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You searched for +publisher:"Virginia Tech" +contributor:("Brand, Brenda R."). Showing records 1 – 19 of 19 total matches.

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Virginia Tech

1. 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

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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 October 19, 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. 19 Oct 2019.

Vancouver:

Erwin KD. The Experiences and Perceptions of African American Males and Their Elementary Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Oct 19]. 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

2. 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

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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 October 19, 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. 19 Oct 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 Oct 19]. 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

3. Sulsberger, Megan Jane. Cultivating a Caring, Environmental Self: Using the Figured World Concept to Explore Children's Environmental Identity Production in a Public School Garden Space.

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

 This ethnographic case study investigates the diverse means and processes by which environmental identities were produced by five first grade students as they participated in… (more)

Subjects/Keywords: Environmental identity; figured worlds; school gardens; ethnographic case study

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APA (6th Edition):

Sulsberger, M. J. (2014). Cultivating a Caring, Environmental Self: Using the Figured World Concept to Explore Children's Environmental Identity Production in a Public School Garden Space. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51161

Chicago Manual of Style (16th Edition):

Sulsberger, Megan Jane. “Cultivating a Caring, Environmental Self: Using the Figured World Concept to Explore Children's Environmental Identity Production in a Public School Garden Space.” 2014. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/51161.

MLA Handbook (7th Edition):

Sulsberger, Megan Jane. “Cultivating a Caring, Environmental Self: Using the Figured World Concept to Explore Children's Environmental Identity Production in a Public School Garden Space.” 2014. Web. 19 Oct 2019.

Vancouver:

Sulsberger MJ. Cultivating a Caring, Environmental Self: Using the Figured World Concept to Explore Children's Environmental Identity Production in a Public School Garden Space. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/51161.

Council of Science Editors:

Sulsberger MJ. Cultivating a Caring, Environmental Self: Using the Figured World Concept to Explore Children's Environmental Identity Production in a Public School Garden Space. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/51161


Virginia Tech

4. Holt, Brent D. An Exploratory Study of Project Lead the Way Secondary Engineering Educatorsâ Self-Efficacy.

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

 Researchers find that teacher self-efficacy influences student performance and student academic interest (Anderson, Green & Loewen, 1988; Ross, 1992; Ashton & Webb, 1986; Woolfolk &… (more)

Subjects/Keywords: Teacher self-efficacy; PLTW; Engineering education

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APA (6th Edition):

Holt, B. D. (2011). An Exploratory Study of Project Lead the Way Secondary Engineering Educatorsâ Self-Efficacy. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29552

Chicago Manual of Style (16th Edition):

Holt, Brent D. “An Exploratory Study of Project Lead the Way Secondary Engineering Educatorsâ Self-Efficacy.” 2011. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/29552.

MLA Handbook (7th Edition):

Holt, Brent D. “An Exploratory Study of Project Lead the Way Secondary Engineering Educatorsâ Self-Efficacy.” 2011. Web. 19 Oct 2019.

Vancouver:

Holt BD. An Exploratory Study of Project Lead the Way Secondary Engineering Educatorsâ Self-Efficacy. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/29552.

Council of Science Editors:

Holt BD. An Exploratory Study of Project Lead the Way Secondary Engineering Educatorsâ Self-Efficacy. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/29552


Virginia Tech

5. Gess, Ashley Harding. The Impact of the Design Process on Student Self-Efficacy and Content Knowledge.

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

 The United States of America needs STEM trained workers, STEM faculty and STEM professionals to improve its technical and professional workforce in order to maintain… (more)

Subjects/Keywords: STEM Education; Self-Efficacy; Content Knowledge; Community College; Undergraduate

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APA (6th Edition):

Gess, A. H. (2015). The Impact of the Design Process on Student Self-Efficacy and Content Knowledge. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52025

Chicago Manual of Style (16th Edition):

Gess, Ashley Harding. “The Impact of the Design Process on Student Self-Efficacy and Content Knowledge.” 2015. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/52025.

MLA Handbook (7th Edition):

Gess, Ashley Harding. “The Impact of the Design Process on Student Self-Efficacy and Content Knowledge.” 2015. Web. 19 Oct 2019.

Vancouver:

Gess AH. The Impact of the Design Process on Student Self-Efficacy and Content Knowledge. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/52025.

Council of Science Editors:

Gess AH. The Impact of the Design Process on Student Self-Efficacy and Content Knowledge. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/52025

6. Felix, Allison. Design Based Science and Higher Order Thinking.

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

 Technological/engineering design based learning (T/E DBL) provides a context in which students may utilize content knowledge and skills to develop prototype solutions to real-world problems.… (more)

Subjects/Keywords: Technological/Engineering Design; Design Based Science; Design Based Learning; Higher Order Thinking; Cognitive Demand; Design Portfolio

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APA (6th Edition):

Felix, A. (2016). Design Based Science and Higher Order Thinking. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71746

Chicago Manual of Style (16th Edition):

Felix, Allison. “Design Based Science and Higher Order Thinking.” 2016. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/71746.

MLA Handbook (7th Edition):

Felix, Allison. “Design Based Science and Higher Order Thinking.” 2016. Web. 19 Oct 2019.

Vancouver:

Felix A. Design Based Science and Higher Order Thinking. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/71746.

Council of Science Editors:

Felix A. Design Based Science and Higher Order Thinking. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/71746


Virginia Tech

7. Arnold, Kristy Michelle. A Qualitative Examination of African American Counselors' Experiences of Addressing Issues of Race, Ethnicity, and Culture with Clients Of Color.

Degree: PhD, Educational Leadership and Policy Studies, 2010, Virginia Tech

 Although many counselors consider themselves to be culturally aware, research has shown that deliberately and respectfully addressing race, culture, and ethnicityâ particularly with clients of… (more)

Subjects/Keywords: clients of color; cultural; racial

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APA (6th Edition):

Arnold, K. M. (2010). A Qualitative Examination of African American Counselors' Experiences of Addressing Issues of Race, Ethnicity, and Culture with Clients Of Color. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26667

Chicago Manual of Style (16th Edition):

Arnold, Kristy Michelle. “A Qualitative Examination of African American Counselors' Experiences of Addressing Issues of Race, Ethnicity, and Culture with Clients Of Color.” 2010. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/26667.

MLA Handbook (7th Edition):

Arnold, Kristy Michelle. “A Qualitative Examination of African American Counselors' Experiences of Addressing Issues of Race, Ethnicity, and Culture with Clients Of Color.” 2010. Web. 19 Oct 2019.

Vancouver:

Arnold KM. A Qualitative Examination of African American Counselors' Experiences of Addressing Issues of Race, Ethnicity, and Culture with Clients Of Color. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/26667.

Council of Science Editors:

Arnold KM. A Qualitative Examination of African American Counselors' Experiences of Addressing Issues of Race, Ethnicity, and Culture with Clients Of Color. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26667


Virginia Tech

8. Byers, Albert S. Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six.

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

 Stagnant student achievement in science education in the United States has placed an increased emphasis on teacher professional development. Since many elementary educators could benefit… (more)

Subjects/Keywords: online professional development; e-Learning; self-directed professional development; learning preferences; learning styles; online interaction strategies

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APA (6th Edition):

Byers, A. S. (2010). Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/40430

Chicago Manual of Style (16th Edition):

Byers, Albert S. “Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six.” 2010. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/40430.

MLA Handbook (7th Edition):

Byers, Albert S. “Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six.” 2010. Web. 19 Oct 2019.

Vancouver:

Byers AS. Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/40430.

Council of Science Editors:

Byers AS. Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/40430


Virginia Tech

9. 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

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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 October 19, 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. 19 Oct 2019.

Vancouver:

Shelton M. Investigating How Nontraditional Elementary Preservice Teachers Negotiate the Teaching of Science. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Oct 19]. 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

10. 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

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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 October 19, 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. 19 Oct 2019.

Vancouver:

Khasu DS. Storytelling in Emergent Literacy: Supporting Community Based Childcare Centers in Malawi. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Oct 19]. 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

11. Hey, Christina K. Mae. Situating Critical Indigenous Worldview within Western Academic Traditions: Place-Based and Culturally-relevant Science Education for Human Empowerment and Environmental Sustainability.

Degree: PhD, Curriculum and Instruction, 2017, Virginia Tech

 Learning to value ourselves as uniquely endowed, understanding our irreplaceable fit into the social and environmental fabric, and becoming active agents woven into our communities… (more)

Subjects/Keywords: Indigenous worldview; science education; place-based education; critically-oriented education; culturally-relevant education; sustainability education

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APA (6th Edition):

Hey, C. K. M. (2017). Situating Critical Indigenous Worldview within Western Academic Traditions: Place-Based and Culturally-relevant Science Education for Human Empowerment and Environmental Sustainability. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77577

Chicago Manual of Style (16th Edition):

Hey, Christina K Mae. “Situating Critical Indigenous Worldview within Western Academic Traditions: Place-Based and Culturally-relevant Science Education for Human Empowerment and Environmental Sustainability.” 2017. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/77577.

MLA Handbook (7th Edition):

Hey, Christina K Mae. “Situating Critical Indigenous Worldview within Western Academic Traditions: Place-Based and Culturally-relevant Science Education for Human Empowerment and Environmental Sustainability.” 2017. Web. 19 Oct 2019.

Vancouver:

Hey CKM. Situating Critical Indigenous Worldview within Western Academic Traditions: Place-Based and Culturally-relevant Science Education for Human Empowerment and Environmental Sustainability. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/77577.

Council of Science Editors:

Hey CKM. Situating Critical Indigenous Worldview within Western Academic Traditions: Place-Based and Culturally-relevant Science Education for Human Empowerment and Environmental Sustainability. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/77577


Virginia Tech

12. Mhango, Ndalapa Adrian C. An Exploration of How Primary School Teachers in Malawi Plan and Implement Social Studies Lessons for the Preparation of Active Participatory Citizens in a Democratic Society.

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

 The purpose of public schooling in many democratic nation-states is the preparation of an active participatory citizenry. For this reason, educators advocate the use of… (more)

Subjects/Keywords: enacted curriculum; pedagogies; participatory classroom practices; active participatory citizens; democracy; intended curriculum

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APA (6th Edition):

Mhango, N. A. C. (2008). An Exploration of How Primary School Teachers in Malawi Plan and Implement Social Studies Lessons for the Preparation of Active Participatory Citizens in a Democratic Society. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26755

Chicago Manual of Style (16th Edition):

Mhango, Ndalapa Adrian C. “An Exploration of How Primary School Teachers in Malawi Plan and Implement Social Studies Lessons for the Preparation of Active Participatory Citizens in a Democratic Society.” 2008. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/26755.

MLA Handbook (7th Edition):

Mhango, Ndalapa Adrian C. “An Exploration of How Primary School Teachers in Malawi Plan and Implement Social Studies Lessons for the Preparation of Active Participatory Citizens in a Democratic Society.” 2008. Web. 19 Oct 2019.

Vancouver:

Mhango NAC. An Exploration of How Primary School Teachers in Malawi Plan and Implement Social Studies Lessons for the Preparation of Active Participatory Citizens in a Democratic Society. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/26755.

Council of Science Editors:

Mhango NAC. An Exploration of How Primary School Teachers in Malawi Plan and Implement Social Studies Lessons for the Preparation of Active Participatory Citizens in a Democratic Society. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/26755


Virginia Tech

13. Wallace, Tamara Katina. Investigating the Influence of Race on the Teaching Philosophies and Practices of Effective Teachers of Diverse Students.

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

 This research study examined the most salient experiences that facilitated the multicultural understanding, development, and practices of effective teachers of diverse students. Field notes collected… (more)

Subjects/Keywords: Multicultural Education; Critical Race Theory; Pre-service Teacher Education

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APA (6th Edition):

Wallace, T. K. (2005). Investigating the Influence of Race on the Teaching Philosophies and Practices of Effective Teachers of Diverse Students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30251

Chicago Manual of Style (16th Edition):

Wallace, Tamara Katina. “Investigating the Influence of Race on the Teaching Philosophies and Practices of Effective Teachers of Diverse Students.” 2005. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/30251.

MLA Handbook (7th Edition):

Wallace, Tamara Katina. “Investigating the Influence of Race on the Teaching Philosophies and Practices of Effective Teachers of Diverse Students.” 2005. Web. 19 Oct 2019.

Vancouver:

Wallace TK. Investigating the Influence of Race on the Teaching Philosophies and Practices of Effective Teachers of Diverse Students. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/30251.

Council of Science Editors:

Wallace TK. Investigating the Influence of Race on the Teaching Philosophies and Practices of Effective Teachers of Diverse Students. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/30251


Virginia Tech

14. McLaughlin, John. Biotechnology Education: An Investigation of Corporate and Communal Science in the Classroom.

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

 It is impossible to imagine our schools or community without framing such a view around a corporate structure. Money, capital, and economic stakeholders are all… (more)

Subjects/Keywords: biotechnology education as corporate; public secondary school; science education; private secondary school; biotechnology education as communal; economy; rural education

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APA (6th Edition):

McLaughlin, J. (2006). Biotechnology Education: An Investigation of Corporate and Communal Science in the Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27757

Chicago Manual of Style (16th Edition):

McLaughlin, John. “Biotechnology Education: An Investigation of Corporate and Communal Science in the Classroom.” 2006. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/27757.

MLA Handbook (7th Edition):

McLaughlin, John. “Biotechnology Education: An Investigation of Corporate and Communal Science in the Classroom.” 2006. Web. 19 Oct 2019.

Vancouver:

McLaughlin J. Biotechnology Education: An Investigation of Corporate and Communal Science in the Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/27757.

Council of Science Editors:

McLaughlin J. Biotechnology Education: An Investigation of Corporate and Communal Science in the Classroom. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/27757


Virginia Tech

15. Grosshans, Kurt. Science Teachers' Understanding and Use of Instructional Strategies Within the 4 x 4 Block Schedule.

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

 The primary purpose of this research was to investigate how science teachers engaged students under the 4 x 4 block schedule and how the teachersâ… (more)

Subjects/Keywords: 4 x 4 block schedule; teacher beliefs; strategies; science education

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APA (6th Edition):

Grosshans, K. (2006). Science Teachers' Understanding and Use of Instructional Strategies Within the 4 x 4 Block Schedule. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27876

Chicago Manual of Style (16th Edition):

Grosshans, Kurt. “Science Teachers' Understanding and Use of Instructional Strategies Within the 4 x 4 Block Schedule.” 2006. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/27876.

MLA Handbook (7th Edition):

Grosshans, Kurt. “Science Teachers' Understanding and Use of Instructional Strategies Within the 4 x 4 Block Schedule.” 2006. Web. 19 Oct 2019.

Vancouver:

Grosshans K. Science Teachers' Understanding and Use of Instructional Strategies Within the 4 x 4 Block Schedule. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/27876.

Council of Science Editors:

Grosshans K. Science Teachers' Understanding and Use of Instructional Strategies Within the 4 x 4 Block Schedule. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/27876


Virginia Tech

16. Green, Andre M. Factors Influencing the Persistence and Non-Persistence of African American Students in Scientific Majors at a Predominantly White University.

Degree: PhD, Curriculum and Instruction, 2006, Virginia Tech

 Factors that influenced African Americans to persist or not persist within their scientific major while matriculating at a predominantly White university guided the focus of… (more)

Subjects/Keywords: African Americans in science; networks; and relationships; attrition; diversity; retention

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APA (6th Edition):

Green, A. M. (2006). Factors Influencing the Persistence and Non-Persistence of African American Students in Scientific Majors at a Predominantly White University. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27888

Chicago Manual of Style (16th Edition):

Green, Andre M. “Factors Influencing the Persistence and Non-Persistence of African American Students in Scientific Majors at a Predominantly White University.” 2006. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/27888.

MLA Handbook (7th Edition):

Green, Andre M. “Factors Influencing the Persistence and Non-Persistence of African American Students in Scientific Majors at a Predominantly White University.” 2006. Web. 19 Oct 2019.

Vancouver:

Green AM. Factors Influencing the Persistence and Non-Persistence of African American Students in Scientific Majors at a Predominantly White University. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/27888.

Council of Science Editors:

Green AM. Factors Influencing the Persistence and Non-Persistence of African American Students in Scientific Majors at a Predominantly White University. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/27888


Virginia Tech

17. Phiri, Absalom Dumsell Keins. Exploring the Integration of Indigenous Science in the Primary School Science Curriculum in Malawi.

Degree: PhD, Teaching and Learning, 2008, Virginia Tech

 Moving out of theoretical academic constructs, the indigenous movement has attracted the attention of the Malawian education system to explore the value for contextualizing science… (more)

Subjects/Keywords: technology; Indigenous knowledge; science; integration; primary school; curriculum implementation

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

APA (6th Edition):

Phiri, A. D. K. (2008). Exploring the Integration of Indigenous Science in the Primary School Science Curriculum in Malawi. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26777

Chicago Manual of Style (16th Edition):

Phiri, Absalom Dumsell Keins. “Exploring the Integration of Indigenous Science in the Primary School Science Curriculum in Malawi.” 2008. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/26777.

MLA Handbook (7th Edition):

Phiri, Absalom Dumsell Keins. “Exploring the Integration of Indigenous Science in the Primary School Science Curriculum in Malawi.” 2008. Web. 19 Oct 2019.

Vancouver:

Phiri ADK. Exploring the Integration of Indigenous Science in the Primary School Science Curriculum in Malawi. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/26777.

Council of Science Editors:

Phiri ADK. Exploring the Integration of Indigenous Science in the Primary School Science Curriculum in Malawi. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/26777


Virginia Tech

18. Grady, Julie R. An Investigation of the Practice of Scientific Inquiry in Secondary Science and Agriculture Courses.

Degree: PhD, Curriculum and Instruction, 2007, Virginia Tech

  The purpose of this exploratory qualitative study was to investigate the practice of scientific inquiry in two secondary biology classes and one agriculture class… (more)

Subjects/Keywords: Agriculture Education; Science Education; Voices; Nature of Science; Scientific Inquiry

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

APA (6th Edition):

Grady, J. R. (2007). An Investigation of the Practice of Scientific Inquiry in Secondary Science and Agriculture Courses. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27652

Chicago Manual of Style (16th Edition):

Grady, Julie R. “An Investigation of the Practice of Scientific Inquiry in Secondary Science and Agriculture Courses.” 2007. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/27652.

MLA Handbook (7th Edition):

Grady, Julie R. “An Investigation of the Practice of Scientific Inquiry in Secondary Science and Agriculture Courses.” 2007. Web. 19 Oct 2019.

Vancouver:

Grady JR. An Investigation of the Practice of Scientific Inquiry in Secondary Science and Agriculture Courses. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/27652.

Council of Science Editors:

Grady JR. An Investigation of the Practice of Scientific Inquiry in Secondary Science and Agriculture Courses. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/27652


Virginia Tech

19. Watson, Carol Elizabeth. Graphic Organizers: Toward Organization and Complexity of Student Content Knowledge.

Degree: PhD, Curriculum and Instruction, 2005, Virginia Tech

 Within the current national atmosphere of accountability and high-stakes testing, many teachers are changing their instruction to return to more traditional strategies that emphasize rote… (more)

Subjects/Keywords: organization; complexity; graphic organizaers; instructional strategies

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

APA (6th Edition):

Watson, C. E. (2005). Graphic Organizers: Toward Organization and Complexity of Student Content Knowledge. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29175

Chicago Manual of Style (16th Edition):

Watson, Carol Elizabeth. “Graphic Organizers: Toward Organization and Complexity of Student Content Knowledge.” 2005. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/29175.

MLA Handbook (7th Edition):

Watson, Carol Elizabeth. “Graphic Organizers: Toward Organization and Complexity of Student Content Knowledge.” 2005. Web. 19 Oct 2019.

Vancouver:

Watson CE. Graphic Organizers: Toward Organization and Complexity of Student Content Knowledge. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/29175.

Council of Science Editors:

Watson CE. Graphic Organizers: Toward Organization and Complexity of Student Content Knowledge. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/29175

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