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You searched for +publisher:"Virginia Tech" +contributor:("Brill, Jennifer M."). Showing records 1 – 8 of 8 total matches.

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Virginia Tech

1. Schulz, Jonathan Edward. Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials.

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

 This design research study explored the potential of Curriculum Support Materials for promoting teaching as design. Conducted over a four-month period, the study traced the… (more)

Subjects/Keywords: curriculum support materials; elementary mathematics leadership; teaching as design

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APA (6th Edition):

Schulz, J. E. (2011). Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29707

Chicago Manual of Style (16th Edition):

Schulz, Jonathan Edward. “Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials.” 2011. Doctoral Dissertation, Virginia Tech. Accessed April 07, 2020. http://hdl.handle.net/10919/29707.

MLA Handbook (7th Edition):

Schulz, Jonathan Edward. “Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials.” 2011. Web. 07 Apr 2020.

Vancouver:

Schulz JE. Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Apr 07]. Available from: http://hdl.handle.net/10919/29707.

Council of Science Editors:

Schulz JE. Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/29707


Virginia Tech

2. Sanga, Mapopa William. Development of a Framework for Teaching L2 English as a Situated Practice in Malawi.

Degree: PhD, Curriculum and Instruction, 2011, Virginia Tech

 In response to the demands of 21st century teacher preparation practices, this developmental study was instigated by the need to employ appropriate strategies in the… (more)

Subjects/Keywords: Situated Cognition; Authentic Learning; English as an L2; Developmental Research; Framework

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APA (6th Edition):

Sanga, M. W. (2011). Development of a Framework for Teaching L2 English as a Situated Practice in Malawi. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77244

Chicago Manual of Style (16th Edition):

Sanga, Mapopa William. “Development of a Framework for Teaching L2 English as a Situated Practice in Malawi.” 2011. Doctoral Dissertation, Virginia Tech. Accessed April 07, 2020. http://hdl.handle.net/10919/77244.

MLA Handbook (7th Edition):

Sanga, Mapopa William. “Development of a Framework for Teaching L2 English as a Situated Practice in Malawi.” 2011. Web. 07 Apr 2020.

Vancouver:

Sanga MW. Development of a Framework for Teaching L2 English as a Situated Practice in Malawi. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Apr 07]. Available from: http://hdl.handle.net/10919/77244.

Council of Science Editors:

Sanga MW. Development of a Framework for Teaching L2 English as a Situated Practice in Malawi. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77244


Virginia Tech

3. Lally, Leigh A. A Formative Evaluation of Personal Learning Networks for Professional Development in the Architecture + Design Industry.

Degree: PhD, Architecture, 2014, Virginia Tech

 This research is a formative evaluation of personal learning networks to determine their applicability for professional development in the architecture and design industry. The researcher… (more)

Subjects/Keywords: personal learning networks; integrated design practice; professional development; architecture and design industry

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APA (6th Edition):

Lally, L. A. (2014). A Formative Evaluation of Personal Learning Networks for Professional Development in the Architecture + Design Industry. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/47931

Chicago Manual of Style (16th Edition):

Lally, Leigh A. “A Formative Evaluation of Personal Learning Networks for Professional Development in the Architecture + Design Industry.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 07, 2020. http://hdl.handle.net/10919/47931.

MLA Handbook (7th Edition):

Lally, Leigh A. “A Formative Evaluation of Personal Learning Networks for Professional Development in the Architecture + Design Industry.” 2014. Web. 07 Apr 2020.

Vancouver:

Lally LA. A Formative Evaluation of Personal Learning Networks for Professional Development in the Architecture + Design Industry. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Apr 07]. Available from: http://hdl.handle.net/10919/47931.

Council of Science Editors:

Lally LA. A Formative Evaluation of Personal Learning Networks for Professional Development in the Architecture + Design Industry. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/47931


Virginia Tech

4. Holbrook, Heather Anne. An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study.

Degree: PhD, Instructional Design and Technology, 2012, Virginia Tech

 In this world of fast-paced learning, training agencies often require their learners to acquire the knowledge and skills needed for a job at an expedited… (more)

Subjects/Keywords: self-efficacy; high-fidelity; simulator

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APA (6th Edition):

Holbrook, H. A. (2012). An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26621

Chicago Manual of Style (16th Edition):

Holbrook, Heather Anne. “An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study.” 2012. Doctoral Dissertation, Virginia Tech. Accessed April 07, 2020. http://hdl.handle.net/10919/26621.

MLA Handbook (7th Edition):

Holbrook, Heather Anne. “An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study.” 2012. Web. 07 Apr 2020.

Vancouver:

Holbrook HA. An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Apr 07]. Available from: http://hdl.handle.net/10919/26621.

Council of Science Editors:

Holbrook HA. An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/26621


Virginia Tech

5. Kim, Sunha. The Conceptualization, Utilization, Benefts and Adoption of Learning Objects.

Degree: PhD, Curriculum and Instruction, 2009, Virginia Tech

 Learning objects have received attention because of their potential to improve current methods of teaching and learning. Despite perceived importance, there has been lack of… (more)

Subjects/Keywords: concepts; benefits; granularity; design strategies; adoption status; learning objects; IDT professionals

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APA (6th Edition):

Kim, S. (2009). The Conceptualization, Utilization, Benefts and Adoption of Learning Objects. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30217

Chicago Manual of Style (16th Edition):

Kim, Sunha. “The Conceptualization, Utilization, Benefts and Adoption of Learning Objects.” 2009. Doctoral Dissertation, Virginia Tech. Accessed April 07, 2020. http://hdl.handle.net/10919/30217.

MLA Handbook (7th Edition):

Kim, Sunha. “The Conceptualization, Utilization, Benefts and Adoption of Learning Objects.” 2009. Web. 07 Apr 2020.

Vancouver:

Kim S. The Conceptualization, Utilization, Benefts and Adoption of Learning Objects. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2020 Apr 07]. Available from: http://hdl.handle.net/10919/30217.

Council of Science Editors:

Kim S. The Conceptualization, Utilization, Benefts and Adoption of Learning Objects. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/30217


Virginia Tech

6. 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

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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 April 07, 2020. 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. 07 Apr 2020.

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 2020 Apr 07]. 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

7. Gwayi, Simeon Mackson. Perceptions of Innovations as Predictors of TALULAR Implementation Levels among Secondary School Science Teachers in Malawi: A Diffusion of Innovations Perspective.

Degree: PhD, Curriculum and Instruction (Instructional Design and Technology), 2009, Virginia Tech

 The ever increasing enrollment numbers and the corresponding dwindling educational resources in public schools have challenged the Ministry of Education in Malawi to introduce an… (more)

Subjects/Keywords: innovation implementation; perceptions of innovations; diffusion of innovations; TALULAR; science innovation; instructional innovation

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

APA (6th Edition):

Gwayi, S. M. (2009). Perceptions of Innovations as Predictors of TALULAR Implementation Levels among Secondary School Science Teachers in Malawi: A Diffusion of Innovations Perspective. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26698

Chicago Manual of Style (16th Edition):

Gwayi, Simeon Mackson. “Perceptions of Innovations as Predictors of TALULAR Implementation Levels among Secondary School Science Teachers in Malawi: A Diffusion of Innovations Perspective.” 2009. Doctoral Dissertation, Virginia Tech. Accessed April 07, 2020. http://hdl.handle.net/10919/26698.

MLA Handbook (7th Edition):

Gwayi, Simeon Mackson. “Perceptions of Innovations as Predictors of TALULAR Implementation Levels among Secondary School Science Teachers in Malawi: A Diffusion of Innovations Perspective.” 2009. Web. 07 Apr 2020.

Vancouver:

Gwayi SM. Perceptions of Innovations as Predictors of TALULAR Implementation Levels among Secondary School Science Teachers in Malawi: A Diffusion of Innovations Perspective. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2020 Apr 07]. Available from: http://hdl.handle.net/10919/26698.

Council of Science Editors:

Gwayi SM. Perceptions of Innovations as Predictors of TALULAR Implementation Levels among Secondary School Science Teachers in Malawi: A Diffusion of Innovations Perspective. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/26698


Virginia Tech

8. Kreye, Bettibel Carson. Evaluation of the Externship Within a Master's Degree Program for Mathematics Specialists at Virginia Tech.

Degree: EdD, Curriculum and Instruction, 2009, Virginia Tech

 The purpose of this evaluation was to determine the effectiveness of an Externship as the capstone experience of a Masterâ s degree program in preparing… (more)

Subjects/Keywords: teacher leaders; mathematics specialists; externship

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APA (6th Edition):

Kreye, B. C. (2009). Evaluation of the Externship Within a Master's Degree Program for Mathematics Specialists at Virginia Tech. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26760

Chicago Manual of Style (16th Edition):

Kreye, Bettibel Carson. “Evaluation of the Externship Within a Master's Degree Program for Mathematics Specialists at Virginia Tech.” 2009. Doctoral Dissertation, Virginia Tech. Accessed April 07, 2020. http://hdl.handle.net/10919/26760.

MLA Handbook (7th Edition):

Kreye, Bettibel Carson. “Evaluation of the Externship Within a Master's Degree Program for Mathematics Specialists at Virginia Tech.” 2009. Web. 07 Apr 2020.

Vancouver:

Kreye BC. Evaluation of the Externship Within a Master's Degree Program for Mathematics Specialists at Virginia Tech. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2020 Apr 07]. Available from: http://hdl.handle.net/10919/26760.

Council of Science Editors:

Kreye BC. Evaluation of the Externship Within a Master's Degree Program for Mathematics Specialists at Virginia Tech. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/26760

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