+publisher:"University of Oklahoma" +contributor:("Chiodo, John")

University of Oklahoma

1. Nance, Starlynn Raenae. Social Studies Teachers' Attitudes Concerning Convtroversial Public Issues Instruction and State Mandated Tests.

Degree: PhD, 2012, University of Oklahoma

URL: http://hdl.handle.net/11244/318608

► This transcendental phenomenological qualitative study examines attitudes toward Controversial Public Issue instruction by teachers who used mandated standards and state tests. After the interviews of… (more)

Subjects/Keywords: United States – Politics and government – Study and teaching – Public opinion; Civics – Study and teaching – Public opinion; Social studies teachers – United States – Attitudes; Public opinion – United States

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Nance, S. R. (2012). Social Studies Teachers' Attitudes Concerning Convtroversial Public Issues Instruction and State Mandated Tests. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318608

Chicago Manual of Style (16^th Edition):

Nance, Starlynn Raenae. “Social Studies Teachers' Attitudes Concerning Convtroversial Public Issues Instruction and State Mandated Tests.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021. http://hdl.handle.net/11244/318608.

MLA Handbook (7^th Edition):

Nance, Starlynn Raenae. “Social Studies Teachers' Attitudes Concerning Convtroversial Public Issues Instruction and State Mandated Tests.” 2012. Web. 18 Jan 2021.

Vancouver:

Nance SR. Social Studies Teachers' Attitudes Concerning Convtroversial Public Issues Instruction and State Mandated Tests. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/318608.

Council of Science Editors:

Nance SR. Social Studies Teachers' Attitudes Concerning Convtroversial Public Issues Instruction and State Mandated Tests. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318608

University of Oklahoma

2. Worthington, Andrew Luke. Student Perceptions of Patriotism in England and the United States of America.

Degree: PhD, 2013, University of Oklahoma

URL: http://hdl.handle.net/11244/319024

► Exploratory factor analysis of the samples produced dominant factors that were termed constructive patriotism, importance of emotional attachment, and blind patriotism. Analysis suggested that students… (more)

Subjects/Keywords: Patriotism – United States – Public opinion; Patriotism – England – Public opinion; High school students – United States – Attitudes; High school students – England – Attitudes; Public opinion – United States; Public opinion – England

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Worthington, A. L. (2013). Student Perceptions of Patriotism in England and the United States of America. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319024

Chicago Manual of Style (16^th Edition):

Worthington, Andrew Luke. “Student Perceptions of Patriotism in England and the United States of America.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021. http://hdl.handle.net/11244/319024.

MLA Handbook (7^th Edition):

Worthington, Andrew Luke. “Student Perceptions of Patriotism in England and the United States of America.” 2013. Web. 18 Jan 2021.

Vancouver:

Worthington AL. Student Perceptions of Patriotism in England and the United States of America. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/319024.

Council of Science Editors:

Worthington AL. Student Perceptions of Patriotism in England and the United States of America. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/319024

University of Oklahoma

3. Giaudrone Haney, KImberly Michele. An Observational Case Study of One Third Grade Teacher's Taught Social and Emotional Skills Curriculum.

Degree: EdD, 2013, University of Oklahoma

URL: http://hdl.handle.net/11244/319179

One recommendation for further research would be to conduct a case study in which the researcher observes student-student teaching of the SE skills. Advisors/Committee Members: Chiodo, John (advisor).

Subjects/Keywords: Social skills in children – Study and teaching – Case studies; Emotional intelligence – Study and teaching (Primary) – Case studies; Social intelligence – Study and teaching (Primary) – Case studies

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Giaudrone Haney, K. M. (2013). An Observational Case Study of One Third Grade Teacher's Taught Social and Emotional Skills Curriculum. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319179

Chicago Manual of Style (16^th Edition):

Giaudrone Haney, KImberly Michele. “An Observational Case Study of One Third Grade Teacher's Taught Social and Emotional Skills Curriculum.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021. http://hdl.handle.net/11244/319179.

MLA Handbook (7^th Edition):

Giaudrone Haney, KImberly Michele. “An Observational Case Study of One Third Grade Teacher's Taught Social and Emotional Skills Curriculum.” 2013. Web. 18 Jan 2021.

Vancouver:

Giaudrone Haney KM. An Observational Case Study of One Third Grade Teacher's Taught Social and Emotional Skills Curriculum. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/319179.

Council of Science Editors:

Giaudrone Haney KM. An Observational Case Study of One Third Grade Teacher's Taught Social and Emotional Skills Curriculum. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/319179

University of Oklahoma

4. McCann, Florence. Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students.

Degree: PhD, 2013, University of Oklahoma

URL: http://hdl.handle.net/11244/7691

► Over a decade since Finson’s 2002 review article, “Drawing a Scientist: What We Do and Do Not Know After Fifty Years of Drawings”, images of… (more)

▼ Over a decade since Finson’s 2002 review article, “Drawing a Scientist: What We Do and Do Not Know After Fifty Years of Drawings”, images of scientists, sometimes stereotypes, continue to be created and promoted in popular media. The scholarly literature amply documents how education stakeholders ranging from elementary school age children to in-service teachers throughout the world perceive scientists. The impact of these images on students’ coursework and career choices is likewise well established. Strikingly, there are few studies where scientists reveal their self-perceptions. The most recent of these were published in 1975. The less well developed literature on engineer images reflects how they are stereotyped as “geeks” and “nerds”. No prior work on engineers’ self-perceptions has been identified. The engineering profession has explicitly recognized the importance of improving the image of engineering (Engineers Dedicated to a Better Tomorrow, 2006). Two research projects were initiated, a first to learn about the lived experiences of scientists, defined as faculty members in a natural science discipline at a research university holding a PhD and a second to learn about the lived experiences of engineers, defined as faculty members in a college of engineering at a research university, likewise holding a Ph.D. A naturalistic or constructivist research paradigm provided the theory base that guided the phenomenology research approach. No scientists agreed to join the scientist study. Engineer participants were asked to share their lived experiences as engineers in semi-structured in-person interviews. The interview data were analyzed according to a phenomenological reduction methodology (Moustakas, 1994). All identified protecting and serving society as an essential element of their experiences as engineers. Other themes that played significant roles in their experiences included their perceptions of the public; the public’s perception of engineers; stereotypes; gender; solitary work and team work; hard work/rigor; designing and building; solving problems; and creativity. While the engineers shared themes, they were not a monolithic group. Each had a unique underlying philosophy that governed how these themes were manifested. The engineers’ self-perceptions are valuable for designing interventions to foster accurate images of engineers for K-12 students. Curricula can be prepared that allow students to experience these essential aspects of being an engineer. The engineers’ Draw-An-Engineer Test (DAET) drawings can be used as benchmarks against which students’ drawings can be compared to assess the extent to which students’ perceptions of engineers and their work is aligned with that of these engineers’ self-perceptions. The themes described above guided the development of a curriculum for a STEM Club. The STEM Club was for identified gifted fifth grade girls. A female scientist/engineer led the club. The girls’ perceptions were accessed using the Draw-A-Scientist-Checklist (DAST-C)… Advisors/Committee Members: Marek, Edmund (advisor), Chiodo, John (committee member), Houser, Neil (committee member), Pasque, Penny (committee member), Yeary, Mark (committee member).

Subjects/Keywords: Science Education

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

McCann, F. (2013). Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/7691

Chicago Manual of Style (16^th Edition):

McCann, Florence. “Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021. http://hdl.handle.net/11244/7691.

MLA Handbook (7^th Edition):

McCann, Florence. “Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students.” 2013. Web. 18 Jan 2021.

Vancouver:

McCann F. Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/7691.

Council of Science Editors:

McCann F. Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/7691

University of Oklahoma

5. de Armendi, Alberto. MEDICAL AND NURSING STUDENTS’ COGNITIVE LEVELS MEASURED BY THE CLASSROOM TEST OF SCIENTIFIC REASONING AND CORRELATION TO KNOWLEDGE GAINED FROM LECTURE, SIMULATION, OR LECTURE WITH SIMULATION.

Degree: PhD, 2014, University of Oklahoma

URL: http://hdl.handle.net/11244/10327

► Abstract 1: Various forms of students’ reasoning characteristics have been studied, especially in pre-college students. A principled pedagogical framework reflecting the cognitive processes of health… (more)

▼ Abstract 1: Various forms of students’ reasoning characteristics have been studied, especially in pre-college students. A principled pedagogical framework reflecting the cognitive processes of health care students has not been investigated. Most cognitive studies evaluated patients who had experienced traumatic brain injury, brain surgery, or cancer. In the past, cognition tests have been used as an evaluation tool among college/university students. To date, no study has evaluated the cognitive levels of nursing and medical students. Pedagogical tenets of critical thinking are presently being used to design and implement newer teaching modules for health care students. Before launching a newer pedagogical approach for health care students, we must first understand their cognitive strategies, whether they are concrete operational, transitional, or formal operational thinkers. In order to avoid an experienced interviewer, special materials, study-specific equipment and time-consuming classroom use, Lawson developed a reliable development-specific classroom test of formal level reasoning (1). To understand how years of education influences cognitive levels of scientific reasoning, nursing and medical students at the University of Oklahoma Health Sciences Center (OUHSC) were asked to complete the Classroom Test of Scientific Reasoning (CTSR), a validated measure of hypothetico-deductive and probabilistic reasoning (1). To the best of our knowledge, the use of CTSR for the assessment of college/university students has not been studied extensively. Our overall univariate analysis show significant differences in rubric CTSR scores between nursing students versus medical students (p<0.0001), between genders (p<0.0001), as well as differences based on years of schooling (p<0.0003). However, the association between rubric CTSR scores and gender disappeared when analysis was performed among nursing and medical students separately. Students differed in the distribution of their CTSR classification according to Piaget’s operational standards (concrete operational, low transitional, high transitional, and formal operational) with respect to gender and to training program. Seventy percent of nurse of the nursing student totals were concrete operational or low transitional thinkers, while 96% of medical student of the medical student totals were high transitional or formal operational thinkers. Forty three percent of females in both student groups were low transitional and high transitional thinkers, while 32% of the males of both professional programs were high transitional and formal operational thinkers. Abstract 2: Background: Recent studies supports simulation training as a superior teaching method compared to conventional lectures. Results are mixed regarding which teaching methods yield greater immediate knowledge gain and long-term knowledge retention in health care students. A few studies addressed the use of a combination of different teaching methods. The combination of lecture and simulation training could… Advisors/Committee Members: Marek, Edmund (advisor), Laubach, Timothy (committee member), Chiodo, John (committee member), Reeder, Stacy (committee member), Ge, Xun (committee member).

Subjects/Keywords: Education; Curriculum and Instruction.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

de Armendi, A. (2014). MEDICAL AND NURSING STUDENTS’ COGNITIVE LEVELS MEASURED BY THE CLASSROOM TEST OF SCIENTIFIC REASONING AND CORRELATION TO KNOWLEDGE GAINED FROM LECTURE, SIMULATION, OR LECTURE WITH SIMULATION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10327

Chicago Manual of Style (16^th Edition):

de Armendi, Alberto. “MEDICAL AND NURSING STUDENTS’ COGNITIVE LEVELS MEASURED BY THE CLASSROOM TEST OF SCIENTIFIC REASONING AND CORRELATION TO KNOWLEDGE GAINED FROM LECTURE, SIMULATION, OR LECTURE WITH SIMULATION.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021. http://hdl.handle.net/11244/10327.

MLA Handbook (7^th Edition):

de Armendi, Alberto. “MEDICAL AND NURSING STUDENTS’ COGNITIVE LEVELS MEASURED BY THE CLASSROOM TEST OF SCIENTIFIC REASONING AND CORRELATION TO KNOWLEDGE GAINED FROM LECTURE, SIMULATION, OR LECTURE WITH SIMULATION.” 2014. Web. 18 Jan 2021.

Vancouver:

de Armendi A. MEDICAL AND NURSING STUDENTS’ COGNITIVE LEVELS MEASURED BY THE CLASSROOM TEST OF SCIENTIFIC REASONING AND CORRELATION TO KNOWLEDGE GAINED FROM LECTURE, SIMULATION, OR LECTURE WITH SIMULATION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/10327.

Council of Science Editors:

de Armendi A. MEDICAL AND NURSING STUDENTS’ COGNITIVE LEVELS MEASURED BY THE CLASSROOM TEST OF SCIENTIFIC REASONING AND CORRELATION TO KNOWLEDGE GAINED FROM LECTURE, SIMULATION, OR LECTURE WITH SIMULATION. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10327

University of Oklahoma

6. Howard, Paul. Using hermeneutic phenomenology to investigate pre-service secondary mathematics teachers' beliefs about mathematics and the teaching and learning of mathematics.

Degree: PhD, 2013, University of Oklahoma

URL: http://hdl.handle.net/11244/7683

► This research used an interpretive paradigm and a hermeneutic phenomenology methodology to investigate matehmatical belief systems of pre-service secondary mathematics teachers enrolled in a small… (more)

Subjects/Keywords: Education; Mathematics.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Howard, P. (2013). Using hermeneutic phenomenology to investigate pre-service secondary mathematics teachers' beliefs about mathematics and the teaching and learning of mathematics. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/7683

Chicago Manual of Style (16^th Edition):

Howard, Paul. “Using hermeneutic phenomenology to investigate pre-service secondary mathematics teachers' beliefs about mathematics and the teaching and learning of mathematics.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021. http://hdl.handle.net/11244/7683.

MLA Handbook (7^th Edition):

Howard, Paul. “Using hermeneutic phenomenology to investigate pre-service secondary mathematics teachers' beliefs about mathematics and the teaching and learning of mathematics.” 2013. Web. 18 Jan 2021.

Vancouver:

Howard P. Using hermeneutic phenomenology to investigate pre-service secondary mathematics teachers' beliefs about mathematics and the teaching and learning of mathematics. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/7683.

Council of Science Editors:

Howard P. Using hermeneutic phenomenology to investigate pre-service secondary mathematics teachers' beliefs about mathematics and the teaching and learning of mathematics. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/7683

University of Oklahoma

7. Martin, Leisa Ann. Learning strategies, cognitive strategies, and process variables used by high school students in social studies classes.

Degree: PhD, Department of Instructional Leadership and Academic Curriculum, 2003, University of Oklahoma

URL: http://hdl.handle.net/11244/620

► This grounded theory study sought to understand how tenth grade public school students in average and advanced classes used strategies for learning material in their… (more)

Subjects/Keywords: Tenth grade (Education) Case studies.; Social studies Study and teaching (Secondary) Case studies.; Learning strategies Case studies.; Education, Social Sciences.; Education, Secondary.; Education, Curriculum and Instruction.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Martin, L. A. (2003). Learning strategies, cognitive strategies, and process variables used by high school students in social studies classes. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/620

Chicago Manual of Style (16^th Edition):

Martin, Leisa Ann. “Learning strategies, cognitive strategies, and process variables used by high school students in social studies classes.” 2003. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021. http://hdl.handle.net/11244/620.

MLA Handbook (7^th Edition):

Martin, Leisa Ann. “Learning strategies, cognitive strategies, and process variables used by high school students in social studies classes.” 2003. Web. 18 Jan 2021.

Vancouver:

Martin LA. Learning strategies, cognitive strategies, and process variables used by high school students in social studies classes. [Internet] [Doctoral dissertation]. University of Oklahoma; 2003. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/620.

Council of Science Editors:

Martin LA. Learning strategies, cognitive strategies, and process variables used by high school students in social studies classes. [Doctoral Dissertation]. University of Oklahoma; 2003. Available from: http://hdl.handle.net/11244/620

University of Oklahoma

8. Houck, Marla Maria. Student Teachers in Search of Help.

Degree: PhD, 2009, University of Oklahoma

URL: http://hdl.handle.net/11244/319096

► The results of this study and other studies (Hsu, 2005: McNally et al., 1997) have shown that student teachers seek others for help with sundry… (more)

Subjects/Keywords: Student teachers – Psychology; Help-seeking behavior

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Houck, M. M. (2009). Student Teachers in Search of Help. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319096

Chicago Manual of Style (16^th Edition):

Houck, Marla Maria. “Student Teachers in Search of Help.” 2009. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021. http://hdl.handle.net/11244/319096.

MLA Handbook (7^th Edition):

Houck, Marla Maria. “Student Teachers in Search of Help.” 2009. Web. 18 Jan 2021.

Vancouver:

Houck MM. Student Teachers in Search of Help. [Internet] [Doctoral dissertation]. University of Oklahoma; 2009. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/319096.

Council of Science Editors:

Houck MM. Student Teachers in Search of Help. [Doctoral Dissertation]. University of Oklahoma; 2009. Available from: http://hdl.handle.net/11244/319096

University of Oklahoma

9. Meliza, Evette. Holocaust Education and the Student Perspective: Toward a Grounded Theory of Student Engagment in Social Studies Education.

Degree: PhD, 2010, University of Oklahoma

URL: http://hdl.handle.net/11244/319294

Findings from this study suggest implications for history classrooms, in particular, and social studies education, in general. Advisors/Committee Members: Chiodo, John J. (advisor).

Subjects/Keywords: Holocaust, Jewish (1939-1945) – Study and teaching (Secondary); History – Study and teaching (Secondary)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Meliza, E. (2010). Holocaust Education and the Student Perspective: Toward a Grounded Theory of Student Engagment in Social Studies Education. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319294

Chicago Manual of Style (16^th Edition):

Meliza, Evette. “Holocaust Education and the Student Perspective: Toward a Grounded Theory of Student Engagment in Social Studies Education.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021. http://hdl.handle.net/11244/319294.

MLA Handbook (7^th Edition):

Meliza, Evette. “Holocaust Education and the Student Perspective: Toward a Grounded Theory of Student Engagment in Social Studies Education.” 2010. Web. 18 Jan 2021.

Vancouver:

Meliza E. Holocaust Education and the Student Perspective: Toward a Grounded Theory of Student Engagment in Social Studies Education. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/319294.

Council of Science Editors:

Meliza E. Holocaust Education and the Student Perspective: Toward a Grounded Theory of Student Engagment in Social Studies Education. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/319294

University of Oklahoma

10. Holloway, Jennifer Evers. A mixed methods study of the teaching of social studies concepts in elementary classrooms.

Degree: PhD, Department of Instructional Leadership and Academic Curriculum, 2007, University of Oklahoma

URL: http://hdl.handle.net/11244/1199

► Transcribed interview data was coded and themed in order to determine consistencies and differences with how teachers teach social studies. Three themes emerged: Concepts taught… (more)

Subjects/Keywords: Social sciences Study and teaching (Elementary) Oklahoma.; Education, Curriculum and Instruction.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Holloway, J. E. (2007). A mixed methods study of the teaching of social studies concepts in elementary classrooms. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/1199

Chicago Manual of Style (16^th Edition):

Holloway, Jennifer Evers. “A mixed methods study of the teaching of social studies concepts in elementary classrooms.” 2007. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021. http://hdl.handle.net/11244/1199.

MLA Handbook (7^th Edition):

Holloway, Jennifer Evers. “A mixed methods study of the teaching of social studies concepts in elementary classrooms.” 2007. Web. 18 Jan 2021.

Vancouver:

Holloway JE. A mixed methods study of the teaching of social studies concepts in elementary classrooms. [Internet] [Doctoral dissertation]. University of Oklahoma; 2007. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/1199.

Council of Science Editors:

Holloway JE. A mixed methods study of the teaching of social studies concepts in elementary classrooms. [Doctoral Dissertation]. University of Oklahoma; 2007. Available from: http://hdl.handle.net/11244/1199

University of Oklahoma

11. Rowan, Sharon. Preservice teachers' beliefs about young adolescents and their impact on grade level teaching preference.

Degree: PhD, Department of Instructional Leadership and Academic Curriculum, 2006, University of Oklahoma

URL: http://hdl.handle.net/11244/1025

► Middle level education programs need qualified, specifically trained teachers to best address the needs of their young adolescent learners. However, despite extensive information as to… (more)

Subjects/Keywords: Middle school students United States Public opinion.; Public opinion United States.; Student teachers United States Attitudes.; Middle school education United States.; Education, Teacher Training.; Education, Secondary.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Rowan, S. (2006). Preservice teachers' beliefs about young adolescents and their impact on grade level teaching preference. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/1025

Chicago Manual of Style (16^th Edition):

Rowan, Sharon. “Preservice teachers' beliefs about young adolescents and their impact on grade level teaching preference.” 2006. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021. http://hdl.handle.net/11244/1025.

MLA Handbook (7^th Edition):

Rowan, Sharon. “Preservice teachers' beliefs about young adolescents and their impact on grade level teaching preference.” 2006. Web. 18 Jan 2021.

Vancouver:

Rowan S. Preservice teachers' beliefs about young adolescents and their impact on grade level teaching preference. [Internet] [Doctoral dissertation]. University of Oklahoma; 2006. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/1025.

Council of Science Editors:

Rowan S. Preservice teachers' beliefs about young adolescents and their impact on grade level teaching preference. [Doctoral Dissertation]. University of Oklahoma; 2006. Available from: http://hdl.handle.net/11244/1025

University of Oklahoma

12. Alazzi, Khaled Fayyad. Historical development of social studies education in Jordanian secondary schools since 1921.

Degree: PhD, Department of Instructional Leadership and Academic Curriculum, 2005, University of Oklahoma

URL: http://hdl.handle.net/11244/933

► The development of modern social studies education was reviewed to gain an understanding of the essence of its change and to realize the most important… (more)

Subjects/Keywords: Education, History of.; Education, Curriculum and Instruction.; Social sciences Study and teaching Jordan History.; Education, Secondary.; Education, Social Sciences.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Alazzi, K. F. (2005). Historical development of social studies education in Jordanian secondary schools since 1921. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/933

Chicago Manual of Style (16^th Edition):

Alazzi, Khaled Fayyad. “Historical development of social studies education in Jordanian secondary schools since 1921.” 2005. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021. http://hdl.handle.net/11244/933.

MLA Handbook (7^th Edition):

Alazzi, Khaled Fayyad. “Historical development of social studies education in Jordanian secondary schools since 1921.” 2005. Web. 18 Jan 2021.

Vancouver:

Alazzi KF. Historical development of social studies education in Jordanian secondary schools since 1921. [Internet] [Doctoral dissertation]. University of Oklahoma; 2005. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/933.

Council of Science Editors:

Alazzi KF. Historical development of social studies education in Jordanian secondary schools since 1921. [Doctoral Dissertation]. University of Oklahoma; 2005. Available from: http://hdl.handle.net/11244/933

University of Oklahoma

13. Chang, Li-hung. An analysis of stage theory related to beginning social studies teachers: Research on professional development.

Degree: PhD, Department of Instructional Leadership and Academic Curriculum, 1998, University of Oklahoma

URL: http://hdl.handle.net/11244/5661

► Based on the interviews with school teachers, classroom observations with both teachers and their pupils, as well as on previous literature concerning discussions with the… (more)

Subjects/Keywords: Education, Secondary.; Teachers.; Education, Social Sciences.; Social science teachers.; Education, Curriculum and Instruction.; Education, Teacher Training.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Chang, L. (1998). An analysis of stage theory related to beginning social studies teachers: Research on professional development. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/5661

Chicago Manual of Style (16^th Edition):

Chang, Li-hung. “An analysis of stage theory related to beginning social studies teachers: Research on professional development.” 1998. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021. http://hdl.handle.net/11244/5661.

MLA Handbook (7^th Edition):

Chang, Li-hung. “An analysis of stage theory related to beginning social studies teachers: Research on professional development.” 1998. Web. 18 Jan 2021.

Vancouver:

Chang L. An analysis of stage theory related to beginning social studies teachers: Research on professional development. [Internet] [Doctoral dissertation]. University of Oklahoma; 1998. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/5661.

Council of Science Editors:

Chang L. An analysis of stage theory related to beginning social studies teachers: Research on professional development. [Doctoral Dissertation]. University of Oklahoma; 1998. Available from: http://hdl.handle.net/11244/5661

University of Oklahoma

14. Nazzal, Allison Kay. Peer tutoring and at-risk students: The effects of peer tutoring on attendance rates, misbehavior in school, and academic progress for students identified as at risk for dropping out of high school.

Degree: PhD, Department of Instructional Leadership and Academic Curriculum, 2000, University of Oklahoma

URL: http://hdl.handle.net/11244/5926

► This study was an examination of how participation as a mathematics tutor would affect middle school students identified as at risk for dropping out of… (more)

Subjects/Keywords: High school dropouts United States.; Education, Secondary.; Education, Curriculum and Instruction.; Dropouts United States Prevention.; Tutors and tutoring United States.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Nazzal, A. K. (2000). Peer tutoring and at-risk students: The effects of peer tutoring on attendance rates, misbehavior in school, and academic progress for students identified as at risk for dropping out of high school. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/5926

Chicago Manual of Style (16^th Edition):

Nazzal, Allison Kay. “Peer tutoring and at-risk students: The effects of peer tutoring on attendance rates, misbehavior in school, and academic progress for students identified as at risk for dropping out of high school.” 2000. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021. http://hdl.handle.net/11244/5926.

MLA Handbook (7^th Edition):

Nazzal, Allison Kay. “Peer tutoring and at-risk students: The effects of peer tutoring on attendance rates, misbehavior in school, and academic progress for students identified as at risk for dropping out of high school.” 2000. Web. 18 Jan 2021.

Vancouver:

Nazzal AK. Peer tutoring and at-risk students: The effects of peer tutoring on attendance rates, misbehavior in school, and academic progress for students identified as at risk for dropping out of high school. [Internet] [Doctoral dissertation]. University of Oklahoma; 2000. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/5926.

Council of Science Editors:

Nazzal AK. Peer tutoring and at-risk students: The effects of peer tutoring on attendance rates, misbehavior in school, and academic progress for students identified as at risk for dropping out of high school. [Doctoral Dissertation]. University of Oklahoma; 2000. Available from: http://hdl.handle.net/11244/5926

University of Oklahoma

15. Arrow, Ju-chuan. Learning Chinese characters: A comparative study of the learning strategies of students whose native language is alphabet-based and students whose native language is character-based.

Degree: PhD, Department of Instructional Leadership and Academic Curriculum, 2004, University of Oklahoma

URL: http://hdl.handle.net/11244/803

► The number of university students studying the Chinese-language in the United States has been increasing in recent years. But despite the growing number research studies… (more)

Subjects/Keywords: Language and languages Study and teaching.; Language, Modern.; Education, Language and Literature.; Chinese language Study and teaching (Higher) Foreign speakers.; Second language acquisition.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Arrow, J. (2004). Learning Chinese characters: A comparative study of the learning strategies of students whose native language is alphabet-based and students whose native language is character-based. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/803

Chicago Manual of Style (16^th Edition):

Arrow, Ju-chuan. “Learning Chinese characters: A comparative study of the learning strategies of students whose native language is alphabet-based and students whose native language is character-based.” 2004. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021. http://hdl.handle.net/11244/803.

MLA Handbook (7^th Edition):

Arrow, Ju-chuan. “Learning Chinese characters: A comparative study of the learning strategies of students whose native language is alphabet-based and students whose native language is character-based.” 2004. Web. 18 Jan 2021.

Vancouver:

Arrow J. Learning Chinese characters: A comparative study of the learning strategies of students whose native language is alphabet-based and students whose native language is character-based. [Internet] [Doctoral dissertation]. University of Oklahoma; 2004. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/803.

Council of Science Editors:

Arrow J. Learning Chinese characters: A comparative study of the learning strategies of students whose native language is alphabet-based and students whose native language is character-based. [Doctoral Dissertation]. University of Oklahoma; 2004. Available from: http://hdl.handle.net/11244/803

University of Oklahoma

16. Pink, Bill. A qualitative research study on the viability of using a classroom Web site as a school-to-home communication tool in a southwestern United States elementary school and middle school.

Degree: PhD, Department of Instructional Leadership and Academic Curriculum, 2004, University of Oklahoma

URL: http://hdl.handle.net/11244/720

► Computers and the internet have become a main source of communication in today's society. Individuals are becoming more comfortable with using the World Wide Web… (more)

Subjects/Keywords: Educational Web sites.; Parent-teacher relationships.; Education, Technology of.; Internet in education.; Education, Curriculum and Instruction.; Information Science.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Pink, B. (2004). A qualitative research study on the viability of using a classroom Web site as a school-to-home communication tool in a southwestern United States elementary school and middle school. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/720

Chicago Manual of Style (16^th Edition):

Pink, Bill. “A qualitative research study on the viability of using a classroom Web site as a school-to-home communication tool in a southwestern United States elementary school and middle school.” 2004. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2021. http://hdl.handle.net/11244/720.

MLA Handbook (7^th Edition):

Pink, Bill. “A qualitative research study on the viability of using a classroom Web site as a school-to-home communication tool in a southwestern United States elementary school and middle school.” 2004. Web. 18 Jan 2021.

Vancouver:

Pink B. A qualitative research study on the viability of using a classroom Web site as a school-to-home communication tool in a southwestern United States elementary school and middle school. [Internet] [Doctoral dissertation]. University of Oklahoma; 2004. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/720.

Council of Science Editors:

Pink B. A qualitative research study on the viability of using a classroom Web site as a school-to-home communication tool in a southwestern United States elementary school and middle school. [Doctoral Dissertation]. University of Oklahoma; 2004. Available from: http://hdl.handle.net/11244/720

Open Access Theses and Dissertations