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You searched for +publisher:"Virginia Tech" +contributor:("Doolittle, Peter E."). Showing records 1 – 30 of 79 total matches.

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Virginia Tech

1. Sun, Wei. The relationship among middle school students' motivation perceptions of science class, science identification and career goals.

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

 This dissertation examined the extent to which pre-high school students' motivation-related perceptions of their science class affected their science identification, which sequentially affected their future… (more)

Subjects/Keywords: MUSIC® Model of Motivation; Domain Identification; Science Identification; Structural Equation Modeling; STEM; Gender; Career Intention

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APA (6th Edition):

Sun, W. (2018). The relationship among middle school students' motivation perceptions of science class, science identification and career goals. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83454

Chicago Manual of Style (16th Edition):

Sun, Wei. “The relationship among middle school students' motivation perceptions of science class, science identification and career goals.” 2018. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/83454.

MLA Handbook (7th Edition):

Sun, Wei. “The relationship among middle school students' motivation perceptions of science class, science identification and career goals.” 2018. Web. 29 Mar 2020.

Vancouver:

Sun W. The relationship among middle school students' motivation perceptions of science class, science identification and career goals. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/83454.

Council of Science Editors:

Sun W. The relationship among middle school students' motivation perceptions of science class, science identification and career goals. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83454


Virginia Tech

2. 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

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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 March 29, 2020. 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. 29 Mar 2020.

Vancouver:

Ball BE. Why Ask the Question?: A Study of Teacher Questioning during Discussion of Text. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Mar 29]. 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

3. Schram, Asta Bryndis. Validating an Icelandic Version of the MUSIC Model of Academic Motivation Inventory.

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

 Students' motivation generally declines during the middle school years, a period of time when important foundations for further studies are laid. There is a move… (more)

Subjects/Keywords: Instrument translation; instrument validation; student motivation; middle school; science education

Page 1

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APA (6th Edition):

Schram, A. B. (2015). Validating an Icelandic Version of the MUSIC Model of Academic Motivation Inventory. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64155

Chicago Manual of Style (16th Edition):

Schram, Asta Bryndis. “Validating an Icelandic Version of the MUSIC Model of Academic Motivation Inventory.” 2015. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/64155.

MLA Handbook (7th Edition):

Schram, Asta Bryndis. “Validating an Icelandic Version of the MUSIC Model of Academic Motivation Inventory.” 2015. Web. 29 Mar 2020.

Vancouver:

Schram AB. Validating an Icelandic Version of the MUSIC Model of Academic Motivation Inventory. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/64155.

Council of Science Editors:

Schram AB. Validating an Icelandic Version of the MUSIC Model of Academic Motivation Inventory. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64155


Virginia Tech

4. Perkins, Susan Nadine. Influential Client Factors: Understanding and Organizing Therapists' Perceptions Of Client Factors That Influence Reported Outcome of Therapy.

Degree: PhD, Human Development, 2010, Virginia Tech

 Researchers and clinicians report that they think the client is the most influential component in determining the outcome of therapy. Although a variety of studies… (more)

Subjects/Keywords: common factors; client factors; therapy; outcomes

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APA (6th Edition):

Perkins, S. N. (2010). Influential Client Factors: Understanding and Organizing Therapists' Perceptions Of Client Factors That Influence Reported Outcome of Therapy. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27631

Chicago Manual of Style (16th Edition):

Perkins, Susan Nadine. “Influential Client Factors: Understanding and Organizing Therapists' Perceptions Of Client Factors That Influence Reported Outcome of Therapy.” 2010. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/27631.

MLA Handbook (7th Edition):

Perkins, Susan Nadine. “Influential Client Factors: Understanding and Organizing Therapists' Perceptions Of Client Factors That Influence Reported Outcome of Therapy.” 2010. Web. 29 Mar 2020.

Vancouver:

Perkins SN. Influential Client Factors: Understanding and Organizing Therapists' Perceptions Of Client Factors That Influence Reported Outcome of Therapy. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/27631.

Council of Science Editors:

Perkins SN. Influential Client Factors: Understanding and Organizing Therapists' Perceptions Of Client Factors That Influence Reported Outcome of Therapy. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/27631


Virginia Tech

5. Wigginton, Erin O'Donnell. The Choices and Uses of Technological Tools in High School Government Classes.

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

 The purpose of this study was to examine how government teachers make decisions regarding the type of technological tools they incorporate in their instruction. As… (more)

Subjects/Keywords: Technological Pedagogical Content Knowledge; social studies education; high school; government; technology

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APA (6th Edition):

Wigginton, E. O. (2011). The Choices and Uses of Technological Tools in High School Government Classes. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29493

Chicago Manual of Style (16th Edition):

Wigginton, Erin O'Donnell. “The Choices and Uses of Technological Tools in High School Government Classes.” 2011. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/29493.

MLA Handbook (7th Edition):

Wigginton, Erin O'Donnell. “The Choices and Uses of Technological Tools in High School Government Classes.” 2011. Web. 29 Mar 2020.

Vancouver:

Wigginton EO. The Choices and Uses of Technological Tools in High School Government Classes. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/29493.

Council of Science Editors:

Wigginton EO. The Choices and Uses of Technological Tools in High School Government Classes. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/29493


Virginia Tech

6. Mokri, Parastou. Developing and Validating an Instrument to Measure Academic Self-Regulation.

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

 The purposes of this investigation were to develop and validate a comprehensive assessment instrument to measure academic self-regulation as a personal trait. The instrument was… (more)

Subjects/Keywords: validity; reliability; volitional skill; cognitive and motivational strategy; achievement; Academic self-regulation

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APA (6th Edition):

Mokri, P. (2012). Developing and Validating an Instrument to Measure Academic Self-Regulation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77283

Chicago Manual of Style (16th Edition):

Mokri, Parastou. “Developing and Validating an Instrument to Measure Academic Self-Regulation.” 2012. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/77283.

MLA Handbook (7th Edition):

Mokri, Parastou. “Developing and Validating an Instrument to Measure Academic Self-Regulation.” 2012. Web. 29 Mar 2020.

Vancouver:

Mokri P. Developing and Validating an Instrument to Measure Academic Self-Regulation. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/77283.

Council of Science Editors:

Mokri P. Developing and Validating an Instrument to Measure Academic Self-Regulation. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77283


Virginia Tech

7. Marcu, Amber Diane. Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education.

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

 In this research, it was proposed that self-efficacy is the missing underlying psychological factor in innovation diffusion models of higher education. This is based upon… (more)

Subjects/Keywords: adoption; behavior; diffusion of innovations; self-efficacy; change

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APA (6th Edition):

Marcu, A. D. (2013). Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/19340

Chicago Manual of Style (16th Edition):

Marcu, Amber Diane. “Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education.” 2013. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/19340.

MLA Handbook (7th Edition):

Marcu, Amber Diane. “Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education.” 2013. Web. 29 Mar 2020.

Vancouver:

Marcu AD. Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/19340.

Council of Science Editors:

Marcu AD. Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/19340


Virginia Tech

8. Sebolt, Stephanie Ann Doswald. Negotiating Meaning: How Spanish-Speaking Mothers Make Sense of the Construct of Parental Involvement.

Degree: PhD, Curriculum and Instruction, 2010, Virginia Tech

 Parental involvement has been at the forefront of many studies leading to the conclusion that increased parental involvement improves academic achievement. Despite findings suggesting the… (more)

Subjects/Keywords: Parental Involvement; Student Achievement; Latino; Hispanic; English as a Second Language

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APA (6th Edition):

Sebolt, S. A. D. (2010). Negotiating Meaning: How Spanish-Speaking Mothers Make Sense of the Construct of Parental Involvement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28979

Chicago Manual of Style (16th Edition):

Sebolt, Stephanie Ann Doswald. “Negotiating Meaning: How Spanish-Speaking Mothers Make Sense of the Construct of Parental Involvement.” 2010. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/28979.

MLA Handbook (7th Edition):

Sebolt, Stephanie Ann Doswald. “Negotiating Meaning: How Spanish-Speaking Mothers Make Sense of the Construct of Parental Involvement.” 2010. Web. 29 Mar 2020.

Vancouver:

Sebolt SAD. Negotiating Meaning: How Spanish-Speaking Mothers Make Sense of the Construct of Parental Involvement. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/28979.

Council of Science Editors:

Sebolt SAD. Negotiating Meaning: How Spanish-Speaking Mothers Make Sense of the Construct of Parental Involvement. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/28979

9. Johnson, Aaron Paul. How is Citizenship Represented in Theory and Research in Social Education (TRSE)?  A Content and Discourse Analysis.

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

 Theory and Research in Social Education (TRSE) is arguably considered the flagship journal of research in social studies education. TRSE has been published on an… (more)

Subjects/Keywords: citizenship; content and discourse analysis; social studies education

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APA (6th Edition):

Johnson, A. P. (2016). How is Citizenship Represented in Theory and Research in Social Education (TRSE)?  A Content and Discourse Analysis. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71644

Chicago Manual of Style (16th Edition):

Johnson, Aaron Paul. “How is Citizenship Represented in Theory and Research in Social Education (TRSE)?  A Content and Discourse Analysis.” 2016. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/71644.

MLA Handbook (7th Edition):

Johnson, Aaron Paul. “How is Citizenship Represented in Theory and Research in Social Education (TRSE)?  A Content and Discourse Analysis.” 2016. Web. 29 Mar 2020.

Vancouver:

Johnson AP. How is Citizenship Represented in Theory and Research in Social Education (TRSE)?  A Content and Discourse Analysis. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/71644.

Council of Science Editors:

Johnson AP. How is Citizenship Represented in Theory and Research in Social Education (TRSE)?  A Content and Discourse Analysis. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/71644


Virginia Tech

10. Hunger, Gail M. Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype.

Degree: EdD, Instructional Design and Technology, 2010, Virginia Tech

 This development design research dissertation used Richey and Kleinâ s (1996) Type 2 model to create guidelines that inform instructional designers when designing authentic tasks… (more)

Subjects/Keywords: Guidelines for Authentic Instruction; Distance Learning; Online Instruction; Instructional Design; Development Design Research

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APA (6th Edition):

Hunger, G. M. (2010). Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26455

Chicago Manual of Style (16th Edition):

Hunger, Gail M. “Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype.” 2010. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/26455.

MLA Handbook (7th Edition):

Hunger, Gail M. “Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype.” 2010. Web. 29 Mar 2020.

Vancouver:

Hunger GM. Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/26455.

Council of Science Editors:

Hunger GM. Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26455


Virginia Tech

11. Chittum, Jessica Rebecca. Integrative Perspectives of Academic Motivation.

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

 My overall objective in this dissertation was to develop more integrative perspectives of several aspects of academic motivation. Rarely have researchers and theorists examined a… (more)

Subjects/Keywords: academic motivation; autonomy; cluster analysis; person-centered research; science education

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APA (6th Edition):

Chittum, J. R. (2015). Integrative Perspectives of Academic Motivation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/72902

Chicago Manual of Style (16th Edition):

Chittum, Jessica Rebecca. “Integrative Perspectives of Academic Motivation.” 2015. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/72902.

MLA Handbook (7th Edition):

Chittum, Jessica Rebecca. “Integrative Perspectives of Academic Motivation.” 2015. Web. 29 Mar 2020.

Vancouver:

Chittum JR. Integrative Perspectives of Academic Motivation. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/72902.

Council of Science Editors:

Chittum JR. Integrative Perspectives of Academic Motivation. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/72902


Virginia Tech

12. Biscotte, Stephen Michael. Exploring Aesthetic Experiences in the Undergraduate General Education Science Classroom.

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

 Citizens must have a minimal level of STEM-literacy to work alongside scientists to tackle both current and future global challenges. How can general education, the… (more)

Subjects/Keywords: aesthetic experience; undergraduate STEM; general education

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APA (6th Edition):

Biscotte, S. M. (2016). Exploring Aesthetic Experiences in the Undergraduate General Education Science Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73413

Chicago Manual of Style (16th Edition):

Biscotte, Stephen Michael. “Exploring Aesthetic Experiences in the Undergraduate General Education Science Classroom.” 2016. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/73413.

MLA Handbook (7th Edition):

Biscotte, Stephen Michael. “Exploring Aesthetic Experiences in the Undergraduate General Education Science Classroom.” 2016. Web. 29 Mar 2020.

Vancouver:

Biscotte SM. Exploring Aesthetic Experiences in the Undergraduate General Education Science Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/73413.

Council of Science Editors:

Biscotte SM. Exploring Aesthetic Experiences in the Undergraduate General Education Science Classroom. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/73413


Virginia Tech

13. Alqahtani, Mashael Hassan. Towards Development of a Needs Assessment Process in International Contexts: A Model for Saudi Arabia.

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

 Needs assessment plays a vital role in the field of instructional design. It is considered essential to determine whether instructional needs exist, and to then… (more)

Subjects/Keywords: Needs Assessment; Culturally-Based Model; Developmental Research; Saudi Arabia

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APA (6th Edition):

Alqahtani, M. H. (2016). Towards Development of a Needs Assessment Process in International Contexts: A Model for Saudi Arabia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73481

Chicago Manual of Style (16th Edition):

Alqahtani, Mashael Hassan. “Towards Development of a Needs Assessment Process in International Contexts: A Model for Saudi Arabia.” 2016. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/73481.

MLA Handbook (7th Edition):

Alqahtani, Mashael Hassan. “Towards Development of a Needs Assessment Process in International Contexts: A Model for Saudi Arabia.” 2016. Web. 29 Mar 2020.

Vancouver:

Alqahtani MH. Towards Development of a Needs Assessment Process in International Contexts: A Model for Saudi Arabia. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/73481.

Council of Science Editors:

Alqahtani MH. Towards Development of a Needs Assessment Process in International Contexts: A Model for Saudi Arabia. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/73481


Virginia Tech

14. Johnston, Alexis Larissa. Homework Journaling in Undergraduate Mathematics.

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

 Over the past twenty years, journal writing has become more common in mathematics classes at all age levels. However, there has been very little empirical… (more)

Subjects/Keywords: Undergraduate Mathematics; Motivation; Self-Determination Theory; Writing in Mathematics

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APA (6th Edition):

Johnston, A. L. (2012). Homework Journaling in Undergraduate Mathematics. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26602

Chicago Manual of Style (16th Edition):

Johnston, Alexis Larissa. “Homework Journaling in Undergraduate Mathematics.” 2012. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/26602.

MLA Handbook (7th Edition):

Johnston, Alexis Larissa. “Homework Journaling in Undergraduate Mathematics.” 2012. Web. 29 Mar 2020.

Vancouver:

Johnston AL. Homework Journaling in Undergraduate Mathematics. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/26602.

Council of Science Editors:

Johnston AL. Homework Journaling in Undergraduate Mathematics. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/26602

15. Van Montfrans, Veronica Lynn. Defining, Exploring, and Measuring Metacognitive Social Justice.

Degree: PhD, Education, Vocational-Technical, 2017, Virginia Tech

 This dissertation explores the concept and development of metacognitive social justice through three manuscripts. The first manuscript defines metacognitive social justice through an extensive literature… (more)

Subjects/Keywords: metacognition; social justice; interviews; psychometric instrument

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APA (6th Edition):

Van Montfrans, V. L. (2017). Defining, Exploring, and Measuring Metacognitive Social Justice. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81185

Chicago Manual of Style (16th Edition):

Van Montfrans, Veronica Lynn. “Defining, Exploring, and Measuring Metacognitive Social Justice.” 2017. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/81185.

MLA Handbook (7th Edition):

Van Montfrans, Veronica Lynn. “Defining, Exploring, and Measuring Metacognitive Social Justice.” 2017. Web. 29 Mar 2020.

Vancouver:

Van Montfrans VL. Defining, Exploring, and Measuring Metacognitive Social Justice. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/81185.

Council of Science Editors:

Van Montfrans VL. Defining, Exploring, and Measuring Metacognitive Social Justice. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/81185


Virginia Tech

16. Nichols-Cocke, Cathy Marie. Controversial Issues in United States History Classrooms: Teachers' Perspectives.

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

 The purpose of this study was to understand how secondary level United States History teachers approached controversial issues in their standards-based, high-stakes testing classrooms. Controversial… (more)

Subjects/Keywords: controversial issues; secondary level; standards-based; high-stakes testing

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APA (6th Edition):

Nichols-Cocke, C. M. (2014). Controversial Issues in United States History Classrooms: Teachers' Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/47795

Chicago Manual of Style (16th Edition):

Nichols-Cocke, Cathy Marie. “Controversial Issues in United States History Classrooms: Teachers' Perspectives.” 2014. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/47795.

MLA Handbook (7th Edition):

Nichols-Cocke, Cathy Marie. “Controversial Issues in United States History Classrooms: Teachers' Perspectives.” 2014. Web. 29 Mar 2020.

Vancouver:

Nichols-Cocke CM. Controversial Issues in United States History Classrooms: Teachers' Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/47795.

Council of Science Editors:

Nichols-Cocke CM. Controversial Issues in United States History Classrooms: Teachers' Perspectives. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/47795

17. Grohs, Jacob Richard. Developing a Measure of Systems Thinking Competency.

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

 Institutions of higher education often promise to graduate individuals capable not only of excelling in their area of expertise but also qualified as exceptional leaders… (more)

Subjects/Keywords: systems thinking; problem solving; wicked problems; ill-structured problems; meaning-making

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APA (6th Edition):

Grohs, J. R. (2015). Developing a Measure of Systems Thinking Competency. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51996

Chicago Manual of Style (16th Edition):

Grohs, Jacob Richard. “Developing a Measure of Systems Thinking Competency.” 2015. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/51996.

MLA Handbook (7th Edition):

Grohs, Jacob Richard. “Developing a Measure of Systems Thinking Competency.” 2015. Web. 29 Mar 2020.

Vancouver:

Grohs JR. Developing a Measure of Systems Thinking Competency. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/51996.

Council of Science Editors:

Grohs JR. Developing a Measure of Systems Thinking Competency. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/51996


Virginia Tech

18. Eddleton, Jeannine E. Portraiture and the Large Lecture: Storying One Chemistry Professor's Practical Knowledge.

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

 Practical knowledge, as defined by Freema Elbaz (1983), is a complex, practically oriented set of understandings which teachers use to actively shape and direct their… (more)

Subjects/Keywords: practical knowledge; large lecture; portraiture; general chemistry

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APA (6th Edition):

Eddleton, J. E. (2012). Portraiture and the Large Lecture: Storying One Chemistry Professor's Practical Knowledge. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52625

Chicago Manual of Style (16th Edition):

Eddleton, Jeannine E. “Portraiture and the Large Lecture: Storying One Chemistry Professor's Practical Knowledge.” 2012. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/52625.

MLA Handbook (7th Edition):

Eddleton, Jeannine E. “Portraiture and the Large Lecture: Storying One Chemistry Professor's Practical Knowledge.” 2012. Web. 29 Mar 2020.

Vancouver:

Eddleton JE. Portraiture and the Large Lecture: Storying One Chemistry Professor's Practical Knowledge. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/52625.

Council of Science Editors:

Eddleton JE. Portraiture and the Large Lecture: Storying One Chemistry Professor's Practical Knowledge. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/52625


Virginia Tech

19. Ruff, Chloe Besse. Examining and Supporting Domain Identification and Student Interest in First Year College Students.

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

 Students entering college with a pre-selected major have often developed some beliefs and knowledge related to their major. Domain identification (DI) and interest are two… (more)

Subjects/Keywords: academic identification; identity; interest; value; affect; first year; freshmen

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APA (6th Edition):

Ruff, C. B. (2013). Examining and Supporting Domain Identification and Student Interest in First Year College Students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52938

Chicago Manual of Style (16th Edition):

Ruff, Chloe Besse. “Examining and Supporting Domain Identification and Student Interest in First Year College Students.” 2013. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/52938.

MLA Handbook (7th Edition):

Ruff, Chloe Besse. “Examining and Supporting Domain Identification and Student Interest in First Year College Students.” 2013. Web. 29 Mar 2020.

Vancouver:

Ruff CB. Examining and Supporting Domain Identification and Student Interest in First Year College Students. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/52938.

Council of Science Editors:

Ruff CB. Examining and Supporting Domain Identification and Student Interest in First Year College Students. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/52938


Virginia Tech

20. 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 March 29, 2020. 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. 29 Mar 2020.

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 2020 Mar 29]. 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

21. Watson, Joan Monahan. Narcissus Goes to College: A Consideration of Dispositional Narcissism as a Variable for Student Learning in Higher Education.

Degree: PhD, Educational Psychology, 2011, Virginia Tech

 For over a century, the enigmatic nature of narcissism has been the source of debate across psychological, sociological, and developmental domains. Although much has been… (more)

Subjects/Keywords: narcissism; goal orientation; learning; extraversion; agreeableness

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APA (6th Edition):

Watson, J. M. (2011). Narcissus Goes to College: A Consideration of Dispositional Narcissism as a Variable for Student Learning in Higher Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37492

Chicago Manual of Style (16th Edition):

Watson, Joan Monahan. “Narcissus Goes to College: A Consideration of Dispositional Narcissism as a Variable for Student Learning in Higher Education.” 2011. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/37492.

MLA Handbook (7th Edition):

Watson, Joan Monahan. “Narcissus Goes to College: A Consideration of Dispositional Narcissism as a Variable for Student Learning in Higher Education.” 2011. Web. 29 Mar 2020.

Vancouver:

Watson JM. Narcissus Goes to College: A Consideration of Dispositional Narcissism as a Variable for Student Learning in Higher Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/37492.

Council of Science Editors:

Watson JM. Narcissus Goes to College: A Consideration of Dispositional Narcissism as a Variable for Student Learning in Higher Education. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/37492


Virginia Tech

22. Schurr, Kelly Laural. Cognitive Structural Change and the Technological Design Process.

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

 With increasing challenges from international competition and domestic demands for a technologically literate workforce, pressure is growing on the educational system to produce students that… (more)

Subjects/Keywords: concept map; meaningful learning; technological design; cognitive structure; assessment

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APA (6th Edition):

Schurr, K. L. (2013). Cognitive Structural Change and the Technological Design Process. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/22014

Chicago Manual of Style (16th Edition):

Schurr, Kelly Laural. “Cognitive Structural Change and the Technological Design Process.” 2013. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/22014.

MLA Handbook (7th Edition):

Schurr, Kelly Laural. “Cognitive Structural Change and the Technological Design Process.” 2013. Web. 29 Mar 2020.

Vancouver:

Schurr KL. Cognitive Structural Change and the Technological Design Process. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/22014.

Council of Science Editors:

Schurr KL. Cognitive Structural Change and the Technological Design Process. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/22014


Virginia Tech

23. Plaxco, David Bryant. Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra.

Degree: PhD, Mathematics, 2015, Virginia Tech

 In this research, I set out to elucidate the relationships that might exist between students' conceptual understanding upon which they draw in their proof activity.… (more)

Subjects/Keywords: Mathematical Proof; Conceptual Understanding; Abstract Algebra; Undergraduate Mathematics Education

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APA (6th Edition):

Plaxco, D. B. (2015). Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56587

Chicago Manual of Style (16th Edition):

Plaxco, David Bryant. “Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra.” 2015. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/56587.

MLA Handbook (7th Edition):

Plaxco, David Bryant. “Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra.” 2015. Web. 29 Mar 2020.

Vancouver:

Plaxco DB. Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/56587.

Council of Science Editors:

Plaxco DB. Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/56587


Virginia Tech

24. Minarik, Darren William. Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study.

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

 The civic mission of the National Council for the Social Studies (NCSS) affirms the need for teachers to meet the unique and diverse learning needs… (more)

Subjects/Keywords: Professional Working Theory; Secondary Education; Social Studies Education; Special Education; Teacher Education

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APA (6th Edition):

Minarik, D. W. (2017). Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86382

Chicago Manual of Style (16th Edition):

Minarik, Darren William. “Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study.” 2017. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/86382.

MLA Handbook (7th Edition):

Minarik, Darren William. “Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study.” 2017. Web. 29 Mar 2020.

Vancouver:

Minarik DW. Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/86382.

Council of Science Editors:

Minarik DW. Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/86382


Virginia Tech

25. 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 March 29, 2020. 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. 29 Mar 2020.

Vancouver:

Khasu DS. Storytelling in Emergent Literacy: Supporting Community Based Childcare Centers in Malawi. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Mar 29]. 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

26. Miller, William David. A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies.

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

 The purpose of this descriptive case study was to identify the strategies used by post-secondary military institutions to adopt, implement and train faculty for the… (more)

Subjects/Keywords: innovation-decision process; faculty development; diffusion of innovation; higher education; instructional technology; adoption of innovation

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APA (6th Edition):

Miller, W. D. (2010). A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27020

Chicago Manual of Style (16th Edition):

Miller, William David. “A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies.” 2010. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/27020.

MLA Handbook (7th Edition):

Miller, William David. “A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies.” 2010. Web. 29 Mar 2020.

Vancouver:

Miller WD. A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/27020.

Council of Science Editors:

Miller WD. A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/27020

27. Miller, Brian Wade. "I no longer teach history, I teach S.O.Ls:" Navigating the curricular and instructional minefield of a high-stakes educational environment.

Degree: PhD, Curriculum and Instruction, 2018, Virginia Tech

 Over the last several decades, the field of education has the seen the introduction and normalization of high-stakes standardized testing as part of the educational… (more)

Subjects/Keywords: historical significance; gatekeeping; high-stakes testing; first-order knowledge; second-order knowledge

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APA (6th Edition):

Miller, B. W. (2018). "I no longer teach history, I teach S.O.Ls:" Navigating the curricular and instructional minefield of a high-stakes educational environment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86211

Chicago Manual of Style (16th Edition):

Miller, Brian Wade. “"I no longer teach history, I teach S.O.Ls:" Navigating the curricular and instructional minefield of a high-stakes educational environment.” 2018. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/86211.

MLA Handbook (7th Edition):

Miller, Brian Wade. “"I no longer teach history, I teach S.O.Ls:" Navigating the curricular and instructional minefield of a high-stakes educational environment.” 2018. Web. 29 Mar 2020.

Vancouver:

Miller BW. "I no longer teach history, I teach S.O.Ls:" Navigating the curricular and instructional minefield of a high-stakes educational environment. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/86211.

Council of Science Editors:

Miller BW. "I no longer teach history, I teach S.O.Ls:" Navigating the curricular and instructional minefield of a high-stakes educational environment. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/86211


Virginia Tech

28. Cruz Bohorquez, Juan Manuel. Instructional Change in Engineering Education: A Conceptual System Dynamics Model of Adoption of Research-Based Instructional Strategies in the Classroom.

Degree: PhD, Engineering Education, 2019, Virginia Tech

 The overall goal of this study was to better understand how the academic system affects change in instructional practices, referred to as instructional change, in… (more)

Subjects/Keywords: System Dynamics; Faculty Motivation; Research Based instructional Strategies; Instructional Change

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APA (6th Edition):

Cruz Bohorquez, J. M. (2019). Instructional Change in Engineering Education: A Conceptual System Dynamics Model of Adoption of Research-Based Instructional Strategies in the Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/93511

Chicago Manual of Style (16th Edition):

Cruz Bohorquez, Juan Manuel. “Instructional Change in Engineering Education: A Conceptual System Dynamics Model of Adoption of Research-Based Instructional Strategies in the Classroom.” 2019. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/93511.

MLA Handbook (7th Edition):

Cruz Bohorquez, Juan Manuel. “Instructional Change in Engineering Education: A Conceptual System Dynamics Model of Adoption of Research-Based Instructional Strategies in the Classroom.” 2019. Web. 29 Mar 2020.

Vancouver:

Cruz Bohorquez JM. Instructional Change in Engineering Education: A Conceptual System Dynamics Model of Adoption of Research-Based Instructional Strategies in the Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/93511.

Council of Science Editors:

Cruz Bohorquez JM. Instructional Change in Engineering Education: A Conceptual System Dynamics Model of Adoption of Research-Based Instructional Strategies in the Classroom. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/93511


Virginia Tech

29. Rakes, Edward Lee. The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences.

Degree: PhD, Educational Psychology, 2012, Virginia Tech

 This investigation used an experimental design to examine how a visual imagery intervention and two levels of challenge would affect the flow experiences and performance… (more)

Subjects/Keywords: Flow; Visual imagery; Marksmanship Training; Army

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APA (6th Edition):

Rakes, E. L. (2012). The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28689

Chicago Manual of Style (16th Edition):

Rakes, Edward Lee. “The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences.” 2012. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/28689.

MLA Handbook (7th Edition):

Rakes, Edward Lee. “The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences.” 2012. Web. 29 Mar 2020.

Vancouver:

Rakes EL. The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/28689.

Council of Science Editors:

Rakes EL. The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/28689


Virginia Tech

30. Stanton, Kenneth C. Engineering Faculty Motivation for and Engagement in Formative Assessment.

Degree: PhD, Engineering Education, 2011, Virginia Tech

 The purposes of this study were to conduct an exploratory study of the status quo of engineering faculty motivation for and engagement in formative assessment,… (more)

Subjects/Keywords: Formative Assessment; Engagement; Motivation; Faculty; Engineering

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APA (6th Edition):

Stanton, K. C. (2011). Engineering Faculty Motivation for and Engagement in Formative Assessment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26361

Chicago Manual of Style (16th Edition):

Stanton, Kenneth C. “Engineering Faculty Motivation for and Engagement in Formative Assessment.” 2011. Doctoral Dissertation, Virginia Tech. Accessed March 29, 2020. http://hdl.handle.net/10919/26361.

MLA Handbook (7th Edition):

Stanton, Kenneth C. “Engineering Faculty Motivation for and Engagement in Formative Assessment.” 2011. Web. 29 Mar 2020.

Vancouver:

Stanton KC. Engineering Faculty Motivation for and Engagement in Formative Assessment. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Mar 29]. Available from: http://hdl.handle.net/10919/26361.

Council of Science Editors:

Stanton KC. Engineering Faculty Motivation for and Engagement in Formative Assessment. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26361

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