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

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University of Oklahoma

1. Garland, Phillip II. THE PSYCHOLOGICAL CONDITIONS OF AN ALTERNATIVE SCHOOL LEADING TO ACADEMIC SUCCESS: A CASE STUDY OF ONE SUCCESSFUL SCHOOL THAT ATTENDED TO THE CONSTRUCTS OF SELF DETERMINATION THEORY.

Degree: EdD, 2017, University of Oklahoma

 There is a dearth of literature regarding alternative school practices based on theoretical premises leading to successful outcomes for students. The literature reveals outcomes that… (more)

Subjects/Keywords: Self Determination Theory; Alternative School; Academic Success; Behavioral Control

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APA (6th Edition):

Garland, P. I. (2017). THE PSYCHOLOGICAL CONDITIONS OF AN ALTERNATIVE SCHOOL LEADING TO ACADEMIC SUCCESS: A CASE STUDY OF ONE SUCCESSFUL SCHOOL THAT ATTENDED TO THE CONSTRUCTS OF SELF DETERMINATION THEORY. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/52434

Chicago Manual of Style (16th Edition):

Garland, Phillip II. “THE PSYCHOLOGICAL CONDITIONS OF AN ALTERNATIVE SCHOOL LEADING TO ACADEMIC SUCCESS: A CASE STUDY OF ONE SUCCESSFUL SCHOOL THAT ATTENDED TO THE CONSTRUCTS OF SELF DETERMINATION THEORY.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/52434.

MLA Handbook (7th Edition):

Garland, Phillip II. “THE PSYCHOLOGICAL CONDITIONS OF AN ALTERNATIVE SCHOOL LEADING TO ACADEMIC SUCCESS: A CASE STUDY OF ONE SUCCESSFUL SCHOOL THAT ATTENDED TO THE CONSTRUCTS OF SELF DETERMINATION THEORY.” 2017. Web. 30 Oct 2020.

Vancouver:

Garland PI. THE PSYCHOLOGICAL CONDITIONS OF AN ALTERNATIVE SCHOOL LEADING TO ACADEMIC SUCCESS: A CASE STUDY OF ONE SUCCESSFUL SCHOOL THAT ATTENDED TO THE CONSTRUCTS OF SELF DETERMINATION THEORY. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/52434.

Council of Science Editors:

Garland PI. THE PSYCHOLOGICAL CONDITIONS OF AN ALTERNATIVE SCHOOL LEADING TO ACADEMIC SUCCESS: A CASE STUDY OF ONE SUCCESSFUL SCHOOL THAT ATTENDED TO THE CONSTRUCTS OF SELF DETERMINATION THEORY. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/52434


University of Oklahoma

2. Amon, Melissa. Principal Transformational Leadership Behaviors and Teacher Motivation.

Degree: EdD, 2018, University of Oklahoma

 While a vast amount of research exists on both teacher motivation and principal leadership styles, there is very little research that examines these topics together.… (more)

Subjects/Keywords: transformational leadership; teachers; principals; psychological needs

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APA (6th Edition):

Amon, M. (2018). Principal Transformational Leadership Behaviors and Teacher Motivation. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/316252

Chicago Manual of Style (16th Edition):

Amon, Melissa. “Principal Transformational Leadership Behaviors and Teacher Motivation.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/316252.

MLA Handbook (7th Edition):

Amon, Melissa. “Principal Transformational Leadership Behaviors and Teacher Motivation.” 2018. Web. 30 Oct 2020.

Vancouver:

Amon M. Principal Transformational Leadership Behaviors and Teacher Motivation. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/316252.

Council of Science Editors:

Amon M. Principal Transformational Leadership Behaviors and Teacher Motivation. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/316252


University of Oklahoma

3. Stubblefield, Jessica. Teacher-Child Interactions in Infant and Toddler Classrooms: A Qualitative Study Examining the Nature of Care.

Degree: PhD, 2015, University of Oklahoma

 The purpose of this study was to describe and explore the nature of infants’, toddlers’, and caregivers’ lived experiences in group care settings. Multi-case qualitative… (more)

Subjects/Keywords: teacher-child interactions; secure base; sensitivity; responsiveness

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APA (6th Edition):

Stubblefield, J. (2015). Teacher-Child Interactions in Infant and Toddler Classrooms: A Qualitative Study Examining the Nature of Care. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14237

Chicago Manual of Style (16th Edition):

Stubblefield, Jessica. “Teacher-Child Interactions in Infant and Toddler Classrooms: A Qualitative Study Examining the Nature of Care.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/14237.

MLA Handbook (7th Edition):

Stubblefield, Jessica. “Teacher-Child Interactions in Infant and Toddler Classrooms: A Qualitative Study Examining the Nature of Care.” 2015. Web. 30 Oct 2020.

Vancouver:

Stubblefield J. Teacher-Child Interactions in Infant and Toddler Classrooms: A Qualitative Study Examining the Nature of Care. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/14237.

Council of Science Editors:

Stubblefield J. Teacher-Child Interactions in Infant and Toddler Classrooms: A Qualitative Study Examining the Nature of Care. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14237


University of Oklahoma

4. Patrick, Susan. Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms.

Degree: PhD, 2016, University of Oklahoma

 More infants and toddlers are in early care and education settings at this time than ever before in history, making the study of these settings… (more)

Subjects/Keywords: early care and education; infant/toddler; teacher self-efficacy; teacher motivation

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APA (6th Edition):

Patrick, S. (2016). Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/45026

Chicago Manual of Style (16th Edition):

Patrick, Susan. “Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/45026.

MLA Handbook (7th Edition):

Patrick, Susan. “Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms.” 2016. Web. 30 Oct 2020.

Vancouver:

Patrick S. Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/45026.

Council of Science Editors:

Patrick S. Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/45026


University of Oklahoma

5. Welde, Christine. TURNOVER AMONG CHILD DEVELOPMENT CENTER DIRECTORS IN MILITARY OVERSEAS SETTINGS: A PHENOMENOLOGICAL STUDY.

Degree: PhD, 2017, University of Oklahoma

 Turnover among child care staff has reached significant proportions with one third of all child care workers leaving their jobs each year, (National Association for… (more)

Subjects/Keywords: childcare; Military; turnover; work environment

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APA (6th Edition):

Welde, C. (2017). TURNOVER AMONG CHILD DEVELOPMENT CENTER DIRECTORS IN MILITARY OVERSEAS SETTINGS: A PHENOMENOLOGICAL STUDY. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/52912

Chicago Manual of Style (16th Edition):

Welde, Christine. “TURNOVER AMONG CHILD DEVELOPMENT CENTER DIRECTORS IN MILITARY OVERSEAS SETTINGS: A PHENOMENOLOGICAL STUDY.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/52912.

MLA Handbook (7th Edition):

Welde, Christine. “TURNOVER AMONG CHILD DEVELOPMENT CENTER DIRECTORS IN MILITARY OVERSEAS SETTINGS: A PHENOMENOLOGICAL STUDY.” 2017. Web. 30 Oct 2020.

Vancouver:

Welde C. TURNOVER AMONG CHILD DEVELOPMENT CENTER DIRECTORS IN MILITARY OVERSEAS SETTINGS: A PHENOMENOLOGICAL STUDY. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/52912.

Council of Science Editors:

Welde C. TURNOVER AMONG CHILD DEVELOPMENT CENTER DIRECTORS IN MILITARY OVERSEAS SETTINGS: A PHENOMENOLOGICAL STUDY. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/52912


University of Oklahoma

6. Dudley, Kelli Provence. Effectiveness of Peer Coaching to Enhance Pre-Service Teachers' Self-Efficacy toward Science Instruction and Pedagogy Content Knowledge.

Degree: PhD, 2018, University of Oklahoma

 Peer coaching, specifically its role in influencing pedagogical content knowledge and self-efficacy of pre-service teachers (PSTs) regarding teaching science in early education is examined. First,… (more)

Subjects/Keywords: Science; peer coaching; pre-service teachers; early childhood

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APA (6th Edition):

Dudley, K. P. (2018). Effectiveness of Peer Coaching to Enhance Pre-Service Teachers' Self-Efficacy toward Science Instruction and Pedagogy Content Knowledge. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/301450

Chicago Manual of Style (16th Edition):

Dudley, Kelli Provence. “Effectiveness of Peer Coaching to Enhance Pre-Service Teachers' Self-Efficacy toward Science Instruction and Pedagogy Content Knowledge.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/301450.

MLA Handbook (7th Edition):

Dudley, Kelli Provence. “Effectiveness of Peer Coaching to Enhance Pre-Service Teachers' Self-Efficacy toward Science Instruction and Pedagogy Content Knowledge.” 2018. Web. 30 Oct 2020.

Vancouver:

Dudley KP. Effectiveness of Peer Coaching to Enhance Pre-Service Teachers' Self-Efficacy toward Science Instruction and Pedagogy Content Knowledge. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/301450.

Council of Science Editors:

Dudley KP. Effectiveness of Peer Coaching to Enhance Pre-Service Teachers' Self-Efficacy toward Science Instruction and Pedagogy Content Knowledge. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/301450


University of Oklahoma

7. Pearce, Kristan Nicole. Spawning executive functions in first graders: Exploring situated learning experiences with the classroom pet consistent with children’s temperament.

Degree: PhD, 2015, University of Oklahoma

 Rapid growth in all domains of development occurs during the early childhood years. Even so, the pressures of high stakes testing and the push down… (more)

Subjects/Keywords: executive functions; temperament; humane education; early childhood

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APA (6th Edition):

Pearce, K. N. (2015). Spawning executive functions in first graders: Exploring situated learning experiences with the classroom pet consistent with children’s temperament. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/15257

Chicago Manual of Style (16th Edition):

Pearce, Kristan Nicole. “Spawning executive functions in first graders: Exploring situated learning experiences with the classroom pet consistent with children’s temperament.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/15257.

MLA Handbook (7th Edition):

Pearce, Kristan Nicole. “Spawning executive functions in first graders: Exploring situated learning experiences with the classroom pet consistent with children’s temperament.” 2015. Web. 30 Oct 2020.

Vancouver:

Pearce KN. Spawning executive functions in first graders: Exploring situated learning experiences with the classroom pet consistent with children’s temperament. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/15257.

Council of Science Editors:

Pearce KN. Spawning executive functions in first graders: Exploring situated learning experiences with the classroom pet consistent with children’s temperament. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/15257


University of Oklahoma

8. Young, Emisha. CHARACTERISTICS OF HEAD START TEACHING TEAMS: ASSOCIATIONS WITH CLASSROOM QUALITY AND CHILD OUTCOMES.

Degree: PhD, 2017, University of Oklahoma

 The primary objectives of the present study were to describe the characteristics of Head Start teaching teams, investigate perceptions of teamwork and explore how these… (more)

Subjects/Keywords: Head Start; Teaching Team

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APA (6th Edition):

Young, E. (2017). CHARACTERISTICS OF HEAD START TEACHING TEAMS: ASSOCIATIONS WITH CLASSROOM QUALITY AND CHILD OUTCOMES. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/54291

Chicago Manual of Style (16th Edition):

Young, Emisha. “CHARACTERISTICS OF HEAD START TEACHING TEAMS: ASSOCIATIONS WITH CLASSROOM QUALITY AND CHILD OUTCOMES.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/54291.

MLA Handbook (7th Edition):

Young, Emisha. “CHARACTERISTICS OF HEAD START TEACHING TEAMS: ASSOCIATIONS WITH CLASSROOM QUALITY AND CHILD OUTCOMES.” 2017. Web. 30 Oct 2020.

Vancouver:

Young E. CHARACTERISTICS OF HEAD START TEACHING TEAMS: ASSOCIATIONS WITH CLASSROOM QUALITY AND CHILD OUTCOMES. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/54291.

Council of Science Editors:

Young E. CHARACTERISTICS OF HEAD START TEACHING TEAMS: ASSOCIATIONS WITH CLASSROOM QUALITY AND CHILD OUTCOMES. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/54291


University of Oklahoma

9. Berg, Teresa. Examining How QRIS Programs Ensure Quality, Access, and Availability of Services For All Young Children Including Those With Disabilities.

Degree: PhD, 2015, University of Oklahoma

 Nearly twenty years ago Oklahoma set the foundation for high-quality childcare in the state and across the country by creating the Reaching for the Stars… (more)

Subjects/Keywords: QRIS; Special Needs; Childcare

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APA (6th Edition):

Berg, T. (2015). Examining How QRIS Programs Ensure Quality, Access, and Availability of Services For All Young Children Including Those With Disabilities. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/15476

Chicago Manual of Style (16th Edition):

Berg, Teresa. “Examining How QRIS Programs Ensure Quality, Access, and Availability of Services For All Young Children Including Those With Disabilities.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/15476.

MLA Handbook (7th Edition):

Berg, Teresa. “Examining How QRIS Programs Ensure Quality, Access, and Availability of Services For All Young Children Including Those With Disabilities.” 2015. Web. 30 Oct 2020.

Vancouver:

Berg T. Examining How QRIS Programs Ensure Quality, Access, and Availability of Services For All Young Children Including Those With Disabilities. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/15476.

Council of Science Editors:

Berg T. Examining How QRIS Programs Ensure Quality, Access, and Availability of Services For All Young Children Including Those With Disabilities. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/15476


University of Oklahoma

10. Kelly, Janice. DUAL LANGUAGE LEARNERS IN PRESCHOOL: A MULTI-CASE STUDY ON HOW THE LANGUAGE ENVIRONMENT SUPPORTS LANGUAGE DEVELOPMENT.

Degree: PhD, 2015, University of Oklahoma

 The increase of dual language learners in today’s classrooms have caused serious implications when examining how the country educates children (McWayne, Melzi, Schick, Kennedy, &… (more)

Subjects/Keywords: Early Childhood Education; Dual Language Learners; Teacher Education

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APA (6th Edition):

Kelly, J. (2015). DUAL LANGUAGE LEARNERS IN PRESCHOOL: A MULTI-CASE STUDY ON HOW THE LANGUAGE ENVIRONMENT SUPPORTS LANGUAGE DEVELOPMENT. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/15230

Chicago Manual of Style (16th Edition):

Kelly, Janice. “DUAL LANGUAGE LEARNERS IN PRESCHOOL: A MULTI-CASE STUDY ON HOW THE LANGUAGE ENVIRONMENT SUPPORTS LANGUAGE DEVELOPMENT.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/15230.

MLA Handbook (7th Edition):

Kelly, Janice. “DUAL LANGUAGE LEARNERS IN PRESCHOOL: A MULTI-CASE STUDY ON HOW THE LANGUAGE ENVIRONMENT SUPPORTS LANGUAGE DEVELOPMENT.” 2015. Web. 30 Oct 2020.

Vancouver:

Kelly J. DUAL LANGUAGE LEARNERS IN PRESCHOOL: A MULTI-CASE STUDY ON HOW THE LANGUAGE ENVIRONMENT SUPPORTS LANGUAGE DEVELOPMENT. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/15230.

Council of Science Editors:

Kelly J. DUAL LANGUAGE LEARNERS IN PRESCHOOL: A MULTI-CASE STUDY ON HOW THE LANGUAGE ENVIRONMENT SUPPORTS LANGUAGE DEVELOPMENT. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/15230


University of Oklahoma

11. Legnon, Jodi. PRE-SERVICE TEACHERS’ THEORY TO PRACTICE OF INCLUSION WITH CHILDREN WITH AUTISM SPECTRUM DISORDER.

Degree: PhD, 2015, University of Oklahoma

 Children with Autism Spectrum Disorder (ASD) are often included in the general education classroom requiring individualized inclusion strategies. This can result in challenges for both… (more)

Subjects/Keywords: autism spectrum disorder; inclusion; pre-service teachers; teacher candidates; theory to practice; teacher education programs; teacher educators; general education teachers; general education classroom; action research

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APA (6th Edition):

Legnon, J. (2015). PRE-SERVICE TEACHERS’ THEORY TO PRACTICE OF INCLUSION WITH CHILDREN WITH AUTISM SPECTRUM DISORDER. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/15258

Chicago Manual of Style (16th Edition):

Legnon, Jodi. “PRE-SERVICE TEACHERS’ THEORY TO PRACTICE OF INCLUSION WITH CHILDREN WITH AUTISM SPECTRUM DISORDER.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/15258.

MLA Handbook (7th Edition):

Legnon, Jodi. “PRE-SERVICE TEACHERS’ THEORY TO PRACTICE OF INCLUSION WITH CHILDREN WITH AUTISM SPECTRUM DISORDER.” 2015. Web. 30 Oct 2020.

Vancouver:

Legnon J. PRE-SERVICE TEACHERS’ THEORY TO PRACTICE OF INCLUSION WITH CHILDREN WITH AUTISM SPECTRUM DISORDER. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/15258.

Council of Science Editors:

Legnon J. PRE-SERVICE TEACHERS’ THEORY TO PRACTICE OF INCLUSION WITH CHILDREN WITH AUTISM SPECTRUM DISORDER. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/15258


University of Oklahoma

12. Canady, Jacque. An Evaluation of a Professional Development Program for Elementary Mathematics.

Degree: EdD, 2017, University of Oklahoma

 This program evaluation sought to determine the effectiveness of a mathematics professional development program. The population for this study included 61 teachers, all who taught… (more)

Subjects/Keywords: professional development elementary math teachers

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APA (6th Edition):

Canady, J. (2017). An Evaluation of a Professional Development Program for Elementary Mathematics. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/52929

Chicago Manual of Style (16th Edition):

Canady, Jacque. “An Evaluation of a Professional Development Program for Elementary Mathematics.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/52929.

MLA Handbook (7th Edition):

Canady, Jacque. “An Evaluation of a Professional Development Program for Elementary Mathematics.” 2017. Web. 30 Oct 2020.

Vancouver:

Canady J. An Evaluation of a Professional Development Program for Elementary Mathematics. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/52929.

Council of Science Editors:

Canady J. An Evaluation of a Professional Development Program for Elementary Mathematics. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/52929


University of Oklahoma

13. Davis, Jill. Experiences of Early Childhood Educators Who Use Constructivist Approaches in an Era of High-Stakes Accountability.

Degree: PhD, 2015, University of Oklahoma

 Over the past thirty years, American education has moved toward a system of increased accountability. High-stakes accountability is characterized by the reliance of high-stakes testing,… (more)

Subjects/Keywords: constructivism; high-stakes accountability; academic pushdown

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APA (6th Edition):

Davis, J. (2015). Experiences of Early Childhood Educators Who Use Constructivist Approaches in an Era of High-Stakes Accountability. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/15232

Chicago Manual of Style (16th Edition):

Davis, Jill. “Experiences of Early Childhood Educators Who Use Constructivist Approaches in an Era of High-Stakes Accountability.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/15232.

MLA Handbook (7th Edition):

Davis, Jill. “Experiences of Early Childhood Educators Who Use Constructivist Approaches in an Era of High-Stakes Accountability.” 2015. Web. 30 Oct 2020.

Vancouver:

Davis J. Experiences of Early Childhood Educators Who Use Constructivist Approaches in an Era of High-Stakes Accountability. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/15232.

Council of Science Editors:

Davis J. Experiences of Early Childhood Educators Who Use Constructivist Approaches in an Era of High-Stakes Accountability. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/15232


University of Oklahoma

14. Stubblefield, Jessica. Teacher-Child Interactions in Infant and Toddler Classrooms: A Qualitative Study Examining the Nature of Care.

Degree: PhD, 2015, University of Oklahoma

 The purpose of this study was to describe and explore the nature of infants’, toddlers’, and caregivers’ lived experiences in group care settings. Multi-case qualitative… (more)

Subjects/Keywords: teacher-child interactions; secure base; sensitivity; responsiveness

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Stubblefield, J. (2015). Teacher-Child Interactions in Infant and Toddler Classrooms: A Qualitative Study Examining the Nature of Care. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14236

Chicago Manual of Style (16th Edition):

Stubblefield, Jessica. “Teacher-Child Interactions in Infant and Toddler Classrooms: A Qualitative Study Examining the Nature of Care.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/14236.

MLA Handbook (7th Edition):

Stubblefield, Jessica. “Teacher-Child Interactions in Infant and Toddler Classrooms: A Qualitative Study Examining the Nature of Care.” 2015. Web. 30 Oct 2020.

Vancouver:

Stubblefield J. Teacher-Child Interactions in Infant and Toddler Classrooms: A Qualitative Study Examining the Nature of Care. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/14236.

Council of Science Editors:

Stubblefield J. Teacher-Child Interactions in Infant and Toddler Classrooms: A Qualitative Study Examining the Nature of Care. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14236


University of Oklahoma

15. Latta, Laura. EVALUATING THE EFFECTS OF STEM OUT-OF-SCHOOL TIME PROGRAMMING ON THE DEVELOPMENT OF STEM ATTITUDES AND 21st CENTURY SKILLS OF COMMUNITY SCHOOL STUDENTS.

Degree: PhD, 2019, University of Oklahoma

 National attention has turned to the provision of high quality science, technology, engineering, and mathematics (STEM) instruction to help prepare students for the 21st century… (more)

Subjects/Keywords: community schools; STEM; out-of-school time programs; 21st century skills

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APA (6th Edition):

Latta, L. (2019). EVALUATING THE EFFECTS OF STEM OUT-OF-SCHOOL TIME PROGRAMMING ON THE DEVELOPMENT OF STEM ATTITUDES AND 21st CENTURY SKILLS OF COMMUNITY SCHOOL STUDENTS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/321135

Chicago Manual of Style (16th Edition):

Latta, Laura. “EVALUATING THE EFFECTS OF STEM OUT-OF-SCHOOL TIME PROGRAMMING ON THE DEVELOPMENT OF STEM ATTITUDES AND 21st CENTURY SKILLS OF COMMUNITY SCHOOL STUDENTS.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/321135.

MLA Handbook (7th Edition):

Latta, Laura. “EVALUATING THE EFFECTS OF STEM OUT-OF-SCHOOL TIME PROGRAMMING ON THE DEVELOPMENT OF STEM ATTITUDES AND 21st CENTURY SKILLS OF COMMUNITY SCHOOL STUDENTS.” 2019. Web. 30 Oct 2020.

Vancouver:

Latta L. EVALUATING THE EFFECTS OF STEM OUT-OF-SCHOOL TIME PROGRAMMING ON THE DEVELOPMENT OF STEM ATTITUDES AND 21st CENTURY SKILLS OF COMMUNITY SCHOOL STUDENTS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/321135.

Council of Science Editors:

Latta L. EVALUATING THE EFFECTS OF STEM OUT-OF-SCHOOL TIME PROGRAMMING ON THE DEVELOPMENT OF STEM ATTITUDES AND 21st CENTURY SKILLS OF COMMUNITY SCHOOL STUDENTS. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/321135


University of Oklahoma

16. Jones, Barbara. The Role of Principals in Supporting Early Childhood Teachers.

Degree: PhD, 2019, University of Oklahoma

 Dissertation Abstract As access to state-funded preschools continues to increase, a steady rise in the number of preschool children enrolled in public education has occurred… (more)

Subjects/Keywords: Early Childhood Education; Developmentally Appropriate Practice; Preschool; Elementary Principal; Play-Based Learning; Academic Rigor

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

APA (6th Edition):

Jones, B. (2019). The Role of Principals in Supporting Early Childhood Teachers. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/322859

Chicago Manual of Style (16th Edition):

Jones, Barbara. “The Role of Principals in Supporting Early Childhood Teachers.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/322859.

MLA Handbook (7th Edition):

Jones, Barbara. “The Role of Principals in Supporting Early Childhood Teachers.” 2019. Web. 30 Oct 2020.

Vancouver:

Jones B. The Role of Principals in Supporting Early Childhood Teachers. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/322859.

Council of Science Editors:

Jones B. The Role of Principals in Supporting Early Childhood Teachers. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/322859

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