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You searched for +publisher:"University of Nevada – Las Vegas" +contributor:("Jane McCarthy"). Showing records 1 – 16 of 16 total matches.

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University of Nevada – Las Vegas

1. D'agata, Gaetana. Teachers + School Librarians = Student Achievement: When Will We Believe It?.

Degree: MS, Teaching and Learning, 2016, University of Nevada – Las Vegas

  School librarians, teachers, and administrators have understood that student achievement can be enhanced when teachers and librarians collaborate. Most of the scholarly literature concerning… (more)

Subjects/Keywords: Collaboration; Communication; Library and Information Science

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APA (6th Edition):

D'agata, G. (2016). Teachers + School Librarians = Student Achievement: When Will We Believe It?. (Masters Thesis). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2659

Chicago Manual of Style (16th Edition):

D'agata, Gaetana. “Teachers + School Librarians = Student Achievement: When Will We Believe It?.” 2016. Masters Thesis, University of Nevada – Las Vegas. Accessed February 18, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2659.

MLA Handbook (7th Edition):

D'agata, Gaetana. “Teachers + School Librarians = Student Achievement: When Will We Believe It?.” 2016. Web. 18 Feb 2019.

Vancouver:

D'agata G. Teachers + School Librarians = Student Achievement: When Will We Believe It?. [Internet] [Masters thesis]. University of Nevada – Las Vegas; 2016. [cited 2019 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2659.

Council of Science Editors:

D'agata G. Teachers + School Librarians = Student Achievement: When Will We Believe It?. [Masters Thesis]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2659


University of Nevada – Las Vegas

2. Yost, Brandon Lee. A Phenomenology Study of First-~year Teachers Looking at the Shared Lived Experience of Learning to Grade.

Degree: PhD, Teaching and Learning, 2015, University of Nevada – Las Vegas

  This study describes the phenomenon of how first-year teachers learn to evaluate students learning by (letter) grades. Grades seem simple enough; but in reality,… (more)

Subjects/Keywords: Assessment Literacy; Grading Practice Instruction; Grading Practices; Phenomenology; Standards-Based Grading; Teacher Education; Education; Educational Assessment, Evaluation, and Research; Education Policy; Teacher Education and Professional Development

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APA (6th Edition):

Yost, B. L. (2015). A Phenomenology Study of First-~year Teachers Looking at the Shared Lived Experience of Learning to Grade. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2594

Chicago Manual of Style (16th Edition):

Yost, Brandon Lee. “A Phenomenology Study of First-~year Teachers Looking at the Shared Lived Experience of Learning to Grade.” 2015. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 18, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2594.

MLA Handbook (7th Edition):

Yost, Brandon Lee. “A Phenomenology Study of First-~year Teachers Looking at the Shared Lived Experience of Learning to Grade.” 2015. Web. 18 Feb 2019.

Vancouver:

Yost BL. A Phenomenology Study of First-~year Teachers Looking at the Shared Lived Experience of Learning to Grade. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2015. [cited 2019 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2594.

Council of Science Editors:

Yost BL. A Phenomenology Study of First-~year Teachers Looking at the Shared Lived Experience of Learning to Grade. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2015. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2594


University of Nevada – Las Vegas

3. Kellogg, Leander D. States and Multicultural Education Policies: An Event History Analysis.

Degree: PhD, Environmental and Public Affairs, 2015, University of Nevada – Las Vegas

  Multicultural education policies related to K-12 curriculum have been shown to benefit underperforming students. This research found that 10 states have adopted such policies… (more)

Subjects/Keywords: Multicultural education; State diffusion; State policy adoption; Education; Education Policy; Political Science; Public Policy

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APA (6th Edition):

Kellogg, L. D. (2015). States and Multicultural Education Policies: An Event History Analysis. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2484

Chicago Manual of Style (16th Edition):

Kellogg, Leander D. “States and Multicultural Education Policies: An Event History Analysis.” 2015. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 18, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2484.

MLA Handbook (7th Edition):

Kellogg, Leander D. “States and Multicultural Education Policies: An Event History Analysis.” 2015. Web. 18 Feb 2019.

Vancouver:

Kellogg LD. States and Multicultural Education Policies: An Event History Analysis. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2015. [cited 2019 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2484.

Council of Science Editors:

Kellogg LD. States and Multicultural Education Policies: An Event History Analysis. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2015. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2484


University of Nevada – Las Vegas

4. Alnajjar, Khaled Ismail. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.

Degree: PhD, Teaching and Learning, 2016, University of Nevada – Las Vegas

  During the field experience, the mentors and preservice teachers share personal and professional experiences on a daily basis. This process of information sharing is… (more)

Subjects/Keywords: field experience; mentor; mentoring; preservice teacher; self-disclosure; Teacher Education and Professional Development

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APA (6th Edition):

Alnajjar, K. I. (2016). A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2771

Chicago Manual of Style (16th Edition):

Alnajjar, Khaled Ismail. “A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 18, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2771.

MLA Handbook (7th Edition):

Alnajjar, Khaled Ismail. “A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.” 2016. Web. 18 Feb 2019.

Vancouver:

Alnajjar KI. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2019 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2771.

Council of Science Editors:

Alnajjar KI. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2771


University of Nevada – Las Vegas

5. Nourse, David. Success in online credit recovery: Factors influencing student academic performance.

Degree: PhD, Teaching and Learning, 2017, University of Nevada – Las Vegas

  Recent estimates show nearly 90% of school districts nationwide offer some form of online credit recovery. Additionally, credit recovery services have become one of… (more)

Subjects/Keywords: At Risk Student; Credit Recovery; Dropout Prevention; Graduation; High School; Virtual Learning; Education

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APA (6th Edition):

Nourse, D. (2017). Success in online credit recovery: Factors influencing student academic performance. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3020

Chicago Manual of Style (16th Edition):

Nourse, David. “Success in online credit recovery: Factors influencing student academic performance.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 18, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3020.

MLA Handbook (7th Edition):

Nourse, David. “Success in online credit recovery: Factors influencing student academic performance.” 2017. Web. 18 Feb 2019.

Vancouver:

Nourse D. Success in online credit recovery: Factors influencing student academic performance. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3020.

Council of Science Editors:

Nourse D. Success in online credit recovery: Factors influencing student academic performance. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3020


University of Nevada – Las Vegas

6. Begay, Shawna Lynn. Developing a Navajo Educational Media Guide: A Community Perspective.

Degree: PhD, Teaching and Learning, 2017, University of Nevada – Las Vegas

  Developing a Navajo Educational Media Guide was investigated through the lens of Postcolonial Theory and Critical Indigenous Pedagogy utilizing the methodology of Participatory Action… (more)

Subjects/Keywords: Curriculum; Educational Media; Indigenous; Navajo; Navajo Language; Television; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Methods

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APA (6th Edition):

Begay, S. L. (2017). Developing a Navajo Educational Media Guide: A Community Perspective. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2943

Chicago Manual of Style (16th Edition):

Begay, Shawna Lynn. “Developing a Navajo Educational Media Guide: A Community Perspective.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 18, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2943.

MLA Handbook (7th Edition):

Begay, Shawna Lynn. “Developing a Navajo Educational Media Guide: A Community Perspective.” 2017. Web. 18 Feb 2019.

Vancouver:

Begay SL. Developing a Navajo Educational Media Guide: A Community Perspective. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2943.

Council of Science Editors:

Begay SL. Developing a Navajo Educational Media Guide: A Community Perspective. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2943


University of Nevada – Las Vegas

7. Allard, Meredith Paula. Discovering the Self That Teaches: Multimedia Reflective Journaling and the Education Stories of Beginning Preservice Teachers.

Degree: PhD, Teaching and Learning, 2018, University of Nevada – Las Vegas

  Who is the self that teaches (Palmer, 1998)? One way of uncovering a teacher’s self may be to allow beginning preservice teachers the opportunity… (more)

Subjects/Keywords: Education; Higher Education Administration; Teacher Education and Professional Development

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APA (6th Edition):

Allard, M. P. (2018). Discovering the Self That Teaches: Multimedia Reflective Journaling and the Education Stories of Beginning Preservice Teachers. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3206

Chicago Manual of Style (16th Edition):

Allard, Meredith Paula. “Discovering the Self That Teaches: Multimedia Reflective Journaling and the Education Stories of Beginning Preservice Teachers.” 2018. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 18, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3206.

MLA Handbook (7th Edition):

Allard, Meredith Paula. “Discovering the Self That Teaches: Multimedia Reflective Journaling and the Education Stories of Beginning Preservice Teachers.” 2018. Web. 18 Feb 2019.

Vancouver:

Allard MP. Discovering the Self That Teaches: Multimedia Reflective Journaling and the Education Stories of Beginning Preservice Teachers. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2018. [cited 2019 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3206.

Council of Science Editors:

Allard MP. Discovering the Self That Teaches: Multimedia Reflective Journaling and the Education Stories of Beginning Preservice Teachers. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2018. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3206


University of Nevada – Las Vegas

8. Al-Shukri, Abdullah Khamis. From Belief to Action: Omani EFL Teachers’ Self-Efficacy in Relation to their Teaching of English as a Foreign Language.

Degree: PhD, Teaching and Learning, 2016, University of Nevada – Las Vegas

  Research has documented that teacher self-efficacy has positive impacts on different aspects of teaching and learning. Yet, research on teacher self-efficacy in the field… (more)

Subjects/Keywords: Beliefs; EFL Teachers; Practices; Self-Efficacy; Education; Teacher Education and Professional Development

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APA (6th Edition):

Al-Shukri, A. K. (2016). From Belief to Action: Omani EFL Teachers’ Self-Efficacy in Relation to their Teaching of English as a Foreign Language. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2847

Chicago Manual of Style (16th Edition):

Al-Shukri, Abdullah Khamis. “From Belief to Action: Omani EFL Teachers’ Self-Efficacy in Relation to their Teaching of English as a Foreign Language.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 18, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2847.

MLA Handbook (7th Edition):

Al-Shukri, Abdullah Khamis. “From Belief to Action: Omani EFL Teachers’ Self-Efficacy in Relation to their Teaching of English as a Foreign Language.” 2016. Web. 18 Feb 2019.

Vancouver:

Al-Shukri AK. From Belief to Action: Omani EFL Teachers’ Self-Efficacy in Relation to their Teaching of English as a Foreign Language. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2019 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2847.

Council of Science Editors:

Al-Shukri AK. From Belief to Action: Omani EFL Teachers’ Self-Efficacy in Relation to their Teaching of English as a Foreign Language. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2847


University of Nevada – Las Vegas

9. Devaul, Lina. A Study of Strengthening Secondary Mathematics Teachers’ Knowledge of Statistics and Probability via Professional Development.

Degree: PhD, Teaching and Learning, 2017, University of Nevada – Las Vegas

  A professional development program (PSPD) was implemented to improve in-service secondary mathematics teachers’ content knowledge, pedagogical knowledge, and self-efficacy in teaching secondary school statistics… (more)

Subjects/Keywords: mathematics education; probability; professional development; statistics education; teacher education; Education; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Devaul, L. (2017). A Study of Strengthening Secondary Mathematics Teachers’ Knowledge of Statistics and Probability via Professional Development. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3074

Chicago Manual of Style (16th Edition):

Devaul, Lina. “A Study of Strengthening Secondary Mathematics Teachers’ Knowledge of Statistics and Probability via Professional Development.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 18, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3074.

MLA Handbook (7th Edition):

Devaul, Lina. “A Study of Strengthening Secondary Mathematics Teachers’ Knowledge of Statistics and Probability via Professional Development.” 2017. Web. 18 Feb 2019.

Vancouver:

Devaul L. A Study of Strengthening Secondary Mathematics Teachers’ Knowledge of Statistics and Probability via Professional Development. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3074.

Council of Science Editors:

Devaul L. A Study of Strengthening Secondary Mathematics Teachers’ Knowledge of Statistics and Probability via Professional Development. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3074


University of Nevada – Las Vegas

10. Fayazpour, Shahla. Co-navigating the U.S. Educational System: A Multiple Case Study of the Social and Academic Pressures Experienced By Iranian Immigrant Parents and Their 1.5-Generation Immigrant Children.

Degree: PhD, Teaching and Learning, 2017, University of Nevada – Las Vegas

  The United States of America is a complex, diverse nation, and the number of immigrant families grows daily. Since parents and family play central… (more)

Subjects/Keywords: 1.5-Generation children's and identity development; Immigrants’ barriers; immigrants' education in the U.S.; immigrants’ identity development; immigrants’ parental involvement; parents of 1.5-generation children; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Fayazpour, S. (2017). Co-navigating the U.S. Educational System: A Multiple Case Study of the Social and Academic Pressures Experienced By Iranian Immigrant Parents and Their 1.5-Generation Immigrant Children. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3129

Chicago Manual of Style (16th Edition):

Fayazpour, Shahla. “Co-navigating the U.S. Educational System: A Multiple Case Study of the Social and Academic Pressures Experienced By Iranian Immigrant Parents and Their 1.5-Generation Immigrant Children.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 18, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3129.

MLA Handbook (7th Edition):

Fayazpour, Shahla. “Co-navigating the U.S. Educational System: A Multiple Case Study of the Social and Academic Pressures Experienced By Iranian Immigrant Parents and Their 1.5-Generation Immigrant Children.” 2017. Web. 18 Feb 2019.

Vancouver:

Fayazpour S. Co-navigating the U.S. Educational System: A Multiple Case Study of the Social and Academic Pressures Experienced By Iranian Immigrant Parents and Their 1.5-Generation Immigrant Children. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3129.

Council of Science Editors:

Fayazpour S. Co-navigating the U.S. Educational System: A Multiple Case Study of the Social and Academic Pressures Experienced By Iranian Immigrant Parents and Their 1.5-Generation Immigrant Children. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3129

11. Young, William M. An Investigation of exemplary teaching practices of teachers of Native American students.

Degree: PhD, Curriculum & Instruction, 2010, University of Nevada – Las Vegas

  This dissertation traces the historical roots of indigenous education from the violation of treaty rights of the late 1800's to the staggering rates of… (more)

Subjects/Keywords: Indians of North America – Education; Indians of North America – Students; Native American students; Teacher education; Teacher effectiveness; Teachers—Training of; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Disability and Equity in Education; Teacher Education and Professional Development

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APA (6th Edition):

Young, W. M. (2010). An Investigation of exemplary teaching practices of teachers of Native American students. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/899

Chicago Manual of Style (16th Edition):

Young, William M. “An Investigation of exemplary teaching practices of teachers of Native American students.” 2010. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 18, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/899.

MLA Handbook (7th Edition):

Young, William M. “An Investigation of exemplary teaching practices of teachers of Native American students.” 2010. Web. 18 Feb 2019.

Vancouver:

Young WM. An Investigation of exemplary teaching practices of teachers of Native American students. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2010. [cited 2019 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/899.

Council of Science Editors:

Young WM. An Investigation of exemplary teaching practices of teachers of Native American students. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2010. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/899

12. Jackson, Luke. Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students’ Nature of Science Views.

Degree: PhD, Teaching and Learning, 2017, University of Nevada – Las Vegas

  This mixed method study was aimed at examining the influence of dual processing (Type 1 and Type 2 thinking) on the development of high… (more)

Subjects/Keywords: Dual Processing; Experiential and logical processing; High school science education; Nature of Science; Teacher education; Type 1 and Type 2 thinking; Educational Psychology; Science and Mathematics Education; Teacher Education and Professional Development

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

APA (6th Edition):

Jackson, L. (2017). Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students’ Nature of Science Views. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2989

Chicago Manual of Style (16th Edition):

Jackson, Luke. “Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students’ Nature of Science Views.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 18, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2989.

MLA Handbook (7th Edition):

Jackson, Luke. “Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students’ Nature of Science Views.” 2017. Web. 18 Feb 2019.

Vancouver:

Jackson L. Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students’ Nature of Science Views. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2989.

Council of Science Editors:

Jackson L. Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students’ Nature of Science Views. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2989

13. Goodman, Andrew. The Manifestation of Student Engagement in Classrooms: A Phenomenological Case Study of How Teachers Experience Student Engagement and How It Influences Pedagogical Decision Making.

Degree: Doctor of Education (EdD), Teaching and Learning, 2016, University of Nevada – Las Vegas

  The purpose of this study was to understand the essence of student engagement and how it impacted teacher pedagogical decision making in elementary classrooms.… (more)

Subjects/Keywords: pedagogical decision making; student engagement; Education

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APA (6th Edition):

Goodman, A. (2016). The Manifestation of Student Engagement in Classrooms: A Phenomenological Case Study of How Teachers Experience Student Engagement and How It Influences Pedagogical Decision Making. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2780

Chicago Manual of Style (16th Edition):

Goodman, Andrew. “The Manifestation of Student Engagement in Classrooms: A Phenomenological Case Study of How Teachers Experience Student Engagement and How It Influences Pedagogical Decision Making.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 18, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2780.

MLA Handbook (7th Edition):

Goodman, Andrew. “The Manifestation of Student Engagement in Classrooms: A Phenomenological Case Study of How Teachers Experience Student Engagement and How It Influences Pedagogical Decision Making.” 2016. Web. 18 Feb 2019.

Vancouver:

Goodman A. The Manifestation of Student Engagement in Classrooms: A Phenomenological Case Study of How Teachers Experience Student Engagement and How It Influences Pedagogical Decision Making. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2019 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2780.

Council of Science Editors:

Goodman A. The Manifestation of Student Engagement in Classrooms: A Phenomenological Case Study of How Teachers Experience Student Engagement and How It Influences Pedagogical Decision Making. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2780

14. Vandehei, Amanda Rose. A Multiple Case Study of Whiteness and Critical Literacy Practices Among White Elementary Teachers in Urban Public Schools.

Degree: PhD, Curriculum & Instruction, 2014, University of Nevada – Las Vegas

  The purpose of this study is to investigate whether white elementary teachers' perception of Whiteness influences critical literacy practices in elementary classrooms in an… (more)

Subjects/Keywords: Case study; Critical literacy; Elementary education; Elementary school teachers; Literacy; Multicultural education; Racial identity; Reading; Urban schools; Whiteness; Whites – Race identity; Bilingual, Multilingual, and Multicultural Education; Education; Elementary Education and Teaching; Liberal Studies

…members, Dr. Doris Watson, Dr. Marilyn McKinney, and Dr. Jane McCarthy for their engagement in… 

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APA (6th Edition):

Vandehei, A. R. (2014). A Multiple Case Study of Whiteness and Critical Literacy Practices Among White Elementary Teachers in Urban Public Schools. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2223

Chicago Manual of Style (16th Edition):

Vandehei, Amanda Rose. “A Multiple Case Study of Whiteness and Critical Literacy Practices Among White Elementary Teachers in Urban Public Schools.” 2014. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 18, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2223.

MLA Handbook (7th Edition):

Vandehei, Amanda Rose. “A Multiple Case Study of Whiteness and Critical Literacy Practices Among White Elementary Teachers in Urban Public Schools.” 2014. Web. 18 Feb 2019.

Vancouver:

Vandehei AR. A Multiple Case Study of Whiteness and Critical Literacy Practices Among White Elementary Teachers in Urban Public Schools. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2014. [cited 2019 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2223.

Council of Science Editors:

Vandehei AR. A Multiple Case Study of Whiteness and Critical Literacy Practices Among White Elementary Teachers in Urban Public Schools. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2014. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2223

15. Morey, Megan. Technical Theatre: Bridging the Gap Between Academic and Vocational Training While Preparing Students for Careers and Life.

Degree: MFA, Theatre Arts, 2014, University of Nevada – Las Vegas

  Most people do not realize that Technical Theatre even exists, and of those who do, not many realize the great potential that Technical Theatre… (more)

Subjects/Keywords: Technical theatre; Theater – Production and direction; Theaters – Stage-setting and scenery; Vocational education; Education; Theatre and Performance Studies

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

APA (6th Edition):

Morey, M. (2014). Technical Theatre: Bridging the Gap Between Academic and Vocational Training While Preparing Students for Careers and Life. (Masters Thesis). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2123

Chicago Manual of Style (16th Edition):

Morey, Megan. “Technical Theatre: Bridging the Gap Between Academic and Vocational Training While Preparing Students for Careers and Life.” 2014. Masters Thesis, University of Nevada – Las Vegas. Accessed February 18, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2123.

MLA Handbook (7th Edition):

Morey, Megan. “Technical Theatre: Bridging the Gap Between Academic and Vocational Training While Preparing Students for Careers and Life.” 2014. Web. 18 Feb 2019.

Vancouver:

Morey M. Technical Theatre: Bridging the Gap Between Academic and Vocational Training While Preparing Students for Careers and Life. [Internet] [Masters thesis]. University of Nevada – Las Vegas; 2014. [cited 2019 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2123.

Council of Science Editors:

Morey M. Technical Theatre: Bridging the Gap Between Academic and Vocational Training While Preparing Students for Careers and Life. [Masters Thesis]. University of Nevada – Las Vegas; 2014. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2123

16. Grimes, Mary Katheryn. Transformative Multicultural Science Curriculum: A Case Study of Middle School Robotics.

Degree: PhD, Curriculum & Instruction, 2012, University of Nevada – Las Vegas

  Multicultural Science has been a topic of research and discourse over the past several years. However, most of the literature concerning this topic (or… (more)

Subjects/Keywords: Culturally relevant pedagogy; Instructional Congruence; Multicultural education; Multicultural Pedagogy; Multicultural Science; Qualitative Case Study; Robotics – Study and teaching (Middle school); Science – Study and teaching; Science Education; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Methods; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Grimes, M. K. (2012). Transformative Multicultural Science Curriculum: A Case Study of Middle School Robotics. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1669

Chicago Manual of Style (16th Edition):

Grimes, Mary Katheryn. “Transformative Multicultural Science Curriculum: A Case Study of Middle School Robotics.” 2012. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 18, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1669.

MLA Handbook (7th Edition):

Grimes, Mary Katheryn. “Transformative Multicultural Science Curriculum: A Case Study of Middle School Robotics.” 2012. Web. 18 Feb 2019.

Vancouver:

Grimes MK. Transformative Multicultural Science Curriculum: A Case Study of Middle School Robotics. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2012. [cited 2019 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1669.

Council of Science Editors:

Grimes MK. Transformative Multicultural Science Curriculum: A Case Study of Middle School Robotics. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2012. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1669

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