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You searched for +publisher:"Virginia Commonwealth University" +contributor:("Joan Rhodes"). Showing records 1 – 5 of 5 total matches.

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Virginia Commonwealth University

1. Rolander, Kathleen D. An Exploration of Identity Negotiation in Adult English Learners’ Communities of Practice.

Degree: PhD, Education, 2018, Virginia Commonwealth University

  This study utilizes Lave and Wenger’s (1991) communities of practice (COP) model to explore how ELLs navigate their positions within and between their many… (more)

Subjects/Keywords: adult education; English language learners; identity negotiation; communities of practice; adult English learners; Curriculum and Social Inquiry

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APA (6th Edition):

Rolander, K. D. (2018). An Exploration of Identity Negotiation in Adult English Learners’ Communities of Practice. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5658

Chicago Manual of Style (16th Edition):

Rolander, Kathleen D. “An Exploration of Identity Negotiation in Adult English Learners’ Communities of Practice.” 2018. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 16, 2019. https://scholarscompass.vcu.edu/etd/5658.

MLA Handbook (7th Edition):

Rolander, Kathleen D. “An Exploration of Identity Negotiation in Adult English Learners’ Communities of Practice.” 2018. Web. 16 Oct 2019.

Vancouver:

Rolander KD. An Exploration of Identity Negotiation in Adult English Learners’ Communities of Practice. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2018. [cited 2019 Oct 16]. Available from: https://scholarscompass.vcu.edu/etd/5658.

Council of Science Editors:

Rolander KD. An Exploration of Identity Negotiation in Adult English Learners’ Communities of Practice. [Doctoral Dissertation]. Virginia Commonwealth University; 2018. Available from: https://scholarscompass.vcu.edu/etd/5658


Virginia Commonwealth University

2. Brinckwirth, Anton. Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study.

Degree: PhD, Education, 2012, Virginia Commonwealth University

 The purpose of this study was to investigate a class-to-class online English-Portuguese "Teletandem” program that was conceived, negotiated, and implemented cross-collaboratively between the foreign language… (more)

Subjects/Keywords: tandem language exchange; second language acquisition; language learning technology; computer mediated communication; international university partnerships; distance learning; foreign language education; Education

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APA (6th Edition):

Brinckwirth, A. (2012). Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2752

Chicago Manual of Style (16th Edition):

Brinckwirth, Anton. “Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study.” 2012. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 16, 2019. https://scholarscompass.vcu.edu/etd/2752.

MLA Handbook (7th Edition):

Brinckwirth, Anton. “Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study.” 2012. Web. 16 Oct 2019.

Vancouver:

Brinckwirth A. Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2012. [cited 2019 Oct 16]. Available from: https://scholarscompass.vcu.edu/etd/2752.

Council of Science Editors:

Brinckwirth A. Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study. [Doctoral Dissertation]. Virginia Commonwealth University; 2012. Available from: https://scholarscompass.vcu.edu/etd/2752


Virginia Commonwealth University

3. Peacock, Amber R. Exploring Stakeholders' Perceptions of the Evaluation of Early Fieldwork Experience in an Undergraduate Teacher Preparation Program.

Degree: PhD, Education, 2015, Virginia Commonwealth University

  This study is a qualitative meta-evaluation of the early field experience (EFE) program at a small, private, undergraduate teacher preparation program in Virginia focusing… (more)

Subjects/Keywords: early field experiences; evaluation; preservice teachers; teacher preparation; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Higher Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Peacock, A. R. (2015). Exploring Stakeholders' Perceptions of the Evaluation of Early Fieldwork Experience in an Undergraduate Teacher Preparation Program. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3996

Chicago Manual of Style (16th Edition):

Peacock, Amber R. “Exploring Stakeholders' Perceptions of the Evaluation of Early Fieldwork Experience in an Undergraduate Teacher Preparation Program.” 2015. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 16, 2019. https://scholarscompass.vcu.edu/etd/3996.

MLA Handbook (7th Edition):

Peacock, Amber R. “Exploring Stakeholders' Perceptions of the Evaluation of Early Fieldwork Experience in an Undergraduate Teacher Preparation Program.” 2015. Web. 16 Oct 2019.

Vancouver:

Peacock AR. Exploring Stakeholders' Perceptions of the Evaluation of Early Fieldwork Experience in an Undergraduate Teacher Preparation Program. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2015. [cited 2019 Oct 16]. Available from: https://scholarscompass.vcu.edu/etd/3996.

Council of Science Editors:

Peacock AR. Exploring Stakeholders' Perceptions of the Evaluation of Early Fieldwork Experience in an Undergraduate Teacher Preparation Program. [Doctoral Dissertation]. Virginia Commonwealth University; 2015. Available from: https://scholarscompass.vcu.edu/etd/3996


Virginia Commonwealth University

4. Moorehead-Carter, Yvette M. The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program.

Degree: PhD, Education, 2015, Virginia Commonwealth University

  Abstract The purpose of this study was to investigate the impact of singing-integrated reading instruction on the oral reading fluency and motivation of elementary… (more)

Subjects/Keywords: oral reading fluency; singing-integration; elementary reading; reading motivation; music-integration; arts-integration; Curriculum and Instruction; Education

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

APA (6th Edition):

Moorehead-Carter, Y. M. (2015). The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3901

Chicago Manual of Style (16th Edition):

Moorehead-Carter, Yvette M. “The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program.” 2015. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 16, 2019. https://scholarscompass.vcu.edu/etd/3901.

MLA Handbook (7th Edition):

Moorehead-Carter, Yvette M. “The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program.” 2015. Web. 16 Oct 2019.

Vancouver:

Moorehead-Carter YM. The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2015. [cited 2019 Oct 16]. Available from: https://scholarscompass.vcu.edu/etd/3901.

Council of Science Editors:

Moorehead-Carter YM. The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program. [Doctoral Dissertation]. Virginia Commonwealth University; 2015. Available from: https://scholarscompass.vcu.edu/etd/3901


Virginia Commonwealth University

5. Moorehead-Carter, Yvette M. The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program.

Degree: PhD, Education, 2015, Virginia Commonwealth University

  The purpose of this study was to investigate the impact of singing-integrated reading instruction on the oral reading fluency and motivation of elementary students… (more)

Subjects/Keywords: reading; reading fluency; elementary; singing; out-of-school time; reading instruction; reading motivation; Curriculum and Instruction; Liberal Studies; Music

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

APA (6th Edition):

Moorehead-Carter, Y. M. (2015). The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3982

Chicago Manual of Style (16th Edition):

Moorehead-Carter, Yvette M. “The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program.” 2015. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 16, 2019. https://scholarscompass.vcu.edu/etd/3982.

MLA Handbook (7th Edition):

Moorehead-Carter, Yvette M. “The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program.” 2015. Web. 16 Oct 2019.

Vancouver:

Moorehead-Carter YM. The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2015. [cited 2019 Oct 16]. Available from: https://scholarscompass.vcu.edu/etd/3982.

Council of Science Editors:

Moorehead-Carter YM. The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program. [Doctoral Dissertation]. Virginia Commonwealth University; 2015. Available from: https://scholarscompass.vcu.edu/etd/3982

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