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

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

URL: http://etd.library.vanderbilt.edu//available/etd-07312014-212059/ ;

► 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 (6^{th} Edition):

Rouse, R. J. (2014). Investigating how K-12 students engage in engineering practices. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu//available/etd-07312014-212059/ ;

Chicago Manual of Style (16^{th} Edition):

Rouse, Robert James. “Investigating how K-12 students engage in engineering practices.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu//available/etd-07312014-212059/ ;.

MLA Handbook (7^{th} Edition):

Rouse, Robert James. “Investigating how K-12 students engage in engineering practices.” 2014. Web. 23 Feb 2019.

Vancouver:

Rouse RJ. Investigating how K-12 students engage in engineering practices. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu//available/etd-07312014-212059/ ;.

Council of Science Editors:

Rouse RJ. Investigating how K-12 students engage in engineering practices. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu//available/etd-07312014-212059/ ;

Vanderbilt University

2. Larbi-Cherif, Adrian Mohamed. Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction.

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

URL: http://etd.library.vanderbilt.edu/available/etd-03262017-185728/ ;

► Several studies have identified positive relationships between strong principal instructional leadership and improved student outcomes. However, few researchers have examined how principals influence the nature…
(more)

Subjects/Keywords: policy implementation; principal instructional leadership; mathematics education; teacher learning

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APA (6^{th} Edition):

Larbi-Cherif, A. M. (2017). Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03262017-185728/ ;

Chicago Manual of Style (16^{th} Edition):

Larbi-Cherif, Adrian Mohamed. “Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-03262017-185728/ ;.

MLA Handbook (7^{th} Edition):

Larbi-Cherif, Adrian Mohamed. “Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction.” 2017. Web. 23 Feb 2019.

Vancouver:

Larbi-Cherif AM. Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-03262017-185728/ ;.

Council of Science Editors:

Larbi-Cherif AM. Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://etd.library.vanderbilt.edu/available/etd-03262017-185728/ ;

Vanderbilt University

3. Zhou, Wenyan. Dimensions and Levels of Students' Understanding of Area Measurement.

Degree: PhD, Teaching and Learning, 2012, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-03292012-041328/ ;

► Based on a synthesis of prior research, this study proposes a three dimensional framework to describe the cognitive achievements important for understanding area measurement in…
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Subjects/Keywords: assessment; area measurement; mathematics education

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APA (6^{th} Edition):

Zhou, W. (2012). Dimensions and Levels of Students' Understanding of Area Measurement. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03292012-041328/ ;

Chicago Manual of Style (16^{th} Edition):

Zhou, Wenyan. “Dimensions and Levels of Students' Understanding of Area Measurement.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-03292012-041328/ ;.

MLA Handbook (7^{th} Edition):

Zhou, Wenyan. “Dimensions and Levels of Students' Understanding of Area Measurement.” 2012. Web. 23 Feb 2019.

Vancouver:

Zhou W. Dimensions and Levels of Students' Understanding of Area Measurement. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-03292012-041328/ ;.

Council of Science Editors:

Zhou W. Dimensions and Levels of Students' Understanding of Area Measurement. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://etd.library.vanderbilt.edu/available/etd-03292012-041328/ ;

Vanderbilt University

4. McEldoon, Katherine Lindsay. Supporting Novice Learning Through Focused Processing of Worked Examples and Explanations.

Degree: PhD, Psychology, 2014, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-03292014-165851/ ;

► Novice learning is often supported through the use of worked examples. To increase the effectiveness of worked examples, instructional explanations can be incorporated to support…
(more)

Subjects/Keywords: statistics; active learning; constructive learning; self-explanations; instructional explanations; worked examples

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APA (6^{th} Edition):

McEldoon, K. L. (2014). Supporting Novice Learning Through Focused Processing of Worked Examples and Explanations. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03292014-165851/ ;

Chicago Manual of Style (16^{th} Edition):

McEldoon, Katherine Lindsay. “Supporting Novice Learning Through Focused Processing of Worked Examples and Explanations.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-03292014-165851/ ;.

MLA Handbook (7^{th} Edition):

McEldoon, Katherine Lindsay. “Supporting Novice Learning Through Focused Processing of Worked Examples and Explanations.” 2014. Web. 23 Feb 2019.

Vancouver:

McEldoon KL. Supporting Novice Learning Through Focused Processing of Worked Examples and Explanations. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-03292014-165851/ ;.

Council of Science Editors:

McEldoon KL. Supporting Novice Learning Through Focused Processing of Worked Examples and Explanations. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-03292014-165851/ ;

Vanderbilt University

5. Wilson, Jonee. Investigating and Improving Designs for Supporting Professional Development Facilitatorsâ Learning.

Degree: PhD, Learning, Teaching and Diversity, 2015, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-07222015-152443/ ;

► This dissertation reports on a retrospective analysis of a design study conducted in partnership between researchers and the leaders of a large U.S. urban district…
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Subjects/Keywords: Teacher Education; Professional Development for PD leaders; Mathematics Education; Professional Development

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APA (6^{th} Edition):

Wilson, J. (2015). Investigating and Improving Designs for Supporting Professional Development Facilitatorsâ Learning. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07222015-152443/ ;

Chicago Manual of Style (16^{th} Edition):

Wilson, Jonee. “Investigating and Improving Designs for Supporting Professional Development Facilitatorsâ Learning.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-07222015-152443/ ;.

MLA Handbook (7^{th} Edition):

Wilson, Jonee. “Investigating and Improving Designs for Supporting Professional Development Facilitatorsâ Learning.” 2015. Web. 23 Feb 2019.

Vancouver:

Wilson J. Investigating and Improving Designs for Supporting Professional Development Facilitatorsâ Learning. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-07222015-152443/ ;.

Council of Science Editors:

Wilson J. Investigating and Improving Designs for Supporting Professional Development Facilitatorsâ Learning. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://etd.library.vanderbilt.edu/available/etd-07222015-152443/ ;

Vanderbilt University

6. Krishnan, Gokul. Designing a Mobile Makerspace for Childrenâs Hospital Patients: Enhancing Patientsâ Agency and Identity in Learning.

Degree: PhD, Learning, Teaching and Diversity, 2015, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-08182015-034719/ ;

► This study focuses on the learning of preteen children who must repeatedly spend periods of several days or weeks in a hospital setting because they…
(more)

Subjects/Keywords: Makerspace; Maker Movement; Maker Therapy; Patient Education; Mobile Makerspace

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APA (6^{th} Edition):

Krishnan, G. (2015). Designing a Mobile Makerspace for Childrenâs Hospital Patients: Enhancing Patientsâ Agency and Identity in Learning. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-08182015-034719/ ;

Chicago Manual of Style (16^{th} Edition):

Krishnan, Gokul. “Designing a Mobile Makerspace for Childrenâs Hospital Patients: Enhancing Patientsâ Agency and Identity in Learning.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-08182015-034719/ ;.

MLA Handbook (7^{th} Edition):

Krishnan, Gokul. “Designing a Mobile Makerspace for Childrenâs Hospital Patients: Enhancing Patientsâ Agency and Identity in Learning.” 2015. Web. 23 Feb 2019.

Vancouver:

Krishnan G. Designing a Mobile Makerspace for Childrenâs Hospital Patients: Enhancing Patientsâ Agency and Identity in Learning. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-08182015-034719/ ;.

Council of Science Editors:

Krishnan G. Designing a Mobile Makerspace for Childrenâs Hospital Patients: Enhancing Patientsâ Agency and Identity in Learning. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://etd.library.vanderbilt.edu/available/etd-08182015-034719/ ;

Vanderbilt University

7. Varol, Filiz. The effects of professional development on preschool teachersâ mathematics instruction.

Degree: PhD, Teaching and Learning, 2009, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-09092009-102018/ ;

► The primary purpose of this study is to critically investigate the association between preschool teachersâ mathematics instruction and their participation in a preschool mathematics intervention…
(more)

Subjects/Keywords: Professional Development; Mathematics Education; Early Childhood Education

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APA (6^{th} Edition):

Varol, F. (2009). The effects of professional development on preschool teachersâ mathematics instruction. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-09092009-102018/ ;

Chicago Manual of Style (16^{th} Edition):

Varol, Filiz. “The effects of professional development on preschool teachersâ mathematics instruction.” 2009. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-09092009-102018/ ;.

MLA Handbook (7^{th} Edition):

Varol, Filiz. “The effects of professional development on preschool teachersâ mathematics instruction.” 2009. Web. 23 Feb 2019.

Vancouver:

Varol F. The effects of professional development on preschool teachersâ mathematics instruction. [Internet] [Doctoral dissertation]. Vanderbilt University; 2009. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-09092009-102018/ ;.

Council of Science Editors:

Varol F. The effects of professional development on preschool teachersâ mathematics instruction. [Doctoral Dissertation]. Vanderbilt University; 2009. Available from: http://etd.library.vanderbilt.edu/available/etd-09092009-102018/ ;

Vanderbilt University

8. Shapiro, Ben Rydal. Interaction Geography & the Learning Sciences.

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

URL: http://etd.library.vanderbilt.edu/available/etd-03212018-140140/ ;

► The three papers in this dissertation contribute to research that seeks to characterize the complex and multi-dimensional relation between the physical environment and human learning.…
(more)

Subjects/Keywords: Learning Sciences; Computer-Supported Collaborative Learning; Information Visualization; Data Science; Geography; Museum Studies

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APA (6^{th} Edition):

Shapiro, B. R. (2018). Interaction Geography & the Learning Sciences. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03212018-140140/ ;

Chicago Manual of Style (16^{th} Edition):

Shapiro, Ben Rydal. “Interaction Geography & the Learning Sciences.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-03212018-140140/ ;.

MLA Handbook (7^{th} Edition):

Shapiro, Ben Rydal. “Interaction Geography & the Learning Sciences.” 2018. Web. 23 Feb 2019.

Vancouver:

Shapiro BR. Interaction Geography & the Learning Sciences. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-03212018-140140/ ;.

Council of Science Editors:

Shapiro BR. Interaction Geography & the Learning Sciences. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://etd.library.vanderbilt.edu/available/etd-03212018-140140/ ;

Vanderbilt University

9. Ero-Tolliver, Isi A. Model-Based Reasoning: A Commonality Between Scientific Investigation and Science Education.

Degree: PhD, Interdisciplinary, 2013, Vanderbilt University

URL: http://etd.library.vanderbilt.edu//available/etd-03142013-172105/ ;

► This interdisciplinary project involved both biomedical research and science education research. I explored the learning opportunities and commonalities between learners in two different environments: a…
(more)

Subjects/Keywords: Modeling; Peroxidasin; Dimer Formation; Sulfilimine Bond; Decomposition; Matrix Biology

Record Details Similar Records

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APA (6^{th} Edition):

Ero-Tolliver, I. A. (2013). Model-Based Reasoning: A Commonality Between Scientific Investigation and Science Education. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu//available/etd-03142013-172105/ ;

Chicago Manual of Style (16^{th} Edition):

Ero-Tolliver, Isi A. “Model-Based Reasoning: A Commonality Between Scientific Investigation and Science Education.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu//available/etd-03142013-172105/ ;.

MLA Handbook (7^{th} Edition):

Ero-Tolliver, Isi A. “Model-Based Reasoning: A Commonality Between Scientific Investigation and Science Education.” 2013. Web. 23 Feb 2019.

Vancouver:

Ero-Tolliver IA. Model-Based Reasoning: A Commonality Between Scientific Investigation and Science Education. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu//available/etd-03142013-172105/ ;.

Council of Science Editors:

Ero-Tolliver IA. Model-Based Reasoning: A Commonality Between Scientific Investigation and Science Education. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://etd.library.vanderbilt.edu//available/etd-03142013-172105/ ;

10. Bowen, Erik William. Accouting for agency in teaching mathematics: understanding teachersâ use of reform curriculum.

Degree: MS, Teaching and Learning, 2007, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-12052007-113824/ ;

► TEACHING AND LEARNING ACCOUTING FOR AGENCY IN TEACHING MATHEMATICS: UNDERSTANDING TEACHERSâ USE OF REFORM CURRICULUM ERIK WILLIAM BOWEN Thesis under the direction of Professor Kay…
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Subjects/Keywords: agency; instructional reality; reform curriculum; pedagogical support

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APA (6^{th} Edition):

Bowen, E. W. (2007). Accouting for agency in teaching mathematics: understanding teachersâ use of reform curriculum. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-12052007-113824/ ;

Chicago Manual of Style (16^{th} Edition):

Bowen, Erik William. “Accouting for agency in teaching mathematics: understanding teachersâ use of reform curriculum.” 2007. Masters Thesis, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-12052007-113824/ ;.

MLA Handbook (7^{th} Edition):

Bowen, Erik William. “Accouting for agency in teaching mathematics: understanding teachersâ use of reform curriculum.” 2007. Web. 23 Feb 2019.

Vancouver:

Bowen EW. Accouting for agency in teaching mathematics: understanding teachersâ use of reform curriculum. [Internet] [Masters thesis]. Vanderbilt University; 2007. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-12052007-113824/ ;.

Council of Science Editors:

Bowen EW. Accouting for agency in teaching mathematics: understanding teachersâ use of reform curriculum. [Masters Thesis]. Vanderbilt University; 2007. Available from: http://etd.library.vanderbilt.edu/available/etd-12052007-113824/ ;

Vanderbilt University

11. Cohen, Bruce B. Alternative instructional strategies for low-literate adults: An investigation of the effects of static and dynamic visuals on learning outcomes.

Degree: PhD, Teaching and Learning, 2007, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-07262007-082402/ ;

► The purpose of this study was to assess the effects of three instructional media on learning among adults in developing countries. Participants included 90 women…
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Subjects/Keywords: instructional technology; multimedia; cognitive load theory; instructional design; developing countries; illiterate; low-literate; adult education

Record Details Similar Records

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APA (6^{th} Edition):

Cohen, B. B. (2007). Alternative instructional strategies for low-literate adults: An investigation of the effects of static and dynamic visuals on learning outcomes. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07262007-082402/ ;

Chicago Manual of Style (16^{th} Edition):

Cohen, Bruce B. “Alternative instructional strategies for low-literate adults: An investigation of the effects of static and dynamic visuals on learning outcomes.” 2007. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-07262007-082402/ ;.

MLA Handbook (7^{th} Edition):

Cohen, Bruce B. “Alternative instructional strategies for low-literate adults: An investigation of the effects of static and dynamic visuals on learning outcomes.” 2007. Web. 23 Feb 2019.

Vancouver:

Cohen BB. Alternative instructional strategies for low-literate adults: An investigation of the effects of static and dynamic visuals on learning outcomes. [Internet] [Doctoral dissertation]. Vanderbilt University; 2007. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-07262007-082402/ ;.

Council of Science Editors:

Cohen BB. Alternative instructional strategies for low-literate adults: An investigation of the effects of static and dynamic visuals on learning outcomes. [Doctoral Dissertation]. Vanderbilt University; 2007. Available from: http://etd.library.vanderbilt.edu/available/etd-07262007-082402/ ;

12. Pfaff, Erin. The role of teacher rehearsal in classroom mathematics discourse.

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

URL: http://etd.library.vanderbilt.edu/available/etd-04122017-151329/ ;

► Classroom mathematics discussions are difficult for teachers to orchestrate. They require attending to and responding to studentsâ ideas about mathematics in ways that are responsive…
(more)

Subjects/Keywords: teacher education; mathematics education; middle school mathematics; rehearsal; inservice teacher education; classroom discourse

Record Details Similar Records

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

APA (6^{th} Edition):

Pfaff, E. (2017). The role of teacher rehearsal in classroom mathematics discourse. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-04122017-151329/ ;

Chicago Manual of Style (16^{th} Edition):

Pfaff, Erin. “The role of teacher rehearsal in classroom mathematics discourse.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-04122017-151329/ ;.

MLA Handbook (7^{th} Edition):

Pfaff, Erin. “The role of teacher rehearsal in classroom mathematics discourse.” 2017. Web. 23 Feb 2019.

Vancouver:

Pfaff E. The role of teacher rehearsal in classroom mathematics discourse. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-04122017-151329/ ;.

Council of Science Editors:

Pfaff E. The role of teacher rehearsal in classroom mathematics discourse. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://etd.library.vanderbilt.edu/available/etd-04122017-151329/ ;

13. Jones, Ryan Seth. A Construct Modeling Approach to Measuring Fidelity in Data Modeling Classes.

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

URL: http://etd.library.vanderbilt.edu/available/etd-12112014-192950/ ;

► In program evaluation research, measures of realized classroom instruction are often referred to as fidelity measures. Although there is a wide consensus that fidelity measures…
(more)

Subjects/Keywords: Math Education; Classroom Discourse; Fidelity; Measurement; Statistics Education

Record Details Similar Records

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APA (6^{th} Edition):

Jones, R. S. (2014). A Construct Modeling Approach to Measuring Fidelity in Data Modeling Classes. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-12112014-192950/ ;

Chicago Manual of Style (16^{th} Edition):

Jones, Ryan Seth. “A Construct Modeling Approach to Measuring Fidelity in Data Modeling Classes.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-12112014-192950/ ;.

MLA Handbook (7^{th} Edition):

Jones, Ryan Seth. “A Construct Modeling Approach to Measuring Fidelity in Data Modeling Classes.” 2014. Web. 23 Feb 2019.

Vancouver:

Jones RS. A Construct Modeling Approach to Measuring Fidelity in Data Modeling Classes. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-12112014-192950/ ;.

Council of Science Editors:

Jones RS. A Construct Modeling Approach to Measuring Fidelity in Data Modeling Classes. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-12112014-192950/ ;

14. Wright, Kenneth Allen. Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach.

Degree: PhD, Teaching and Learning, 2012, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-09122012-135504/ ;

► Actor Network Theory (ANT) is invoked in order to characterize the performance of objects in demonstrations around representational forms, examples of which include tables, equations,…
(more)

Subjects/Keywords: nature of science; cognition; actor network theory; educational sociology; science education; mathematics education; constructivist epistemology

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APA (6^{th} Edition):

Wright, K. A. (2012). Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-09122012-135504/ ;

Chicago Manual of Style (16^{th} Edition):

Wright, Kenneth Allen. “Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-09122012-135504/ ;.

MLA Handbook (7^{th} Edition):

Wright, Kenneth Allen. “Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach.” 2012. Web. 23 Feb 2019.

Vancouver:

Wright KA. Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-09122012-135504/ ;.

Council of Science Editors:

Wright KA. Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://etd.library.vanderbilt.edu/available/etd-09122012-135504/ ;

15. Ma, Jasmine Y. Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity.

Degree: PhD, Teaching and Learning, 2012, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-06212012-101032/ ;

► This dissertation presents the first iteration of a design study that investigates an instructional setting that I call Walking Scale Geometry (WSG). WSG tasks are…
(more)

Subjects/Keywords: ensemble learning; embodied cognition; walking scale geometry; disruptions; hybridity; geometry; ensemble mathematics

Record Details Similar Records

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APA (6^{th} Edition):

Ma, J. Y. (2012). Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-06212012-101032/ ;

Chicago Manual of Style (16^{th} Edition):

Ma, Jasmine Y. “Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-06212012-101032/ ;.

MLA Handbook (7^{th} Edition):

Ma, Jasmine Y. “Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity.” 2012. Web. 23 Feb 2019.

Vancouver:

Ma JY. Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-06212012-101032/ ;.

Council of Science Editors:

Ma JY. Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://etd.library.vanderbilt.edu/available/etd-06212012-101032/ ;

16. Kim, Min-Joung. Tracing the naturalization of a learning progression centered assessment system in a teacher community.

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

URL: http://etd.library.vanderbilt.edu/available/etd-03222013-043928/ ;

► The goal of this study is to investigate how a learning-progression-centered assessment system mediated the collaborative efforts between teachers and researchers in reorienting assessment toward…
(more)

Subjects/Keywords: learning progression based instruction; learning progression centered assessment; boundary objects; statistics education; mathematics teacher professional development; learning progression

…researchers at *Vanderbilt* *University*. For these
two communities, the construct maps2 were…

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APA (6^{th} Edition):

Kim, M. (2013). Tracing the naturalization of a learning progression centered assessment system in a teacher community. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03222013-043928/ ;

Chicago Manual of Style (16^{th} Edition):

Kim, Min-Joung. “Tracing the naturalization of a learning progression centered assessment system in a teacher community.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-03222013-043928/ ;.

MLA Handbook (7^{th} Edition):

Kim, Min-Joung. “Tracing the naturalization of a learning progression centered assessment system in a teacher community.” 2013. Web. 23 Feb 2019.

Vancouver:

Kim M. Tracing the naturalization of a learning progression centered assessment system in a teacher community. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-03222013-043928/ ;.

Council of Science Editors:

Kim M. Tracing the naturalization of a learning progression centered assessment system in a teacher community. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://etd.library.vanderbilt.edu/available/etd-03222013-043928/ ;

17. Flushman, Tanya. Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals.

Degree: PhD, Teaching and Learning, 2012, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-07192012-153511/ ;

► This study provides qualitative findings about informational text writing in a prekindergarten classroom. First, I examined childrenâs understandings of informational text features. Second, I analyzed…
(more)

Subjects/Keywords: content literacy; emergent writing; early childhood; emergent literacy; literacy

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APA (6^{th} Edition):

Flushman, T. (2012). Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07192012-153511/ ;

Chicago Manual of Style (16^{th} Edition):

Flushman, Tanya. “Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-07192012-153511/ ;.

MLA Handbook (7^{th} Edition):

Flushman, Tanya. “Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals.” 2012. Web. 23 Feb 2019.

Vancouver:

Flushman T. Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-07192012-153511/ ;.

Council of Science Editors:

Flushman T. Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://etd.library.vanderbilt.edu/available/etd-07192012-153511/ ;

18. Weinberg, Paul Jason. Assessing causal mechanistic reasoning: promoting system thinking.

Degree: PhD, Teaching and Learning, 2012, Vanderbilt University

URL: http://etd.library.vanderbilt.edu//available/etd-07112012-004845/ ;

► Abstract This dissertation study focuses on childrenâs development of causal mechanistic reasoning (Machamer, Darden, & Craver, 2000; Russ, Scherr, Hammer, & Mikeska, 2009; Shultz, 1982)…
(more)

Subjects/Keywords: The Learning Sciences; Science Education; Engineering Education; STEM Education; Assessment Design

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APA (6^{th} Edition):

Weinberg, P. J. (2012). Assessing causal mechanistic reasoning: promoting system thinking. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu//available/etd-07112012-004845/ ;

Chicago Manual of Style (16^{th} Edition):

Weinberg, Paul Jason. “Assessing causal mechanistic reasoning: promoting system thinking.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu//available/etd-07112012-004845/ ;.

MLA Handbook (7^{th} Edition):

Weinberg, Paul Jason. “Assessing causal mechanistic reasoning: promoting system thinking.” 2012. Web. 23 Feb 2019.

Vancouver:

Weinberg PJ. Assessing causal mechanistic reasoning: promoting system thinking. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu//available/etd-07112012-004845/ ;.

Council of Science Editors:

Weinberg PJ. Assessing causal mechanistic reasoning: promoting system thinking. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://etd.library.vanderbilt.edu//available/etd-07112012-004845/ ;

19. Morabito, Nancy Pierce. Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachersâ Conceptions of the Nature of Science.

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

URL: http://etd.library.vanderbilt.edu/available/etd-03202013-073246/ ;

► This project focuses on whether participation in authentic research experiences has an impact on teachersâ understanding of the Nature of Science (NOS) and, consequently, their…
(more)

Subjects/Keywords: science education; professional development; research experiences; nature of science

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APA (6^{th} Edition):

Morabito, N. P. (2013). Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachersâ Conceptions of the Nature of Science. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03202013-073246/ ;

Chicago Manual of Style (16^{th} Edition):

Morabito, Nancy Pierce. “Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachersâ Conceptions of the Nature of Science.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-03202013-073246/ ;.

MLA Handbook (7^{th} Edition):

Morabito, Nancy Pierce. “Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachersâ Conceptions of the Nature of Science.” 2013. Web. 23 Feb 2019.

Vancouver:

Morabito NP. Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachersâ Conceptions of the Nature of Science. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-03202013-073246/ ;.

Council of Science Editors:

Morabito NP. Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachersâ Conceptions of the Nature of Science. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://etd.library.vanderbilt.edu/available/etd-03202013-073246/ ;

20. Gibbons, Lynsey Kay. Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice.

Degree: PhD, Teaching, Learning, and Diversity, 2012, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-07182012-125823/ ;

► This three-paper dissertation investigates how mathematics coaches support teachers to develop ambitious instructional practices that will provide richer opportunities for studentsâ learning. The goal of…
(more)

Subjects/Keywords: professional development; mathematics coaching

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APA (6^{th} Edition):

Gibbons, L. K. (2012). Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07182012-125823/ ;

Chicago Manual of Style (16^{th} Edition):

Gibbons, Lynsey Kay. “Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-07182012-125823/ ;.

MLA Handbook (7^{th} Edition):

Gibbons, Lynsey Kay. “Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice.” 2012. Web. 23 Feb 2019.

Vancouver:

Gibbons LK. Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-07182012-125823/ ;.

Council of Science Editors:

Gibbons LK. Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://etd.library.vanderbilt.edu/available/etd-07182012-125823/ ;

21. Kobiela, Marta Anna. Mathematical defining as a practice: Investigations of characterization, investigation, and development.

Degree: PhD, Teaching and Learning, 2012, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-11302012-143043/ ;

► In recent years, the field of mathematics education has advocated for an expanded view of what it means to know mathematics and participate in mathematics…
(more)

Subjects/Keywords: mathematical defining; mathematical definition; mathematical practices

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APA (6^{th} Edition):

Kobiela, M. A. (2012). Mathematical defining as a practice: Investigations of characterization, investigation, and development. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-11302012-143043/ ;

Chicago Manual of Style (16^{th} Edition):

Kobiela, Marta Anna. “Mathematical defining as a practice: Investigations of characterization, investigation, and development.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-11302012-143043/ ;.

MLA Handbook (7^{th} Edition):

Kobiela, Marta Anna. “Mathematical defining as a practice: Investigations of characterization, investigation, and development.” 2012. Web. 23 Feb 2019.

Vancouver:

Kobiela MA. Mathematical defining as a practice: Investigations of characterization, investigation, and development. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-11302012-143043/ ;.

Council of Science Editors:

Kobiela MA. Mathematical defining as a practice: Investigations of characterization, investigation, and development. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://etd.library.vanderbilt.edu/available/etd-11302012-143043/ ;

22. Manz, Eve Isabella. Integrating the Epistemic, Conceptual, and Social Aspects of Scientific Modeling.

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

URL: http://etd.library.vanderbilt.edu/available/etd-07152013-124011/ ;

► Science education is increasingly organized around engaging students in scientific practices, positioning them as makers of knowledge. However, there is significant uncertainty both about how…
(more)

Subjects/Keywords: ecology; elementary education; science-as-practice; modeling; science education

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APA (6^{th} Edition):

Manz, E. I. (2013). Integrating the Epistemic, Conceptual, and Social Aspects of Scientific Modeling. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07152013-124011/ ;

Chicago Manual of Style (16^{th} Edition):

Manz, Eve Isabella. “Integrating the Epistemic, Conceptual, and Social Aspects of Scientific Modeling.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-07152013-124011/ ;.

MLA Handbook (7^{th} Edition):

Manz, Eve Isabella. “Integrating the Epistemic, Conceptual, and Social Aspects of Scientific Modeling.” 2013. Web. 23 Feb 2019.

Vancouver:

Manz EI. Integrating the Epistemic, Conceptual, and Social Aspects of Scientific Modeling. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-07152013-124011/ ;.

Council of Science Editors:

Manz EI. Integrating the Epistemic, Conceptual, and Social Aspects of Scientific Modeling. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://etd.library.vanderbilt.edu/available/etd-07152013-124011/ ;

23. Bentley, Lydia Claire. Black College Studentsâ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways.

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

URL: http://etd.library.vanderbilt.edu/available/etd-09142017-153614/ ;

► My research questions pertain to (1) how Black undergraduate studentsâwho were interested in STEM at college entranceâperceive influences on their choice of a STEM or…
(more)

Subjects/Keywords: Black college students; Underrepresented minority students; STEM persistence; higher education; STEM education

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APA (6^{th} Edition):

Bentley, L. C. (2017). Black College Studentsâ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-09142017-153614/ ;

Chicago Manual of Style (16^{th} Edition):

Bentley, Lydia Claire. “Black College Studentsâ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-09142017-153614/ ;.

MLA Handbook (7^{th} Edition):

Bentley, Lydia Claire. “Black College Studentsâ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways.” 2017. Web. 23 Feb 2019.

Vancouver:

Bentley LC. Black College Studentsâ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-09142017-153614/ ;.

Council of Science Editors:

Bentley LC. Black College Studentsâ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://etd.library.vanderbilt.edu/available/etd-09142017-153614/ ;

Vanderbilt University

24. Saslow, Laura. An Analysis of Statistical Reasoning.

Degree: MS, Teaching and Learning, 2005, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-07252005-185705/ ;

► This study analyzes the development of statistical reasoning during several mathematics classes of an intact fourth-grade classroom. The teacher and her students were members of…
(more)

Subjects/Keywords: mathematics; education

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APA (6^{th} Edition):

Saslow, L. (2005). An Analysis of Statistical Reasoning. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07252005-185705/ ;

Chicago Manual of Style (16^{th} Edition):

Saslow, Laura. “An Analysis of Statistical Reasoning.” 2005. Masters Thesis, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-07252005-185705/ ;.

MLA Handbook (7^{th} Edition):

Saslow, Laura. “An Analysis of Statistical Reasoning.” 2005. Web. 23 Feb 2019.

Vancouver:

Saslow L. An Analysis of Statistical Reasoning. [Internet] [Masters thesis]. Vanderbilt University; 2005. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-07252005-185705/ ;.

Council of Science Editors:

Saslow L. An Analysis of Statistical Reasoning. [Masters Thesis]. Vanderbilt University; 2005. Available from: http://etd.library.vanderbilt.edu/available/etd-07252005-185705/ ;

Vanderbilt University

25. McClarey, Bryan Schulze. Role-based learning: Considering identity and practice in instructional design.

Degree: PhD, Teaching and Learning, 2004, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-12132004-122017/ ;

► Research in the learning sciences has moved toward a focus on the conditions in which knowledge is learned and applied (e.g. Bransford, Brown, & Cocking,…
(more)

Subjects/Keywords: educational technology; education; nursing education

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APA (6^{th} Edition):

McClarey, B. S. (2004). Role-based learning: Considering identity and practice in instructional design. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-12132004-122017/ ;

Chicago Manual of Style (16^{th} Edition):

McClarey, Bryan Schulze. “Role-based learning: Considering identity and practice in instructional design.” 2004. Doctoral Dissertation, Vanderbilt University. Accessed February 23, 2019. http://etd.library.vanderbilt.edu/available/etd-12132004-122017/ ;.

MLA Handbook (7^{th} Edition):

McClarey, Bryan Schulze. “Role-based learning: Considering identity and practice in instructional design.” 2004. Web. 23 Feb 2019.

Vancouver:

McClarey BS. Role-based learning: Considering identity and practice in instructional design. [Internet] [Doctoral dissertation]. Vanderbilt University; 2004. [cited 2019 Feb 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-12132004-122017/ ;.

Council of Science Editors:

McClarey BS. Role-based learning: Considering identity and practice in instructional design. [Doctoral Dissertation]. Vanderbilt University; 2004. Available from: http://etd.library.vanderbilt.edu/available/etd-12132004-122017/ ;