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You searched for +publisher:"University of Michigan" +contributor:("Lemke, Jay"). Showing records 1 – 8 of 8 total matches.

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University of Michigan

1. Kiste, Alan L. I. Developing Methods for the Analysis of Chemistry Students' Inscriptions, II. Exploring the Regioselectivity of 1,3-Dipolar Cycloadditions of Munchnones, III. Stereochemical Investigations of C-H Activation Reactions Involving Germylene and Stannylene/A.

Degree: PhD, Education and Chemistry, 2009, University of Michigan

 I. Analyzing and comparing student-generated inscriptions in chemistry is crucial to gaining insight into students’ understanding about chemistry concepts. Thus, we developed two methods of… (more)

Subjects/Keywords: Discourse Analysis; Chemistry Education; C-H Activations; Dipolar Cycloadditions; Inscriptions; Science Education; Linguistics; Chemistry; Education; Humanities; Science; Social Sciences

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kiste, A. L. (2009). I. Developing Methods for the Analysis of Chemistry Students' Inscriptions, II. Exploring the Regioselectivity of 1,3-Dipolar Cycloadditions of Munchnones, III. Stereochemical Investigations of C-H Activation Reactions Involving Germylene and Stannylene/A. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/64762

Chicago Manual of Style (16th Edition):

Kiste, Alan L. “I. Developing Methods for the Analysis of Chemistry Students' Inscriptions, II. Exploring the Regioselectivity of 1,3-Dipolar Cycloadditions of Munchnones, III. Stereochemical Investigations of C-H Activation Reactions Involving Germylene and Stannylene/A.” 2009. Doctoral Dissertation, University of Michigan. Accessed February 23, 2019. http://hdl.handle.net/2027.42/64762.

MLA Handbook (7th Edition):

Kiste, Alan L. “I. Developing Methods for the Analysis of Chemistry Students' Inscriptions, II. Exploring the Regioselectivity of 1,3-Dipolar Cycloadditions of Munchnones, III. Stereochemical Investigations of C-H Activation Reactions Involving Germylene and Stannylene/A.” 2009. Web. 23 Feb 2019.

Vancouver:

Kiste AL. I. Developing Methods for the Analysis of Chemistry Students' Inscriptions, II. Exploring the Regioselectivity of 1,3-Dipolar Cycloadditions of Munchnones, III. Stereochemical Investigations of C-H Activation Reactions Involving Germylene and Stannylene/A. [Internet] [Doctoral dissertation]. University of Michigan; 2009. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/2027.42/64762.

Council of Science Editors:

Kiste AL. I. Developing Methods for the Analysis of Chemistry Students' Inscriptions, II. Exploring the Regioselectivity of 1,3-Dipolar Cycloadditions of Munchnones, III. Stereochemical Investigations of C-H Activation Reactions Involving Germylene and Stannylene/A. [Doctoral Dissertation]. University of Michigan; 2009. Available from: http://hdl.handle.net/2027.42/64762


University of Michigan

2. Tang, Kok Sing. Hybridizing Cultural Understandings of the Natural World to Foster Critical Science Literacy.

Degree: PhD, Education Studies, 2011, University of Michigan

 Adolescents are constantly exposed to multiple cultural views of the natural world in juxtaposition with the dominant view of science taught in school. This dissertation… (more)

Subjects/Keywords: Science Discourse; Third Space; Multimodality; Disciplinary Literacy; Youth Culture; Hybridization; Education; Social Sciences

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APA (6th Edition):

Tang, K. S. (2011). Hybridizing Cultural Understandings of the Natural World to Foster Critical Science Literacy. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/86486

Chicago Manual of Style (16th Edition):

Tang, Kok Sing. “Hybridizing Cultural Understandings of the Natural World to Foster Critical Science Literacy.” 2011. Doctoral Dissertation, University of Michigan. Accessed February 23, 2019. http://hdl.handle.net/2027.42/86486.

MLA Handbook (7th Edition):

Tang, Kok Sing. “Hybridizing Cultural Understandings of the Natural World to Foster Critical Science Literacy.” 2011. Web. 23 Feb 2019.

Vancouver:

Tang KS. Hybridizing Cultural Understandings of the Natural World to Foster Critical Science Literacy. [Internet] [Doctoral dissertation]. University of Michigan; 2011. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/2027.42/86486.

Council of Science Editors:

Tang KS. Hybridizing Cultural Understandings of the Natural World to Foster Critical Science Literacy. [Doctoral Dissertation]. University of Michigan; 2011. Available from: http://hdl.handle.net/2027.42/86486

3. van Helden, Caspar J.L. Popular Culture Media and New Learning Biographies.

Degree: PhD, Educational Studies, 2012, University of Michigan

 This dissertation describes the investigation of the role of popular culture and social networking in the educational, personal and work lives of 13 college-age students… (more)

Subjects/Keywords: Popular Culture; Youth; Learning Biographies; Social Networking; Communications; Education; Gay/Lesbian/Bisexual/Transgender Studies; Social Sciences (General); Social Sciences

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APA (6th Edition):

van Helden, C. J. L. (2012). Popular Culture Media and New Learning Biographies. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/95997

Chicago Manual of Style (16th Edition):

van Helden, Caspar J L. “Popular Culture Media and New Learning Biographies.” 2012. Doctoral Dissertation, University of Michigan. Accessed February 23, 2019. http://hdl.handle.net/2027.42/95997.

MLA Handbook (7th Edition):

van Helden, Caspar J L. “Popular Culture Media and New Learning Biographies.” 2012. Web. 23 Feb 2019.

Vancouver:

van Helden CJL. Popular Culture Media and New Learning Biographies. [Internet] [Doctoral dissertation]. University of Michigan; 2012. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/2027.42/95997.

Council of Science Editors:

van Helden CJL. Popular Culture Media and New Learning Biographies. [Doctoral Dissertation]. University of Michigan; 2012. Available from: http://hdl.handle.net/2027.42/95997

4. Babson, Andrew N. The Place of English in Expanding Repertoires of Linguistic Code, Identification and Aspiration among Recent High School Graduates in Limpopo Province, South Africa.

Degree: PhD, Education Studies, 2011, University of Michigan

 This dissertation investigates the comparatively high use of English among 48 high school graduates aged 18-25 living in the semi-rural Mankweng area of Limpopo Province,… (more)

Subjects/Keywords: Youth Language Practices and Identity Development; Language Ideologies; South Africa; Urbanization and Globalization in Historically Rural Areas; Language Contact, Language Variation and Social Differentiation; Educational Policy and Practice; African Studies; Anthropology and Archaeology; Communications; Education; Social Sciences

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APA (6th Edition):

Babson, A. N. (2011). The Place of English in Expanding Repertoires of Linguistic Code, Identification and Aspiration among Recent High School Graduates in Limpopo Province, South Africa. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/86351

Chicago Manual of Style (16th Edition):

Babson, Andrew N. “The Place of English in Expanding Repertoires of Linguistic Code, Identification and Aspiration among Recent High School Graduates in Limpopo Province, South Africa.” 2011. Doctoral Dissertation, University of Michigan. Accessed February 23, 2019. http://hdl.handle.net/2027.42/86351.

MLA Handbook (7th Edition):

Babson, Andrew N. “The Place of English in Expanding Repertoires of Linguistic Code, Identification and Aspiration among Recent High School Graduates in Limpopo Province, South Africa.” 2011. Web. 23 Feb 2019.

Vancouver:

Babson AN. The Place of English in Expanding Repertoires of Linguistic Code, Identification and Aspiration among Recent High School Graduates in Limpopo Province, South Africa. [Internet] [Doctoral dissertation]. University of Michigan; 2011. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/2027.42/86351.

Council of Science Editors:

Babson AN. The Place of English in Expanding Repertoires of Linguistic Code, Identification and Aspiration among Recent High School Graduates in Limpopo Province, South Africa. [Doctoral Dissertation]. University of Michigan; 2011. Available from: http://hdl.handle.net/2027.42/86351

5. Brown, David West. Curricular Approaches to Linguistic Diversity: Code-Switching, Register-Shifting and Academic Language.

Degree: PhD, English & Education, 2008, University of Michigan

 For several decades, some sociolinguists have argued that students—particularly those students who speak nonstandard varieties of English—would benefit from educational approaches grounded in linguistic principles.… (more)

Subjects/Keywords: Language Education; Code-Switching; Curriculum Development; African American English; Register; Education; Social Sciences

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Brown, D. W. (2008). Curricular Approaches to Linguistic Diversity: Code-Switching, Register-Shifting and Academic Language. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/61797

Chicago Manual of Style (16th Edition):

Brown, David West. “Curricular Approaches to Linguistic Diversity: Code-Switching, Register-Shifting and Academic Language.” 2008. Doctoral Dissertation, University of Michigan. Accessed February 23, 2019. http://hdl.handle.net/2027.42/61797.

MLA Handbook (7th Edition):

Brown, David West. “Curricular Approaches to Linguistic Diversity: Code-Switching, Register-Shifting and Academic Language.” 2008. Web. 23 Feb 2019.

Vancouver:

Brown DW. Curricular Approaches to Linguistic Diversity: Code-Switching, Register-Shifting and Academic Language. [Internet] [Doctoral dissertation]. University of Michigan; 2008. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/2027.42/61797.

Council of Science Editors:

Brown DW. Curricular Approaches to Linguistic Diversity: Code-Switching, Register-Shifting and Academic Language. [Doctoral Dissertation]. University of Michigan; 2008. Available from: http://hdl.handle.net/2027.42/61797


University of Michigan

6. Forbes, Cory T. Preservice Elementary Teachers' Development of Pedagogical Design Capacity for Inquiry - An Activity-Theoretical Perspective.

Degree: PhD, Education, 2009, University of Michigan

 Preservice elementary teachers need to begin developing their pedagogical design capacities for inquiry by learning how to translate their conceptions of inquiry into classroom practice… (more)

Subjects/Keywords: Elementary Science; Curriculum Materials; Activity Theory; Pedagogical Design Capacity; Teacher Education; Inquiry; Education; Social Sciences

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APA (6th Edition):

Forbes, C. T. (2009). Preservice Elementary Teachers' Development of Pedagogical Design Capacity for Inquiry - An Activity-Theoretical Perspective. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/63882

Chicago Manual of Style (16th Edition):

Forbes, Cory T. “Preservice Elementary Teachers' Development of Pedagogical Design Capacity for Inquiry - An Activity-Theoretical Perspective.” 2009. Doctoral Dissertation, University of Michigan. Accessed February 23, 2019. http://hdl.handle.net/2027.42/63882.

MLA Handbook (7th Edition):

Forbes, Cory T. “Preservice Elementary Teachers' Development of Pedagogical Design Capacity for Inquiry - An Activity-Theoretical Perspective.” 2009. Web. 23 Feb 2019.

Vancouver:

Forbes CT. Preservice Elementary Teachers' Development of Pedagogical Design Capacity for Inquiry - An Activity-Theoretical Perspective. [Internet] [Doctoral dissertation]. University of Michigan; 2009. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/2027.42/63882.

Council of Science Editors:

Forbes CT. Preservice Elementary Teachers' Development of Pedagogical Design Capacity for Inquiry - An Activity-Theoretical Perspective. [Doctoral Dissertation]. University of Michigan; 2009. Available from: http://hdl.handle.net/2027.42/63882


University of Michigan

7. Piety, Philip John. Evidence of System: A Network Model Case-Study of Seventh Grade Science Assessment Practices from Classrooms to the State Test.

Degree: PhD, Education, 2008, University of Michigan

 With science education in the United States entering a period of greater accountability, this study investigated how student learning in science was assessed by educators… (more)

Subjects/Keywords: Edcuational Assessments As Informational Processes; Education; Social Sciences

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APA (6th Edition):

Piety, P. J. (2008). Evidence of System: A Network Model Case-Study of Seventh Grade Science Assessment Practices from Classrooms to the State Test. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/60826

Chicago Manual of Style (16th Edition):

Piety, Philip John. “Evidence of System: A Network Model Case-Study of Seventh Grade Science Assessment Practices from Classrooms to the State Test.” 2008. Doctoral Dissertation, University of Michigan. Accessed February 23, 2019. http://hdl.handle.net/2027.42/60826.

MLA Handbook (7th Edition):

Piety, Philip John. “Evidence of System: A Network Model Case-Study of Seventh Grade Science Assessment Practices from Classrooms to the State Test.” 2008. Web. 23 Feb 2019.

Vancouver:

Piety PJ. Evidence of System: A Network Model Case-Study of Seventh Grade Science Assessment Practices from Classrooms to the State Test. [Internet] [Doctoral dissertation]. University of Michigan; 2008. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/2027.42/60826.

Council of Science Editors:

Piety PJ. Evidence of System: A Network Model Case-Study of Seventh Grade Science Assessment Practices from Classrooms to the State Test. [Doctoral Dissertation]. University of Michigan; 2008. Available from: http://hdl.handle.net/2027.42/60826


University of Michigan

8. Gonzalez, Gloriana. Mathematical Tasks and the Collective Memory: How Do Teachers Manage Students' Prior Knowledge When Teaching Geometry with Problems?.

Degree: PhD, Education, 2009, University of Michigan

 This is a study of how teachers manage students’ prior knowledge in problem-based mathematics teaching. I propose that geometry teachers manufacture a collective memory which… (more)

Subjects/Keywords: Mathematics Teaching; Geometry; Problem-based Instruction; Prior Knowledge; Collective Memory; Systemic Functional Linguistics; Education; Social Sciences

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gonzalez, G. (2009). Mathematical Tasks and the Collective Memory: How Do Teachers Manage Students' Prior Knowledge When Teaching Geometry with Problems?. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/62441

Chicago Manual of Style (16th Edition):

Gonzalez, Gloriana. “Mathematical Tasks and the Collective Memory: How Do Teachers Manage Students' Prior Knowledge When Teaching Geometry with Problems?.” 2009. Doctoral Dissertation, University of Michigan. Accessed February 23, 2019. http://hdl.handle.net/2027.42/62441.

MLA Handbook (7th Edition):

Gonzalez, Gloriana. “Mathematical Tasks and the Collective Memory: How Do Teachers Manage Students' Prior Knowledge When Teaching Geometry with Problems?.” 2009. Web. 23 Feb 2019.

Vancouver:

Gonzalez G. Mathematical Tasks and the Collective Memory: How Do Teachers Manage Students' Prior Knowledge When Teaching Geometry with Problems?. [Internet] [Doctoral dissertation]. University of Michigan; 2009. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/2027.42/62441.

Council of Science Editors:

Gonzalez G. Mathematical Tasks and the Collective Memory: How Do Teachers Manage Students' Prior Knowledge When Teaching Geometry with Problems?. [Doctoral Dissertation]. University of Michigan; 2009. Available from: http://hdl.handle.net/2027.42/62441

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