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You searched for +publisher:"Virginia Tech" +contributor:("Bondy, Jennifer M."). Showing records 1 – 7 of 7 total matches.

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Virginia Tech

1. Cottle, Tatyana Vladimirovna. How Bilingual Counselors Experience Sense of Professional Self.

Degree: PhD, Educational Leadership and Policy Studies, 2014, Virginia Tech

 The United States is in the process of changing demographically. As a result, there is an increasing demand for culturally appropriate counseling services for minority… (more)

Subjects/Keywords: bilingual; bilingualism; counselor; code-switching; professional self

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APA (6th Edition):

Cottle, T. V. (2014). How Bilingual Counselors Experience Sense of Professional Self. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/50864

Chicago Manual of Style (16th Edition):

Cottle, Tatyana Vladimirovna. “How Bilingual Counselors Experience Sense of Professional Self.” 2014. Doctoral Dissertation, Virginia Tech. Accessed June 24, 2019. http://hdl.handle.net/10919/50864.

MLA Handbook (7th Edition):

Cottle, Tatyana Vladimirovna. “How Bilingual Counselors Experience Sense of Professional Self.” 2014. Web. 24 Jun 2019.

Vancouver:

Cottle TV. How Bilingual Counselors Experience Sense of Professional Self. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10919/50864.

Council of Science Editors:

Cottle TV. How Bilingual Counselors Experience Sense of Professional Self. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/50864


Virginia Tech

2. Kaui, Toni Marie Mapuana. Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students.

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

 The purpose of this study was two-fold. The first was to determine the degree of culturally responsive teaching practices and level of cultural competence of… (more)

Subjects/Keywords: STEM Education; Native Hawaiian; Culture-Based Education; Indigenous Education Culturally Relevant Teaching; Cultural Competence; Cultural Identity; Cultural Sensitivity; Cultural Knowledge Belief; Self-Efficacy; Professional Development

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APA (6th Edition):

Kaui, T. M. M. (2016). Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/79845

Chicago Manual of Style (16th Edition):

Kaui, Toni Marie Mapuana. “Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students.” 2016. Doctoral Dissertation, Virginia Tech. Accessed June 24, 2019. http://hdl.handle.net/10919/79845.

MLA Handbook (7th Edition):

Kaui, Toni Marie Mapuana. “Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students.” 2016. Web. 24 Jun 2019.

Vancouver:

Kaui TMM. Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10919/79845.

Council of Science Editors:

Kaui TMM. Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/79845


Virginia Tech

3. Pennington, Lisa Kelly. Examining Holocaust education museum-initiated professional development:  The perspective of museum educators during planning and implementation.

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

 Museums today frequently consider education as one of their priorities. As such, museum administrators will provide resources, field trips, or professional development opportunities to support… (more)

Subjects/Keywords: museum education; professional development; Holocaust education

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APA (6th Edition):

Pennington, L. K. (2016). Examining Holocaust education museum-initiated professional development:  The perspective of museum educators during planning and implementation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81309

Chicago Manual of Style (16th Edition):

Pennington, Lisa Kelly. “Examining Holocaust education museum-initiated professional development:  The perspective of museum educators during planning and implementation.” 2016. Doctoral Dissertation, Virginia Tech. Accessed June 24, 2019. http://hdl.handle.net/10919/81309.

MLA Handbook (7th Edition):

Pennington, Lisa Kelly. “Examining Holocaust education museum-initiated professional development:  The perspective of museum educators during planning and implementation.” 2016. Web. 24 Jun 2019.

Vancouver:

Pennington LK. Examining Holocaust education museum-initiated professional development:  The perspective of museum educators during planning and implementation. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10919/81309.

Council of Science Editors:

Pennington LK. Examining Holocaust education museum-initiated professional development:  The perspective of museum educators during planning and implementation. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/81309


Virginia Tech

4. Lisanti, Melissa Wall. Interaction, Power, and The Institution: Uncovering the Negotiations that Organize the  Planning Work of Social Studies Teachers.

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

 With the proliferation of standards and accountability systems in education, questions about how they function and intersect with broader patterns of institutional relations await investigation.… (more)

Subjects/Keywords: institutional ethnography; instruction; standards; planning; teaching

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APA (6th Edition):

Lisanti, M. W. (2015). Interaction, Power, and The Institution: Uncovering the Negotiations that Organize the  Planning Work of Social Studies Teachers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52940

Chicago Manual of Style (16th Edition):

Lisanti, Melissa Wall. “Interaction, Power, and The Institution: Uncovering the Negotiations that Organize the  Planning Work of Social Studies Teachers.” 2015. Doctoral Dissertation, Virginia Tech. Accessed June 24, 2019. http://hdl.handle.net/10919/52940.

MLA Handbook (7th Edition):

Lisanti, Melissa Wall. “Interaction, Power, and The Institution: Uncovering the Negotiations that Organize the  Planning Work of Social Studies Teachers.” 2015. Web. 24 Jun 2019.

Vancouver:

Lisanti MW. Interaction, Power, and The Institution: Uncovering the Negotiations that Organize the  Planning Work of Social Studies Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10919/52940.

Council of Science Editors:

Lisanti MW. Interaction, Power, and The Institution: Uncovering the Negotiations that Organize the  Planning Work of Social Studies Teachers. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/52940


Virginia Tech

5. Smith, Courtney Shaleah. The Intersecting Perspective: African American Female Experiences with Faculty Mentoring in Undergraduate Engineering.

Degree: PhD, Engineering Education, 2015, Virginia Tech

 The value of diversity in the Science, Technology, Engineering, and Math (STEM) fields has long been a leading topic of discussion among campus administrators and… (more)

Subjects/Keywords: Mentoring; African American Female Students; Engineering Education; Phenomenography; Intersectionality

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APA (6th Edition):

Smith, C. S. (2015). The Intersecting Perspective: African American Female Experiences with Faculty Mentoring in Undergraduate Engineering. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56490

Chicago Manual of Style (16th Edition):

Smith, Courtney Shaleah. “The Intersecting Perspective: African American Female Experiences with Faculty Mentoring in Undergraduate Engineering.” 2015. Doctoral Dissertation, Virginia Tech. Accessed June 24, 2019. http://hdl.handle.net/10919/56490.

MLA Handbook (7th Edition):

Smith, Courtney Shaleah. “The Intersecting Perspective: African American Female Experiences with Faculty Mentoring in Undergraduate Engineering.” 2015. Web. 24 Jun 2019.

Vancouver:

Smith CS. The Intersecting Perspective: African American Female Experiences with Faculty Mentoring in Undergraduate Engineering. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10919/56490.

Council of Science Editors:

Smith CS. The Intersecting Perspective: African American Female Experiences with Faculty Mentoring in Undergraduate Engineering. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/56490


Virginia Tech

6. Besterman, Keith Richard. STEM Educators' Preparedness for English Language Learners in the United States.

Degree: PhD, Teaching and Learning, 2017, Virginia Tech

 In the United States STEM (Science, Technology, Engineering, and Mathematics) education is increasingly being promoted as a key component of preparing students for the reality… (more)

Subjects/Keywords: STEM Education; School and Staffing Survey Teacher Questionnaire; English Language Learners

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APA (6th Edition):

Besterman, K. R. (2017). STEM Educators' Preparedness for English Language Learners in the United States. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/88032

Chicago Manual of Style (16th Edition):

Besterman, Keith Richard. “STEM Educators' Preparedness for English Language Learners in the United States.” 2017. Doctoral Dissertation, Virginia Tech. Accessed June 24, 2019. http://hdl.handle.net/10919/88032.

MLA Handbook (7th Edition):

Besterman, Keith Richard. “STEM Educators' Preparedness for English Language Learners in the United States.” 2017. Web. 24 Jun 2019.

Vancouver:

Besterman KR. STEM Educators' Preparedness for English Language Learners in the United States. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10919/88032.

Council of Science Editors:

Besterman KR. STEM Educators' Preparedness for English Language Learners in the United States. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/88032


Virginia Tech

7. Yousafzai, Ayesha Latif. Identity Performance Among Muslim International Women: A Narrative Inquiry.

Degree: PhD, Higher Education, 2019, Virginia Tech

 The purpose of this research was to study identity performance among undergraduate Muslim international women on college campuses in the U.S. Identity performance was defined… (more)

Subjects/Keywords: Ecological systems theory; gendered Islamophobia; identity performance; international students; Muslim students; narrative inquiry; women students

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

APA (6th Edition):

Yousafzai, A. L. (2019). Identity Performance Among Muslim International Women: A Narrative Inquiry. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/89101

Chicago Manual of Style (16th Edition):

Yousafzai, Ayesha Latif. “Identity Performance Among Muslim International Women: A Narrative Inquiry.” 2019. Doctoral Dissertation, Virginia Tech. Accessed June 24, 2019. http://hdl.handle.net/10919/89101.

MLA Handbook (7th Edition):

Yousafzai, Ayesha Latif. “Identity Performance Among Muslim International Women: A Narrative Inquiry.” 2019. Web. 24 Jun 2019.

Vancouver:

Yousafzai AL. Identity Performance Among Muslim International Women: A Narrative Inquiry. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10919/89101.

Council of Science Editors:

Yousafzai AL. Identity Performance Among Muslim International Women: A Narrative Inquiry. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/89101

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