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You searched for +publisher:"Vanderbilt University" +contributor:("Leona Schauble"). Showing records 1 – 29 of 29 total matches.

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Vanderbilt University

1. Dickes, Amanda Catherine. Computational Modeling in the Elementary Science Classroom.

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

 In recent years, leading educational scholars have argued for computational thinking to be an essential focus of K12 curriculum. Although now incorporated as an essential… (more)

Subjects/Keywords: Computational Literacy; Modeling; Elementary Science; Researcher-Teacher Partnerships

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APA (6th Edition):

Dickes, A. C. (2017). Computational Modeling in the Elementary Science Classroom. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10406

Chicago Manual of Style (16th Edition):

Dickes, Amanda Catherine. “Computational Modeling in the Elementary Science Classroom.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/10406.

MLA Handbook (7th Edition):

Dickes, Amanda Catherine. “Computational Modeling in the Elementary Science Classroom.” 2017. Web. 01 Mar 2021.

Vancouver:

Dickes AC. Computational Modeling in the Elementary Science Classroom. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/10406.

Council of Science Editors:

Dickes AC. Computational Modeling in the Elementary Science Classroom. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/10406


Vanderbilt University

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

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

 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 (6th Edition):

Kobiela, M. A. (2012). Mathematical defining as a practice: Investigations of characterization, investigation, and development. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14927

Chicago Manual of Style (16th Edition):

Kobiela, Marta Anna. “Mathematical defining as a practice: Investigations of characterization, investigation, and development.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/14927.

MLA Handbook (7th Edition):

Kobiela, Marta Anna. “Mathematical defining as a practice: Investigations of characterization, investigation, and development.” 2012. Web. 01 Mar 2021.

Vancouver:

Kobiela MA. Mathematical defining as a practice: Investigations of characterization, investigation, and development. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/14927.

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://hdl.handle.net/1803/14927


Vanderbilt University

3. Russo, Colleen Elizabeth. Young Children’s Representational Understanding: The Effect of Experience with Live Video.

Degree: PhD, Psychology, 2017, Vanderbilt University

 The current research examines the effect of experience with smartphone photography and live video on children’s ability to use representational media as a source of… (more)

Subjects/Keywords: Skype; digital photos; live video; symbolic development; toddlers; children; FaceTime; technology; representations

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APA (6th Edition):

Russo, C. E. (2017). Young Children’s Representational Understanding: The Effect of Experience with Live Video. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11451

Chicago Manual of Style (16th Edition):

Russo, Colleen Elizabeth. “Young Children’s Representational Understanding: The Effect of Experience with Live Video.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/11451.

MLA Handbook (7th Edition):

Russo, Colleen Elizabeth. “Young Children’s Representational Understanding: The Effect of Experience with Live Video.” 2017. Web. 01 Mar 2021.

Vancouver:

Russo CE. Young Children’s Representational Understanding: The Effect of Experience with Live Video. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/11451.

Council of Science Editors:

Russo CE. Young Children’s Representational Understanding: The Effect of Experience with Live Video. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/11451


Vanderbilt University

4. 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

 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

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APA (6th 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://hdl.handle.net/1803/12652

Chicago Manual of Style (16th Edition):

Ma, Jasmine Y. “Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/12652.

MLA Handbook (7th Edition):

Ma, Jasmine Y. “Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity.” 2012. Web. 01 Mar 2021.

Vancouver:

Ma JY. Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/12652.

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://hdl.handle.net/1803/12652


Vanderbilt University

5. Krishnan, Gokul. Designing a Mobile Makerspace for Children’s Hospital Patients: Enhancing Patients’ Agency and Identity in Learning.

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

 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 (6th Edition):

Krishnan, G. (2015). Designing a Mobile Makerspace for Children’s Hospital Patients: Enhancing Patients’ Agency and Identity in Learning. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13938

Chicago Manual of Style (16th Edition):

Krishnan, Gokul. “Designing a Mobile Makerspace for Children’s Hospital Patients: Enhancing Patients’ Agency and Identity in Learning.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/13938.

MLA Handbook (7th Edition):

Krishnan, Gokul. “Designing a Mobile Makerspace for Children’s Hospital Patients: Enhancing Patients’ Agency and Identity in Learning.” 2015. Web. 01 Mar 2021.

Vancouver:

Krishnan G. Designing a Mobile Makerspace for Children’s Hospital Patients: Enhancing Patients’ Agency and Identity in Learning. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/13938.

Council of Science Editors:

Krishnan G. Designing a Mobile Makerspace for Children’s Hospital Patients: Enhancing Patients’ Agency and Identity in Learning. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/13938


Vanderbilt University

6. Wilson, Jonee. Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning.

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

 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… (more)

Subjects/Keywords: Teacher Education; Professional Development for PD leaders; Mathematics Education; Professional Development

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APA (6th Edition):

Wilson, J. (2015). Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13455

Chicago Manual of Style (16th Edition):

Wilson, Jonee. “Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/13455.

MLA Handbook (7th Edition):

Wilson, Jonee. “Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning.” 2015. Web. 01 Mar 2021.

Vancouver:

Wilson J. Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/13455.

Council of Science Editors:

Wilson J. Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/13455


Vanderbilt University

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

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

 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

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APA (6th Edition):

Jones, R. S. (2014). A Construct Modeling Approach to Measuring Fidelity in Data Modeling Classes. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15257

Chicago Manual of Style (16th Edition):

Jones, Ryan Seth. “A Construct Modeling Approach to Measuring Fidelity in Data Modeling Classes.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/15257.

MLA Handbook (7th Edition):

Jones, Ryan Seth. “A Construct Modeling Approach to Measuring Fidelity in Data Modeling Classes.” 2014. Web. 01 Mar 2021.

Vancouver:

Jones RS. A Construct Modeling Approach to Measuring Fidelity in Data Modeling Classes. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/15257.

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://hdl.handle.net/1803/15257


Vanderbilt University

8. 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

 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

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APA (6th 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://hdl.handle.net/1803/11041

Chicago Manual of Style (16th Edition):

Kim, Min-Joung. “Tracing the naturalization of a learning progression centered assessment system in a teacher community.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/11041.

MLA Handbook (7th Edition):

Kim, Min-Joung. “Tracing the naturalization of a learning progression centered assessment system in a teacher community.” 2013. Web. 01 Mar 2021.

Vancouver:

Kim M. Tracing the naturalization of a learning progression centered assessment system in a teacher community. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/11041.

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://hdl.handle.net/1803/11041


Vanderbilt University

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

Degree: PhD, Psychology, 2014, Vanderbilt University

 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 (6th Edition):

McEldoon, K. L. (2014). Supporting Novice Learning Through Focused Processing of Worked Examples and Explanations. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11715

Chicago Manual of Style (16th Edition):

McEldoon, Katherine Lindsay. “Supporting Novice Learning Through Focused Processing of Worked Examples and Explanations.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/11715.

MLA Handbook (7th Edition):

McEldoon, Katherine Lindsay. “Supporting Novice Learning Through Focused Processing of Worked Examples and Explanations.” 2014. Web. 01 Mar 2021.

Vancouver:

McEldoon KL. Supporting Novice Learning Through Focused Processing of Worked Examples and Explanations. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/11715.

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://hdl.handle.net/1803/11715


Vanderbilt University

10. Bentley, Lydia Claire. Black College Students’ 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

 My research questions pertain to (1) how Black undergraduate students—who were interested in STEM at college entrance—perceive 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 (6th Edition):

Bentley, L. C. (2017). Black College Students’ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14145

Chicago Manual of Style (16th Edition):

Bentley, Lydia Claire. “Black College Students’ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/14145.

MLA Handbook (7th Edition):

Bentley, Lydia Claire. “Black College Students’ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways.” 2017. Web. 01 Mar 2021.

Vancouver:

Bentley LC. Black College Students’ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/14145.

Council of Science Editors:

Bentley LC. Black College Students’ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/14145


Vanderbilt University

11. Rivera, Bretta Louise. Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction.

Degree: PhD, Learning, Teaching and Diversity, 2019, Vanderbilt University

 Early narrative proficiency is of central importance to literacy and academic achievement. Book reading and play are widely considered to be rich narrative learning experiences,… (more)

Subjects/Keywords: play; preschool; intervention; narrative; Vocabulary; oral language; drama

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APA (6th Edition):

Rivera, B. L. (2019). Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14272

Chicago Manual of Style (16th Edition):

Rivera, Bretta Louise. “Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/14272.

MLA Handbook (7th Edition):

Rivera, Bretta Louise. “Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction.” 2019. Web. 01 Mar 2021.

Vancouver:

Rivera BL. Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/14272.

Council of Science Editors:

Rivera BL. Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/14272


Vanderbilt University

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

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

 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… (more)

Subjects/Keywords: assessment; area measurement; mathematics education

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APA (6th Edition):

Zhou, W. (2012). Dimensions and Levels of Students' Understanding of Area Measurement. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11709

Chicago Manual of Style (16th Edition):

Zhou, Wenyan. “Dimensions and Levels of Students' Understanding of Area Measurement.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/11709.

MLA Handbook (7th Edition):

Zhou, Wenyan. “Dimensions and Levels of Students' Understanding of Area Measurement.” 2012. Web. 01 Mar 2021.

Vancouver:

Zhou W. Dimensions and Levels of Students' Understanding of Area Measurement. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/11709.

Council of Science Editors:

Zhou W. Dimensions and Levels of Students' Understanding of Area Measurement. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/11709


Vanderbilt University

13. 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 March 01, 2021. http://hdl.handle.net/1803/13759.

MLA Handbook (7th Edition):

Rouse, Robert James. “Investigating how K-12 students engage in engineering practices.” 2014. Web. 01 Mar 2021.

Vancouver:

Rouse RJ. Investigating how K-12 students engage in engineering practices. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Mar 01]. 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

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

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

 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 (6th Edition):

Manz, E. I. (2013). Integrating the Epistemic, Conceptual, and Social Aspects of Scientific Modeling. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13026

Chicago Manual of Style (16th Edition):

Manz, Eve Isabella. “Integrating the Epistemic, Conceptual, and Social Aspects of Scientific Modeling.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/13026.

MLA Handbook (7th Edition):

Manz, Eve Isabella. “Integrating the Epistemic, Conceptual, and Social Aspects of Scientific Modeling.” 2013. Web. 01 Mar 2021.

Vancouver:

Manz EI. Integrating the Epistemic, Conceptual, and Social Aspects of Scientific Modeling. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/13026.

Council of Science Editors:

Manz EI. Integrating the Epistemic, Conceptual, and Social Aspects of Scientific Modeling. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/13026


Vanderbilt University

15. 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

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

Subjects/Keywords: professional development; mathematics coaching

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APA (6th 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://hdl.handle.net/1803/13179

Chicago Manual of Style (16th 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 March 01, 2021. http://hdl.handle.net/1803/13179.

MLA Handbook (7th 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. 01 Mar 2021.

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 2021 Mar 01]. Available from: http://hdl.handle.net/1803/13179.

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://hdl.handle.net/1803/13179


Vanderbilt University

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

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

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

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

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APA (6th Edition):

Pfaff, E. (2017). The role of teacher rehearsal in classroom mathematics discourse. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12132

Chicago Manual of Style (16th Edition):

Pfaff, Erin. “The role of teacher rehearsal in classroom mathematics discourse.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/12132.

MLA Handbook (7th Edition):

Pfaff, Erin. “The role of teacher rehearsal in classroom mathematics discourse.” 2017. Web. 01 Mar 2021.

Vancouver:

Pfaff E. The role of teacher rehearsal in classroom mathematics discourse. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/12132.

Council of Science Editors:

Pfaff E. The role of teacher rehearsal in classroom mathematics discourse. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/12132


Vanderbilt University

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

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

 This project focuses on whether participation in authentic research experiences has an impact on teachers’ 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 (6th Edition):

Morabito, N. P. (2013). Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachers’ Conceptions of the Nature of Science. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10928

Chicago Manual of Style (16th Edition):

Morabito, Nancy Pierce. “Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachers’ Conceptions of the Nature of Science.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/10928.

MLA Handbook (7th Edition):

Morabito, Nancy Pierce. “Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachers’ Conceptions of the Nature of Science.” 2013. Web. 01 Mar 2021.

Vancouver:

Morabito NP. Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachers’ Conceptions of the Nature of Science. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/10928.

Council of Science Editors:

Morabito NP. Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachers’ Conceptions of the Nature of Science. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/10928


Vanderbilt University

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

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

 This study provides qualitative findings about informational text writing in a prekindergarten classroom. First, I examined children’s 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 (6th 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://hdl.handle.net/1803/13244

Chicago Manual of Style (16th Edition):

Flushman, Tanya. “Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/13244.

MLA Handbook (7th Edition):

Flushman, Tanya. “Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals.” 2012. Web. 01 Mar 2021.

Vancouver:

Flushman T. Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/13244.

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://hdl.handle.net/1803/13244


Vanderbilt University

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

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

 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 (6th Edition):

Wright, K. A. (2012). Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14124

Chicago Manual of Style (16th Edition):

Wright, Kenneth Allen. “Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/14124.

MLA Handbook (7th Edition):

Wright, Kenneth Allen. “Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach.” 2012. Web. 01 Mar 2021.

Vancouver:

Wright KA. Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/14124.

Council of Science Editors:

Wright KA. Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/14124


Vanderbilt University

20. Forsythe, Michelle Elizabeth. Investigations of the Wild: The Development of Students' Scientific Practice and Knowledge During Ecological Fieldwork.

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

 For the past decade science education has increasingly advocated for student participation in the practice of science. However, current representations of scientific practice often under-represent… (more)

Subjects/Keywords: scientific practice; science education; ecology; content knowledge

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APA (6th Edition):

Forsythe, M. E. (2016). Investigations of the Wild: The Development of Students' Scientific Practice and Knowledge During Ecological Fieldwork. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13590

Chicago Manual of Style (16th Edition):

Forsythe, Michelle Elizabeth. “Investigations of the Wild: The Development of Students' Scientific Practice and Knowledge During Ecological Fieldwork.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/13590.

MLA Handbook (7th Edition):

Forsythe, Michelle Elizabeth. “Investigations of the Wild: The Development of Students' Scientific Practice and Knowledge During Ecological Fieldwork.” 2016. Web. 01 Mar 2021.

Vancouver:

Forsythe ME. Investigations of the Wild: The Development of Students' Scientific Practice and Knowledge During Ecological Fieldwork. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/13590.

Council of Science Editors:

Forsythe ME. Investigations of the Wild: The Development of Students' Scientific Practice and Knowledge During Ecological Fieldwork. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/13590


Vanderbilt University

21. 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

 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 (6th 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://hdl.handle.net/1803/11453

Chicago Manual of Style (16th 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 March 01, 2021. http://hdl.handle.net/1803/11453.

MLA Handbook (7th 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. 01 Mar 2021.

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 2021 Mar 01]. Available from: http://hdl.handle.net/1803/11453.

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://hdl.handle.net/1803/11453


Vanderbilt University

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

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

 Abstract This dissertation study focuses on children’s 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 (6th Edition):

Weinberg, P. J. (2012). Assessing causal mechanistic reasoning: promoting system thinking. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12915

Chicago Manual of Style (16th Edition):

Weinberg, Paul Jason. “Assessing causal mechanistic reasoning: promoting system thinking.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/12915.

MLA Handbook (7th Edition):

Weinberg, Paul Jason. “Assessing causal mechanistic reasoning: promoting system thinking.” 2012. Web. 01 Mar 2021.

Vancouver:

Weinberg PJ. Assessing causal mechanistic reasoning: promoting system thinking. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/12915.

Council of Science Editors:

Weinberg PJ. Assessing causal mechanistic reasoning: promoting system thinking. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/12915


Vanderbilt University

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

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

 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 (6th Edition):

Shapiro, B. R. (2018). Interaction Geography & the Learning Sciences. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11011

Chicago Manual of Style (16th Edition):

Shapiro, Ben Rydal. “Interaction Geography & the Learning Sciences.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/11011.

MLA Handbook (7th Edition):

Shapiro, Ben Rydal. “Interaction Geography & the Learning Sciences.” 2018. Web. 01 Mar 2021.

Vancouver:

Shapiro BR. Interaction Geography & the Learning Sciences. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/11011.

Council of Science Editors:

Shapiro BR. Interaction Geography & the Learning Sciences. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/11011


Vanderbilt University

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

Degree: PhD, Interdisciplinary, 2013, Vanderbilt University

 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

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APA (6th Edition):

Ero-Tolliver, I. A. (2013). Model-Based Reasoning: A Commonality Between Scientific Investigation and Science Education. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10768

Chicago Manual of Style (16th Edition):

Ero-Tolliver, Isi A. “Model-Based Reasoning: A Commonality Between Scientific Investigation and Science Education.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/10768.

MLA Handbook (7th Edition):

Ero-Tolliver, Isi A. “Model-Based Reasoning: A Commonality Between Scientific Investigation and Science Education.” 2013. Web. 01 Mar 2021.

Vancouver:

Ero-Tolliver IA. Model-Based Reasoning: A Commonality Between Scientific Investigation and Science Education. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/10768.

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://hdl.handle.net/1803/10768


Vanderbilt University

25. 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

 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… (more)

Subjects/Keywords: instructional technology; multimedia; cognitive load theory; instructional design; developing countries; illiterate; low-literate; adult education

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APA (6th 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://hdl.handle.net/1803/13599

Chicago Manual of Style (16th 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 March 01, 2021. http://hdl.handle.net/1803/13599.

MLA Handbook (7th 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. 01 Mar 2021.

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 2021 Mar 01]. Available from: http://hdl.handle.net/1803/13599.

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://hdl.handle.net/1803/13599


Vanderbilt University

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

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

 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 (6th Edition):

Saslow, L. (2005). An Analysis of Statistical Reasoning. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13557

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):

Saslow, Laura. “An Analysis of Statistical Reasoning.” 2005. Thesis, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/13557.

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

MLA Handbook (7th Edition):

Saslow, Laura. “An Analysis of Statistical Reasoning.” 2005. Web. 01 Mar 2021.

Vancouver:

Saslow L. An Analysis of Statistical Reasoning. [Internet] [Thesis]. Vanderbilt University; 2005. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/13557.

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

Council of Science Editors:

Saslow L. An Analysis of Statistical Reasoning. [Thesis]. Vanderbilt University; 2005. Available from: http://hdl.handle.net/1803/13557

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


Vanderbilt University

27. Bowen, Erik William. Accouting for agency in teaching mathematics: understanding teachers’ use of reform curriculum.

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

 TEACHING AND LEARNING ACCOUTING FOR AGENCY IN TEACHING MATHEMATICS: UNDERSTANDING TEACHERS’ USE OF REFORM CURRICULUM ERIK WILLIAM BOWEN Thesis under the direction of Professor Kay… (more)

Subjects/Keywords: agency; instructional reality; reform curriculum; pedagogical support

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APA (6th Edition):

Bowen, E. W. (2007). Accouting for agency in teaching mathematics: understanding teachers’ use of reform curriculum. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15131

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):

Bowen, Erik William. “Accouting for agency in teaching mathematics: understanding teachers’ use of reform curriculum.” 2007. Thesis, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/15131.

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

MLA Handbook (7th Edition):

Bowen, Erik William. “Accouting for agency in teaching mathematics: understanding teachers’ use of reform curriculum.” 2007. Web. 01 Mar 2021.

Vancouver:

Bowen EW. Accouting for agency in teaching mathematics: understanding teachers’ use of reform curriculum. [Internet] [Thesis]. Vanderbilt University; 2007. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/15131.

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

Council of Science Editors:

Bowen EW. Accouting for agency in teaching mathematics: understanding teachers’ use of reform curriculum. [Thesis]. Vanderbilt University; 2007. Available from: http://hdl.handle.net/1803/15131

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


Vanderbilt University

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

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

 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 (6th Edition):

McClarey, B. S. (2004). Role-based learning: Considering identity and practice in instructional design. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15267

Chicago Manual of Style (16th Edition):

McClarey, Bryan Schulze. “Role-based learning: Considering identity and practice in instructional design.” 2004. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/15267.

MLA Handbook (7th Edition):

McClarey, Bryan Schulze. “Role-based learning: Considering identity and practice in instructional design.” 2004. Web. 01 Mar 2021.

Vancouver:

McClarey BS. Role-based learning: Considering identity and practice in instructional design. [Internet] [Doctoral dissertation]. Vanderbilt University; 2004. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/15267.

Council of Science Editors:

McClarey BS. Role-based learning: Considering identity and practice in instructional design. [Doctoral Dissertation]. Vanderbilt University; 2004. Available from: http://hdl.handle.net/1803/15267


Vanderbilt University

29. Varol, Filiz. The effects of professional development on preschool teachers’ mathematics instruction.

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

 The primary purpose of this study is to critically investigate the association between preschool teachers’ 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 (6th Edition):

Varol, F. (2009). The effects of professional development on preschool teachers’ mathematics instruction. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14106

Chicago Manual of Style (16th Edition):

Varol, Filiz. “The effects of professional development on preschool teachers’ mathematics instruction.” 2009. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021. http://hdl.handle.net/1803/14106.

MLA Handbook (7th Edition):

Varol, Filiz. “The effects of professional development on preschool teachers’ mathematics instruction.” 2009. Web. 01 Mar 2021.

Vancouver:

Varol F. The effects of professional development on preschool teachers’ mathematics instruction. [Internet] [Doctoral dissertation]. Vanderbilt University; 2009. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1803/14106.

Council of Science Editors:

Varol F. The effects of professional development on preschool teachers’ mathematics instruction. [Doctoral Dissertation]. Vanderbilt University; 2009. Available from: http://hdl.handle.net/1803/14106

.