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You searched for +publisher:"University of Oklahoma" +contributor:("Lake, Vickie"). Showing records 1 – 13 of 13 total matches.

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University of Oklahoma

1. Ensley, Jay. Academic Optimism and Collective Student Trust of Teachers: A Test of the Relationship in Urban Schools.

Degree: EdD, 2014, University of Oklahoma

 The purpose of this study was to test the relationship between academic optimism and collective student trust in urban schools after controlling for contextual conditions… (more)

Subjects/Keywords: Education; Curriculum and Instruction.

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APA (6th Edition):

Ensley, J. (2014). Academic Optimism and Collective Student Trust of Teachers: A Test of the Relationship in Urban Schools. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/13866

Chicago Manual of Style (16th Edition):

Ensley, Jay. “Academic Optimism and Collective Student Trust of Teachers: A Test of the Relationship in Urban Schools.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed October 23, 2019. http://hdl.handle.net/11244/13866.

MLA Handbook (7th Edition):

Ensley, Jay. “Academic Optimism and Collective Student Trust of Teachers: A Test of the Relationship in Urban Schools.” 2014. Web. 23 Oct 2019.

Vancouver:

Ensley J. Academic Optimism and Collective Student Trust of Teachers: A Test of the Relationship in Urban Schools. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/11244/13866.

Council of Science Editors:

Ensley J. Academic Optimism and Collective Student Trust of Teachers: A Test of the Relationship in Urban Schools. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/13866


University of Oklahoma

2. 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/11244/14236

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 23, 2019. 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. 23 Oct 2019.

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 2019 Oct 23]. 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

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 23, 2019. 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. 23 Oct 2019.

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 2019 Oct 23]. 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. 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 23, 2019. 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. 23 Oct 2019.

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 2019 Oct 23]. 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

5. 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 23, 2019. 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. 23 Oct 2019.

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 2019 Oct 23]. 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

6. 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 23, 2019. 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. 23 Oct 2019.

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 2019 Oct 23]. 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

7. 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 23, 2019. 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. 23 Oct 2019.

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 2019 Oct 23]. 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

8. 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 23, 2019. 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. 23 Oct 2019.

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 2019 Oct 23]. 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

9. 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 23, 2019. 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. 23 Oct 2019.

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 2019 Oct 23]. 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

10. 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 23, 2019. 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. 23 Oct 2019.

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 2019 Oct 23]. 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

11. Beard, Vicki. Examining the Relationship between Cynicism and Instructional Change.

Degree: EdD, 2019, University of Oklahoma

 Instructional practices today remain heavily centered and oriented around the teacher despite decades of educational reform efforts. Curriculum has changed, technology usage has increased, and… (more)

Subjects/Keywords: cynicism; teacher cynicism; instructional change; change

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APA (6th Edition):

Beard, V. (2019). Examining the Relationship between Cynicism and Instructional Change. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319769

Chicago Manual of Style (16th Edition):

Beard, Vicki. “Examining the Relationship between Cynicism and Instructional Change.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed October 23, 2019. http://hdl.handle.net/11244/319769.

MLA Handbook (7th Edition):

Beard, Vicki. “Examining the Relationship between Cynicism and Instructional Change.” 2019. Web. 23 Oct 2019.

Vancouver:

Beard V. Examining the Relationship between Cynicism and Instructional Change. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/11244/319769.

Council of Science Editors:

Beard V. Examining the Relationship between Cynicism and Instructional Change. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/319769


University of Oklahoma

12. 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 23, 2019. 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. 23 Oct 2019.

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 2019 Oct 23]. 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

13. Castle, Sherri. CHILDREN’S INDIVIDUAL EXPERIENCES WITH TEACHERS: PRECURSORS AND ASSOCIATED OUTCOMES.

Degree: PhD, 2019, University of Oklahoma

 Early care and education programs have demonstrated strong impacts on the development and school readiness of young children, with particular benefit for children growing up… (more)

Subjects/Keywords: Early Education; Teacher Child Interactions; School Readiness; Self-Regulation

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APA (6th Edition):

Castle, S. (2019). CHILDREN’S INDIVIDUAL EXPERIENCES WITH TEACHERS: PRECURSORS AND ASSOCIATED OUTCOMES. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/321128

Chicago Manual of Style (16th Edition):

Castle, Sherri. “CHILDREN’S INDIVIDUAL EXPERIENCES WITH TEACHERS: PRECURSORS AND ASSOCIATED OUTCOMES.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed October 23, 2019. http://hdl.handle.net/11244/321128.

MLA Handbook (7th Edition):

Castle, Sherri. “CHILDREN’S INDIVIDUAL EXPERIENCES WITH TEACHERS: PRECURSORS AND ASSOCIATED OUTCOMES.” 2019. Web. 23 Oct 2019.

Vancouver:

Castle S. CHILDREN’S INDIVIDUAL EXPERIENCES WITH TEACHERS: PRECURSORS AND ASSOCIATED OUTCOMES. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/11244/321128.

Council of Science Editors:

Castle S. CHILDREN’S INDIVIDUAL EXPERIENCES WITH TEACHERS: PRECURSORS AND ASSOCIATED OUTCOMES. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/321128

.