: PhD, Curriculum and Teaching, 2018, University of Kansas

 Preservice teacher preparation regarding adolescent trauma and strategies to support student learning are rarely found in educational literature. Studies have shown the substantial and enduring… (more)

Subjects/Keywords: Teacher education; Secondary education; Educational psychology; preservice teaching; teacher preparation; trauma; trauma-informed teaching

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APA (6th Edition):

Bixler-Funk, A. (2018). Preservice Teachers’ Perceptions of Preparedness in Supporting Students Who Have Experienced Trauma. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/28036

Chicago Manual of Style (16th Edition):

Bixler-Funk, Anne-Marie. “Preservice Teachers’ Perceptions of Preparedness in Supporting Students Who Have Experienced Trauma.” 2018. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/28036.

MLA Handbook (7th Edition):

Bixler-Funk, Anne-Marie. “Preservice Teachers’ Perceptions of Preparedness in Supporting Students Who Have Experienced Trauma.” 2018. Web. 20 Nov 2019.

Vancouver:

Bixler-Funk A. Preservice Teachers’ Perceptions of Preparedness in Supporting Students Who Have Experienced Trauma. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/28036.

Council of Science Editors:

Bixler-Funk A. Preservice Teachers’ Perceptions of Preparedness in Supporting Students Who Have Experienced Trauma. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/28036


University of Kansas

19. Mortenson, Leah Marie. Integrating Social Justice Curricula into English for Academic Purposes (EAP) Instruction.

Degree: EdD, Curriculum and Teaching, 2018, University of Kansas

 This study responds to a gap identified in the literature regarding the discussion of social justice issues including racism in the field of Teaching English… (more)

Subjects/Keywords: English as a second language; Critical Pedagogy; EAP; Social Justice Pedagogy; Teacher Neutrality; TESOL; White Fragility

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APA (6th Edition):

Mortenson, L. M. (2018). Integrating Social Justice Curricula into English for Academic Purposes (EAP) Instruction. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/28029

Chicago Manual of Style (16th Edition):

Mortenson, Leah Marie. “Integrating Social Justice Curricula into English for Academic Purposes (EAP) Instruction.” 2018. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/28029.

MLA Handbook (7th Edition):

Mortenson, Leah Marie. “Integrating Social Justice Curricula into English for Academic Purposes (EAP) Instruction.” 2018. Web. 20 Nov 2019.

Vancouver:

Mortenson LM. Integrating Social Justice Curricula into English for Academic Purposes (EAP) Instruction. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/28029.

Council of Science Editors:

Mortenson LM. Integrating Social Justice Curricula into English for Academic Purposes (EAP) Instruction. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/28029


University of Kansas

20. Carlile, Meghan Nicole. Intentional Planning in the Read Aloud: A Case for Questioning.

Degree: EdD, Curriculum and Teaching, 2019, University of Kansas

 Reading aloud is an important instructional activity for helping young children learn early literacy skills and develop content knowledge. When teachers ask questions during a… (more)

Subjects/Keywords: Reading instruction; Education; Early childhood education; Bloom's Taxonomy; Intentionality; Kindergarten; Literacy; Questioning; Read Aloud

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APA (6th Edition):

Carlile, M. N. (2019). Intentional Planning in the Read Aloud: A Case for Questioning. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/29475

Chicago Manual of Style (16th Edition):

Carlile, Meghan Nicole. “Intentional Planning in the Read Aloud: A Case for Questioning.” 2019. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/29475.

MLA Handbook (7th Edition):

Carlile, Meghan Nicole. “Intentional Planning in the Read Aloud: A Case for Questioning.” 2019. Web. 20 Nov 2019.

Vancouver:

Carlile MN. Intentional Planning in the Read Aloud: A Case for Questioning. [Internet] [Doctoral dissertation]. University of Kansas; 2019. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/29475.

Council of Science Editors:

Carlile MN. Intentional Planning in the Read Aloud: A Case for Questioning. [Doctoral Dissertation]. University of Kansas; 2019. Available from: http://hdl.handle.net/1808/29475


University of Kansas

21. Cordell, Michael D. The Introduction and Development of Historical Argumentation in an Eighth Grade U.S. History Classroom.

Degree: EdD, Curriculum and Teaching, 2019, University of Kansas

 The purpose of this study was to examine how students used the elements of a historical argument to interpret how equality and opportunity affected marginalized… (more)

Subjects/Keywords: Social sciences education; Historical argumentation; Historical inquiry; Middle school education; Peer review; Social studies; Writing in social studies

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APA (6th Edition):

Cordell, M. D. (2019). The Introduction and Development of Historical Argumentation in an Eighth Grade U.S. History Classroom. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/29478

Chicago Manual of Style (16th Edition):

Cordell, Michael D. “The Introduction and Development of Historical Argumentation in an Eighth Grade U.S. History Classroom.” 2019. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/29478.

MLA Handbook (7th Edition):

Cordell, Michael D. “The Introduction and Development of Historical Argumentation in an Eighth Grade U.S. History Classroom.” 2019. Web. 20 Nov 2019.

Vancouver:

Cordell MD. The Introduction and Development of Historical Argumentation in an Eighth Grade U.S. History Classroom. [Internet] [Doctoral dissertation]. University of Kansas; 2019. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/29478.

Council of Science Editors:

Cordell MD. The Introduction and Development of Historical Argumentation in an Eighth Grade U.S. History Classroom. [Doctoral Dissertation]. University of Kansas; 2019. Available from: http://hdl.handle.net/1808/29478


University of Kansas

22. Coffman, Brett Allen. Graduation Rates and Long-Term Suspension Recovery Programs.

Degree: EdD, Educational Leadership and Policy Studies, 2019, University of Kansas

 This study used student suspension data from one suburban and one rural school district in Missouri to describe the relationship between participation in long-term suspension… (more)

Subjects/Keywords: Education policy; Educational administration; Educational leadership; Exclusionary; Graduation; Out-of-School; Programs; Rates; Suspensions

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APA (6th Edition):

Coffman, B. A. (2019). Graduation Rates and Long-Term Suspension Recovery Programs. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/29477

Chicago Manual of Style (16th Edition):

Coffman, Brett Allen. “Graduation Rates and Long-Term Suspension Recovery Programs.” 2019. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/29477.

MLA Handbook (7th Edition):

Coffman, Brett Allen. “Graduation Rates and Long-Term Suspension Recovery Programs.” 2019. Web. 20 Nov 2019.

Vancouver:

Coffman BA. Graduation Rates and Long-Term Suspension Recovery Programs. [Internet] [Doctoral dissertation]. University of Kansas; 2019. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/29477.

Council of Science Editors:

Coffman BA. Graduation Rates and Long-Term Suspension Recovery Programs. [Doctoral Dissertation]. University of Kansas; 2019. Available from: http://hdl.handle.net/1808/29477

23. Khan, Christina. An Exporatory Multiple-Case Study of Factors Promoting Hope, Engagement, and Well-Being in High-Performing Middle Schools.

Degree: PhD, Psychology & Research in Education, 2013, University of Kansas

 The purpose of this exploratory multiple-case study was to investigate the factors that facilitate the development of hope, engagement, and well-being in middle school students.… (more)

Subjects/Keywords: Counseling psychology; Education; Engagement; Gallup student poll; Hope; Middle school; Qualitative; Well-being

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APA (6th Edition):

Khan, C. (2013). An Exporatory Multiple-Case Study of Factors Promoting Hope, Engagement, and Well-Being in High-Performing Middle Schools. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15065

Chicago Manual of Style (16th Edition):

Khan, Christina. “An Exporatory Multiple-Case Study of Factors Promoting Hope, Engagement, and Well-Being in High-Performing Middle Schools.” 2013. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/15065.

MLA Handbook (7th Edition):

Khan, Christina. “An Exporatory Multiple-Case Study of Factors Promoting Hope, Engagement, and Well-Being in High-Performing Middle Schools.” 2013. Web. 20 Nov 2019.

Vancouver:

Khan C. An Exporatory Multiple-Case Study of Factors Promoting Hope, Engagement, and Well-Being in High-Performing Middle Schools. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/15065.

Council of Science Editors:

Khan C. An Exporatory Multiple-Case Study of Factors Promoting Hope, Engagement, and Well-Being in High-Performing Middle Schools. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15065


University of Kansas

24. Wentz, Piper Elizabeth. Creating Online Communities of Practice: Enhancing Preservice Teacher Growth-A Case Study.

Degree: EdD, Curriculum and Teaching, 2016, University of Kansas

 The purpose of this qualitative study was to examine pre-service teachers and their use of online community. This study explored four focal participants enrolled at… (more)

Subjects/Keywords: Teacher education; Communities of Practice; online community; teacher education

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APA (6th Edition):

Wentz, P. E. (2016). Creating Online Communities of Practice: Enhancing Preservice Teacher Growth-A Case Study. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25428

Chicago Manual of Style (16th Edition):

Wentz, Piper Elizabeth. “Creating Online Communities of Practice: Enhancing Preservice Teacher Growth-A Case Study.” 2016. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/25428.

MLA Handbook (7th Edition):

Wentz, Piper Elizabeth. “Creating Online Communities of Practice: Enhancing Preservice Teacher Growth-A Case Study.” 2016. Web. 20 Nov 2019.

Vancouver:

Wentz PE. Creating Online Communities of Practice: Enhancing Preservice Teacher Growth-A Case Study. [Internet] [Doctoral dissertation]. University of Kansas; 2016. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/25428.

Council of Science Editors:

Wentz PE. Creating Online Communities of Practice: Enhancing Preservice Teacher Growth-A Case Study. [Doctoral Dissertation]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/25428


University of Kansas

25. Vega-Mavec, Amanda. Understanding the Decision-Making Process of Minority Mothers Choosing to Enroll or not Enroll Their Child(ren) in Catholic High Schools.

Degree: EdD, Educational Leadership and Policy Studies, 2016, University of Kansas

 The purpose of this qualitative study was to explore the decision-making process of minority parents in an urban area as they chose to enroll or… (more)

Subjects/Keywords: Education; Catholic; Enrollment; Kansas; Latina

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APA (6th Edition):

Vega-Mavec, A. (2016). Understanding the Decision-Making Process of Minority Mothers Choosing to Enroll or not Enroll Their Child(ren) in Catholic High Schools. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/24125

Chicago Manual of Style (16th Edition):

Vega-Mavec, Amanda. “Understanding the Decision-Making Process of Minority Mothers Choosing to Enroll or not Enroll Their Child(ren) in Catholic High Schools.” 2016. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/24125.

MLA Handbook (7th Edition):

Vega-Mavec, Amanda. “Understanding the Decision-Making Process of Minority Mothers Choosing to Enroll or not Enroll Their Child(ren) in Catholic High Schools.” 2016. Web. 20 Nov 2019.

Vancouver:

Vega-Mavec A. Understanding the Decision-Making Process of Minority Mothers Choosing to Enroll or not Enroll Their Child(ren) in Catholic High Schools. [Internet] [Doctoral dissertation]. University of Kansas; 2016. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/24125.

Council of Science Editors:

Vega-Mavec A. Understanding the Decision-Making Process of Minority Mothers Choosing to Enroll or not Enroll Their Child(ren) in Catholic High Schools. [Doctoral Dissertation]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/24125


University of Kansas

26. Myers, Suzanne E. VIRTUAL COMMUNITIES OF PRACTICE: A STUDY OF CAPACITY-BUILDING PROFESSIONAL LEARNING FOR TEACHERS.

Degree: EdD, Curriculum and Teaching, 2017, University of Kansas

 Barriers of time, money, and geographic isolation have caused educators and educational leaders to seek alternatives to face-to-face, in-person professional learning. Professional Learning Communities are… (more)

Subjects/Keywords: Education; Online professional learning; Professional Development; Professional Learning; VCOP; virtual PD; virtual professional learning

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APA (6th Edition):

Myers, S. E. (2017). VIRTUAL COMMUNITIES OF PRACTICE: A STUDY OF CAPACITY-BUILDING PROFESSIONAL LEARNING FOR TEACHERS. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25972

Chicago Manual of Style (16th Edition):

Myers, Suzanne E. “VIRTUAL COMMUNITIES OF PRACTICE: A STUDY OF CAPACITY-BUILDING PROFESSIONAL LEARNING FOR TEACHERS.” 2017. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/25972.

MLA Handbook (7th Edition):

Myers, Suzanne E. “VIRTUAL COMMUNITIES OF PRACTICE: A STUDY OF CAPACITY-BUILDING PROFESSIONAL LEARNING FOR TEACHERS.” 2017. Web. 20 Nov 2019.

Vancouver:

Myers SE. VIRTUAL COMMUNITIES OF PRACTICE: A STUDY OF CAPACITY-BUILDING PROFESSIONAL LEARNING FOR TEACHERS. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/25972.

Council of Science Editors:

Myers SE. VIRTUAL COMMUNITIES OF PRACTICE: A STUDY OF CAPACITY-BUILDING PROFESSIONAL LEARNING FOR TEACHERS. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25972


University of Kansas

27. Jiang, Zhuojun. From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S.

Degree: PhD, Curriculum and Teaching, 2017, University of Kansas

 This study tried to understand how teacher education programs and the practices in American K-12 schools shaped beliefs and behaviors of Chinese language teachers through… (more)

Subjects/Keywords: Foreign language education

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APA (6th Edition):

Jiang, Z. (2017). From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25962

Chicago Manual of Style (16th Edition):

Jiang, Zhuojun. “From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S.” 2017. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/25962.

MLA Handbook (7th Edition):

Jiang, Zhuojun. “From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S.” 2017. Web. 20 Nov 2019.

Vancouver:

Jiang Z. From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/25962.

Council of Science Editors:

Jiang Z. From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25962


University of Kansas

28. Siuty, Molly Elizabeth. (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.

Degree: PhD, Special Education, 2017, University of Kansas

 Urban education systems serve nearly 16 million students and employ almost one million teachers in the United States. The preparation of teachers for urban settings… (more)

Subjects/Keywords: Special education; inclusive education; teacher education; teacher identity; urban education

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APA (6th Edition):

Siuty, M. E. (2017). (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26117

Chicago Manual of Style (16th Edition):

Siuty, Molly Elizabeth. “(Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.” 2017. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/26117.

MLA Handbook (7th Edition):

Siuty, Molly Elizabeth. “(Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.” 2017. Web. 20 Nov 2019.

Vancouver:

Siuty ME. (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/26117.

Council of Science Editors:

Siuty ME. (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26117


University of Kansas

29. De Simone, J.J. The Roles of Collaborative Professional Development, Self-Efficacy, and Positive Affect in Encouraging Teacher Data Use in the Classroom.

Degree: PhD, Curriculum and Teaching, 2018, University of Kansas

 This dissertation tests a hypothesized model that links collaborative data use professional development experiences and successful use of student data in the classroom. More and… (more)

Subjects/Keywords: Teacher education; Education; Collaboration; Data Driven Decision-Making; Positive Affect; Self-Efficacy; Serial Mediation; Teacher Data Use

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APA (6th Edition):

De Simone, J. J. (2018). The Roles of Collaborative Professional Development, Self-Efficacy, and Positive Affect in Encouraging Teacher Data Use in the Classroom. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27550

Chicago Manual of Style (16th Edition):

De Simone, J J. “The Roles of Collaborative Professional Development, Self-Efficacy, and Positive Affect in Encouraging Teacher Data Use in the Classroom.” 2018. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/27550.

MLA Handbook (7th Edition):

De Simone, J J. “The Roles of Collaborative Professional Development, Self-Efficacy, and Positive Affect in Encouraging Teacher Data Use in the Classroom.” 2018. Web. 20 Nov 2019.

Vancouver:

De Simone JJ. The Roles of Collaborative Professional Development, Self-Efficacy, and Positive Affect in Encouraging Teacher Data Use in the Classroom. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/27550.

Council of Science Editors:

De Simone JJ. The Roles of Collaborative Professional Development, Self-Efficacy, and Positive Affect in Encouraging Teacher Data Use in the Classroom. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27550


University of Kansas

30. Anderson, Della. The Effect of Animal-Assisted Therapy on Nursing Student Anxiety.

Degree: PhD, Curriculum and Teaching, 2018, University of Kansas

 College students have high levels of stress, anxiety, and loneliness (Stewart , Dispenza, Parker, Chang, & Cunnien, 2014). College campus counselors strive to combat this… (more)

Subjects/Keywords: Curriculum development; Health education; animal-assisted therapy; anxiety; dog; nursing student

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APA (6th Edition):

Anderson, D. (2018). The Effect of Animal-Assisted Therapy on Nursing Student Anxiety. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27542

Chicago Manual of Style (16th Edition):

Anderson, Della. “The Effect of Animal-Assisted Therapy on Nursing Student Anxiety.” 2018. Doctoral Dissertation, University of Kansas. Accessed November 20, 2019. http://hdl.handle.net/1808/27542.

MLA Handbook (7th Edition):

Anderson, Della. “The Effect of Animal-Assisted Therapy on Nursing Student Anxiety.” 2018. Web. 20 Nov 2019.

Vancouver:

Anderson D. The Effect of Animal-Assisted Therapy on Nursing Student Anxiety. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1808/27542.

Council of Science Editors:

Anderson D. The Effect of Animal-Assisted Therapy on Nursing Student Anxiety. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27542

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