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You searched for +publisher:"University of Tennessee – Chattanooga" +contributor:("Rutledge, Valerie C."). Showing records 1 – 18 of 18 total matches.

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1. Johnson, Matthew Lynn. Faculty perception and use of learning-centered strategies to assess student performance.

Degree: 2013, University of Tennessee – Chattanooga

 In this study, the researcher explored collegiate faculty use and perception of learning- centered strategies to assess student performance on various learning tasks. Through this… (more)

Subjects/Keywords: Educational evaluation; Educational accountability; Educational tests and measurements  – Study and teaching (Higher)

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APA (6th Edition):

Johnson, M. L. (2013). Faculty perception and use of learning-centered strategies to assess student performance. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/303

Chicago Manual of Style (16th Edition):

Johnson, Matthew Lynn. “Faculty perception and use of learning-centered strategies to assess student performance.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/303.

MLA Handbook (7th Edition):

Johnson, Matthew Lynn. “Faculty perception and use of learning-centered strategies to assess student performance.” 2013. Web. 05 Mar 2021.

Vancouver:

Johnson ML. Faculty perception and use of learning-centered strategies to assess student performance. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/303.

Council of Science Editors:

Johnson ML. Faculty perception and use of learning-centered strategies to assess student performance. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/303

2. Ward, Jennifer Henry. Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia.

Degree: 2011, University of Tennessee – Chattanooga

 This study attempted to identify factors in seventh grade academics that are associated with overall success in tenth grade biology. The study addressed the following… (more)

Subjects/Keywords: Prediction of scholastic success

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APA (6th Edition):

Ward, J. H. (2011). Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/417

Chicago Manual of Style (16th Edition):

Ward, Jennifer Henry. “Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia.” 2011. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/417.

MLA Handbook (7th Edition):

Ward, Jennifer Henry. “Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia.” 2011. Web. 05 Mar 2021.

Vancouver:

Ward JH. Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2011. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/417.

Council of Science Editors:

Ward JH. Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2011. Available from: https://scholar.utc.edu/theses/417

3. Crittenden, Etta Marie. The effectiveness of two spelling approaches on vocabulary development for Hispanic learners.

Degree: 2013, University of Tennessee – Chattanooga

 The purpose of the study was to evaluate two approaches to teaching spelling and vocabulary to second through fourth graders in two different urban school… (more)

Subjects/Keywords: English language  – Study and teaching; Literacy  – Study and teaching (Elementary); Vocabulary  – Study and teaching

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APA (6th Edition):

Crittenden, E. M. (2013). The effectiveness of two spelling approaches on vocabulary development for Hispanic learners. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/240

Chicago Manual of Style (16th Edition):

Crittenden, Etta Marie. “The effectiveness of two spelling approaches on vocabulary development for Hispanic learners.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/240.

MLA Handbook (7th Edition):

Crittenden, Etta Marie. “The effectiveness of two spelling approaches on vocabulary development for Hispanic learners.” 2013. Web. 05 Mar 2021.

Vancouver:

Crittenden EM. The effectiveness of two spelling approaches on vocabulary development for Hispanic learners. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/240.

Council of Science Editors:

Crittenden EM. The effectiveness of two spelling approaches on vocabulary development for Hispanic learners. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/240

4. Brock, Kathleen Patrice. A multicase study analysis of the intersection of institutional and state policy and educational innovation.

Degree: 2013, University of Tennessee – Chattanooga

 American higher education institutions, specifically public universities and colleges, have reached a key point in their histories and it is within this moment that these… (more)

Subjects/Keywords: Education, Higher  – Aims and objectives; Education, Higher  – Economic aspects; Universities and colleges  – Business management; Educational accountability

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APA (6th Edition):

Brock, K. P. (2013). A multicase study analysis of the intersection of institutional and state policy and educational innovation. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/203

Chicago Manual of Style (16th Edition):

Brock, Kathleen Patrice. “A multicase study analysis of the intersection of institutional and state policy and educational innovation.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/203.

MLA Handbook (7th Edition):

Brock, Kathleen Patrice. “A multicase study analysis of the intersection of institutional and state policy and educational innovation.” 2013. Web. 05 Mar 2021.

Vancouver:

Brock KP. A multicase study analysis of the intersection of institutional and state policy and educational innovation. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/203.

Council of Science Editors:

Brock KP. A multicase study analysis of the intersection of institutional and state policy and educational innovation. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/203

5. McDonald, Susan Spratling. Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?.

Degree: 2013, University of Tennessee – Chattanooga

 There have been few studies examining disciplinary actions by state boards of occupational therapy. Researchers have mainly studied mandatory continuing competence but not the influence… (more)

Subjects/Keywords: Occupational therapy  – Moral and ethical aspects

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APA (6th Edition):

McDonald, S. S. (2013). Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/337

Chicago Manual of Style (16th Edition):

McDonald, Susan Spratling. “Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/337.

MLA Handbook (7th Edition):

McDonald, Susan Spratling. “Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?.” 2013. Web. 05 Mar 2021.

Vancouver:

McDonald SS. Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/337.

Council of Science Editors:

McDonald SS. Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/337

6. Silver, Christopher Frank. Atheism, agnosticism, and nonbelief: a qualitative and quantitative study of type and narrative.

Degree: 2013, University of Tennessee – Chattanooga

 Extensive research has been conducted in exploration of the American religious landscape, however recently has social science research started to explore Nonbelief in any detail.… (more)

Subjects/Keywords: Atheism; Agnosticism; Ex-church members  – Psychology

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APA (6th Edition):

Silver, C. F. (2013). Atheism, agnosticism, and nonbelief: a qualitative and quantitative study of type and narrative. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/396

Chicago Manual of Style (16th Edition):

Silver, Christopher Frank. “Atheism, agnosticism, and nonbelief: a qualitative and quantitative study of type and narrative.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/396.

MLA Handbook (7th Edition):

Silver, Christopher Frank. “Atheism, agnosticism, and nonbelief: a qualitative and quantitative study of type and narrative.” 2013. Web. 05 Mar 2021.

Vancouver:

Silver CF. Atheism, agnosticism, and nonbelief: a qualitative and quantitative study of type and narrative. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/396.

Council of Science Editors:

Silver CF. Atheism, agnosticism, and nonbelief: a qualitative and quantitative study of type and narrative. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/396

7. Vance, Ross Ian. A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology.

Degree: 2019, University of Tennessee – Chattanooga

 As society advances in technology, it is important that our educational systems have a unified understanding of how technology should be used inside the classroom… (more)

Subjects/Keywords: Educational technology  – Case studies; Academic achievement

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APA (6th Edition):

Vance, R. I. (2019). A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/609

Chicago Manual of Style (16th Edition):

Vance, Ross Ian. “A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology.” 2019. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/609.

MLA Handbook (7th Edition):

Vance, Ross Ian. “A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology.” 2019. Web. 05 Mar 2021.

Vancouver:

Vance RI. A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2019. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/609.

Council of Science Editors:

Vance RI. A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2019. Available from: https://scholar.utc.edu/theses/609

8. Hale, David E. Factors that contribute to student achievement: a case study of one high school.

Degree: 2015, University of Tennessee – Chattanooga

 ABSTRACT The purpose of this study was to determine if there were definable factors, which contributed to or impacted the ACT scores, end of course… (more)

Subjects/Keywords: Educational equalization; Academic achievement  – Evaluation; Educational tests and measurements

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APA (6th Edition):

Hale, D. E. (2015). Factors that contribute to student achievement: a case study of one high school. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/157

Chicago Manual of Style (16th Edition):

Hale, David E. “Factors that contribute to student achievement: a case study of one high school.” 2015. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/157.

MLA Handbook (7th Edition):

Hale, David E. “Factors that contribute to student achievement: a case study of one high school.” 2015. Web. 05 Mar 2021.

Vancouver:

Hale DE. Factors that contribute to student achievement: a case study of one high school. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2015. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/157.

Council of Science Editors:

Hale DE. Factors that contribute to student achievement: a case study of one high school. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2015. Available from: https://scholar.utc.edu/theses/157

9. Baxley, Joel F. Professional development in arts integration: an activity theory analysis of participating teachers' experiences.

Degree: 2017, University of Tennessee – Chattanooga

 This study examines the tensions and changes experienced by teachers participating in two professional development programs in arts integration through the lens of cultural historical… (more)

Subjects/Keywords: Arts  – Study and teaching; Arts in education

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APA (6th Edition):

Baxley, J. F. (2017). Professional development in arts integration: an activity theory analysis of participating teachers' experiences. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/502

Chicago Manual of Style (16th Edition):

Baxley, Joel F. “Professional development in arts integration: an activity theory analysis of participating teachers' experiences.” 2017. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/502.

MLA Handbook (7th Edition):

Baxley, Joel F. “Professional development in arts integration: an activity theory analysis of participating teachers' experiences.” 2017. Web. 05 Mar 2021.

Vancouver:

Baxley JF. Professional development in arts integration: an activity theory analysis of participating teachers' experiences. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/502.

Council of Science Editors:

Baxley JF. Professional development in arts integration: an activity theory analysis of participating teachers' experiences. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/502

10. Elliott, Jeffrey. Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?.

Degree: 2017, University of Tennessee – Chattanooga

 This causal-comparative case study compares two scheduling practices to determine if there is a significant difference in English Language Arts and/or math scores among fourth… (more)

Subjects/Keywords: Looping (Education); Classroom management; Curriculum planning; Team learning approach in education

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APA (6th Edition):

Elliott, J. (2017). Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/521

Chicago Manual of Style (16th Edition):

Elliott, Jeffrey. “Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?.” 2017. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/521.

MLA Handbook (7th Edition):

Elliott, Jeffrey. “Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?.” 2017. Web. 05 Mar 2021.

Vancouver:

Elliott J. Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/521.

Council of Science Editors:

Elliott J. Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/521

11. Thacker, Kathy O. Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college.

Degree: 2014, University of Tennessee – Chattanooga

 Dual enrollment programs are designed to offer students academic opportunities and college access, along with the potential to decrease the amount of time it takes… (more)

Subjects/Keywords: Dual enrollement; Community colleges; Education; Secondary

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APA (6th Edition):

Thacker, K. O. (2014). Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/101

Chicago Manual of Style (16th Edition):

Thacker, Kathy O. “Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/101.

MLA Handbook (7th Edition):

Thacker, Kathy O. “Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college.” 2014. Web. 05 Mar 2021.

Vancouver:

Thacker KO. Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/101.

Council of Science Editors:

Thacker KO. Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/101

12. Scruggs, Jacquelyn A. Cultural responsiveness of Tennessee school counselors : an exploration of perceptions of multicultural counseling competence regarding racially and/or ethnically diverse students.

Degree: 2020, University of Tennessee – Chattanooga

 In this study, the researcher explored self-reported multicultural counseling competence of licensed and practicing Tennessee school counselors. The researcher used the multicultural counseling competence and… (more)

Subjects/Keywords: Counseling in elementary education; Counseling in middle school education; Counseling in secondary education; Cultural competence

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APA (6th Edition):

Scruggs, J. A. (2020). Cultural responsiveness of Tennessee school counselors : an exploration of perceptions of multicultural counseling competence regarding racially and/or ethnically diverse students. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/666

Chicago Manual of Style (16th Edition):

Scruggs, Jacquelyn A. “Cultural responsiveness of Tennessee school counselors : an exploration of perceptions of multicultural counseling competence regarding racially and/or ethnically diverse students.” 2020. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/666.

MLA Handbook (7th Edition):

Scruggs, Jacquelyn A. “Cultural responsiveness of Tennessee school counselors : an exploration of perceptions of multicultural counseling competence regarding racially and/or ethnically diverse students.” 2020. Web. 05 Mar 2021.

Vancouver:

Scruggs JA. Cultural responsiveness of Tennessee school counselors : an exploration of perceptions of multicultural counseling competence regarding racially and/or ethnically diverse students. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2020. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/666.

Council of Science Editors:

Scruggs JA. Cultural responsiveness of Tennessee school counselors : an exploration of perceptions of multicultural counseling competence regarding racially and/or ethnically diverse students. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2020. Available from: https://scholar.utc.edu/theses/666

13. Burgess, Susanne Finch. Music matters: improving practice in music education among early childhood educators in a reggio-inspired climate.

Degree: 2013, University of Tennessee – Chattanooga

 Experts agree: music matters. It is fundamental to the human condition. Studies confirm its particular importance throughout early childhood, and yet, for most American preschool… (more)

Subjects/Keywords: School music  – Instruction and study; Music  – Instruction and study  – Juvenile

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APA (6th Edition):

Burgess, S. F. (2013). Music matters: improving practice in music education among early childhood educators in a reggio-inspired climate. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/212

Chicago Manual of Style (16th Edition):

Burgess, Susanne Finch. “Music matters: improving practice in music education among early childhood educators in a reggio-inspired climate.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/212.

MLA Handbook (7th Edition):

Burgess, Susanne Finch. “Music matters: improving practice in music education among early childhood educators in a reggio-inspired climate.” 2013. Web. 05 Mar 2021.

Vancouver:

Burgess SF. Music matters: improving practice in music education among early childhood educators in a reggio-inspired climate. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/212.

Council of Science Editors:

Burgess SF. Music matters: improving practice in music education among early childhood educators in a reggio-inspired climate. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/212

14. Rector, Jeffrey L. Faculty perceptions of faculty evaluation programs at selected private colleges/universities in the southeast United States.

Degree: 2009, University of Tennessee – Chattanooga

 This study was conducted to determine the effectiveness of the faculty performance appraisal programs at the participating institutions. Faculty perception, regarding the effectiveness of the… (more)

Subjects/Keywords: Universities and colleges  – Faculty  – Evaluation; College teachers  – Rating of

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APA (6th Edition):

Rector, J. L. (2009). Faculty perceptions of faculty evaluation programs at selected private colleges/universities in the southeast United States. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/372

Chicago Manual of Style (16th Edition):

Rector, Jeffrey L. “Faculty perceptions of faculty evaluation programs at selected private colleges/universities in the southeast United States.” 2009. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/372.

MLA Handbook (7th Edition):

Rector, Jeffrey L. “Faculty perceptions of faculty evaluation programs at selected private colleges/universities in the southeast United States.” 2009. Web. 05 Mar 2021.

Vancouver:

Rector JL. Faculty perceptions of faculty evaluation programs at selected private colleges/universities in the southeast United States. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2009. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/372.

Council of Science Editors:

Rector JL. Faculty perceptions of faculty evaluation programs at selected private colleges/universities in the southeast United States. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2009. Available from: https://scholar.utc.edu/theses/372

15. Caraccio, Beth Katz. An evaluation of teachers' perceptions of a state developed educational portal.

Degree: 2009, University of Tennessee – Chattanooga

 The purpose of this study was to investigate teachers’ perceptions use of a state developed educational portal. The research evaluated the differences in the quality,… (more)

Subjects/Keywords: Web portals  – Design; Educational technology

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APA (6th Edition):

Caraccio, B. K. (2009). An evaluation of teachers' perceptions of a state developed educational portal. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/215

Chicago Manual of Style (16th Edition):

Caraccio, Beth Katz. “An evaluation of teachers' perceptions of a state developed educational portal.” 2009. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/215.

MLA Handbook (7th Edition):

Caraccio, Beth Katz. “An evaluation of teachers' perceptions of a state developed educational portal.” 2009. Web. 05 Mar 2021.

Vancouver:

Caraccio BK. An evaluation of teachers' perceptions of a state developed educational portal. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2009. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/215.

Council of Science Editors:

Caraccio BK. An evaluation of teachers' perceptions of a state developed educational portal. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2009. Available from: https://scholar.utc.edu/theses/215

16. Aldridge, Ashley Elizabeth. A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement.

Degree: 2009, University of Tennessee – Chattanooga

 The purpose of this study was to investigate whether any statistically significant differences in mathematics and reading academic achievement and academic gains of male and… (more)

Subjects/Keywords: Coeducation; Sex differences in education; Single-sex classes (Education); Mathematics  – Study and teaching  – Sex differences; Reading (Elementary)

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APA (6th Edition):

Aldridge, A. E. (2009). A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/188

Chicago Manual of Style (16th Edition):

Aldridge, Ashley Elizabeth. “A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement.” 2009. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/188.

MLA Handbook (7th Edition):

Aldridge, Ashley Elizabeth. “A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement.” 2009. Web. 05 Mar 2021.

Vancouver:

Aldridge AE. A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2009. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/188.

Council of Science Editors:

Aldridge AE. A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2009. Available from: https://scholar.utc.edu/theses/188

17. Robinson, Jason D. The leadership effect: teacher morale within selected schools in one southeast Tennessee system.

Degree: 2010, University of Tennessee – Chattanooga

 The purpose of this descriptive study was to examine teacher morale and leadership practices as perceived within elementary and middle school teachers and between elementary… (more)

Subjects/Keywords: Teacher morale; Teachers  – Job satisfaction  – United States

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

APA (6th Edition):

Robinson, J. D. (2010). The leadership effect: teacher morale within selected schools in one southeast Tennessee system. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/377

Chicago Manual of Style (16th Edition):

Robinson, Jason D. “The leadership effect: teacher morale within selected schools in one southeast Tennessee system.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/377.

MLA Handbook (7th Edition):

Robinson, Jason D. “The leadership effect: teacher morale within selected schools in one southeast Tennessee system.” 2010. Web. 05 Mar 2021.

Vancouver:

Robinson JD. The leadership effect: teacher morale within selected schools in one southeast Tennessee system. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/377.

Council of Science Editors:

Robinson JD. The leadership effect: teacher morale within selected schools in one southeast Tennessee system. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/377

18. Rivers, Linda Moyer. The impact of graphical feedback on teachers' frequency of use of incidental teaching.

Degree: 2010, University of Tennessee – Chattanooga

 This study provided information on the impact of graphical feedback on teachers’ frequency of use of a specific teaching strategy as a supervision method which… (more)

Subjects/Keywords: Teachers, Training of; Effective teaching

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

APA (6th Edition):

Rivers, L. M. (2010). The impact of graphical feedback on teachers' frequency of use of incidental teaching. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/376

Chicago Manual of Style (16th Edition):

Rivers, Linda Moyer. “The impact of graphical feedback on teachers' frequency of use of incidental teaching.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/376.

MLA Handbook (7th Edition):

Rivers, Linda Moyer. “The impact of graphical feedback on teachers' frequency of use of incidental teaching.” 2010. Web. 05 Mar 2021.

Vancouver:

Rivers LM. The impact of graphical feedback on teachers' frequency of use of incidental teaching. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/376.

Council of Science Editors:

Rivers LM. The impact of graphical feedback on teachers' frequency of use of incidental teaching. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/376

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