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You searched for +publisher:"University of Oklahoma" +contributor:("Bradshaw, Amy"). Showing records 1 – 6 of 6 total matches.

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University of Oklahoma

1. Mickel, Natasha. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.

Degree: PhD, 2015, University of Oklahoma

 This study examined teachers’ autonomy, teachers’ motivation, teachers’ self-efficacy, and teachers’ perceptions of state mandated testing, in the context of NCLB. The research design included… (more)

Subjects/Keywords: Teacher Motivation; Teacher Self Efficacy; Teacher Perceptions

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APA (6th Edition):

Mickel, N. (2015). EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14635

Chicago Manual of Style (16th Edition):

Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/14635.

MLA Handbook (7th Edition):

Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Web. 21 Feb 2019.

Vancouver:

Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/14635.

Council of Science Editors:

Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14635


University of Oklahoma

2. Canada, Stephanie. PROFESSIONAL GROWTH AND STRUCTURAL CHANGE IN PHYSICAL EDUCATION TEACHER EDUCATION: A STUDY OF THE INFLUENCE OF A CRITICAL CURRICULUM ON STUDENT UNDERSTANDING.

Degree: PhD, 2017, University of Oklahoma

 Like many within the profession, my own beliefs and practices have been impacted by personal and professional struggles and experiences (Palmer, 2007), as well as… (more)

Subjects/Keywords: Physical Education; Teacher Education; Critical Curriculum

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APA (6th Edition):

Canada, S. (2017). PROFESSIONAL GROWTH AND STRUCTURAL CHANGE IN PHYSICAL EDUCATION TEACHER EDUCATION: A STUDY OF THE INFLUENCE OF A CRITICAL CURRICULUM ON STUDENT UNDERSTANDING. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50855

Chicago Manual of Style (16th Edition):

Canada, Stephanie. “PROFESSIONAL GROWTH AND STRUCTURAL CHANGE IN PHYSICAL EDUCATION TEACHER EDUCATION: A STUDY OF THE INFLUENCE OF A CRITICAL CURRICULUM ON STUDENT UNDERSTANDING.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/50855.

MLA Handbook (7th Edition):

Canada, Stephanie. “PROFESSIONAL GROWTH AND STRUCTURAL CHANGE IN PHYSICAL EDUCATION TEACHER EDUCATION: A STUDY OF THE INFLUENCE OF A CRITICAL CURRICULUM ON STUDENT UNDERSTANDING.” 2017. Web. 21 Feb 2019.

Vancouver:

Canada S. PROFESSIONAL GROWTH AND STRUCTURAL CHANGE IN PHYSICAL EDUCATION TEACHER EDUCATION: A STUDY OF THE INFLUENCE OF A CRITICAL CURRICULUM ON STUDENT UNDERSTANDING. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/50855.

Council of Science Editors:

Canada S. PROFESSIONAL GROWTH AND STRUCTURAL CHANGE IN PHYSICAL EDUCATION TEACHER EDUCATION: A STUDY OF THE INFLUENCE OF A CRITICAL CURRICULUM ON STUDENT UNDERSTANDING. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50855


University of Oklahoma

3. Caldwell, Jeffrey Thad. Learning economics in an online environment: Evaluating the impact of collaborative learning and instructional audio/video on learner achievement, goal orientation, self-efficacy, sense of learning community, and attrition.

Degree: PhD, Department of Educational Psychology, 2003, University of Oklahoma

 Teaching learners at a distance has long been problematic for educational institutions. A significant body of research has espoused the advantages of recorded audio and/or… (more)

Subjects/Keywords: Education, Technology of.; Economics Study and teaching (Continuing education); Education, Social Sciences.; Economics Study and teaching Audio-visual aids.; Distance education Case studies.; Education, Educational Psychology.

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APA (6th Edition):

Caldwell, J. T. (2003). Learning economics in an online environment: Evaluating the impact of collaborative learning and instructional audio/video on learner achievement, goal orientation, self-efficacy, sense of learning community, and attrition. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/591

Chicago Manual of Style (16th Edition):

Caldwell, Jeffrey Thad. “Learning economics in an online environment: Evaluating the impact of collaborative learning and instructional audio/video on learner achievement, goal orientation, self-efficacy, sense of learning community, and attrition.” 2003. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/591.

MLA Handbook (7th Edition):

Caldwell, Jeffrey Thad. “Learning economics in an online environment: Evaluating the impact of collaborative learning and instructional audio/video on learner achievement, goal orientation, self-efficacy, sense of learning community, and attrition.” 2003. Web. 21 Feb 2019.

Vancouver:

Caldwell JT. Learning economics in an online environment: Evaluating the impact of collaborative learning and instructional audio/video on learner achievement, goal orientation, self-efficacy, sense of learning community, and attrition. [Internet] [Doctoral dissertation]. University of Oklahoma; 2003. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/591.

Council of Science Editors:

Caldwell JT. Learning economics in an online environment: Evaluating the impact of collaborative learning and instructional audio/video on learner achievement, goal orientation, self-efficacy, sense of learning community, and attrition. [Doctoral Dissertation]. University of Oklahoma; 2003. Available from: http://hdl.handle.net/11244/591


University of Oklahoma

4. Xie, Kui. Scaffolding online peer collaboration to enhance ill-structured problem solving with computer-based cognitive support.

Degree: PhD, Department of Educational Psychology, 2006, University of Oklahoma

 The present study investigated the effects of question prompts and online peer collaborations on solving ill-structured problems. Sixty undergraduate students were randomly assigned to one… (more)

Subjects/Keywords: Problem-based learning.; Group problem solving.; Education, Technology of.; Problem solving.; Question-answering systems.

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APA (6th Edition):

Xie, K. (2006). Scaffolding online peer collaboration to enhance ill-structured problem solving with computer-based cognitive support. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/1072

Chicago Manual of Style (16th Edition):

Xie, Kui. “Scaffolding online peer collaboration to enhance ill-structured problem solving with computer-based cognitive support.” 2006. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/1072.

MLA Handbook (7th Edition):

Xie, Kui. “Scaffolding online peer collaboration to enhance ill-structured problem solving with computer-based cognitive support.” 2006. Web. 21 Feb 2019.

Vancouver:

Xie K. Scaffolding online peer collaboration to enhance ill-structured problem solving with computer-based cognitive support. [Internet] [Doctoral dissertation]. University of Oklahoma; 2006. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/1072.

Council of Science Editors:

Xie K. Scaffolding online peer collaboration to enhance ill-structured problem solving with computer-based cognitive support. [Doctoral Dissertation]. University of Oklahoma; 2006. Available from: http://hdl.handle.net/11244/1072


University of Oklahoma

5. Chen, Ching-huei Karen. Prompting students' knowledge integration and ill-structured problem solving in a Web-based learning environment.

Degree: PhD, Department of Educational Psychology, 2006, University of Oklahoma

 The research design and assessment protocols included two phases of the curriculum – knowledge acquisition phase and problem solving phase – and four treatments – knowledge integration condition,… (more)

Subjects/Keywords: Web-based instruction.; Learning.; Education, Educational Psychology.; Education, Technology of.; Education, Social Sciences.; Problem solving.; Problem-based learning.

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APA (6th Edition):

Chen, C. K. (2006). Prompting students' knowledge integration and ill-structured problem solving in a Web-based learning environment. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/1094

Chicago Manual of Style (16th Edition):

Chen, Ching-huei Karen. “Prompting students' knowledge integration and ill-structured problem solving in a Web-based learning environment.” 2006. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/1094.

MLA Handbook (7th Edition):

Chen, Ching-huei Karen. “Prompting students' knowledge integration and ill-structured problem solving in a Web-based learning environment.” 2006. Web. 21 Feb 2019.

Vancouver:

Chen CK. Prompting students' knowledge integration and ill-structured problem solving in a Web-based learning environment. [Internet] [Doctoral dissertation]. University of Oklahoma; 2006. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/1094.

Council of Science Editors:

Chen CK. Prompting students' knowledge integration and ill-structured problem solving in a Web-based learning environment. [Doctoral Dissertation]. University of Oklahoma; 2006. Available from: http://hdl.handle.net/11244/1094


University of Oklahoma

6. Keller, Christopher O. Collegiate journalists, media literacy, the culture of fear, and Conscientizacao: A critical ethnography.

Degree: PhD, Department of Educational Psychology, 2006, University of Oklahoma

 Five 20- to 45-year-old undergraduate journalism student editors, staff writers, and photographers for the campus newspaper at a regional university in the southwest United States… (more)

Subjects/Keywords: College students United States Social conditions.; Mass Communications.; Freire, Paulo, 1921-1997.; Journalism, College Sociological aspects.; Media literacy.; Journalism Study and teaching (Higher) United States.; Journalism.; Consciousness.; Education, Philosophy of.

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APA (6th Edition):

Keller, C. O. (2006). Collegiate journalists, media literacy, the culture of fear, and Conscientizacao: A critical ethnography. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/1107

Chicago Manual of Style (16th Edition):

Keller, Christopher O. “Collegiate journalists, media literacy, the culture of fear, and Conscientizacao: A critical ethnography.” 2006. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/1107.

MLA Handbook (7th Edition):

Keller, Christopher O. “Collegiate journalists, media literacy, the culture of fear, and Conscientizacao: A critical ethnography.” 2006. Web. 21 Feb 2019.

Vancouver:

Keller CO. Collegiate journalists, media literacy, the culture of fear, and Conscientizacao: A critical ethnography. [Internet] [Doctoral dissertation]. University of Oklahoma; 2006. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/1107.

Council of Science Editors:

Keller CO. Collegiate journalists, media literacy, the culture of fear, and Conscientizacao: A critical ethnography. [Doctoral Dissertation]. University of Oklahoma; 2006. Available from: http://hdl.handle.net/11244/1107

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