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You searched for +publisher:"University of Michigan" +contributor:("Adler, Martha A."). Showing records 1 – 11 of 11 total matches.

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University of Michigan

1. Hiller, Jennifer L. Finding Their Voice: Co-Teaching, Communication, and Collaboration.

Degree: EdD, College of Education, Health & Human Services, 2019, University of Michigan

 How we educate students with disabilities has transformed since the passage of PL 94-142, also known as the Education of All Handicapped Children Act, in… (more)

Subjects/Keywords: Team teaching; Teacher collaboration; Co-teaching; Inclusion; Regular and special education relationship; Teaching models; Education

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APA (6th Edition):

Hiller, J. L. (2019). Finding Their Voice: Co-Teaching, Communication, and Collaboration. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/148271

Chicago Manual of Style (16th Edition):

Hiller, Jennifer L. “Finding Their Voice: Co-Teaching, Communication, and Collaboration.” 2019. Doctoral Dissertation, University of Michigan. Accessed June 18, 2019. http://hdl.handle.net/2027.42/148271.

MLA Handbook (7th Edition):

Hiller, Jennifer L. “Finding Their Voice: Co-Teaching, Communication, and Collaboration.” 2019. Web. 18 Jun 2019.

Vancouver:

Hiller JL. Finding Their Voice: Co-Teaching, Communication, and Collaboration. [Internet] [Doctoral dissertation]. University of Michigan; 2019. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/2027.42/148271.

Council of Science Editors:

Hiller JL. Finding Their Voice: Co-Teaching, Communication, and Collaboration. [Doctoral Dissertation]. University of Michigan; 2019. Available from: http://hdl.handle.net/2027.42/148271


University of Michigan

2. Pappas, Geraldine A. Empathy, the Elusive Teaching Skill to Support African American English Speaking Students.

Degree: EdD, College of Education, Health and Human Services, 2015, University of Michigan

 The beliefs, expectations and responses of today’s educators in the classroom can promote and/or impede communication. The perception of Standard American English is an important… (more)

Subjects/Keywords: Teachers; Empathy; African American English Speakers; Education

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APA (6th Edition):

Pappas, G. A. (2015). Empathy, the Elusive Teaching Skill to Support African American English Speaking Students. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/112053

Chicago Manual of Style (16th Edition):

Pappas, Geraldine A. “Empathy, the Elusive Teaching Skill to Support African American English Speaking Students.” 2015. Doctoral Dissertation, University of Michigan. Accessed June 18, 2019. http://hdl.handle.net/2027.42/112053.

MLA Handbook (7th Edition):

Pappas, Geraldine A. “Empathy, the Elusive Teaching Skill to Support African American English Speaking Students.” 2015. Web. 18 Jun 2019.

Vancouver:

Pappas GA. Empathy, the Elusive Teaching Skill to Support African American English Speaking Students. [Internet] [Doctoral dissertation]. University of Michigan; 2015. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/2027.42/112053.

Council of Science Editors:

Pappas GA. Empathy, the Elusive Teaching Skill to Support African American English Speaking Students. [Doctoral Dissertation]. University of Michigan; 2015. Available from: http://hdl.handle.net/2027.42/112053

3. Kozlowski, Christina Tesnow. The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change.

Degree: EdD, College of Education, Health and Human Services, 2017, University of Michigan

 This study is focused on effective professional development (PD) that may increase teachers' awareness of culturally responsive teaching for English Learners (ELs). Teachers are not… (more)

Subjects/Keywords: culturally responsive teaching; Professional development; effective professional development; constructivism; constructivist professional development; English Learners (ELs); ELLs; Second Language Acquisition (SLA); Education

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APA (6th Edition):

Kozlowski, C. T. (2017). The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/136153

Chicago Manual of Style (16th Edition):

Kozlowski, Christina Tesnow. “The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change.” 2017. Doctoral Dissertation, University of Michigan. Accessed June 18, 2019. http://hdl.handle.net/2027.42/136153.

MLA Handbook (7th Edition):

Kozlowski, Christina Tesnow. “The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change.” 2017. Web. 18 Jun 2019.

Vancouver:

Kozlowski CT. The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/2027.42/136153.

Council of Science Editors:

Kozlowski CT. The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/136153

4. Hudson, Truman, Jr. Investigating Student Voice: Embedding Bronfenbrenner’s Ecological Systems Theory In An Economics Teacher’s Classroom.

Degree: EdD, College of Education, Health, and Human Services, 2013, University of Michigan

 Students on the margins voices are oftentimes missing from instructional design. Based on a review of the literature, there are limited data available to explain… (more)

Subjects/Keywords: Student Supports; Building Relationships; Agency; Student Agency; Student Voice; Education

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APA (6th Edition):

Hudson, Truman, J. (2013). Investigating Student Voice: Embedding Bronfenbrenner’s Ecological Systems Theory In An Economics Teacher’s Classroom. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/102510

Chicago Manual of Style (16th Edition):

Hudson, Truman, Jr. “Investigating Student Voice: Embedding Bronfenbrenner’s Ecological Systems Theory In An Economics Teacher’s Classroom.” 2013. Doctoral Dissertation, University of Michigan. Accessed June 18, 2019. http://hdl.handle.net/2027.42/102510.

MLA Handbook (7th Edition):

Hudson, Truman, Jr. “Investigating Student Voice: Embedding Bronfenbrenner’s Ecological Systems Theory In An Economics Teacher’s Classroom.” 2013. Web. 18 Jun 2019.

Vancouver:

Hudson, Truman J. Investigating Student Voice: Embedding Bronfenbrenner’s Ecological Systems Theory In An Economics Teacher’s Classroom. [Internet] [Doctoral dissertation]. University of Michigan; 2013. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/2027.42/102510.

Council of Science Editors:

Hudson, Truman J. Investigating Student Voice: Embedding Bronfenbrenner’s Ecological Systems Theory In An Economics Teacher’s Classroom. [Doctoral Dissertation]. University of Michigan; 2013. Available from: http://hdl.handle.net/2027.42/102510

5. Juarez, Andrea Isabel. Language Variance and its Impact on Women of Color in Community College: Perceptions of Standard and non-Standard English.

Degree: EdD, College of Education, Health, and Human Services, 2013, University of Michigan

 Factors tied to the intersection of race, class, and gender still act as a barrier to academic success. Gee (2008a) and Schleppegrell (2004) assert that… (more)

Subjects/Keywords: Academic Language; Code-switching; Functional Language; Non-standard English; Standard English; Women of Color; Education

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APA (6th Edition):

Juarez, A. I. (2013). Language Variance and its Impact on Women of Color in Community College: Perceptions of Standard and non-Standard English. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/102511

Chicago Manual of Style (16th Edition):

Juarez, Andrea Isabel. “Language Variance and its Impact on Women of Color in Community College: Perceptions of Standard and non-Standard English.” 2013. Doctoral Dissertation, University of Michigan. Accessed June 18, 2019. http://hdl.handle.net/2027.42/102511.

MLA Handbook (7th Edition):

Juarez, Andrea Isabel. “Language Variance and its Impact on Women of Color in Community College: Perceptions of Standard and non-Standard English.” 2013. Web. 18 Jun 2019.

Vancouver:

Juarez AI. Language Variance and its Impact on Women of Color in Community College: Perceptions of Standard and non-Standard English. [Internet] [Doctoral dissertation]. University of Michigan; 2013. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/2027.42/102511.

Council of Science Editors:

Juarez AI. Language Variance and its Impact on Women of Color in Community College: Perceptions of Standard and non-Standard English. [Doctoral Dissertation]. University of Michigan; 2013. Available from: http://hdl.handle.net/2027.42/102511

6. Tolbert, Joshua. The Effects of Guided Visual Vocabulary Practice for Students with Learning Disabilities on Learning Concrete Nouns in Spanish.

Degree: EdD, College of Education, Health, and Human Services, 2013, University of Michigan

 Inclusion of students with learning disabilities (LD) in foreign language courses has been challenging, particularly as educational institutions and statewide educational policies have included graduation… (more)

Subjects/Keywords: Learning Disabilities; Spanish; Vocabulary; Single-subject Design; Multi-sensory; Education

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APA (6th Edition):

Tolbert, J. (2013). The Effects of Guided Visual Vocabulary Practice for Students with Learning Disabilities on Learning Concrete Nouns in Spanish. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/102513

Chicago Manual of Style (16th Edition):

Tolbert, Joshua. “The Effects of Guided Visual Vocabulary Practice for Students with Learning Disabilities on Learning Concrete Nouns in Spanish.” 2013. Doctoral Dissertation, University of Michigan. Accessed June 18, 2019. http://hdl.handle.net/2027.42/102513.

MLA Handbook (7th Edition):

Tolbert, Joshua. “The Effects of Guided Visual Vocabulary Practice for Students with Learning Disabilities on Learning Concrete Nouns in Spanish.” 2013. Web. 18 Jun 2019.

Vancouver:

Tolbert J. The Effects of Guided Visual Vocabulary Practice for Students with Learning Disabilities on Learning Concrete Nouns in Spanish. [Internet] [Doctoral dissertation]. University of Michigan; 2013. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/2027.42/102513.

Council of Science Editors:

Tolbert J. The Effects of Guided Visual Vocabulary Practice for Students with Learning Disabilities on Learning Concrete Nouns in Spanish. [Doctoral Dissertation]. University of Michigan; 2013. Available from: http://hdl.handle.net/2027.42/102513

7. Walker, Regina M. Positive Behavioral Support in Middle School: The Impact of Inconsistent Implementation on School Culture.

Degree: EdD, College of Education, Health, & Human Services, 2018, University of Michigan

 As researchers in the field of education search for ways to use evidence-based practices to improve achievement and school climate, teachers and administrators must seek… (more)

Subjects/Keywords: Positive behavioral support; Student perception; School climate; Integrity of implementation; Classroom culture; Middle school; Organizational climate; Student attitude; Education

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APA (6th Edition):

Walker, R. M. (2018). Positive Behavioral Support in Middle School: The Impact of Inconsistent Implementation on School Culture. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/142806

Chicago Manual of Style (16th Edition):

Walker, Regina M. “Positive Behavioral Support in Middle School: The Impact of Inconsistent Implementation on School Culture.” 2018. Doctoral Dissertation, University of Michigan. Accessed June 18, 2019. http://hdl.handle.net/2027.42/142806.

MLA Handbook (7th Edition):

Walker, Regina M. “Positive Behavioral Support in Middle School: The Impact of Inconsistent Implementation on School Culture.” 2018. Web. 18 Jun 2019.

Vancouver:

Walker RM. Positive Behavioral Support in Middle School: The Impact of Inconsistent Implementation on School Culture. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/2027.42/142806.

Council of Science Editors:

Walker RM. Positive Behavioral Support in Middle School: The Impact of Inconsistent Implementation on School Culture. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/142806

8. Hofman-Kingston, Sandra. Teacher Efficacy and Poverty: A Qualitative Examination from the Teachers' Perspectives.

Degree: EdD, College of Education, Health and Human Services, 2017, University of Michigan

 This study provides a deeper understanding of the challenges teachers face as their efficacy develops in different conditions of SES. Nine randomly selected elementary teachers… (more)

Subjects/Keywords: teacher efficacy; poverty; TSES; SES; student achievement; Education

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APA (6th Edition):

Hofman-Kingston, S. (2017). Teacher Efficacy and Poverty: A Qualitative Examination from the Teachers' Perspectives. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/137665

Chicago Manual of Style (16th Edition):

Hofman-Kingston, Sandra. “Teacher Efficacy and Poverty: A Qualitative Examination from the Teachers' Perspectives.” 2017. Doctoral Dissertation, University of Michigan. Accessed June 18, 2019. http://hdl.handle.net/2027.42/137665.

MLA Handbook (7th Edition):

Hofman-Kingston, Sandra. “Teacher Efficacy and Poverty: A Qualitative Examination from the Teachers' Perspectives.” 2017. Web. 18 Jun 2019.

Vancouver:

Hofman-Kingston S. Teacher Efficacy and Poverty: A Qualitative Examination from the Teachers' Perspectives. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/2027.42/137665.

Council of Science Editors:

Hofman-Kingston S. Teacher Efficacy and Poverty: A Qualitative Examination from the Teachers' Perspectives. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/137665

9. Larkins, Jill Martha. Teaching Below Grade-Level Readers in an Urban School in the Absence of Best Practices: Teachers' and Students' Perspectives.

Degree: EdD, College of Education, Health and Human Services, 2017, University of Michigan

 This study explored teacher – student discourse that occurred during the English Language Arts/Reading-Vocabulary block in order to understand the connection between self-efficacy, motivation, and attitudes… (more)

Subjects/Keywords: literacy instruction; best practices; teacher self-efficacy; student self-efficacy; discourse; administrative support; Education

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APA (6th Edition):

Larkins, J. M. (2017). Teaching Below Grade-Level Readers in an Urban School in the Absence of Best Practices: Teachers' and Students' Perspectives. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/136152

Chicago Manual of Style (16th Edition):

Larkins, Jill Martha. “Teaching Below Grade-Level Readers in an Urban School in the Absence of Best Practices: Teachers' and Students' Perspectives.” 2017. Doctoral Dissertation, University of Michigan. Accessed June 18, 2019. http://hdl.handle.net/2027.42/136152.

MLA Handbook (7th Edition):

Larkins, Jill Martha. “Teaching Below Grade-Level Readers in an Urban School in the Absence of Best Practices: Teachers' and Students' Perspectives.” 2017. Web. 18 Jun 2019.

Vancouver:

Larkins JM. Teaching Below Grade-Level Readers in an Urban School in the Absence of Best Practices: Teachers' and Students' Perspectives. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/2027.42/136152.

Council of Science Editors:

Larkins JM. Teaching Below Grade-Level Readers in an Urban School in the Absence of Best Practices: Teachers' and Students' Perspectives. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/136152

10. Alavi, Afrin Fatima. Standardized Testing of the Non-Standardized Arabic-Speaking ELLs: A Misalignment of Perceptions.

Degree: EdD, College of Education, Health and Human Services, 2014, University of Michigan

 The rapidly growing population of English Language Learners (ELLs) has brought new challenges to schools throughout the United States. Research has also demonstrated a disparity… (more)

Subjects/Keywords: case study; English Language Learners (ELLs); standardized assessment; perceptions; instructional time; accountability; Education

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APA (6th Edition):

Alavi, A. F. (2014). Standardized Testing of the Non-Standardized Arabic-Speaking ELLs: A Misalignment of Perceptions. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/110309

Chicago Manual of Style (16th Edition):

Alavi, Afrin Fatima. “Standardized Testing of the Non-Standardized Arabic-Speaking ELLs: A Misalignment of Perceptions.” 2014. Doctoral Dissertation, University of Michigan. Accessed June 18, 2019. http://hdl.handle.net/2027.42/110309.

MLA Handbook (7th Edition):

Alavi, Afrin Fatima. “Standardized Testing of the Non-Standardized Arabic-Speaking ELLs: A Misalignment of Perceptions.” 2014. Web. 18 Jun 2019.

Vancouver:

Alavi AF. Standardized Testing of the Non-Standardized Arabic-Speaking ELLs: A Misalignment of Perceptions. [Internet] [Doctoral dissertation]. University of Michigan; 2014. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/2027.42/110309.

Council of Science Editors:

Alavi AF. Standardized Testing of the Non-Standardized Arabic-Speaking ELLs: A Misalignment of Perceptions. [Doctoral Dissertation]. University of Michigan; 2014. Available from: http://hdl.handle.net/2027.42/110309

11. Groover, Ross Cheney. Effective Professional Development: Which Factors Matter in Implementation?.

Degree: EdD, College of Education, Health and Human Services, 2014, University of Michigan

 Effective professional development is designed to produce sustainable changes in instructional methods that extend teachers’ skills and strategies to meet the needs of all the… (more)

Subjects/Keywords: Professional development; competing literacy initiatives; fit with existing district initiatives; changes in instructional practice; teaching ELL students; Education

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APA (6th Edition):

Groover, R. C. (2014). Effective Professional Development: Which Factors Matter in Implementation?. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/110310

Chicago Manual of Style (16th Edition):

Groover, Ross Cheney. “Effective Professional Development: Which Factors Matter in Implementation?.” 2014. Doctoral Dissertation, University of Michigan. Accessed June 18, 2019. http://hdl.handle.net/2027.42/110310.

MLA Handbook (7th Edition):

Groover, Ross Cheney. “Effective Professional Development: Which Factors Matter in Implementation?.” 2014. Web. 18 Jun 2019.

Vancouver:

Groover RC. Effective Professional Development: Which Factors Matter in Implementation?. [Internet] [Doctoral dissertation]. University of Michigan; 2014. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/2027.42/110310.

Council of Science Editors:

Groover RC. Effective Professional Development: Which Factors Matter in Implementation?. [Doctoral Dissertation]. University of Michigan; 2014. Available from: http://hdl.handle.net/2027.42/110310

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