Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"Virginia Tech" +contributor:("Barksdale, Mary Alice"). Showing records 1 – 30 of 42 total matches.

[1] [2]

Search Limiters

Last 2 Years | English Only

▼ Search Limiters


Virginia Tech

1. Gilpin, Elizabeth Jean. Teacher Understandings and Perceptions of the Teacher Evaluation Process in Virginia.

Degree: PhD, Teaching and Learning, 2016, Virginia Tech

 The purpose of this study was to determine the understandings and perceptions that teachers in one elementary school in Virginia had about the teacher evaluation… (more)

Subjects/Keywords: beliefs; emotions; evaluation; evaluators; guidelines; perceptions; performance; phenomenology; process; standards; system; teachers; understandings

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gilpin, E. J. (2016). Teacher Understandings and Perceptions of the Teacher Evaluation Process in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83225

Chicago Manual of Style (16th Edition):

Gilpin, Elizabeth Jean. “Teacher Understandings and Perceptions of the Teacher Evaluation Process in Virginia.” 2016. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/83225.

MLA Handbook (7th Edition):

Gilpin, Elizabeth Jean. “Teacher Understandings and Perceptions of the Teacher Evaluation Process in Virginia.” 2016. Web. 22 Aug 2019.

Vancouver:

Gilpin EJ. Teacher Understandings and Perceptions of the Teacher Evaluation Process in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/83225.

Council of Science Editors:

Gilpin EJ. Teacher Understandings and Perceptions of the Teacher Evaluation Process in Virginia. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/83225


Virginia Tech

2. Banks, Amanda Brooks. Preparing K-12 Educators to Teach Students with Disabilities.

Degree: PhD, Education, Vocational-Technical, 2018, Virginia Tech

 My dissertation is comprised of two manuscripts on preparing educators to address the needs of students with disabilities. The first manuscript is a systematic review… (more)

Subjects/Keywords: preservice preparation; teacher education; special education teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Banks, A. B. (2018). Preparing K-12 Educators to Teach Students with Disabilities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83802

Chicago Manual of Style (16th Edition):

Banks, Amanda Brooks. “Preparing K-12 Educators to Teach Students with Disabilities.” 2018. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/83802.

MLA Handbook (7th Edition):

Banks, Amanda Brooks. “Preparing K-12 Educators to Teach Students with Disabilities.” 2018. Web. 22 Aug 2019.

Vancouver:

Banks AB. Preparing K-12 Educators to Teach Students with Disabilities. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/83802.

Council of Science Editors:

Banks AB. Preparing K-12 Educators to Teach Students with Disabilities. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83802


Virginia Tech

3. Erwin, Kimberly Danielle. The Experiences and Perceptions of African American Males and Their Elementary Teachers.

Degree: PhD, Teaching and Learning, 2011, Virginia Tech

 This phenomenological research investigation explored the African American malesâ perceptions of activities and learning opportunities that take place in the classroom and how these experiences… (more)

Subjects/Keywords: pedagogy; teacher; learning needs; elementary; African American males; Social Capital; Critical Race Theory

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Erwin, K. D. (2011). The Experiences and Perceptions of African American Males and Their Elementary Teachers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37604

Chicago Manual of Style (16th Edition):

Erwin, Kimberly Danielle. “The Experiences and Perceptions of African American Males and Their Elementary Teachers.” 2011. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/37604.

MLA Handbook (7th Edition):

Erwin, Kimberly Danielle. “The Experiences and Perceptions of African American Males and Their Elementary Teachers.” 2011. Web. 22 Aug 2019.

Vancouver:

Erwin KD. The Experiences and Perceptions of African American Males and Their Elementary Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/37604.

Council of Science Editors:

Erwin KD. The Experiences and Perceptions of African American Males and Their Elementary Teachers. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/37604


Virginia Tech

4. Ball, Brenda Evans. Why Ask the Question?: A Study of Teacher Questioning during Discussion of Text.

Degree: PhD, Teaching and Learning, 2014, Virginia Tech

 This study examined the effects of professional development in the form of a teacher study group and a particular discussion approach, Collaborative Reasoning (CR) (Anderson,… (more)

Subjects/Keywords: teacher study group; Collaborative Reasoning; teacher questioning; discussion; higher-order thinking; critical thinking

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ball, B. E. (2014). Why Ask the Question?: A Study of Teacher Questioning during Discussion of Text. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/63894

Chicago Manual of Style (16th Edition):

Ball, Brenda Evans. “Why Ask the Question?: A Study of Teacher Questioning during Discussion of Text.” 2014. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/63894.

MLA Handbook (7th Edition):

Ball, Brenda Evans. “Why Ask the Question?: A Study of Teacher Questioning during Discussion of Text.” 2014. Web. 22 Aug 2019.

Vancouver:

Ball BE. Why Ask the Question?: A Study of Teacher Questioning during Discussion of Text. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/63894.

Council of Science Editors:

Ball BE. Why Ask the Question?: A Study of Teacher Questioning during Discussion of Text. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/63894

5. Catherwood, Lauren Elizabeth. Developing White Teachers' Sociocultural Consciousness Through African American Children's Literature: A Case Study of Three Elementary Educators.

Degree: PhD, Teaching and Learning, 2015, Virginia Tech

 Changing the existing framework for how schools operate and the "deficit frame of reference" for students of color begins with teacher awareness of differing social… (more)

Subjects/Keywords: African American Children's Literature; Whiteness; Teacher Book Club; Sociocultural Consciousness

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Catherwood, L. E. (2015). Developing White Teachers' Sociocultural Consciousness Through African American Children's Literature: A Case Study of Three Elementary Educators. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64365

Chicago Manual of Style (16th Edition):

Catherwood, Lauren Elizabeth. “Developing White Teachers' Sociocultural Consciousness Through African American Children's Literature: A Case Study of Three Elementary Educators.” 2015. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/64365.

MLA Handbook (7th Edition):

Catherwood, Lauren Elizabeth. “Developing White Teachers' Sociocultural Consciousness Through African American Children's Literature: A Case Study of Three Elementary Educators.” 2015. Web. 22 Aug 2019.

Vancouver:

Catherwood LE. Developing White Teachers' Sociocultural Consciousness Through African American Children's Literature: A Case Study of Three Elementary Educators. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/64365.

Council of Science Editors:

Catherwood LE. Developing White Teachers' Sociocultural Consciousness Through African American Children's Literature: A Case Study of Three Elementary Educators. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64365


Virginia Tech

6. Bowers, Sharon Wensel. Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons.

Degree: EdD, Teaching and Learning, 2015, Virginia Tech

 The purpose of this study was to explore the McDaniel College Elementary STEM Instructional Leader (ESIL) pilot cohort's ability to proficiently plan lessons that incorporated… (more)

Subjects/Keywords: Elementary Education; STEM Education; Instructional Leader; Lesson Planning; STEM-centric Lessons; Professional Development; Professional Learning Experiences; Inquiry; Teacher Cohort Model

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bowers, S. W. (2015). Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64380

Chicago Manual of Style (16th Edition):

Bowers, Sharon Wensel. “Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons.” 2015. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/64380.

MLA Handbook (7th Edition):

Bowers, Sharon Wensel. “Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons.” 2015. Web. 22 Aug 2019.

Vancouver:

Bowers SW. Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/64380.

Council of Science Editors:

Bowers SW. Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64380

7. Lewis, Everton Ray. Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica.

Degree: PhD, Teaching and Learning, 2016, Virginia Tech

 There is a perception among faculty at the University of Technology, Jamaica (UTech) that Industrial Technology students in the Faculty of Education and Liberal Studies… (more)

Subjects/Keywords: Reciprocal Teaching; Cloze Test; Metacognition; Reading Comprehension

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lewis, E. R. (2016). Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/70860

Chicago Manual of Style (16th Edition):

Lewis, Everton Ray. “Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica.” 2016. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/70860.

MLA Handbook (7th Edition):

Lewis, Everton Ray. “Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica.” 2016. Web. 22 Aug 2019.

Vancouver:

Lewis ER. Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/70860.

Council of Science Editors:

Lewis ER. Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/70860


Virginia Tech

8. Bradley, Nancy Ann. Practices and Perspectives of Primary Language Arts Teachers: A Formative Design Experiment Analyzing the use of Professional Development to Enhance Vocabulary Instructional Practices.

Degree: PhD, Teaching and Learning, 2010, Virginia Tech

 The purpose of this study was to determine the impact of professional development designed to enhance vocabulary instruction on four first-grade teachersâ vocabulary instructional practices.… (more)

Subjects/Keywords: Professional Development; Literacy; Primary Learners; Vocabulary Development; Intervention; Formative Design Experiment

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bradley, N. A. (2010). Practices and Perspectives of Primary Language Arts Teachers: A Formative Design Experiment Analyzing the use of Professional Development to Enhance Vocabulary Instructional Practices. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28552

Chicago Manual of Style (16th Edition):

Bradley, Nancy Ann. “Practices and Perspectives of Primary Language Arts Teachers: A Formative Design Experiment Analyzing the use of Professional Development to Enhance Vocabulary Instructional Practices.” 2010. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/28552.

MLA Handbook (7th Edition):

Bradley, Nancy Ann. “Practices and Perspectives of Primary Language Arts Teachers: A Formative Design Experiment Analyzing the use of Professional Development to Enhance Vocabulary Instructional Practices.” 2010. Web. 22 Aug 2019.

Vancouver:

Bradley NA. Practices and Perspectives of Primary Language Arts Teachers: A Formative Design Experiment Analyzing the use of Professional Development to Enhance Vocabulary Instructional Practices. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/28552.

Council of Science Editors:

Bradley NA. Practices and Perspectives of Primary Language Arts Teachers: A Formative Design Experiment Analyzing the use of Professional Development to Enhance Vocabulary Instructional Practices. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/28552


Virginia Tech

9. Salmon, Joseph L. A Case Study of Grade-Level Meetings and Coaching Conversations.

Degree: EdD, Curriculum and Instruction, 2012, Virginia Tech

 The goal of this research project was to determine the content of the discourse occurring in grade-level meetings and coaching sessions and participants' perceptions of… (more)

Subjects/Keywords: grade-level meetings; discourse analysis; community of practice; zone of proximal development; instructional coach

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Salmon, J. L. (2012). A Case Study of Grade-Level Meetings and Coaching Conversations. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77112

Chicago Manual of Style (16th Edition):

Salmon, Joseph L. “A Case Study of Grade-Level Meetings and Coaching Conversations.” 2012. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/77112.

MLA Handbook (7th Edition):

Salmon, Joseph L. “A Case Study of Grade-Level Meetings and Coaching Conversations.” 2012. Web. 22 Aug 2019.

Vancouver:

Salmon JL. A Case Study of Grade-Level Meetings and Coaching Conversations. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/77112.

Council of Science Editors:

Salmon JL. A Case Study of Grade-Level Meetings and Coaching Conversations. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77112


Virginia Tech

10. Woods, Daniel Richard. Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners.

Degree: PhD, Teaching and Learning, 2010, Virginia Tech

 In a time of high stakes tests and mounting pressures in favor of standardized curricula at all levels, teachers continue to work in the best… (more)

Subjects/Keywords: English Instruction; Teaching Methods; Secondary Education.; teacher education; critical literacy practitioners; Critical literacy; Literacy; Critical Theory

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Woods, D. R. (2010). Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26831

Chicago Manual of Style (16th Edition):

Woods, Daniel Richard. “Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners.” 2010. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/26831.

MLA Handbook (7th Edition):

Woods, Daniel Richard. “Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners.” 2010. Web. 22 Aug 2019.

Vancouver:

Woods DR. Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/26831.

Council of Science Editors:

Woods DR. Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26831


Virginia Tech

11. Tackett, Mary Elizabeth. An Examination of Elementary Learners' Transactions with Diverse Children's Books.

Degree: PhD, Teaching and Learning, 2016, Virginia Tech

 This study was designed to explore the transactional relationship between young learners and diverse texts. Students' perceptions toward difference are shaped by prior, lived experiences,… (more)

Subjects/Keywords: literacy transactions; reading; response; discussion; diverse texts; transformation; diversity; autism; elementary

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tackett, M. E. (2016). An Examination of Elementary Learners' Transactions with Diverse Children's Books. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71448

Chicago Manual of Style (16th Edition):

Tackett, Mary Elizabeth. “An Examination of Elementary Learners' Transactions with Diverse Children's Books.” 2016. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/71448.

MLA Handbook (7th Edition):

Tackett, Mary Elizabeth. “An Examination of Elementary Learners' Transactions with Diverse Children's Books.” 2016. Web. 22 Aug 2019.

Vancouver:

Tackett ME. An Examination of Elementary Learners' Transactions with Diverse Children's Books. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/71448.

Council of Science Editors:

Tackett ME. An Examination of Elementary Learners' Transactions with Diverse Children's Books. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/71448


Virginia Tech

12. Fogelsong, Donna Fortune. Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of  Teaching Listening Through Interactive Read Alouds.

Degree: PhD, Teaching and Learning, 2016, Virginia Tech

 This study was designed to investigate teachers perceptions about instructing listening in second-grade classrooms. Childrens literature that included specific listening content was used to explore… (more)

Subjects/Keywords: Listening; Literacy; Teacher Perception; Teaching Strategies; Motivation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fogelsong, D. F. (2016). Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of  Teaching Listening Through Interactive Read Alouds. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73427

Chicago Manual of Style (16th Edition):

Fogelsong, Donna Fortune. “Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of  Teaching Listening Through Interactive Read Alouds.” 2016. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/73427.

MLA Handbook (7th Edition):

Fogelsong, Donna Fortune. “Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of  Teaching Listening Through Interactive Read Alouds.” 2016. Web. 22 Aug 2019.

Vancouver:

Fogelsong DF. Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of  Teaching Listening Through Interactive Read Alouds. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/73427.

Council of Science Editors:

Fogelsong DF. Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of  Teaching Listening Through Interactive Read Alouds. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/73427


Virginia Tech

13. Bhandari, Naina Arvin. Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers\' and special education teachers\' perceptions on collaborative themes.

Degree: PhD, Teaching and Learning, 2013, Virginia Tech

 This paper compared the perceptions of secondary special education teachers (SETs) and general education teachers (GETs) on collaborative themes using the Schools and Staffing Survey/Teacher… (more)

Subjects/Keywords: Education; Special; Education; Secondary; Education; Curriculum and Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bhandari, N. A. (2013). Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers\' and special education teachers\' perceptions on collaborative themes. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/50570

Chicago Manual of Style (16th Edition):

Bhandari, Naina Arvin. “Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers\' and special education teachers\' perceptions on collaborative themes.” 2013. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/50570.

MLA Handbook (7th Edition):

Bhandari, Naina Arvin. “Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers\' and special education teachers\' perceptions on collaborative themes.” 2013. Web. 22 Aug 2019.

Vancouver:

Bhandari NA. Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers\' and special education teachers\' perceptions on collaborative themes. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/50570.

Council of Science Editors:

Bhandari NA. Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers\' and special education teachers\' perceptions on collaborative themes. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/50570


Virginia Tech

14. Shelton, Mythianne. Investigating How Nontraditional Elementary Preservice Teachers Negotiate the Teaching of Science.

Degree: PhD, Teaching and Learning, 2015, Virginia Tech

 This qualitative study was designed to investigate the influences on nontraditional pre-service teachers as they negotiated the teaching of science in elementary school. Based upon… (more)

Subjects/Keywords: pre-service teachers; teacher education; nontraditional; identity; science education; science-teaching strategies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Shelton, M. (2015). Investigating How Nontraditional Elementary Preservice Teachers Negotiate the Teaching of Science. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51285

Chicago Manual of Style (16th Edition):

Shelton, Mythianne. “Investigating How Nontraditional Elementary Preservice Teachers Negotiate the Teaching of Science.” 2015. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/51285.

MLA Handbook (7th Edition):

Shelton, Mythianne. “Investigating How Nontraditional Elementary Preservice Teachers Negotiate the Teaching of Science.” 2015. Web. 22 Aug 2019.

Vancouver:

Shelton M. Investigating How Nontraditional Elementary Preservice Teachers Negotiate the Teaching of Science. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/51285.

Council of Science Editors:

Shelton M. Investigating How Nontraditional Elementary Preservice Teachers Negotiate the Teaching of Science. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/51285


Virginia Tech

15. Helena Soares, Elza. Metacognitive intervention for the alleviation of learned helplessness.

Degree: PhD, Teaching and Learning, 2012, Virginia Tech

 The goal of this study was to investigate if participation in collaborative professional development workshops - on learned helplessness, self-efficacy, and metacognition - would impact… (more)

Subjects/Keywords: Learned helplessness; Self-efficacy; instructional efficacy; academic efficacy; cognition; metacognition; motivation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Helena Soares, E. (2012). Metacognitive intervention for the alleviation of learned helplessness. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51961

Chicago Manual of Style (16th Edition):

Helena Soares, Elza. “Metacognitive intervention for the alleviation of learned helplessness.” 2012. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/51961.

MLA Handbook (7th Edition):

Helena Soares, Elza. “Metacognitive intervention for the alleviation of learned helplessness.” 2012. Web. 22 Aug 2019.

Vancouver:

Helena Soares E. Metacognitive intervention for the alleviation of learned helplessness. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/51961.

Council of Science Editors:

Helena Soares E. Metacognitive intervention for the alleviation of learned helplessness. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/51961


Virginia Tech

16. Williams, Angela Marie Watson. An Action Research Study Using the MUSIC Model of Academic Motivation to  Increase Reading Motivation in an Elementary Classroom.

Degree: PhD, Teaching and Learning, 2013, Virginia Tech

 This study involved examination of the processes employed in tailoring fourth-grade reading instruction to increase levels of student motivation. A participatory action research approach was… (more)

Subjects/Keywords: Reading Motivation; MUSIC Model of Academic Motivation; Action Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Williams, A. M. W. (2013). An Action Research Study Using the MUSIC Model of Academic Motivation to  Increase Reading Motivation in an Elementary Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/23308

Chicago Manual of Style (16th Edition):

Williams, Angela Marie Watson. “An Action Research Study Using the MUSIC Model of Academic Motivation to  Increase Reading Motivation in an Elementary Classroom.” 2013. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/23308.

MLA Handbook (7th Edition):

Williams, Angela Marie Watson. “An Action Research Study Using the MUSIC Model of Academic Motivation to  Increase Reading Motivation in an Elementary Classroom.” 2013. Web. 22 Aug 2019.

Vancouver:

Williams AMW. An Action Research Study Using the MUSIC Model of Academic Motivation to  Increase Reading Motivation in an Elementary Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/23308.

Council of Science Editors:

Williams AMW. An Action Research Study Using the MUSIC Model of Academic Motivation to  Increase Reading Motivation in an Elementary Classroom. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/23308


Virginia Tech

17. Fariss, Laura Lester. The Effects of Small Group Vocabulary Instruction on Second Grade Students' Expressive Vocabularies.

Degree: PhD, Teaching and Learning, 2013, Virginia Tech

 The purpose of this study was to investigate the effectiveness of small group vocabulary instruction above and beyond whole group, read aloud vocabulary instruction, on… (more)

Subjects/Keywords: expressive vocabulary; small group instruction; read alouds; primary grades

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fariss, L. L. (2013). The Effects of Small Group Vocabulary Instruction on Second Grade Students' Expressive Vocabularies. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/23685

Chicago Manual of Style (16th Edition):

Fariss, Laura Lester. “The Effects of Small Group Vocabulary Instruction on Second Grade Students' Expressive Vocabularies.” 2013. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/23685.

MLA Handbook (7th Edition):

Fariss, Laura Lester. “The Effects of Small Group Vocabulary Instruction on Second Grade Students' Expressive Vocabularies.” 2013. Web. 22 Aug 2019.

Vancouver:

Fariss LL. The Effects of Small Group Vocabulary Instruction on Second Grade Students' Expressive Vocabularies. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/23685.

Council of Science Editors:

Fariss LL. The Effects of Small Group Vocabulary Instruction on Second Grade Students' Expressive Vocabularies. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/23685


Virginia Tech

18. Shrewsbury, Eric-Gene Jackson. Interaction through Asynchronous Audio-Based Computer Mediated Communication in the Virtual Foreign Language Classroom.

Degree: PhD, Teaching and Learning, 2012, Virginia Tech

 Because distance learning (DL) programs provide students educational opportunities with minimal restrictions on location and/or time, the number of institutions that provide DL courses has… (more)

Subjects/Keywords: computer mediated communication; distance learning; foreign language as distance learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Shrewsbury, E. J. (2012). Interaction through Asynchronous Audio-Based Computer Mediated Communication in the Virtual Foreign Language Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26144

Chicago Manual of Style (16th Edition):

Shrewsbury, Eric-Gene Jackson. “Interaction through Asynchronous Audio-Based Computer Mediated Communication in the Virtual Foreign Language Classroom.” 2012. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/26144.

MLA Handbook (7th Edition):

Shrewsbury, Eric-Gene Jackson. “Interaction through Asynchronous Audio-Based Computer Mediated Communication in the Virtual Foreign Language Classroom.” 2012. Web. 22 Aug 2019.

Vancouver:

Shrewsbury EJ. Interaction through Asynchronous Audio-Based Computer Mediated Communication in the Virtual Foreign Language Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/26144.

Council of Science Editors:

Shrewsbury EJ. Interaction through Asynchronous Audio-Based Computer Mediated Communication in the Virtual Foreign Language Classroom. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/26144


Virginia Tech

19. Norris, Kimberly Jane. Virginiaâ s Foundation Blocks for Early Learning: Interpretation and Implementation by Practitioners.

Degree: PhD, Teaching and Learning, 2012, Virginia Tech

 Expectations for accountability have led policy makers to create standards designed to educate children to their highest potential. In addition to k-12 standards, the Commonwealth… (more)

Subjects/Keywords: early childhood theories; Virginiaâ s Foundation Blocks; preschool; scaffolded instruction; play; emergent literacy; spatial reasoning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Norris, K. J. (2012). Virginiaâ s Foundation Blocks for Early Learning: Interpretation and Implementation by Practitioners. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26293

Chicago Manual of Style (16th Edition):

Norris, Kimberly Jane. “Virginiaâ s Foundation Blocks for Early Learning: Interpretation and Implementation by Practitioners.” 2012. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/26293.

MLA Handbook (7th Edition):

Norris, Kimberly Jane. “Virginiaâ s Foundation Blocks for Early Learning: Interpretation and Implementation by Practitioners.” 2012. Web. 22 Aug 2019.

Vancouver:

Norris KJ. Virginiaâ s Foundation Blocks for Early Learning: Interpretation and Implementation by Practitioners. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/26293.

Council of Science Editors:

Norris KJ. Virginiaâ s Foundation Blocks for Early Learning: Interpretation and Implementation by Practitioners. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/26293


Virginia Tech

20. Khasu, Denis Stanislaus. Storytelling in Emergent Literacy: Supporting Community Based Childcare Centers in Malawi.

Degree: PhD, Teaching and Learning, 2011, Virginia Tech

 This study investigated the use of storytelling in order to support childrenâ s emergent literacy in Malawiâ s resource deprived Community Based Childcare Centers (CBCCs).… (more)

Subjects/Keywords: storytelling; formative and design experiments; professional development; emergent literacy; community based childcare centers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Khasu, D. S. (2011). Storytelling in Emergent Literacy: Supporting Community Based Childcare Centers in Malawi. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26862

Chicago Manual of Style (16th Edition):

Khasu, Denis Stanislaus. “Storytelling in Emergent Literacy: Supporting Community Based Childcare Centers in Malawi.” 2011. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/26862.

MLA Handbook (7th Edition):

Khasu, Denis Stanislaus. “Storytelling in Emergent Literacy: Supporting Community Based Childcare Centers in Malawi.” 2011. Web. 22 Aug 2019.

Vancouver:

Khasu DS. Storytelling in Emergent Literacy: Supporting Community Based Childcare Centers in Malawi. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/26862.

Council of Science Editors:

Khasu DS. Storytelling in Emergent Literacy: Supporting Community Based Childcare Centers in Malawi. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26862


Virginia Tech

21. Sigmon, Miranda Lee. Dialogue Journals: Literacy Transactions of Fourth-Grade Students.

Degree: PhD, Teaching and Learning, 2016, Virginia Tech

 This study was designed to explore written responses of dialogue journals in a fourth-grade social studies classroom to better understand individuals' meaning-making responses during content-based… (more)

Subjects/Keywords: dialogue journals; writing instruction; motivation; literacy transactions; content-based texts; elementary

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sigmon, M. L. (2016). Dialogue Journals: Literacy Transactions of Fourth-Grade Students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/70922

Chicago Manual of Style (16th Edition):

Sigmon, Miranda Lee. “Dialogue Journals: Literacy Transactions of Fourth-Grade Students.” 2016. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/70922.

MLA Handbook (7th Edition):

Sigmon, Miranda Lee. “Dialogue Journals: Literacy Transactions of Fourth-Grade Students.” 2016. Web. 22 Aug 2019.

Vancouver:

Sigmon ML. Dialogue Journals: Literacy Transactions of Fourth-Grade Students. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/70922.

Council of Science Editors:

Sigmon ML. Dialogue Journals: Literacy Transactions of Fourth-Grade Students. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/70922


Virginia Tech

22. Kalande, Wotchiwe Mtonga. The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi.

Degree: PhD, Teaching and Learning, 2006, Virginia Tech

 The purpose of this study was to observe the science teaching practices of six primary school teachers in Standards 5 through 7, to learn about… (more)

Subjects/Keywords: science teaching and learning materials and strate; science instructional practices; learner-centered approaches; scientific (process) skills

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kalande, W. M. (2006). The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30146

Chicago Manual of Style (16th Edition):

Kalande, Wotchiwe Mtonga. “The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi.” 2006. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/30146.

MLA Handbook (7th Edition):

Kalande, Wotchiwe Mtonga. “The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi.” 2006. Web. 22 Aug 2019.

Vancouver:

Kalande WM. The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/30146.

Council of Science Editors:

Kalande WM. The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/30146


Virginia Tech

23. Kadzera, Clemence Michael. Use of Instructional Technologies in Teacher Training Colleges in Malawi.

Degree: PhD, Teaching and Learning, 2006, Virginia Tech

 The use of instructional technologies has an impact on studentsâ content acquisition and adds to class performance (Baylor and Ritchie, 2002). However, Beggs (2000) notes… (more)

Subjects/Keywords: instructional technologies; local resources; teacher training colleges; perceived competence and attitudes toward using in

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kadzera, C. M. (2006). Use of Instructional Technologies in Teacher Training Colleges in Malawi. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27728

Chicago Manual of Style (16th Edition):

Kadzera, Clemence Michael. “Use of Instructional Technologies in Teacher Training Colleges in Malawi.” 2006. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/27728.

MLA Handbook (7th Edition):

Kadzera, Clemence Michael. “Use of Instructional Technologies in Teacher Training Colleges in Malawi.” 2006. Web. 22 Aug 2019.

Vancouver:

Kadzera CM. Use of Instructional Technologies in Teacher Training Colleges in Malawi. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/27728.

Council of Science Editors:

Kadzera CM. Use of Instructional Technologies in Teacher Training Colleges in Malawi. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/27728


Virginia Tech

24. Ozdemir, Devrim. The Effects of Context-Dependency of Seductive Details on Recall and Transfer in a Multimedia Learning Environment.

Degree: PhD, Learning Sciences and Technologies, 2009, Virginia Tech

 The purpose of this study was to investigate the effects of context-dependency of seductive details on recall and transfer in multimedia learning environments. Two experiments… (more)

Subjects/Keywords: multimedia learning; situational interest; seductive details; context-dependency; coherence principle

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ozdemir, D. (2009). The Effects of Context-Dependency of Seductive Details on Recall and Transfer in a Multimedia Learning Environment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27948

Chicago Manual of Style (16th Edition):

Ozdemir, Devrim. “The Effects of Context-Dependency of Seductive Details on Recall and Transfer in a Multimedia Learning Environment.” 2009. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/27948.

MLA Handbook (7th Edition):

Ozdemir, Devrim. “The Effects of Context-Dependency of Seductive Details on Recall and Transfer in a Multimedia Learning Environment.” 2009. Web. 22 Aug 2019.

Vancouver:

Ozdemir D. The Effects of Context-Dependency of Seductive Details on Recall and Transfer in a Multimedia Learning Environment. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/27948.

Council of Science Editors:

Ozdemir D. The Effects of Context-Dependency of Seductive Details on Recall and Transfer in a Multimedia Learning Environment. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/27948


Virginia Tech

25. Mjoni-Mwale, Hasten. Safe Schools for Teaching and Learning: Developing a School-wide, Self-study Process.

Degree: PhD, Teaching and Learning, 2006, Virginia Tech

 This study examined public primary school teachersâ perceptions of the factors contributing to safe school learning environments. Teachersâ perceptions and behaviors were examined to assist… (more)

Subjects/Keywords: school improvement; safe learning environment; teachers' behaviors; public primary schools in Malawi; professional development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mjoni-Mwale, H. (2006). Safe Schools for Teaching and Learning: Developing a School-wide, Self-study Process. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28001

Chicago Manual of Style (16th Edition):

Mjoni-Mwale, Hasten. “Safe Schools for Teaching and Learning: Developing a School-wide, Self-study Process.” 2006. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/28001.

MLA Handbook (7th Edition):

Mjoni-Mwale, Hasten. “Safe Schools for Teaching and Learning: Developing a School-wide, Self-study Process.” 2006. Web. 22 Aug 2019.

Vancouver:

Mjoni-Mwale H. Safe Schools for Teaching and Learning: Developing a School-wide, Self-study Process. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/28001.

Council of Science Editors:

Mjoni-Mwale H. Safe Schools for Teaching and Learning: Developing a School-wide, Self-study Process. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/28001


Virginia Tech

26. Mmela, Edith. Implementing Integrated Literacy Approaches in an English Classroom in Malawi.

Degree: PhD, Teaching and Learning, 2006, Virginia Tech

 The purpose of the study was to discover how teachers learn to teach. This was done through the process of answering the question â How… (more)

Subjects/Keywords: reflection; collaborative inquiry; teacher learning; second language learning; professional development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mmela, E. (2006). Implementing Integrated Literacy Approaches in an English Classroom in Malawi. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28025

Chicago Manual of Style (16th Edition):

Mmela, Edith. “Implementing Integrated Literacy Approaches in an English Classroom in Malawi.” 2006. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/28025.

MLA Handbook (7th Edition):

Mmela, Edith. “Implementing Integrated Literacy Approaches in an English Classroom in Malawi.” 2006. Web. 22 Aug 2019.

Vancouver:

Mmela E. Implementing Integrated Literacy Approaches in an English Classroom in Malawi. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/28025.

Council of Science Editors:

Mmela E. Implementing Integrated Literacy Approaches in an English Classroom in Malawi. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/28025


Virginia Tech

27. Jones, Troy. Working Through Problems: An Investigation of the Problems and Problem-Solving Approaches of Beginning Teachers.

Degree: PhD, Curriculum and Instruction, 2008, Virginia Tech

 The purpose of the present investigation was to determine what professional and personal problems elementary-school teachers face during their initial years of teaching and how… (more)

Subjects/Keywords: problems; problem-solving; beginning teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jones, T. (2008). Working Through Problems: An Investigation of the Problems and Problem-Solving Approaches of Beginning Teachers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28736

Chicago Manual of Style (16th Edition):

Jones, Troy. “Working Through Problems: An Investigation of the Problems and Problem-Solving Approaches of Beginning Teachers.” 2008. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/28736.

MLA Handbook (7th Edition):

Jones, Troy. “Working Through Problems: An Investigation of the Problems and Problem-Solving Approaches of Beginning Teachers.” 2008. Web. 22 Aug 2019.

Vancouver:

Jones T. Working Through Problems: An Investigation of the Problems and Problem-Solving Approaches of Beginning Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/28736.

Council of Science Editors:

Jones T. Working Through Problems: An Investigation of the Problems and Problem-Solving Approaches of Beginning Teachers. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/28736


Virginia Tech

28. Norman, Mary Ann. Looking Through Their Lens: The Decisions about Reading Instruction Made by Experienced 2nd, 3rd and 4th Grade Teachers.

Degree: PhD, Curriculum and Instruction, 2008, Virginia Tech

 Abstract Classroom teachers determine how reading is taught and their decisions are influenced both by the policies instituted by local, state and national agencies and… (more)

Subjects/Keywords: teacher decision making; elementary education; teacher education; reading instruction; instructional focus; strategies; grouping; literacy; effects of state mandated testing

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Norman, M. A. (2008). Looking Through Their Lens: The Decisions about Reading Instruction Made by Experienced 2nd, 3rd and 4th Grade Teachers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28751

Chicago Manual of Style (16th Edition):

Norman, Mary Ann. “Looking Through Their Lens: The Decisions about Reading Instruction Made by Experienced 2nd, 3rd and 4th Grade Teachers.” 2008. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/28751.

MLA Handbook (7th Edition):

Norman, Mary Ann. “Looking Through Their Lens: The Decisions about Reading Instruction Made by Experienced 2nd, 3rd and 4th Grade Teachers.” 2008. Web. 22 Aug 2019.

Vancouver:

Norman MA. Looking Through Their Lens: The Decisions about Reading Instruction Made by Experienced 2nd, 3rd and 4th Grade Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/28751.

Council of Science Editors:

Norman MA. Looking Through Their Lens: The Decisions about Reading Instruction Made by Experienced 2nd, 3rd and 4th Grade Teachers. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/28751


Virginia Tech

29. Cummings, Rebekah Aine Ruth. Navigating the River: Preservice Teachers Negotiate Constructive Guidance.

Degree: PhD, Human Development, 2005, Virginia Tech

 Preservice teachers engaging in practicum experiences often express anxiety and uncertainty related to providing discipline and classroom management. This uncertainty seems to increase when the… (more)

Subjects/Keywords: classroom management; discipline; constructive guidance; preservice teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cummings, R. A. R. (2005). Navigating the River: Preservice Teachers Negotiate Constructive Guidance. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28261

Chicago Manual of Style (16th Edition):

Cummings, Rebekah Aine Ruth. “Navigating the River: Preservice Teachers Negotiate Constructive Guidance.” 2005. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/28261.

MLA Handbook (7th Edition):

Cummings, Rebekah Aine Ruth. “Navigating the River: Preservice Teachers Negotiate Constructive Guidance.” 2005. Web. 22 Aug 2019.

Vancouver:

Cummings RAR. Navigating the River: Preservice Teachers Negotiate Constructive Guidance. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/28261.

Council of Science Editors:

Cummings RAR. Navigating the River: Preservice Teachers Negotiate Constructive Guidance. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/28261


Virginia Tech

30. Kazembe, Manuel Boyd. Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators.

Degree: PhD, Teaching and Learning, 2005, Virginia Tech

 Retracing Footsteps of the Literati: Towards an Understanding of Literacy Development through Stories of Malawian Teacher Educators Manuel B. Kazembe (ABSTRACT) If there is a… (more)

Subjects/Keywords: literacy development; teacher education; learning; print-limited environment

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kazembe, M. B. (2005). Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30058

Chicago Manual of Style (16th Edition):

Kazembe, Manuel Boyd. “Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators.” 2005. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/30058.

MLA Handbook (7th Edition):

Kazembe, Manuel Boyd. “Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators.” 2005. Web. 22 Aug 2019.

Vancouver:

Kazembe MB. Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/30058.

Council of Science Editors:

Kazembe MB. Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/30058

[1] [2]

.