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You searched for +publisher:"Utah State University" +contributor:("Max L. Longhurst"). Showing records 1 – 6 of 6 total matches.

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Utah State University

1. Glaze, Andrew R. Teachers' Conceptions of Mathematics and Intelligent Tutoring System Use.

Degree: PhD, School of Teacher Education and Leadership, 2019, Utah State University

  The purpose of this mixed-methods study was to investigate the relationship between teachers’ conceptions of mathematics and their use of intelligent tutoring systems for… (more)

Subjects/Keywords: Intelligent Tutoring System; Conception; Education

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APA (6th Edition):

Glaze, A. R. (2019). Teachers' Conceptions of Mathematics and Intelligent Tutoring System Use. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7539

Chicago Manual of Style (16th Edition):

Glaze, Andrew R. “Teachers' Conceptions of Mathematics and Intelligent Tutoring System Use.” 2019. Doctoral Dissertation, Utah State University. Accessed August 08, 2020. https://digitalcommons.usu.edu/etd/7539.

MLA Handbook (7th Edition):

Glaze, Andrew R. “Teachers' Conceptions of Mathematics and Intelligent Tutoring System Use.” 2019. Web. 08 Aug 2020.

Vancouver:

Glaze AR. Teachers' Conceptions of Mathematics and Intelligent Tutoring System Use. [Internet] [Doctoral dissertation]. Utah State University; 2019. [cited 2020 Aug 08]. Available from: https://digitalcommons.usu.edu/etd/7539.

Council of Science Editors:

Glaze AR. Teachers' Conceptions of Mathematics and Intelligent Tutoring System Use. [Doctoral Dissertation]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7539


Utah State University

2. Horton, Zachary R. Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ.

Degree: PhD, Education, 2019, Utah State University

  This study investigated teacher questioning practices and rationales in released-time seminary classes for The Church of Jesus Christ of Latter-day Saints (the Church of… (more)

Subjects/Keywords: teacher questioning; classroom discussion; questioning taxonomies; higher-level questions; student participation; Education

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APA (6th Edition):

Horton, Z. R. (2019). Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7516

Chicago Manual of Style (16th Edition):

Horton, Zachary R. “Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ.” 2019. Doctoral Dissertation, Utah State University. Accessed August 08, 2020. https://digitalcommons.usu.edu/etd/7516.

MLA Handbook (7th Edition):

Horton, Zachary R. “Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ.” 2019. Web. 08 Aug 2020.

Vancouver:

Horton ZR. Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ. [Internet] [Doctoral dissertation]. Utah State University; 2019. [cited 2020 Aug 08]. Available from: https://digitalcommons.usu.edu/etd/7516.

Council of Science Editors:

Horton ZR. Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ. [Doctoral Dissertation]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7516


Utah State University

3. Judd-Murray, M. Rose. Development and Validation of an Agricultural Literacy Instrument Using the National Agricultural Literacy Outcomes.

Degree: PhD, Education, 2019, Utah State University

  This study was conducted to develop a standardized agricultural literacy assessment using the National Agricultural Literacy Outcomes (NALOs) as benchmarks. The need for such… (more)

Subjects/Keywords: agricultural literacy; agricultural education; adult literacy; assessment; program evaluation; Education

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APA (6th Edition):

Judd-Murray, M. R. (2019). Development and Validation of an Agricultural Literacy Instrument Using the National Agricultural Literacy Outcomes. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7562

Chicago Manual of Style (16th Edition):

Judd-Murray, M Rose. “Development and Validation of an Agricultural Literacy Instrument Using the National Agricultural Literacy Outcomes.” 2019. Doctoral Dissertation, Utah State University. Accessed August 08, 2020. https://digitalcommons.usu.edu/etd/7562.

MLA Handbook (7th Edition):

Judd-Murray, M Rose. “Development and Validation of an Agricultural Literacy Instrument Using the National Agricultural Literacy Outcomes.” 2019. Web. 08 Aug 2020.

Vancouver:

Judd-Murray MR. Development and Validation of an Agricultural Literacy Instrument Using the National Agricultural Literacy Outcomes. [Internet] [Doctoral dissertation]. Utah State University; 2019. [cited 2020 Aug 08]. Available from: https://digitalcommons.usu.edu/etd/7562.

Council of Science Editors:

Judd-Murray MR. Development and Validation of an Agricultural Literacy Instrument Using the National Agricultural Literacy Outcomes. [Doctoral Dissertation]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7562


Utah State University

4. Louviere, John. Persistence Impacts on Student Subgroups that Participate in the High Impact Practice of Service Learning.

Degree: PhD, Education, 2020, Utah State University

  The university focuses on student-centered learning experiences and encourages student success through engagement and discovery. Departments and programs within universities are organized to support… (more)

Subjects/Keywords: High impact practices; service learning; community engaged learning; propensity score matching; prediction-based propensity score matching; higher education; Education

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APA (6th Edition):

Louviere, J. (2020). Persistence Impacts on Student Subgroups that Participate in the High Impact Practice of Service Learning. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7746

Chicago Manual of Style (16th Edition):

Louviere, John. “Persistence Impacts on Student Subgroups that Participate in the High Impact Practice of Service Learning.” 2020. Doctoral Dissertation, Utah State University. Accessed August 08, 2020. https://digitalcommons.usu.edu/etd/7746.

MLA Handbook (7th Edition):

Louviere, John. “Persistence Impacts on Student Subgroups that Participate in the High Impact Practice of Service Learning.” 2020. Web. 08 Aug 2020.

Vancouver:

Louviere J. Persistence Impacts on Student Subgroups that Participate in the High Impact Practice of Service Learning. [Internet] [Doctoral dissertation]. Utah State University; 2020. [cited 2020 Aug 08]. Available from: https://digitalcommons.usu.edu/etd/7746.

Council of Science Editors:

Louviere J. Persistence Impacts on Student Subgroups that Participate in the High Impact Practice of Service Learning. [Doctoral Dissertation]. Utah State University; 2020. Available from: https://digitalcommons.usu.edu/etd/7746


Utah State University

5. Anderson, Donald B. The Processes of Collective Buy-In, Actuation, and Deep Social Learning in Seminary Classes.

Degree: PhD, Education, 2019, Utah State University

  This phenomenological study explored a common essence of collective class actuation (CCA) among six seminary teachers in a Western state. CCA is an optimal… (more)

Subjects/Keywords: Collective class actuation; collective classroom efficacy; processes of buy-in; sociopedagogical balance; classroom dynamics; group processes; Education

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APA (6th Edition):

Anderson, D. B. (2019). The Processes of Collective Buy-In, Actuation, and Deep Social Learning in Seminary Classes. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7638

Chicago Manual of Style (16th Edition):

Anderson, Donald B. “The Processes of Collective Buy-In, Actuation, and Deep Social Learning in Seminary Classes.” 2019. Doctoral Dissertation, Utah State University. Accessed August 08, 2020. https://digitalcommons.usu.edu/etd/7638.

MLA Handbook (7th Edition):

Anderson, Donald B. “The Processes of Collective Buy-In, Actuation, and Deep Social Learning in Seminary Classes.” 2019. Web. 08 Aug 2020.

Vancouver:

Anderson DB. The Processes of Collective Buy-In, Actuation, and Deep Social Learning in Seminary Classes. [Internet] [Doctoral dissertation]. Utah State University; 2019. [cited 2020 Aug 08]. Available from: https://digitalcommons.usu.edu/etd/7638.

Council of Science Editors:

Anderson DB. The Processes of Collective Buy-In, Actuation, and Deep Social Learning in Seminary Classes. [Doctoral Dissertation]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7638


Utah State University

6. Poll, Tyler R. Standards-Based Grading: A Correlational Study Between Grades and End-of-Level Test Scores.

Degree: PhD, School of Teacher Education and Leadership, 2019, Utah State University

  As students move from grade level to grade level and onto college, their grades have an impact on the number of opportunities available to… (more)

Subjects/Keywords: grading; standards-based grading; end of level test; grades; test scores; Teacher Education and Professional Development

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

APA (6th Edition):

Poll, T. R. (2019). Standards-Based Grading: A Correlational Study Between Grades and End-of-Level Test Scores. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7435

Chicago Manual of Style (16th Edition):

Poll, Tyler R. “Standards-Based Grading: A Correlational Study Between Grades and End-of-Level Test Scores.” 2019. Doctoral Dissertation, Utah State University. Accessed August 08, 2020. https://digitalcommons.usu.edu/etd/7435.

MLA Handbook (7th Edition):

Poll, Tyler R. “Standards-Based Grading: A Correlational Study Between Grades and End-of-Level Test Scores.” 2019. Web. 08 Aug 2020.

Vancouver:

Poll TR. Standards-Based Grading: A Correlational Study Between Grades and End-of-Level Test Scores. [Internet] [Doctoral dissertation]. Utah State University; 2019. [cited 2020 Aug 08]. Available from: https://digitalcommons.usu.edu/etd/7435.

Council of Science Editors:

Poll TR. Standards-Based Grading: A Correlational Study Between Grades and End-of-Level Test Scores. [Doctoral Dissertation]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7435

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