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You searched for +publisher:"Vanderbilt University" +contributor:("Marcy Singer-Gabella"). Showing records 1 – 7 of 7 total matches.

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Vanderbilt University

1. Preston, Courtney Elizabeth. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.

Degree: PhD, Leadership and Policy Studies, 2014, Vanderbilt University

 Research provides strong evidence that teachers make a significant contribution to student achievement and that among in-school factors, teachers matters most. States have begun evaluating… (more)

Subjects/Keywords: teacher preparation; teacher education; teacher quality

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APA (6th Edition):

Preston, C. E. (2014). Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;

Chicago Manual of Style (16th Edition):

Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed February 19, 2019. http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;.

MLA Handbook (7th Edition):

Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Web. 19 Feb 2019.

Vancouver:

Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2019 Feb 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;.

Council of Science Editors:

Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;


Vanderbilt University

2. Visnovska, Jana. Supporting mathematics teachersâ learning: Building on current instructional practices to achieve a professional development agenda.

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

  This dissertation contributes to our understanding of how to design professional development programs that support teachersâ development of effective instructional practices in which studentsâ… (more)

Subjects/Keywords: design research; teacher learning; mathematics education; statistics education

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APA (6th Edition):

Visnovska, J. (2009). Supporting mathematics teachersâ learning: Building on current instructional practices to achieve a professional development agenda. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-05292009-171404/ ;

Chicago Manual of Style (16th Edition):

Visnovska, Jana. “Supporting mathematics teachersâ learning: Building on current instructional practices to achieve a professional development agenda.” 2009. Doctoral Dissertation, Vanderbilt University. Accessed February 19, 2019. http://etd.library.vanderbilt.edu/available/etd-05292009-171404/ ;.

MLA Handbook (7th Edition):

Visnovska, Jana. “Supporting mathematics teachersâ learning: Building on current instructional practices to achieve a professional development agenda.” 2009. Web. 19 Feb 2019.

Vancouver:

Visnovska J. Supporting mathematics teachersâ learning: Building on current instructional practices to achieve a professional development agenda. [Internet] [Doctoral dissertation]. Vanderbilt University; 2009. [cited 2019 Feb 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-05292009-171404/ ;.

Council of Science Editors:

Visnovska J. Supporting mathematics teachersâ learning: Building on current instructional practices to achieve a professional development agenda. [Doctoral Dissertation]. Vanderbilt University; 2009. Available from: http://etd.library.vanderbilt.edu/available/etd-05292009-171404/ ;


Vanderbilt University

3. Laughter, Judson Crandall. Change Agents: Empowering White Female Preservice Teachers Through Dialogue and Counter-Narrative.

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

 This dissertation represents an attempt to uncover, understand, and unmake the structure of racism and its place in Master Narratives of education. This dissertation presents… (more)

Subjects/Keywords: Critical Race Theory; Dialogic Pedagogy; Multicultural Teacher Education

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APA (6th Edition):

Laughter, J. C. (2009). Change Agents: Empowering White Female Preservice Teachers Through Dialogue and Counter-Narrative. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-06302009-150423/ ;

Chicago Manual of Style (16th Edition):

Laughter, Judson Crandall. “Change Agents: Empowering White Female Preservice Teachers Through Dialogue and Counter-Narrative.” 2009. Doctoral Dissertation, Vanderbilt University. Accessed February 19, 2019. http://etd.library.vanderbilt.edu/available/etd-06302009-150423/ ;.

MLA Handbook (7th Edition):

Laughter, Judson Crandall. “Change Agents: Empowering White Female Preservice Teachers Through Dialogue and Counter-Narrative.” 2009. Web. 19 Feb 2019.

Vancouver:

Laughter JC. Change Agents: Empowering White Female Preservice Teachers Through Dialogue and Counter-Narrative. [Internet] [Doctoral dissertation]. Vanderbilt University; 2009. [cited 2019 Feb 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-06302009-150423/ ;.

Council of Science Editors:

Laughter JC. Change Agents: Empowering White Female Preservice Teachers Through Dialogue and Counter-Narrative. [Doctoral Dissertation]. Vanderbilt University; 2009. Available from: http://etd.library.vanderbilt.edu/available/etd-06302009-150423/ ;


Vanderbilt University

4. Teague, Brad L. Preparing Effective Teachers of English Language Learners: The Impact of a Cross-Cultural Field Experience.

Degree: PhD, Teaching and Learning, 2010, Vanderbilt University

 This study explored the role of cross-cultural field experiences in the preparation of teachers of English Language Learners (ELLs). The case is made that direct… (more)

Subjects/Keywords: English as a second language; Teacher education; Field experience

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APA (6th Edition):

Teague, B. L. (2010). Preparing Effective Teachers of English Language Learners: The Impact of a Cross-Cultural Field Experience. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-02252010-181536/ ;

Chicago Manual of Style (16th Edition):

Teague, Brad L. “Preparing Effective Teachers of English Language Learners: The Impact of a Cross-Cultural Field Experience.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed February 19, 2019. http://etd.library.vanderbilt.edu/available/etd-02252010-181536/ ;.

MLA Handbook (7th Edition):

Teague, Brad L. “Preparing Effective Teachers of English Language Learners: The Impact of a Cross-Cultural Field Experience.” 2010. Web. 19 Feb 2019.

Vancouver:

Teague BL. Preparing Effective Teachers of English Language Learners: The Impact of a Cross-Cultural Field Experience. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2019 Feb 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-02252010-181536/ ;.

Council of Science Editors:

Teague BL. Preparing Effective Teachers of English Language Learners: The Impact of a Cross-Cultural Field Experience. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://etd.library.vanderbilt.edu/available/etd-02252010-181536/ ;

5. 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 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

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

APA (6th 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 (16th Edition):

Pfaff, Erin. “The role of teacher rehearsal in classroom mathematics discourse.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed February 19, 2019. http://etd.library.vanderbilt.edu/available/etd-04122017-151329/ ;.

MLA Handbook (7th Edition):

Pfaff, Erin. “The role of teacher rehearsal in classroom mathematics discourse.” 2017. Web. 19 Feb 2019.

Vancouver:

Pfaff E. The role of teacher rehearsal in classroom mathematics discourse. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2019 Feb 19]. 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/ ;

6. Garrison, Anne Louisa. Understanding Teacher and Contextual Factors that Influence the Enactment of Cognitively Demanding Mathematics Tasks.

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

 The level of challenge, or cognitive demand, of the tasks students solve is the foundation for their learning opportunities in mathematics classrooms. Unfortunately, it is… (more)

Subjects/Keywords: teaching; teacher learning; teacher networks; math coach

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

Garrison, A. L. (2013). Understanding Teacher and Contextual Factors that Influence the Enactment of Cognitively Demanding Mathematics Tasks. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-06072013-080515/ ;

Chicago Manual of Style (16th Edition):

Garrison, Anne Louisa. “Understanding Teacher and Contextual Factors that Influence the Enactment of Cognitively Demanding Mathematics Tasks.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed February 19, 2019. http://etd.library.vanderbilt.edu/available/etd-06072013-080515/ ;.

MLA Handbook (7th Edition):

Garrison, Anne Louisa. “Understanding Teacher and Contextual Factors that Influence the Enactment of Cognitively Demanding Mathematics Tasks.” 2013. Web. 19 Feb 2019.

Vancouver:

Garrison AL. Understanding Teacher and Contextual Factors that Influence the Enactment of Cognitively Demanding Mathematics Tasks. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2019 Feb 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-06072013-080515/ ;.

Council of Science Editors:

Garrison AL. Understanding Teacher and Contextual Factors that Influence the Enactment of Cognitively Demanding Mathematics Tasks. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://etd.library.vanderbilt.edu/available/etd-06072013-080515/ ;

7. 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 studentsâ learning. The goal of… (more)

Subjects/Keywords: professional development; mathematics coaching

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

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

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 February 19, 2019. http://etd.library.vanderbilt.edu/available/etd-07182012-125823/ ;.

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. 19 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 19]. 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/ ;

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