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You searched for +publisher:"Virginia Commonwealth University" +contributor:("Lisa Abrams"). Showing records 1 – 19 of 19 total matches.

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Virginia Commonwealth University

1. Smith, Paul. The Impact of Virginia Statewide Community College Transfer Policy on Student Academic Success.

Degree: PhD, Education, 2014, Virginia Commonwealth University

 Community colleges are an increasingly important component of the higher education systems in the United States. Community college as a pathway toward a better educated… (more)

Subjects/Keywords: Higher Education; Community Colleges; Enrollment; College Preparation; Longitudinal Studies; Readiness; Community College Transfer Students; Baccalaureate Attainment; Colleges; Two Year College Students; Outcomes of Education; Bachelor’s Degrees; Time to degree completion; Vertical Transfer; Four-Year College; University; Articulation Policy; Education

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APA (6th Edition):

Smith, P. (2014). The Impact of Virginia Statewide Community College Transfer Policy on Student Academic Success. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3439

Chicago Manual of Style (16th Edition):

Smith, Paul. “The Impact of Virginia Statewide Community College Transfer Policy on Student Academic Success.” 2014. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/3439.

MLA Handbook (7th Edition):

Smith, Paul. “The Impact of Virginia Statewide Community College Transfer Policy on Student Academic Success.” 2014. Web. 22 Jul 2019.

Vancouver:

Smith P. The Impact of Virginia Statewide Community College Transfer Policy on Student Academic Success. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2014. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/3439.

Council of Science Editors:

Smith P. The Impact of Virginia Statewide Community College Transfer Policy on Student Academic Success. [Doctoral Dissertation]. Virginia Commonwealth University; 2014. Available from: https://scholarscompass.vcu.edu/etd/3439


Virginia Commonwealth University

2. Grimes, Tameshia V. Interpreting the meaning of grades: A descriptive analysis of middle school teachers' assessment and grading practices.

Degree: PhD, Educational Studies, 2010, Virginia Commonwealth University

 This descriptive, non-experimental, quantitative study was designed to answer the broad question, “What do grades mean?” Core academic subject middle school teachers from one large,… (more)

Subjects/Keywords: grading practices; assessment methods; grading purposes; measurement theory; Education

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APA (6th Edition):

Grimes, T. V. (2010). Interpreting the meaning of grades: A descriptive analysis of middle school teachers' assessment and grading practices. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2076

Chicago Manual of Style (16th Edition):

Grimes, Tameshia V. “Interpreting the meaning of grades: A descriptive analysis of middle school teachers' assessment and grading practices.” 2010. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/2076.

MLA Handbook (7th Edition):

Grimes, Tameshia V. “Interpreting the meaning of grades: A descriptive analysis of middle school teachers' assessment and grading practices.” 2010. Web. 22 Jul 2019.

Vancouver:

Grimes TV. Interpreting the meaning of grades: A descriptive analysis of middle school teachers' assessment and grading practices. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2010. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/2076.

Council of Science Editors:

Grimes TV. Interpreting the meaning of grades: A descriptive analysis of middle school teachers' assessment and grading practices. [Doctoral Dissertation]. Virginia Commonwealth University; 2010. Available from: https://scholarscompass.vcu.edu/etd/2076


Virginia Commonwealth University

3. Guns, Christine. A COMPARISON OF LITERATURE-BASED AND CONTENT-BASED GUIDED READING MATERIALS ON ELEMENTARY STUDENT READING AND SCIENCE ACHIEVEMENT.

Degree: PhD, Education, 2012, Virginia Commonwealth University

 Guided reading, as developed by Fountas and Pinnell (2001), has been a staple of elementary reading programs for the past decade. Teachers in the elementary… (more)

Subjects/Keywords: guided reading; integration; science; reading; student achievement; elementary; Education

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APA (6th Edition):

Guns, C. (2012). A COMPARISON OF LITERATURE-BASED AND CONTENT-BASED GUIDED READING MATERIALS ON ELEMENTARY STUDENT READING AND SCIENCE ACHIEVEMENT. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2893

Chicago Manual of Style (16th Edition):

Guns, Christine. “A COMPARISON OF LITERATURE-BASED AND CONTENT-BASED GUIDED READING MATERIALS ON ELEMENTARY STUDENT READING AND SCIENCE ACHIEVEMENT.” 2012. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/2893.

MLA Handbook (7th Edition):

Guns, Christine. “A COMPARISON OF LITERATURE-BASED AND CONTENT-BASED GUIDED READING MATERIALS ON ELEMENTARY STUDENT READING AND SCIENCE ACHIEVEMENT.” 2012. Web. 22 Jul 2019.

Vancouver:

Guns C. A COMPARISON OF LITERATURE-BASED AND CONTENT-BASED GUIDED READING MATERIALS ON ELEMENTARY STUDENT READING AND SCIENCE ACHIEVEMENT. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2012. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/2893.

Council of Science Editors:

Guns C. A COMPARISON OF LITERATURE-BASED AND CONTENT-BASED GUIDED READING MATERIALS ON ELEMENTARY STUDENT READING AND SCIENCE ACHIEVEMENT. [Doctoral Dissertation]. Virginia Commonwealth University; 2012. Available from: https://scholarscompass.vcu.edu/etd/2893


Virginia Commonwealth University

4. McKeown, Tammy. Validation Study of the Science Literacy Assessment: A Measure to Assess Middle School Students' Attitudes Toward Science and Ability to Think Scientifically.

Degree: PhD, Education, 2017, Virginia Commonwealth University

  This study investigated validity evidence for the Science Literacy Assessment, an instrument designed to assess middle school students’ ability to think scientifically as well… (more)

Subjects/Keywords: validation study; science literacy; validity; science assessment; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

McKeown, T. (2017). Validation Study of the Science Literacy Assessment: A Measure to Assess Middle School Students' Attitudes Toward Science and Ability to Think Scientifically. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5080

Chicago Manual of Style (16th Edition):

McKeown, Tammy. “Validation Study of the Science Literacy Assessment: A Measure to Assess Middle School Students' Attitudes Toward Science and Ability to Think Scientifically.” 2017. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/5080.

MLA Handbook (7th Edition):

McKeown, Tammy. “Validation Study of the Science Literacy Assessment: A Measure to Assess Middle School Students' Attitudes Toward Science and Ability to Think Scientifically.” 2017. Web. 22 Jul 2019.

Vancouver:

McKeown T. Validation Study of the Science Literacy Assessment: A Measure to Assess Middle School Students' Attitudes Toward Science and Ability to Think Scientifically. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2017. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/5080.

Council of Science Editors:

McKeown T. Validation Study of the Science Literacy Assessment: A Measure to Assess Middle School Students' Attitudes Toward Science and Ability to Think Scientifically. [Doctoral Dissertation]. Virginia Commonwealth University; 2017. Available from: https://scholarscompass.vcu.edu/etd/5080


Virginia Commonwealth University

5. Daniels, Mindy. A QUALITATIVE CASE STUDY COMPARING A COMPUTER-MEDIATED DELIVERY SYSTEM TO A FACE-TO-FACE MEDIATED DELIVERY SYSTEM FOR TEACHING CREATIVE WRITING FICTION WORKSHOPS.

Degree: PhD, Education, 2012, Virginia Commonwealth University

 The purpose of this case study was to compare the pedagogical and affective efficiency and efficacy of creative prose fiction writing workshops taught via asynchronous… (more)

Subjects/Keywords: teaching presence; social presence; learner autonomy; face-to-face mediated; computer-mediated; creative writing workshops; delivery systems; social constructivism; Education

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APA (6th Edition):

Daniels, M. (2012). A QUALITATIVE CASE STUDY COMPARING A COMPUTER-MEDIATED DELIVERY SYSTEM TO A FACE-TO-FACE MEDIATED DELIVERY SYSTEM FOR TEACHING CREATIVE WRITING FICTION WORKSHOPS. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2648

Chicago Manual of Style (16th Edition):

Daniels, Mindy. “A QUALITATIVE CASE STUDY COMPARING A COMPUTER-MEDIATED DELIVERY SYSTEM TO A FACE-TO-FACE MEDIATED DELIVERY SYSTEM FOR TEACHING CREATIVE WRITING FICTION WORKSHOPS.” 2012. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/2648.

MLA Handbook (7th Edition):

Daniels, Mindy. “A QUALITATIVE CASE STUDY COMPARING A COMPUTER-MEDIATED DELIVERY SYSTEM TO A FACE-TO-FACE MEDIATED DELIVERY SYSTEM FOR TEACHING CREATIVE WRITING FICTION WORKSHOPS.” 2012. Web. 22 Jul 2019.

Vancouver:

Daniels M. A QUALITATIVE CASE STUDY COMPARING A COMPUTER-MEDIATED DELIVERY SYSTEM TO A FACE-TO-FACE MEDIATED DELIVERY SYSTEM FOR TEACHING CREATIVE WRITING FICTION WORKSHOPS. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2012. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/2648.

Council of Science Editors:

Daniels M. A QUALITATIVE CASE STUDY COMPARING A COMPUTER-MEDIATED DELIVERY SYSTEM TO A FACE-TO-FACE MEDIATED DELIVERY SYSTEM FOR TEACHING CREATIVE WRITING FICTION WORKSHOPS. [Doctoral Dissertation]. Virginia Commonwealth University; 2012. Available from: https://scholarscompass.vcu.edu/etd/2648

6. Conklin, Sarah B. High School Teacher and Administrator Perceptions of Student Health Promotion: An Exploratory Study.

Degree: PhD, Education, 2015, Virginia Commonwealth University

  The current study explored the high school health promotion environment with regards to physical activity, nutrition, and sedentary behaviors from the perspective of high… (more)

Subjects/Keywords: High School; Adolescent; Physical Activity; Sedentary; Nutrition; Obesity Prevention; Educational Psychology; Public Health

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APA (6th Edition):

Conklin, S. B. (2015). High School Teacher and Administrator Perceptions of Student Health Promotion: An Exploratory Study. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3958

Chicago Manual of Style (16th Edition):

Conklin, Sarah B. “High School Teacher and Administrator Perceptions of Student Health Promotion: An Exploratory Study.” 2015. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/3958.

MLA Handbook (7th Edition):

Conklin, Sarah B. “High School Teacher and Administrator Perceptions of Student Health Promotion: An Exploratory Study.” 2015. Web. 22 Jul 2019.

Vancouver:

Conklin SB. High School Teacher and Administrator Perceptions of Student Health Promotion: An Exploratory Study. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2015. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/3958.

Council of Science Editors:

Conklin SB. High School Teacher and Administrator Perceptions of Student Health Promotion: An Exploratory Study. [Doctoral Dissertation]. Virginia Commonwealth University; 2015. Available from: https://scholarscompass.vcu.edu/etd/3958


Virginia Commonwealth University

7. Carlson-Jaquez, Heather A. DEVELOPMENT OF AN INSTRUMENT TO MEASURE K-12 TEACHER DEMORALIZATION IN A TEST-BASED ACCOUNTABILITY CONTEXT.

Degree: PhD, Education, 2016, Virginia Commonwealth University

  The purpose of this study was to develop an instrument to measure K-12 teacher demoralization. An increasing body of literature has labeled modern education… (more)

Subjects/Keywords: teacher demoralization; teacher dispositions scale; teacher attrition; test-based accountability policy; teacher burnout; teacher need thwarting; Educational Assessment, Evaluation, and Research; Educational Psychology

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APA (6th Edition):

Carlson-Jaquez, H. A. (2016). DEVELOPMENT OF AN INSTRUMENT TO MEASURE K-12 TEACHER DEMORALIZATION IN A TEST-BASED ACCOUNTABILITY CONTEXT. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4541

Chicago Manual of Style (16th Edition):

Carlson-Jaquez, Heather A. “DEVELOPMENT OF AN INSTRUMENT TO MEASURE K-12 TEACHER DEMORALIZATION IN A TEST-BASED ACCOUNTABILITY CONTEXT.” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/4541.

MLA Handbook (7th Edition):

Carlson-Jaquez, Heather A. “DEVELOPMENT OF AN INSTRUMENT TO MEASURE K-12 TEACHER DEMORALIZATION IN A TEST-BASED ACCOUNTABILITY CONTEXT.” 2016. Web. 22 Jul 2019.

Vancouver:

Carlson-Jaquez HA. DEVELOPMENT OF AN INSTRUMENT TO MEASURE K-12 TEACHER DEMORALIZATION IN A TEST-BASED ACCOUNTABILITY CONTEXT. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/4541.

Council of Science Editors:

Carlson-Jaquez HA. DEVELOPMENT OF AN INSTRUMENT TO MEASURE K-12 TEACHER DEMORALIZATION IN A TEST-BASED ACCOUNTABILITY CONTEXT. [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://scholarscompass.vcu.edu/etd/4541


Virginia Commonwealth University

8. Henschel, Molly M. A Multiple-Site Case Study of Two University Teacher Induction Programs Using Different Methods of Delivery.

Degree: PhD, Education, 2016, Virginia Commonwealth University

  The literature shows that up to 50% of teachers will leave the profession within their first 5 years of teaching (Saka, Southerland, Kittleson, &… (more)

Subjects/Keywords: beginning teacher; education; high need school; retention; case study; teacher induction; Teacher Education and Professional Development

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APA (6th Edition):

Henschel, M. M. (2016). A Multiple-Site Case Study of Two University Teacher Induction Programs Using Different Methods of Delivery. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4564

Chicago Manual of Style (16th Edition):

Henschel, Molly M. “A Multiple-Site Case Study of Two University Teacher Induction Programs Using Different Methods of Delivery.” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/4564.

MLA Handbook (7th Edition):

Henschel, Molly M. “A Multiple-Site Case Study of Two University Teacher Induction Programs Using Different Methods of Delivery.” 2016. Web. 22 Jul 2019.

Vancouver:

Henschel MM. A Multiple-Site Case Study of Two University Teacher Induction Programs Using Different Methods of Delivery. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/4564.

Council of Science Editors:

Henschel MM. A Multiple-Site Case Study of Two University Teacher Induction Programs Using Different Methods of Delivery. [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://scholarscompass.vcu.edu/etd/4564


Virginia Commonwealth University

9. Aschliman, Clay. Write to Work: The Use and Importance of Writing as Perceived by Business Leaders.

Degree: PhD, Education, 2016, Virginia Commonwealth University

  The relation of English Language Arts (ELA) to the economy has played a historic role in educational policy, persisting to today’s corporate reform movement.… (more)

Subjects/Keywords: English; writing; business; survey; validity; replication; Education Economics

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APA (6th Edition):

Aschliman, C. (2016). Write to Work: The Use and Importance of Writing as Perceived by Business Leaders. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4601

Chicago Manual of Style (16th Edition):

Aschliman, Clay. “Write to Work: The Use and Importance of Writing as Perceived by Business Leaders.” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/4601.

MLA Handbook (7th Edition):

Aschliman, Clay. “Write to Work: The Use and Importance of Writing as Perceived by Business Leaders.” 2016. Web. 22 Jul 2019.

Vancouver:

Aschliman C. Write to Work: The Use and Importance of Writing as Perceived by Business Leaders. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/4601.

Council of Science Editors:

Aschliman C. Write to Work: The Use and Importance of Writing as Perceived by Business Leaders. [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://scholarscompass.vcu.edu/etd/4601


Virginia Commonwealth University

10. Jackson, Lisa. SENSE OF BELONGING OF BLACK STUDENTS IN STEM MAJORS: A MIXED METHODS STUDY.

Degree: PhD, Education, 2016, Virginia Commonwealth University

  The purpose of this research was to examine Black STEM students’ sense of belonging. The researcher also sought to understand what factors most contributed… (more)

Subjects/Keywords: sense of belonging; STEM; minority; Black student; mixed methods; explanatory sequential; Higher Education

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APA (6th Edition):

Jackson, L. (2016). SENSE OF BELONGING OF BLACK STUDENTS IN STEM MAJORS: A MIXED METHODS STUDY. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4427

Chicago Manual of Style (16th Edition):

Jackson, Lisa. “SENSE OF BELONGING OF BLACK STUDENTS IN STEM MAJORS: A MIXED METHODS STUDY.” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/4427.

MLA Handbook (7th Edition):

Jackson, Lisa. “SENSE OF BELONGING OF BLACK STUDENTS IN STEM MAJORS: A MIXED METHODS STUDY.” 2016. Web. 22 Jul 2019.

Vancouver:

Jackson L. SENSE OF BELONGING OF BLACK STUDENTS IN STEM MAJORS: A MIXED METHODS STUDY. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/4427.

Council of Science Editors:

Jackson L. SENSE OF BELONGING OF BLACK STUDENTS IN STEM MAJORS: A MIXED METHODS STUDY. [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://scholarscompass.vcu.edu/etd/4427


Virginia Commonwealth University

11. Varier, Divya. A Case Study Examining Formative Assessment in a Postsecondary English Language Program.

Degree: PhD, Education, 2015, Virginia Commonwealth University

  This study examined the formative assessment practices of three teachers in English as a Second Language (ESL) classrooms using a sociocultural theoretical framework. The… (more)

Subjects/Keywords: formative assessment; postsecondary ESL; metacognitive judgments of learning; sociocultural theory; mixed methods; case study; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research; Educational Psychology; Higher Education

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APA (6th Edition):

Varier, D. (2015). A Case Study Examining Formative Assessment in a Postsecondary English Language Program. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4016

Chicago Manual of Style (16th Edition):

Varier, Divya. “A Case Study Examining Formative Assessment in a Postsecondary English Language Program.” 2015. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/4016.

MLA Handbook (7th Edition):

Varier, Divya. “A Case Study Examining Formative Assessment in a Postsecondary English Language Program.” 2015. Web. 22 Jul 2019.

Vancouver:

Varier D. A Case Study Examining Formative Assessment in a Postsecondary English Language Program. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2015. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/4016.

Council of Science Editors:

Varier D. A Case Study Examining Formative Assessment in a Postsecondary English Language Program. [Doctoral Dissertation]. Virginia Commonwealth University; 2015. Available from: https://scholarscompass.vcu.edu/etd/4016


Virginia Commonwealth University

12. Dempsey, Melanie C. FACTORS THAT INFLUENCE BREAST CANCER DIAGNOSES IN VIRGINIA WOMEN 40-64 YEARS OLD WHO UTLIZED THE EVERY WOMAN’S LIFE PROGRAM 1998-2012.

Degree: PhD, Education, 2015, Virginia Commonwealth University

  This dissertation examines sociodemographic determinants and preventive health behaviors among women 40-64 years of age who participated in the Virginia Department of Health’s Every… (more)

Subjects/Keywords: breast cancer; breast cancer screening; health education; public health; National Breast and Cervical Cancer Early Detection Program; Community Health and Preventive Medicine; Women's Health

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APA (6th Edition):

Dempsey, M. C. (2015). FACTORS THAT INFLUENCE BREAST CANCER DIAGNOSES IN VIRGINIA WOMEN 40-64 YEARS OLD WHO UTLIZED THE EVERY WOMAN’S LIFE PROGRAM 1998-2012. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4052

Chicago Manual of Style (16th Edition):

Dempsey, Melanie C. “FACTORS THAT INFLUENCE BREAST CANCER DIAGNOSES IN VIRGINIA WOMEN 40-64 YEARS OLD WHO UTLIZED THE EVERY WOMAN’S LIFE PROGRAM 1998-2012.” 2015. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/4052.

MLA Handbook (7th Edition):

Dempsey, Melanie C. “FACTORS THAT INFLUENCE BREAST CANCER DIAGNOSES IN VIRGINIA WOMEN 40-64 YEARS OLD WHO UTLIZED THE EVERY WOMAN’S LIFE PROGRAM 1998-2012.” 2015. Web. 22 Jul 2019.

Vancouver:

Dempsey MC. FACTORS THAT INFLUENCE BREAST CANCER DIAGNOSES IN VIRGINIA WOMEN 40-64 YEARS OLD WHO UTLIZED THE EVERY WOMAN’S LIFE PROGRAM 1998-2012. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2015. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/4052.

Council of Science Editors:

Dempsey MC. FACTORS THAT INFLUENCE BREAST CANCER DIAGNOSES IN VIRGINIA WOMEN 40-64 YEARS OLD WHO UTLIZED THE EVERY WOMAN’S LIFE PROGRAM 1998-2012. [Doctoral Dissertation]. Virginia Commonwealth University; 2015. Available from: https://scholarscompass.vcu.edu/etd/4052


Virginia Commonwealth University

13. Sowulewski, Stephen P. THE EXPERIENCES AND PERCEPTIONS OF BEHAVIORAL FACTORS THAT CONTRIBUTE TO SUCCESSFUL WEIGHT LOSS IN MALE BARIATRIC PATIENTS.

Degree: PhD, Education, 2017, Virginia Commonwealth University

  The purpose of this study was to examine the experiences and perceptions of behavioral factors that contribute to successful weight loss in male bariatric… (more)

Subjects/Keywords: Gastric Bypass; Support Groups; Eating Behaviors; Physical Activity; Followup; Behavioral Factors; Other Medicine and Health Sciences

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APA (6th Edition):

Sowulewski, S. P. (2017). THE EXPERIENCES AND PERCEPTIONS OF BEHAVIORAL FACTORS THAT CONTRIBUTE TO SUCCESSFUL WEIGHT LOSS IN MALE BARIATRIC PATIENTS. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4674

Chicago Manual of Style (16th Edition):

Sowulewski, Stephen P. “THE EXPERIENCES AND PERCEPTIONS OF BEHAVIORAL FACTORS THAT CONTRIBUTE TO SUCCESSFUL WEIGHT LOSS IN MALE BARIATRIC PATIENTS.” 2017. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/4674.

MLA Handbook (7th Edition):

Sowulewski, Stephen P. “THE EXPERIENCES AND PERCEPTIONS OF BEHAVIORAL FACTORS THAT CONTRIBUTE TO SUCCESSFUL WEIGHT LOSS IN MALE BARIATRIC PATIENTS.” 2017. Web. 22 Jul 2019.

Vancouver:

Sowulewski SP. THE EXPERIENCES AND PERCEPTIONS OF BEHAVIORAL FACTORS THAT CONTRIBUTE TO SUCCESSFUL WEIGHT LOSS IN MALE BARIATRIC PATIENTS. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2017. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/4674.

Council of Science Editors:

Sowulewski SP. THE EXPERIENCES AND PERCEPTIONS OF BEHAVIORAL FACTORS THAT CONTRIBUTE TO SUCCESSFUL WEIGHT LOSS IN MALE BARIATRIC PATIENTS. [Doctoral Dissertation]. Virginia Commonwealth University; 2017. Available from: https://scholarscompass.vcu.edu/etd/4674


Virginia Commonwealth University

14. Gogia, Laura. DOCUMENTING STUDENT CONNECTIVITY AND USE OF DIGITAL ANNOTATION DEVICES IN VIRGINIA COMMONWEALTH UNIVERSITY CONNECTED COURSES: AN ASSESSMENT TOOLKIT FOR DIGITAL PEDAGOGIES IN HIGHER EDUCATION.

Degree: PhD, Education, 2016, Virginia Commonwealth University

Virginia Commonwealth University (VCU) is implementing a large scale exploration of digital pedagogies, including connected learning and open education, in an effort to promote… (more)

Subjects/Keywords: Higher Education; Connected Learning; Distance Education; Digital Pedagogies; Networked Learning; Classroom Assessment; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Gogia, L. (2016). DOCUMENTING STUDENT CONNECTIVITY AND USE OF DIGITAL ANNOTATION DEVICES IN VIRGINIA COMMONWEALTH UNIVERSITY CONNECTED COURSES: AN ASSESSMENT TOOLKIT FOR DIGITAL PEDAGOGIES IN HIGHER EDUCATION. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4307

Chicago Manual of Style (16th Edition):

Gogia, Laura. “DOCUMENTING STUDENT CONNECTIVITY AND USE OF DIGITAL ANNOTATION DEVICES IN VIRGINIA COMMONWEALTH UNIVERSITY CONNECTED COURSES: AN ASSESSMENT TOOLKIT FOR DIGITAL PEDAGOGIES IN HIGHER EDUCATION.” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/4307.

MLA Handbook (7th Edition):

Gogia, Laura. “DOCUMENTING STUDENT CONNECTIVITY AND USE OF DIGITAL ANNOTATION DEVICES IN VIRGINIA COMMONWEALTH UNIVERSITY CONNECTED COURSES: AN ASSESSMENT TOOLKIT FOR DIGITAL PEDAGOGIES IN HIGHER EDUCATION.” 2016. Web. 22 Jul 2019.

Vancouver:

Gogia L. DOCUMENTING STUDENT CONNECTIVITY AND USE OF DIGITAL ANNOTATION DEVICES IN VIRGINIA COMMONWEALTH UNIVERSITY CONNECTED COURSES: AN ASSESSMENT TOOLKIT FOR DIGITAL PEDAGOGIES IN HIGHER EDUCATION. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/4307.

Council of Science Editors:

Gogia L. DOCUMENTING STUDENT CONNECTIVITY AND USE OF DIGITAL ANNOTATION DEVICES IN VIRGINIA COMMONWEALTH UNIVERSITY CONNECTED COURSES: AN ASSESSMENT TOOLKIT FOR DIGITAL PEDAGOGIES IN HIGHER EDUCATION. [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://scholarscompass.vcu.edu/etd/4307


Virginia Commonwealth University

15. Hoover, Nancy. A Descriptive Study of Teachers' Instructional Use of Student Assessmetn Data.

Degree: PhD, Educational Studies, 2009, Virginia Commonwealth University

 The overarching question for this study is: to what extent are teachers using summative assessment data in a formative way? A survey research design study… (more)

Subjects/Keywords: Summative Assessment; Formative Assessment; Assessment Literacy; Education

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APA (6th Edition):

Hoover, N. (2009). A Descriptive Study of Teachers' Instructional Use of Student Assessmetn Data. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2017

Chicago Manual of Style (16th Edition):

Hoover, Nancy. “A Descriptive Study of Teachers' Instructional Use of Student Assessmetn Data.” 2009. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/2017.

MLA Handbook (7th Edition):

Hoover, Nancy. “A Descriptive Study of Teachers' Instructional Use of Student Assessmetn Data.” 2009. Web. 22 Jul 2019.

Vancouver:

Hoover N. A Descriptive Study of Teachers' Instructional Use of Student Assessmetn Data. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2009. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/2017.

Council of Science Editors:

Hoover N. A Descriptive Study of Teachers' Instructional Use of Student Assessmetn Data. [Doctoral Dissertation]. Virginia Commonwealth University; 2009. Available from: https://scholarscompass.vcu.edu/etd/2017

16. Hutton, Amy C. Assessing Acquiescence in Surveys Using Positively and Negatively Worded Questions.

Degree: PhD, Education, 2017, Virginia Commonwealth University

  The purpose of this study was to assess the impact of acquiescence on both positively and negatively worded questions, both when unidimensionality was assumed… (more)

Subjects/Keywords: Survey design; acquiescence; method effects; structural equation modeling; item polarization; Educational Assessment, Evaluation, and Research

…Doctor of Philosophy at Virginia Commonwealth University Virginia Commonwealth University, 2017… 

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APA (6th Edition):

Hutton, A. C. (2017). Assessing Acquiescence in Surveys Using Positively and Negatively Worded Questions. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4679

Chicago Manual of Style (16th Edition):

Hutton, Amy C. “Assessing Acquiescence in Surveys Using Positively and Negatively Worded Questions.” 2017. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/4679.

MLA Handbook (7th Edition):

Hutton, Amy C. “Assessing Acquiescence in Surveys Using Positively and Negatively Worded Questions.” 2017. Web. 22 Jul 2019.

Vancouver:

Hutton AC. Assessing Acquiescence in Surveys Using Positively and Negatively Worded Questions. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2017. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/4679.

Council of Science Editors:

Hutton AC. Assessing Acquiescence in Surveys Using Positively and Negatively Worded Questions. [Doctoral Dissertation]. Virginia Commonwealth University; 2017. Available from: https://scholarscompass.vcu.edu/etd/4679

17. Tyndall, Christy L. CALLED TO TEACH: A MIXED METHODS EXPLORATION OF COMMUNITY COLLEGE ADJUNCT FACULTY’S TEACHING SELF-EFFICACY.

Degree: PhD, Education, 2017, Virginia Commonwealth University

  Adjunct faculty teach over 50% of courses in U.S. higher education but little is known about them as educators. Strong evidence has been found… (more)

Subjects/Keywords: adjunct faculty; contingent faculty; part-time instructor; higher education; teaching self-efficacy; teaching and learning; Educational Psychology; Higher Education; Scholarship of Teaching and Learning

Virginia Commonwealth University. Virginia Commonwealth University, 2017 Dissertation Chair… 

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APA (6th Edition):

Tyndall, C. L. (2017). CALLED TO TEACH: A MIXED METHODS EXPLORATION OF COMMUNITY COLLEGE ADJUNCT FACULTY’S TEACHING SELF-EFFICACY. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4715

Chicago Manual of Style (16th Edition):

Tyndall, Christy L. “CALLED TO TEACH: A MIXED METHODS EXPLORATION OF COMMUNITY COLLEGE ADJUNCT FACULTY’S TEACHING SELF-EFFICACY.” 2017. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/4715.

MLA Handbook (7th Edition):

Tyndall, Christy L. “CALLED TO TEACH: A MIXED METHODS EXPLORATION OF COMMUNITY COLLEGE ADJUNCT FACULTY’S TEACHING SELF-EFFICACY.” 2017. Web. 22 Jul 2019.

Vancouver:

Tyndall CL. CALLED TO TEACH: A MIXED METHODS EXPLORATION OF COMMUNITY COLLEGE ADJUNCT FACULTY’S TEACHING SELF-EFFICACY. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2017. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/4715.

Council of Science Editors:

Tyndall CL. CALLED TO TEACH: A MIXED METHODS EXPLORATION OF COMMUNITY COLLEGE ADJUNCT FACULTY’S TEACHING SELF-EFFICACY. [Doctoral Dissertation]. Virginia Commonwealth University; 2017. Available from: https://scholarscompass.vcu.edu/etd/4715


Virginia Commonwealth University

18. Teigen, Beth. A Systematic Examination of Data-Driven Decision-making within a School Division: The Relationships among Principal Beliefs, School Characteristics, and Accreditation Status.

Degree: PhD, Educational Studies, 2009, Virginia Commonwealth University

 This non-experimental, census survey included the elementary, middle, and high school principals at the comprehensive schools within a large, suburban school division in Virginia. The… (more)

Subjects/Keywords: Data-driven Decision-making; Assessment; Accountability; Education; Principal; Data-driven Culture; Professional Learning Communities (PLCs); Education

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APA (6th Edition):

Teigen, B. (2009). A Systematic Examination of Data-Driven Decision-making within a School Division: The Relationships among Principal Beliefs, School Characteristics, and Accreditation Status. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/1957

Chicago Manual of Style (16th Edition):

Teigen, Beth. “A Systematic Examination of Data-Driven Decision-making within a School Division: The Relationships among Principal Beliefs, School Characteristics, and Accreditation Status.” 2009. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/1957.

MLA Handbook (7th Edition):

Teigen, Beth. “A Systematic Examination of Data-Driven Decision-making within a School Division: The Relationships among Principal Beliefs, School Characteristics, and Accreditation Status.” 2009. Web. 22 Jul 2019.

Vancouver:

Teigen B. A Systematic Examination of Data-Driven Decision-making within a School Division: The Relationships among Principal Beliefs, School Characteristics, and Accreditation Status. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2009. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/1957.

Council of Science Editors:

Teigen B. A Systematic Examination of Data-Driven Decision-making within a School Division: The Relationships among Principal Beliefs, School Characteristics, and Accreditation Status. [Doctoral Dissertation]. Virginia Commonwealth University; 2009. Available from: https://scholarscompass.vcu.edu/etd/1957


Virginia Commonwealth University

19. Tylus, Joseph. The Impact of Enabling School Structures on the Degree of Internal School Change as Measured by the Implementation of Professional Learning Communities.

Degree: PhD, Educational Studies, 2009, Virginia Commonwealth University

 Abstract THE IMPACT OF ENABLING SCHOOL STRUCTURES ON THE DEGREE OF INTERNAL SCHOOL CHANGE AS MEASURED BY THE IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITIES By Joseph… (more)

Subjects/Keywords: Professional Learning Communities; Bureaucracy; Leadership; Organizational Learning; Education

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

APA (6th Edition):

Tylus, J. (2009). The Impact of Enabling School Structures on the Degree of Internal School Change as Measured by the Implementation of Professional Learning Communities. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/1855

Chicago Manual of Style (16th Edition):

Tylus, Joseph. “The Impact of Enabling School Structures on the Degree of Internal School Change as Measured by the Implementation of Professional Learning Communities.” 2009. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 22, 2019. https://scholarscompass.vcu.edu/etd/1855.

MLA Handbook (7th Edition):

Tylus, Joseph. “The Impact of Enabling School Structures on the Degree of Internal School Change as Measured by the Implementation of Professional Learning Communities.” 2009. Web. 22 Jul 2019.

Vancouver:

Tylus J. The Impact of Enabling School Structures on the Degree of Internal School Change as Measured by the Implementation of Professional Learning Communities. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2009. [cited 2019 Jul 22]. Available from: https://scholarscompass.vcu.edu/etd/1855.

Council of Science Editors:

Tylus J. The Impact of Enabling School Structures on the Degree of Internal School Change as Measured by the Implementation of Professional Learning Communities. [Doctoral Dissertation]. Virginia Commonwealth University; 2009. Available from: https://scholarscompass.vcu.edu/etd/1855

.