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You searched for +publisher:"Vanderbilt University" +contributor:("Barbara Stengel"). Showing records 1 – 8 of 8 total matches.

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Vanderbilt University

1. Self, Elizabeth Anne. Designing and Using Clinical Simulations to Prepare Teachers for Culturally Responsive Teaching.

Degree: PhD, Learning, Teaching and Diversity, 2016, Vanderbilt University

 Clinical simulations are a promising approach to preparing preservice teachers for culturally responsive teaching. These simulations use actors to portray the role of students, parents,… (more)

Subjects/Keywords: preservice teacher education; culturally responsive teaching; design-based research; cross-professional pedagogy; critical incident; clinical simulations

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APA (6th Edition):

Self, E. A. (2016). Designing and Using Clinical Simulations to Prepare Teachers for Culturally Responsive Teaching. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10656

Chicago Manual of Style (16th Edition):

Self, Elizabeth Anne. “Designing and Using Clinical Simulations to Prepare Teachers for Culturally Responsive Teaching.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed November 29, 2020. http://hdl.handle.net/1803/10656.

MLA Handbook (7th Edition):

Self, Elizabeth Anne. “Designing and Using Clinical Simulations to Prepare Teachers for Culturally Responsive Teaching.” 2016. Web. 29 Nov 2020.

Vancouver:

Self EA. Designing and Using Clinical Simulations to Prepare Teachers for Culturally Responsive Teaching. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1803/10656.

Council of Science Editors:

Self EA. Designing and Using Clinical Simulations to Prepare Teachers for Culturally Responsive Teaching. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/10656


Vanderbilt University

2. Keyes, Christopher Stewart. Rethinking Coaching: Transformative Professional Development.

Degree: PhD, Learning, Teaching and Diversity, 2013, Vanderbilt University

 The study was designed using a multiple case study approach in which four middle school teachers engaged in a form of coaching based on Habermas'… (more)

Subjects/Keywords: Habermas; teacher coaching; coaching; education; professional development

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APA (6th Edition):

Keyes, C. S. (2013). Rethinking Coaching: Transformative Professional Development. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14836

Chicago Manual of Style (16th Edition):

Keyes, Christopher Stewart. “Rethinking Coaching: Transformative Professional Development.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed November 29, 2020. http://hdl.handle.net/1803/14836.

MLA Handbook (7th Edition):

Keyes, Christopher Stewart. “Rethinking Coaching: Transformative Professional Development.” 2013. Web. 29 Nov 2020.

Vancouver:

Keyes CS. Rethinking Coaching: Transformative Professional Development. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1803/14836.

Council of Science Editors:

Keyes CS. Rethinking Coaching: Transformative Professional Development. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/14836


Vanderbilt University

3. Rouse, Robert James. Investigating how K-12 students engage in engineering practices.

Degree: PhD, Learning, Teaching and Diversity, 2014, Vanderbilt University

 Recently, the field of science education has advocated for systematic explorations of the affordances of an integrated STEM education. Accordingly, in this three-paper dissertation I… (more)

Subjects/Keywords: design-based science; Engineering design; practices

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APA (6th Edition):

Rouse, R. J. (2014). Investigating how K-12 students engage in engineering practices. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13759

Chicago Manual of Style (16th Edition):

Rouse, Robert James. “Investigating how K-12 students engage in engineering practices.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed November 29, 2020. http://hdl.handle.net/1803/13759.

MLA Handbook (7th Edition):

Rouse, Robert James. “Investigating how K-12 students engage in engineering practices.” 2014. Web. 29 Nov 2020.

Vancouver:

Rouse RJ. Investigating how K-12 students engage in engineering practices. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1803/13759.

Council of Science Editors:

Rouse RJ. Investigating how K-12 students engage in engineering practices. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/13759


Vanderbilt University

4. Garner, Brette. Data Use For Instructional Improvement: Tensions, Concerns, And Possibilities For Supporting Ambitious And Equitable Instruction.

Degree: PhD, Learning, Teaching and Diversity, 2018, Vanderbilt University

 Since the enactment of No Child Left Behind, U.S. education has been dominated by test-based accountability policies and subsequent calls for data-driven decision-making (DDDM). DDDM… (more)

Subjects/Keywords: mathematics education; teacher learning; data use; accountability policy

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APA (6th Edition):

Garner, B. (2018). Data Use For Instructional Improvement: Tensions, Concerns, And Possibilities For Supporting Ambitious And Equitable Instruction. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11264

Chicago Manual of Style (16th Edition):

Garner, Brette. “Data Use For Instructional Improvement: Tensions, Concerns, And Possibilities For Supporting Ambitious And Equitable Instruction.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed November 29, 2020. http://hdl.handle.net/1803/11264.

MLA Handbook (7th Edition):

Garner, Brette. “Data Use For Instructional Improvement: Tensions, Concerns, And Possibilities For Supporting Ambitious And Equitable Instruction.” 2018. Web. 29 Nov 2020.

Vancouver:

Garner B. Data Use For Instructional Improvement: Tensions, Concerns, And Possibilities For Supporting Ambitious And Equitable Instruction. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1803/11264.

Council of Science Editors:

Garner B. Data Use For Instructional Improvement: Tensions, Concerns, And Possibilities For Supporting Ambitious And Equitable Instruction. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/11264


Vanderbilt University

5. Van Eaton, Grant Waller. Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community.

Degree: PhD, Learning, Teaching and Diversity, 2017, Vanderbilt University

 This study explores the necessity and validity of including cultural competence as a dimension of the construct of quality teaching and classroom community. Through an… (more)

Subjects/Keywords: cultural competence; teacher observation; IRT; teacher quality

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APA (6th Edition):

Van Eaton, G. W. (2017). Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14410

Chicago Manual of Style (16th Edition):

Van Eaton, Grant Waller. “Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed November 29, 2020. http://hdl.handle.net/1803/14410.

MLA Handbook (7th Edition):

Van Eaton, Grant Waller. “Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community.” 2017. Web. 29 Nov 2020.

Vancouver:

Van Eaton GW. Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1803/14410.

Council of Science Editors:

Van Eaton GW. Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/14410


Vanderbilt University

6. Pearman, Francis Alvin II. When Change Lands in Place: Gentrification and Urban Schooling in the United States.

Degree: PhD, Learning, Teaching and Diversity, 2017, Vanderbilt University

 The in-migration of relatively affluent households into disinvested central city neighborhoods—commonly referred to as gentrification—is increasingly common across the United States. There is limited quantitative… (more)

Subjects/Keywords: gentrification; urban education; exclusionary discipline; discipline gap; suspension rates

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

APA (6th Edition):

Pearman, F. A. I. (2017). When Change Lands in Place: Gentrification and Urban Schooling in the United States. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13550

Chicago Manual of Style (16th Edition):

Pearman, Francis Alvin II. “When Change Lands in Place: Gentrification and Urban Schooling in the United States.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed November 29, 2020. http://hdl.handle.net/1803/13550.

MLA Handbook (7th Edition):

Pearman, Francis Alvin II. “When Change Lands in Place: Gentrification and Urban Schooling in the United States.” 2017. Web. 29 Nov 2020.

Vancouver:

Pearman FAI. When Change Lands in Place: Gentrification and Urban Schooling in the United States. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1803/13550.

Council of Science Editors:

Pearman FAI. When Change Lands in Place: Gentrification and Urban Schooling in the United States. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/13550


Vanderbilt University

7. Brasel, Jason Thomas. Supporting learning opportunities in teacher workgroups: facilitators’ orientations towards tool use.

Degree: MS, Learning, Teaching and Diversity, 2016, Vanderbilt University

 Given the difficulty in learning teaching that aims for the ambitious student learning goals prescribed in current standards documents, supports are needed in order to… (more)

Subjects/Keywords: teacher learning; situative theory; opportunities to learn

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APA (6th Edition):

Brasel, J. T. (2016). Supporting learning opportunities in teacher workgroups: facilitators’ orientations towards tool use. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13391

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brasel, Jason Thomas. “Supporting learning opportunities in teacher workgroups: facilitators’ orientations towards tool use.” 2016. Thesis, Vanderbilt University. Accessed November 29, 2020. http://hdl.handle.net/1803/13391.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brasel, Jason Thomas. “Supporting learning opportunities in teacher workgroups: facilitators’ orientations towards tool use.” 2016. Web. 29 Nov 2020.

Vancouver:

Brasel JT. Supporting learning opportunities in teacher workgroups: facilitators’ orientations towards tool use. [Internet] [Thesis]. Vanderbilt University; 2016. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1803/13391.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brasel JT. Supporting learning opportunities in teacher workgroups: facilitators’ orientations towards tool use. [Thesis]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/13391

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Vanderbilt University

8. Farris, Amy Voss. Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity.

Degree: PhD, Learning, Teaching and Diversity, 2018, Vanderbilt University

 Modeling is the central representational and epistemic practice of science (Giere, 1984; Nersessian, 2008) and likewise an essential practice for K12 science learners (Lehrer, 2009;… (more)

Subjects/Keywords: elementary science; agent-based modeling; scientific modeling; science education; teacher-researcher partnerships

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APA (6th Edition):

Farris, A. V. (2018). Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15443

Chicago Manual of Style (16th Edition):

Farris, Amy Voss. “Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed November 29, 2020. http://hdl.handle.net/1803/15443.

MLA Handbook (7th Edition):

Farris, Amy Voss. “Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity.” 2018. Web. 29 Nov 2020.

Vancouver:

Farris AV. Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1803/15443.

Council of Science Editors:

Farris AV. Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/15443

.