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You searched for +publisher:"University of Tennessee – Chattanooga" +contributor:("College of Health, Education, and Professional Studies"). Showing records 1 – 30 of 93 total matches.

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1. Morales Murillo, Catalina P. Psychometric characteristics and social validity of the 3M Preschool Milestone Scale-Spanish version.

Degree: 2015, University of Tennessee – Chattanooga

 Development occurs through the interaction of an individual and the context (e.g. classroom) where he or she develops. The literature has identified the need for… (more)

Subjects/Keywords: Educational tests and measurement; Child development; Education, Preschool; Preschool tests

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APA (6th Edition):

Morales Murillo, C. P. (2015). Psychometric characteristics and social validity of the 3M Preschool Milestone Scale-Spanish version. (Masters Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/175

Chicago Manual of Style (16th Edition):

Morales Murillo, Catalina P. “Psychometric characteristics and social validity of the 3M Preschool Milestone Scale-Spanish version.” 2015. Masters Thesis, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/175.

MLA Handbook (7th Edition):

Morales Murillo, Catalina P. “Psychometric characteristics and social validity of the 3M Preschool Milestone Scale-Spanish version.” 2015. Web. 20 Apr 2019.

Vancouver:

Morales Murillo CP. Psychometric characteristics and social validity of the 3M Preschool Milestone Scale-Spanish version. [Internet] [Masters thesis]. University of Tennessee – Chattanooga; 2015. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/175.

Council of Science Editors:

Morales Murillo CP. Psychometric characteristics and social validity of the 3M Preschool Milestone Scale-Spanish version. [Masters Thesis]. University of Tennessee – Chattanooga; 2015. Available from: https://scholar.utc.edu/theses/175

2. Jaynes, Michael J. A causal comparative investigation into transactional versus transformational instructional delivery style in two freshman-level humanities courses at a Southeastern American university.

Degree: 2014, University of Tennessee – Chattanooga

 The purpose of the study was to utilize a causal comparative approach to compare two contrasting instructional delivery styles to determine if there was any… (more)

Subjects/Keywords: College teaching; Effective teaching; Literature  – Study and teaching; Student evaluation of teachers

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APA (6th Edition):

Jaynes, M. J. (2014). A causal comparative investigation into transactional versus transformational instructional delivery style in two freshman-level humanities courses at a Southeastern American university. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/136

Chicago Manual of Style (16th Edition):

Jaynes, Michael J. “A causal comparative investigation into transactional versus transformational instructional delivery style in two freshman-level humanities courses at a Southeastern American university.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/136.

MLA Handbook (7th Edition):

Jaynes, Michael J. “A causal comparative investigation into transactional versus transformational instructional delivery style in two freshman-level humanities courses at a Southeastern American university.” 2014. Web. 20 Apr 2019.

Vancouver:

Jaynes MJ. A causal comparative investigation into transactional versus transformational instructional delivery style in two freshman-level humanities courses at a Southeastern American university. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/136.

Council of Science Editors:

Jaynes MJ. A causal comparative investigation into transactional versus transformational instructional delivery style in two freshman-level humanities courses at a Southeastern American university. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/136

3. Casson, F. Lee. Sexuality demographics and the college admissions process: Implications of asking applicants to reveal their sexual orientation.

Degree: 2014, University of Tennessee – Chattanooga

 Many universities and colleges are considering if potential students should disclose their sexual orientation when filling out an application for admission. This recent trend, however,… (more)

Subjects/Keywords: Education; Higher; Universities and colleges  – Admission

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APA (6th Edition):

Casson, F. L. (2014). Sexuality demographics and the college admissions process: Implications of asking applicants to reveal their sexual orientation. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/104

Chicago Manual of Style (16th Edition):

Casson, F Lee. “Sexuality demographics and the college admissions process: Implications of asking applicants to reveal their sexual orientation.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/104.

MLA Handbook (7th Edition):

Casson, F Lee. “Sexuality demographics and the college admissions process: Implications of asking applicants to reveal their sexual orientation.” 2014. Web. 20 Apr 2019.

Vancouver:

Casson FL. Sexuality demographics and the college admissions process: Implications of asking applicants to reveal their sexual orientation. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/104.

Council of Science Editors:

Casson FL. Sexuality demographics and the college admissions process: Implications of asking applicants to reveal their sexual orientation. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/104

4. Love, Deidra. The effectiveness of video self-modeling to teach play and adaptive skills to a young preschooler with developmental disabilities.

Degree: 2014, University of Tennessee – Chattanooga

 Video self-modeling (VSM) has been used successfully to teach play and communication skills to children with autism over age 4. Research has demonstrated a need… (more)

Subjects/Keywords: Early childhood education  – Activity programs; Children with disabilities  – Education (Early childhood)

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APA (6th Edition):

Love, D. (2014). The effectiveness of video self-modeling to teach play and adaptive skills to a young preschooler with developmental disabilities. (Masters Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/128

Chicago Manual of Style (16th Edition):

Love, Deidra. “The effectiveness of video self-modeling to teach play and adaptive skills to a young preschooler with developmental disabilities.” 2014. Masters Thesis, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/128.

MLA Handbook (7th Edition):

Love, Deidra. “The effectiveness of video self-modeling to teach play and adaptive skills to a young preschooler with developmental disabilities.” 2014. Web. 20 Apr 2019.

Vancouver:

Love D. The effectiveness of video self-modeling to teach play and adaptive skills to a young preschooler with developmental disabilities. [Internet] [Masters thesis]. University of Tennessee – Chattanooga; 2014. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/128.

Council of Science Editors:

Love D. The effectiveness of video self-modeling to teach play and adaptive skills to a young preschooler with developmental disabilities. [Masters Thesis]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/128

5. Voyles, Margaret Jennifer. Student academic success as related to student age and gender.

Degree: 2011, University of Tennessee – Chattanooga

 This study examined the possible relationship between student age and student gender on academic achievement on a state mandated assessment for a cohort of North… (more)

Subjects/Keywords: Academic achievement; Birth date effect (Academic achievement); Sex differences in education

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APA (6th Edition):

Voyles, M. J. (2011). Student academic success as related to student age and gender. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/85

Chicago Manual of Style (16th Edition):

Voyles, Margaret Jennifer. “Student academic success as related to student age and gender.” 2011. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/85.

MLA Handbook (7th Edition):

Voyles, Margaret Jennifer. “Student academic success as related to student age and gender.” 2011. Web. 20 Apr 2019.

Vancouver:

Voyles MJ. Student academic success as related to student age and gender. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2011. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/85.

Council of Science Editors:

Voyles MJ. Student academic success as related to student age and gender. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2011. Available from: https://scholar.utc.edu/theses/85

6. Webb, Marsena Williams. A study of churches as a source of support for families with children on the autism spectrum.

Degree: 2012, University of Tennessee – Chattanooga

 The purpose of this study was to understand the unique role of organized religion as a support system to families who have children with Autism… (more)

Subjects/Keywords: Autism spectrum disorders; Church work with children

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APA (6th Edition):

Webb, M. W. (2012). A study of churches as a source of support for families with children on the autism spectrum. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/83

Chicago Manual of Style (16th Edition):

Webb, Marsena Williams. “A study of churches as a source of support for families with children on the autism spectrum.” 2012. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/83.

MLA Handbook (7th Edition):

Webb, Marsena Williams. “A study of churches as a source of support for families with children on the autism spectrum.” 2012. Web. 20 Apr 2019.

Vancouver:

Webb MW. A study of churches as a source of support for families with children on the autism spectrum. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2012. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/83.

Council of Science Editors:

Webb MW. A study of churches as a source of support for families with children on the autism spectrum. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2012. Available from: https://scholar.utc.edu/theses/83

7. Witty, James Vince. Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument.

Degree: 2011, University of Tennessee – Chattanooga

 This dissertation explored Tennessee practitioner perceptions of the construct, content and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming (Exemplary Practices) for… (more)

Subjects/Keywords: Schools  – Evaluation

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APA (6th Edition):

Witty, J. V. (2011). Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/48

Chicago Manual of Style (16th Edition):

Witty, James Vince. “Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument.” 2011. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/48.

MLA Handbook (7th Edition):

Witty, James Vince. “Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument.” 2011. Web. 20 Apr 2019.

Vancouver:

Witty JV. Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2011. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/48.

Council of Science Editors:

Witty JV. Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2011. Available from: https://scholar.utc.edu/theses/48

8. Randall, Kristen Leigh. Exploring arts instruction models and correlates with teacher satisfaction and educational outcomes.

Degree: 2012, University of Tennessee – Chattanooga

 The purpose of this study was to explore uses of arts instruction in regular K-5 elementary school classrooms in a large southeastern school district to… (more)

Subjects/Keywords: Arts  – Instruction and study; Arts  – Study and teaching

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APA (6th Edition):

Randall, K. L. (2012). Exploring arts instruction models and correlates with teacher satisfaction and educational outcomes. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/63

Chicago Manual of Style (16th Edition):

Randall, Kristen Leigh. “Exploring arts instruction models and correlates with teacher satisfaction and educational outcomes.” 2012. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/63.

MLA Handbook (7th Edition):

Randall, Kristen Leigh. “Exploring arts instruction models and correlates with teacher satisfaction and educational outcomes.” 2012. Web. 20 Apr 2019.

Vancouver:

Randall KL. Exploring arts instruction models and correlates with teacher satisfaction and educational outcomes. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2012. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/63.

Council of Science Editors:

Randall KL. Exploring arts instruction models and correlates with teacher satisfaction and educational outcomes. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2012. Available from: https://scholar.utc.edu/theses/63

9. Sallee, Amy. Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy.

Degree: 2014, University of Tennessee – Chattanooga

 This mixed methods study sought to quantitatively assess any correlational relationship between the independent variable (principal-teacher relationship) and the dependent variable (teacher efficacy), and it… (more)

Subjects/Keywords: Teacher-principal relationships; Teachers  – Attitudes; School principals

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APA (6th Edition):

Sallee, A. (2014). Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/102

Chicago Manual of Style (16th Edition):

Sallee, Amy. “Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/102.

MLA Handbook (7th Edition):

Sallee, Amy. “Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy.” 2014. Web. 20 Apr 2019.

Vancouver:

Sallee A. Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/102.

Council of Science Editors:

Sallee A. Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/102

10. Carson, Elaine Hendricks. Self-directed learning and academic achievement in secondary online students.

Degree: 2012, University of Tennessee – Chattanooga

 This study examined attributes of self-directed learning (SDL) in students, grades 8 through 12, taking online courses through a state-wide online program in the Southeastern… (more)

Subjects/Keywords: Academic achievement; Distance education students; Education; Secondary; Self-culture

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APA (6th Edition):

Carson, E. H. (2012). Self-directed learning and academic achievement in secondary online students. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/11

Chicago Manual of Style (16th Edition):

Carson, Elaine Hendricks. “Self-directed learning and academic achievement in secondary online students.” 2012. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/11.

MLA Handbook (7th Edition):

Carson, Elaine Hendricks. “Self-directed learning and academic achievement in secondary online students.” 2012. Web. 20 Apr 2019.

Vancouver:

Carson EH. Self-directed learning and academic achievement in secondary online students. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2012. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/11.

Council of Science Editors:

Carson EH. Self-directed learning and academic achievement in secondary online students. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2012. Available from: https://scholar.utc.edu/theses/11

11. Cobb, Nicole Adrienne. Progressing towards the implementation of the Tennessee model for comprehensive school counseling programs: a study of school counselor priorities and practices.

Degree: 2011, University of Tennessee – Chattanooga

 The profession of school counseling is rapidly changing from one often characterized by indirect local administrative accountability to one characterized by accountability for student outcomes.… (more)

Subjects/Keywords: Student counselors  – Training of

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APA (6th Edition):

Cobb, N. A. (2011). Progressing towards the implementation of the Tennessee model for comprehensive school counseling programs: a study of school counselor priorities and practices. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/13

Chicago Manual of Style (16th Edition):

Cobb, Nicole Adrienne. “Progressing towards the implementation of the Tennessee model for comprehensive school counseling programs: a study of school counselor priorities and practices.” 2011. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/13.

MLA Handbook (7th Edition):

Cobb, Nicole Adrienne. “Progressing towards the implementation of the Tennessee model for comprehensive school counseling programs: a study of school counselor priorities and practices.” 2011. Web. 20 Apr 2019.

Vancouver:

Cobb NA. Progressing towards the implementation of the Tennessee model for comprehensive school counseling programs: a study of school counselor priorities and practices. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2011. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/13.

Council of Science Editors:

Cobb NA. Progressing towards the implementation of the Tennessee model for comprehensive school counseling programs: a study of school counselor priorities and practices. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2011. Available from: https://scholar.utc.edu/theses/13

12. Valadie, Frances Michele. Contrasting characteristics of childcare agencies that assess and do not assess for development.

Degree: 2012, University of Tennessee – Chattanooga

 National organizations have indicated that it is best practice to monitor the development of children in childcare agencies. Many childcare agencies do not heed this… (more)

Subjects/Keywords: Child care

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APA (6th Edition):

Valadie, F. M. (2012). Contrasting characteristics of childcare agencies that assess and do not assess for development. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/86

Chicago Manual of Style (16th Edition):

Valadie, Frances Michele. “Contrasting characteristics of childcare agencies that assess and do not assess for development.” 2012. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/86.

MLA Handbook (7th Edition):

Valadie, Frances Michele. “Contrasting characteristics of childcare agencies that assess and do not assess for development.” 2012. Web. 20 Apr 2019.

Vancouver:

Valadie FM. Contrasting characteristics of childcare agencies that assess and do not assess for development. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2012. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/86.

Council of Science Editors:

Valadie FM. Contrasting characteristics of childcare agencies that assess and do not assess for development. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2012. Available from: https://scholar.utc.edu/theses/86

13. Robinson, Steven Scott. An analysis of the impact of student mobility on middle school students in one school district in Tennessee.

Degree: 2012, University of Tennessee – Chattanooga

 This study examined the effect of middle school student mobility on standardized test achievement in mathematics and reading. The variables of gender and poverty were… (more)

Subjects/Keywords: Academic achievement; Education (Middle school); Student mobility (Middle school)

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APA (6th Edition):

Robinson, S. S. (2012). An analysis of the impact of student mobility on middle school students in one school district in Tennessee. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/72

Chicago Manual of Style (16th Edition):

Robinson, Steven Scott. “An analysis of the impact of student mobility on middle school students in one school district in Tennessee.” 2012. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/72.

MLA Handbook (7th Edition):

Robinson, Steven Scott. “An analysis of the impact of student mobility on middle school students in one school district in Tennessee.” 2012. Web. 20 Apr 2019.

Vancouver:

Robinson SS. An analysis of the impact of student mobility on middle school students in one school district in Tennessee. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2012. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/72.

Council of Science Editors:

Robinson SS. An analysis of the impact of student mobility on middle school students in one school district in Tennessee. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2012. Available from: https://scholar.utc.edu/theses/72

14. Bandy, Ryan E. Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness.

Degree: 2014, University of Tennessee – Chattanooga

 This research study was designed to examine the relationship between the use of open and closed student selection systems for the enrollment of students in… (more)

Subjects/Keywords: Advanced placement programs (Education)  – Evaluation; Academic achievement; Educational equalization

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APA (6th Edition):

Bandy, R. E. (2014). Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/142

Chicago Manual of Style (16th Edition):

Bandy, Ryan E. “Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/142.

MLA Handbook (7th Edition):

Bandy, Ryan E. “Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness.” 2014. Web. 20 Apr 2019.

Vancouver:

Bandy RE. Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/142.

Council of Science Editors:

Bandy RE. Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/142

15. Blazek, Linda A. An evaluation of two approaches for developing keyboarding skills in children with cognitive disabilities.

Degree: 2015, University of Tennessee – Chattanooga

 This study examined the efficacy of two programs designed to teach keyboarding skills to school-aged children with intellectual disabilities. The study employed a mixed methods… (more)

Subjects/Keywords: Children with disabilities  – Education  – Data processing; Typewriting  – Study and teaching; Keyboarding

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APA (6th Edition):

Blazek, L. A. (2015). An evaluation of two approaches for developing keyboarding skills in children with cognitive disabilities. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/156

Chicago Manual of Style (16th Edition):

Blazek, Linda A. “An evaluation of two approaches for developing keyboarding skills in children with cognitive disabilities.” 2015. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/156.

MLA Handbook (7th Edition):

Blazek, Linda A. “An evaluation of two approaches for developing keyboarding skills in children with cognitive disabilities.” 2015. Web. 20 Apr 2019.

Vancouver:

Blazek LA. An evaluation of two approaches for developing keyboarding skills in children with cognitive disabilities. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2015. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/156.

Council of Science Editors:

Blazek LA. An evaluation of two approaches for developing keyboarding skills in children with cognitive disabilities. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2015. Available from: https://scholar.utc.edu/theses/156

16. Ingle, Ernest W. Religious literacy in a Northwest Georgia school district.

Degree: 2015, University of Tennessee – Chattanooga

 Since September 11, 2001, religion has been implicated in national and international issues to the extent that a fully-informed American citizenry must consider religious literacy… (more)

Subjects/Keywords: Religion and religious literature; Religion  – Study and teaching (Secondary); Religion in the public schools

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APA (6th Edition):

Ingle, E. W. (2015). Religious literacy in a Northwest Georgia school district. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/159

Chicago Manual of Style (16th Edition):

Ingle, Ernest W. “Religious literacy in a Northwest Georgia school district.” 2015. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/159.

MLA Handbook (7th Edition):

Ingle, Ernest W. “Religious literacy in a Northwest Georgia school district.” 2015. Web. 20 Apr 2019.

Vancouver:

Ingle EW. Religious literacy in a Northwest Georgia school district. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2015. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/159.

Council of Science Editors:

Ingle EW. Religious literacy in a Northwest Georgia school district. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2015. Available from: https://scholar.utc.edu/theses/159

17. Dorris, John Peter. Identification and development of critical workforce skills in the Chattanooga region.

Degree: 2012, University of Tennessee – Chattanooga

 The purpose of this quantitative study was to identify the workforce skills perceived to be critical in the Chattanooga region, and to explore how colleges… (more)

Subjects/Keywords: Occupational training

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APA (6th Edition):

Dorris, J. P. (2012). Identification and development of critical workforce skills in the Chattanooga region. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/17

Chicago Manual of Style (16th Edition):

Dorris, John Peter. “Identification and development of critical workforce skills in the Chattanooga region.” 2012. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/17.

MLA Handbook (7th Edition):

Dorris, John Peter. “Identification and development of critical workforce skills in the Chattanooga region.” 2012. Web. 20 Apr 2019.

Vancouver:

Dorris JP. Identification and development of critical workforce skills in the Chattanooga region. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2012. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/17.

Council of Science Editors:

Dorris JP. Identification and development of critical workforce skills in the Chattanooga region. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2012. Available from: https://scholar.utc.edu/theses/17

18. Fisher, Reid. Impact of early-exposure environmental education on a child's selection of words and creativity.

Degree: 2013, University of Tennessee – Chattanooga

 Environmental education researchers have long identified a connection between formative play experiences in nature settings and pro-environmental behaviors (i.e., career paths) of their subjects later… (more)

Subjects/Keywords: Adventure education; Learning by discovery

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APA (6th Edition):

Fisher, R. (2013). Impact of early-exposure environmental education on a child's selection of words and creativity. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/263

Chicago Manual of Style (16th Edition):

Fisher, Reid. “Impact of early-exposure environmental education on a child's selection of words and creativity.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/263.

MLA Handbook (7th Edition):

Fisher, Reid. “Impact of early-exposure environmental education on a child's selection of words and creativity.” 2013. Web. 20 Apr 2019.

Vancouver:

Fisher R. Impact of early-exposure environmental education on a child's selection of words and creativity. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/263.

Council of Science Editors:

Fisher R. Impact of early-exposure environmental education on a child's selection of words and creativity. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/263

19. Godfrey, Lisa Ann Boegner. Characteristics of effective interpreter education programs in the United States.

Degree: 2010, University of Tennessee – Chattanooga

 The general purpose of this study was to investigate effective practices of interpreting education programs in the United States as measured by the readiness to… (more)

Subjects/Keywords: American Sign Language; Interpreters for the deaf

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APA (6th Edition):

Godfrey, L. A. B. (2010). Characteristics of effective interpreter education programs in the United States. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/275

Chicago Manual of Style (16th Edition):

Godfrey, Lisa Ann Boegner. “Characteristics of effective interpreter education programs in the United States.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/275.

MLA Handbook (7th Edition):

Godfrey, Lisa Ann Boegner. “Characteristics of effective interpreter education programs in the United States.” 2010. Web. 20 Apr 2019.

Vancouver:

Godfrey LAB. Characteristics of effective interpreter education programs in the United States. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/275.

Council of Science Editors:

Godfrey LAB. Characteristics of effective interpreter education programs in the United States. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/275

20. Herman, James. An analysis of literacy instruction in Tennessee reading first schools with high levels of proficiency in reading/language arts scores.

Degree: 2011, University of Tennessee – Chattanooga

 Reading proficiency has been declining in the US schools. The Reading First (RF) program was designed to combat this trend. The purpose of this study… (more)

Subjects/Keywords: Literacy; Literacy programs

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APA (6th Edition):

Herman, J. (2011). An analysis of literacy instruction in Tennessee reading first schools with high levels of proficiency in reading/language arts scores. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/33

Chicago Manual of Style (16th Edition):

Herman, James. “An analysis of literacy instruction in Tennessee reading first schools with high levels of proficiency in reading/language arts scores.” 2011. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/33.

MLA Handbook (7th Edition):

Herman, James. “An analysis of literacy instruction in Tennessee reading first schools with high levels of proficiency in reading/language arts scores.” 2011. Web. 20 Apr 2019.

Vancouver:

Herman J. An analysis of literacy instruction in Tennessee reading first schools with high levels of proficiency in reading/language arts scores. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2011. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/33.

Council of Science Editors:

Herman J. An analysis of literacy instruction in Tennessee reading first schools with high levels of proficiency in reading/language arts scores. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2011. Available from: https://scholar.utc.edu/theses/33

21. Hood, Steven J. Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university.

Degree: 2010, University of Tennessee – Chattanooga

 The purpose of this study was to examine the interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning sophomores at… (more)

Subjects/Keywords: College students  – United States

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APA (6th Edition):

Hood, S. J. (2010). Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/290

Chicago Manual of Style (16th Edition):

Hood, Steven J. “Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/290.

MLA Handbook (7th Edition):

Hood, Steven J. “Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university.” 2010. Web. 20 Apr 2019.

Vancouver:

Hood SJ. Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/290.

Council of Science Editors:

Hood SJ. Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/290

22. Leffler, Brandy Sue. Perceptions of sport retirement by current student-athletes.

Degree: 2012, University of Tennessee – Chattanooga

 This study focused on the problem of college student-athletes retiring from their sports unprepared for life outside of sanctioned athletics. The purpose was to identify… (more)

Subjects/Keywords: College athletes; College sports

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APA (6th Edition):

Leffler, B. S. (2012). Perceptions of sport retirement by current student-athletes. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/45

Chicago Manual of Style (16th Edition):

Leffler, Brandy Sue. “Perceptions of sport retirement by current student-athletes.” 2012. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/45.

MLA Handbook (7th Edition):

Leffler, Brandy Sue. “Perceptions of sport retirement by current student-athletes.” 2012. Web. 20 Apr 2019.

Vancouver:

Leffler BS. Perceptions of sport retirement by current student-athletes. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2012. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/45.

Council of Science Editors:

Leffler BS. Perceptions of sport retirement by current student-athletes. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2012. Available from: https://scholar.utc.edu/theses/45

23. Legg, Lisa Dianne. From healthcare provider to healthcare educator: strategies for effective transition.

Degree: 2011, University of Tennessee – Chattanooga

 This study attempted to identify effective strategies for healthcare providers transitioning into educational leadership roles. The study employed a mixed method research design. The population… (more)

Subjects/Keywords: Health education

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APA (6th Edition):

Legg, L. D. (2011). From healthcare provider to healthcare educator: strategies for effective transition. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/46

Chicago Manual of Style (16th Edition):

Legg, Lisa Dianne. “From healthcare provider to healthcare educator: strategies for effective transition.” 2011. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/46.

MLA Handbook (7th Edition):

Legg, Lisa Dianne. “From healthcare provider to healthcare educator: strategies for effective transition.” 2011. Web. 20 Apr 2019.

Vancouver:

Legg LD. From healthcare provider to healthcare educator: strategies for effective transition. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2011. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/46.

Council of Science Editors:

Legg LD. From healthcare provider to healthcare educator: strategies for effective transition. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2011. Available from: https://scholar.utc.edu/theses/46

24. Mook, Dalton Elder. Organizational settings and profiles of servant leadership.

Degree: 2012, University of Tennessee – Chattanooga

 This study sought to determine the perception of servant leadership in business-model organizational settings and to assess the potential significance between servant leadership perception and… (more)

Subjects/Keywords: Leadership; Leadership  – Moral and ethical aspects

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APA (6th Edition):

Mook, D. E. (2012). Organizational settings and profiles of servant leadership. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/91

Chicago Manual of Style (16th Edition):

Mook, Dalton Elder. “Organizational settings and profiles of servant leadership.” 2012. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/91.

MLA Handbook (7th Edition):

Mook, Dalton Elder. “Organizational settings and profiles of servant leadership.” 2012. Web. 20 Apr 2019.

Vancouver:

Mook DE. Organizational settings and profiles of servant leadership. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2012. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/91.

Council of Science Editors:

Mook DE. Organizational settings and profiles of servant leadership. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2012. Available from: https://scholar.utc.edu/theses/91

25. Laudeman, Greg. Toward a multilevel theory of learning: how individuals, organizations and regions learn together.

Degree: 2013, University of Tennessee – Chattanooga

 There are substantial bodies of theoretical literature regarding learning by individuals, organizations, and regions. There appears to be no theory that applies at all levels,… (more)

Subjects/Keywords: Community education

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APA (6th Edition):

Laudeman, G. (2013). Toward a multilevel theory of learning: how individuals, organizations and regions learn together. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/318

Chicago Manual of Style (16th Edition):

Laudeman, Greg. “Toward a multilevel theory of learning: how individuals, organizations and regions learn together.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/318.

MLA Handbook (7th Edition):

Laudeman, Greg. “Toward a multilevel theory of learning: how individuals, organizations and regions learn together.” 2013. Web. 20 Apr 2019.

Vancouver:

Laudeman G. Toward a multilevel theory of learning: how individuals, organizations and regions learn together. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/318.

Council of Science Editors:

Laudeman G. Toward a multilevel theory of learning: how individuals, organizations and regions learn together. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/318

26. Oliver, Wendy L. Investigating whether a value-added teaching effectiveness model designed for traditional classrooms can be used to measure online teaching quality.

Degree: 2010, University of Tennessee – Chattanooga

 The study reported here focused on assessing teacher quality in online environments. The purpose of the study was to explore the feasibility of using the… (more)

Subjects/Keywords: Educational technology  – United States  – Evaluation; Web-based instruction  – Evaluation

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APA (6th Edition):

Oliver, W. L. (2010). Investigating whether a value-added teaching effectiveness model designed for traditional classrooms can be used to measure online teaching quality. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/353

Chicago Manual of Style (16th Edition):

Oliver, Wendy L. “Investigating whether a value-added teaching effectiveness model designed for traditional classrooms can be used to measure online teaching quality.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/353.

MLA Handbook (7th Edition):

Oliver, Wendy L. “Investigating whether a value-added teaching effectiveness model designed for traditional classrooms can be used to measure online teaching quality.” 2010. Web. 20 Apr 2019.

Vancouver:

Oliver WL. Investigating whether a value-added teaching effectiveness model designed for traditional classrooms can be used to measure online teaching quality. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/353.

Council of Science Editors:

Oliver WL. Investigating whether a value-added teaching effectiveness model designed for traditional classrooms can be used to measure online teaching quality. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/353

27. Pennington, Rebecca E. Measuring the effects of an instructional scaffolding intervention on reflective thinking in elemetary preservice teacher developmental portfolios.

Degree: 2010, University of Tennessee – Chattanooga

 This study was designed to determine whether teacher portfolios can be validly and reliably assessed, to investigate the effect of an instructional tool on increasing… (more)

Subjects/Keywords: Portfolios in education; Teachers, Rating of

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APA (6th Edition):

Pennington, R. E. (2010). Measuring the effects of an instructional scaffolding intervention on reflective thinking in elemetary preservice teacher developmental portfolios. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/364

Chicago Manual of Style (16th Edition):

Pennington, Rebecca E. “Measuring the effects of an instructional scaffolding intervention on reflective thinking in elemetary preservice teacher developmental portfolios.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/364.

MLA Handbook (7th Edition):

Pennington, Rebecca E. “Measuring the effects of an instructional scaffolding intervention on reflective thinking in elemetary preservice teacher developmental portfolios.” 2010. Web. 20 Apr 2019.

Vancouver:

Pennington RE. Measuring the effects of an instructional scaffolding intervention on reflective thinking in elemetary preservice teacher developmental portfolios. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/364.

Council of Science Editors:

Pennington RE. Measuring the effects of an instructional scaffolding intervention on reflective thinking in elemetary preservice teacher developmental portfolios. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/364

28. Phillips, Donna Alley. Exploration of the value of electronic discourse for developing cultural competency in college freshman.

Degree: 2010, University of Tennessee – Chattanooga

 The purpose of this study was to explore the impact of electronic discourse on cultural competency growth among college students. Data were gathered by monitoring… (more)

Subjects/Keywords: Educational technology  – Evaluation; Interpersonal communication  – Evaluation; Electronic discussion groups

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APA (6th Edition):

Phillips, D. A. (2010). Exploration of the value of electronic discourse for developing cultural competency in college freshman. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from ix, 116 leaves ; https://scholar.utc.edu/theses/365

Chicago Manual of Style (16th Edition):

Phillips, Donna Alley. “Exploration of the value of electronic discourse for developing cultural competency in college freshman.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. ix, 116 leaves ; https://scholar.utc.edu/theses/365.

MLA Handbook (7th Edition):

Phillips, Donna Alley. “Exploration of the value of electronic discourse for developing cultural competency in college freshman.” 2010. Web. 20 Apr 2019.

Vancouver:

Phillips DA. Exploration of the value of electronic discourse for developing cultural competency in college freshman. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2019 Apr 20]. Available from: ix, 116 leaves ; https://scholar.utc.edu/theses/365.

Council of Science Editors:

Phillips DA. Exploration of the value of electronic discourse for developing cultural competency in college freshman. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: ix, 116 leaves ; https://scholar.utc.edu/theses/365

29. Pinto, Alexander Michael. The relationships between demographic variables and measured burnout among athletic trainers in multiple workplace settings.

Degree: 2011, University of Tennessee – Chattanooga

 The purpose of this study was to examine athletic trainer burnout in multiple workplace settings. Burnout was measured in each of eight identified workplace settings.… (more)

Subjects/Keywords: Athletic trainers; Burn out (Psychology); Work  – Psychological aspects

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APA (6th Edition):

Pinto, A. M. (2011). The relationships between demographic variables and measured burnout among athletic trainers in multiple workplace settings. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/367

Chicago Manual of Style (16th Edition):

Pinto, Alexander Michael. “The relationships between demographic variables and measured burnout among athletic trainers in multiple workplace settings.” 2011. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/367.

MLA Handbook (7th Edition):

Pinto, Alexander Michael. “The relationships between demographic variables and measured burnout among athletic trainers in multiple workplace settings.” 2011. Web. 20 Apr 2019.

Vancouver:

Pinto AM. The relationships between demographic variables and measured burnout among athletic trainers in multiple workplace settings. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2011. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/367.

Council of Science Editors:

Pinto AM. The relationships between demographic variables and measured burnout among athletic trainers in multiple workplace settings. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2011. Available from: https://scholar.utc.edu/theses/367

30. Romine, Xiomara Reid. The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia.

Degree: 2010, University of Tennessee – Chattanooga

 Prior research has indicated that teacher beliefs can negatively affect teacher behavior. These beliefs often include unrecognized prejudices/biases regarding diversity including race, class and gender,… (more)

Subjects/Keywords: Multicultural education; Effective teaching

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APA (6th Edition):

Romine, X. R. (2010). The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/380

Chicago Manual of Style (16th Edition):

Romine, Xiomara Reid. “The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 20, 2019. https://scholar.utc.edu/theses/380.

MLA Handbook (7th Edition):

Romine, Xiomara Reid. “The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia.” 2010. Web. 20 Apr 2019.

Vancouver:

Romine XR. The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2019 Apr 20]. Available from: https://scholar.utc.edu/theses/380.

Council of Science Editors:

Romine XR. The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/380

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