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You searched for +publisher:"University of Oklahoma" +contributor:("Chiodo, John"). Showing records 1 – 16 of 16 total matches.

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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

 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

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

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

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APA (6th 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 (16th 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 (7th 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

 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)

Subjects/Keywords: Science Education

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APA (6th 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 (16th 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 (7th 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

 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)

Subjects/Keywords: Education; Curriculum and Instruction.

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APA (6th 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 (16th 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 (7th 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

 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.

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APA (6th 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 (16th 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 (7th 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

 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.

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APA (6th 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 (16th 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 (7th 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

 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

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APA (6th 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 (16th 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 (7th 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

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)

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APA (6th 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 (16th 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 (7th 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

 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.

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APA (6th 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 (16th 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 (7th 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

 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.

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APA (6th 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 (16th 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 (7th 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

 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.

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APA (6th 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 (16th 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 (7th 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

 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.

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APA (6th 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 (16th 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 (7th 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

 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.

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APA (6th 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 (16th 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 (7th 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

 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.

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APA (6th 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 (16th 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 (7th 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

 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.

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APA (6th 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 (16th 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 (7th 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

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