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You searched for +publisher:"Virginia Tech" +contributor:("Glasson, George E."). Showing records 1 – 23 of 23 total matches.

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Virginia Tech

1. Lanier, Marilyn. Investigating Strategies for Enhancing Achievement of Urban African American Students in Middle School Science Classrooms.

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

 This dissertation interprets a qualitative study designed to investigate the pedagogical practices of experienced science teachers who, through their teaching practices, promote learning and achievement… (more)

Subjects/Keywords: urban middle school students; African American student achievement; science-teaching strategies; theory of third space; culturally-responsive pedagogy; student-teacher interactions

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APA (6th Edition):

Lanier, M. (2012). Investigating Strategies for Enhancing Achievement of Urban African American Students in Middle School Science Classrooms. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37606

Chicago Manual of Style (16th Edition):

Lanier, Marilyn. “Investigating Strategies for Enhancing Achievement of Urban African American Students in Middle School Science Classrooms.” 2012. Doctoral Dissertation, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/37606.

MLA Handbook (7th Edition):

Lanier, Marilyn. “Investigating Strategies for Enhancing Achievement of Urban African American Students in Middle School Science Classrooms.” 2012. Web. 20 Oct 2019.

Vancouver:

Lanier M. Investigating Strategies for Enhancing Achievement of Urban African American Students in Middle School Science Classrooms. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/37606.

Council of Science Editors:

Lanier M. Investigating Strategies for Enhancing Achievement of Urban African American Students in Middle School Science Classrooms. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/37606


Virginia Tech

2. Hoffman, Brittany. Investigating Personal Learning in an Ecotourism Setting.

Degree: MS, Forest Resources and Environmental Conservation, 2017, Virginia Tech

 It has been proposed that for ecotourism to be the sustainable response to mass tourism, it should not only support local communities and their environments… (more)

Subjects/Keywords: ecotourism; constructivist learning theory; Indonesia

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APA (6th Edition):

Hoffman, B. (2017). Investigating Personal Learning in an Ecotourism Setting. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77576

Chicago Manual of Style (16th Edition):

Hoffman, Brittany. “Investigating Personal Learning in an Ecotourism Setting.” 2017. Masters Thesis, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/77576.

MLA Handbook (7th Edition):

Hoffman, Brittany. “Investigating Personal Learning in an Ecotourism Setting.” 2017. Web. 20 Oct 2019.

Vancouver:

Hoffman B. Investigating Personal Learning in an Ecotourism Setting. [Internet] [Masters thesis]. Virginia Tech; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/77576.

Council of Science Editors:

Hoffman B. Investigating Personal Learning in an Ecotourism Setting. [Masters Thesis]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/77576


Virginia Tech

3. Wilk, Ayla Arsel. Experiential Learning and Professional Identity Development for Scientists Participating in K-12 Outreach: A Case Study of the Graduate Extension Scholars Program.

Degree: MSin Life Sciences, Agricultural and Extension Education, 2016, Virginia Tech

 To address 21st century environmental and economic issues, the practice of agricultural science has become more interdisciplinary, collaborative, and reliant on wider community connections. These… (more)

Subjects/Keywords: Education; Agricultural Education; Science and Education; Higher Education

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APA (6th Edition):

Wilk, A. A. (2016). Experiential Learning and Professional Identity Development for Scientists Participating in K-12 Outreach: A Case Study of the Graduate Extension Scholars Program. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71651

Chicago Manual of Style (16th Edition):

Wilk, Ayla Arsel. “Experiential Learning and Professional Identity Development for Scientists Participating in K-12 Outreach: A Case Study of the Graduate Extension Scholars Program.” 2016. Masters Thesis, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/71651.

MLA Handbook (7th Edition):

Wilk, Ayla Arsel. “Experiential Learning and Professional Identity Development for Scientists Participating in K-12 Outreach: A Case Study of the Graduate Extension Scholars Program.” 2016. Web. 20 Oct 2019.

Vancouver:

Wilk AA. Experiential Learning and Professional Identity Development for Scientists Participating in K-12 Outreach: A Case Study of the Graduate Extension Scholars Program. [Internet] [Masters thesis]. Virginia Tech; 2016. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/71651.

Council of Science Editors:

Wilk AA. Experiential Learning and Professional Identity Development for Scientists Participating in K-12 Outreach: A Case Study of the Graduate Extension Scholars Program. [Masters Thesis]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/71651

4. 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 October 20, 2019. 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. 20 Oct 2019.

Vancouver:

Schram AB. Validating an Icelandic Version of the MUSIC Model of Academic Motivation Inventory. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Oct 20]. 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

5. 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 20, 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. 20 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 20]. 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

6. 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 20, 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. 20 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 20]. 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

7. Tomlinson, Diane C. Perceptions of Selected Stakeholders Regarding Enrollment in Career and Technical Education Courses and Programs that are Non-traditional by Gender.

Degree: PhD, Education, Vocational-Technical, 2019, Virginia Tech

 The Career and Technical Center in Coalfield County School Division (pseudonym) has maintained a history of student enrollment in career and technical education (CTE) courses… (more)

Subjects/Keywords: CTE; gender roles; traditional expectations; non-traditional enrollment; careers

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APA (6th Edition):

Tomlinson, D. C. (2019). Perceptions of Selected Stakeholders Regarding Enrollment in Career and Technical Education Courses and Programs that are Non-traditional by Gender. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/90786

Chicago Manual of Style (16th Edition):

Tomlinson, Diane C. “Perceptions of Selected Stakeholders Regarding Enrollment in Career and Technical Education Courses and Programs that are Non-traditional by Gender.” 2019. Doctoral Dissertation, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/90786.

MLA Handbook (7th Edition):

Tomlinson, Diane C. “Perceptions of Selected Stakeholders Regarding Enrollment in Career and Technical Education Courses and Programs that are Non-traditional by Gender.” 2019. Web. 20 Oct 2019.

Vancouver:

Tomlinson DC. Perceptions of Selected Stakeholders Regarding Enrollment in Career and Technical Education Courses and Programs that are Non-traditional by Gender. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/90786.

Council of Science Editors:

Tomlinson DC. Perceptions of Selected Stakeholders Regarding Enrollment in Career and Technical Education Courses and Programs that are Non-traditional by Gender. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/90786


Virginia Tech

8. Woo, Jihyun. Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula.

Degree: PhD, Education, Vocational-Technical, 2019, Virginia Tech

 Since the world has become smaller, resulting in the development of a global economy, it is no longer adequate for countries to provide education in… (more)

Subjects/Keywords: Career and Technical Education; Global Competency; Business and Information Technology; Marketing; Curricula

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APA (6th Edition):

Woo, J. (2019). Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/90411

Chicago Manual of Style (16th Edition):

Woo, Jihyun. “Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula.” 2019. Doctoral Dissertation, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/90411.

MLA Handbook (7th Edition):

Woo, Jihyun. “Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula.” 2019. Web. 20 Oct 2019.

Vancouver:

Woo J. Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/90411.

Council of Science Editors:

Woo J. Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/90411


Virginia Tech

9. 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 20, 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. 20 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 20]. 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

10. Walker, Candace Lynette. Implementing Inquiry-Based Learning in a General Microbiology Laboratory.

Degree: MS, Biology, 2005, Virginia Tech

 In recent years there has been an increased interest in inquiry-based learning, also known as experiential learning or problem-based learning, as a more appropriate model… (more)

Subjects/Keywords: hands-on activity; serial dilution; inquiry-based learning; problem-based learning; experiential learning

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APA (6th Edition):

Walker, C. L. (2005). Implementing Inquiry-Based Learning in a General Microbiology Laboratory. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/43973

Chicago Manual of Style (16th Edition):

Walker, Candace Lynette. “Implementing Inquiry-Based Learning in a General Microbiology Laboratory.” 2005. Masters Thesis, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/43973.

MLA Handbook (7th Edition):

Walker, Candace Lynette. “Implementing Inquiry-Based Learning in a General Microbiology Laboratory.” 2005. Web. 20 Oct 2019.

Vancouver:

Walker CL. Implementing Inquiry-Based Learning in a General Microbiology Laboratory. [Internet] [Masters thesis]. Virginia Tech; 2005. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/43973.

Council of Science Editors:

Walker CL. Implementing Inquiry-Based Learning in a General Microbiology Laboratory. [Masters Thesis]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/43973


Virginia Tech

11. 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 20, 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. 20 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 20]. 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

12. Casey, Dennis Alan. A Cultural Study of a Science Classroom and Graphing Calculator-based Technology.

Degree: PhD, Teaching and Learning, 2001, Virginia Tech

 Social, political, and technological events of the past two decades have had considerable bearing on science education. While sociological studies of scientists at work have… (more)

Subjects/Keywords: social capital; graphing calculator-based technology; special education; cooperative learning

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APA (6th Edition):

Casey, D. A. (2001). A Cultural Study of a Science Classroom and Graphing Calculator-based Technology. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29935

Chicago Manual of Style (16th Edition):

Casey, Dennis Alan. “A Cultural Study of a Science Classroom and Graphing Calculator-based Technology.” 2001. Doctoral Dissertation, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/29935.

MLA Handbook (7th Edition):

Casey, Dennis Alan. “A Cultural Study of a Science Classroom and Graphing Calculator-based Technology.” 2001. Web. 20 Oct 2019.

Vancouver:

Casey DA. A Cultural Study of a Science Classroom and Graphing Calculator-based Technology. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/29935.

Council of Science Editors:

Casey DA. A Cultural Study of a Science Classroom and Graphing Calculator-based Technology. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/29935


Virginia Tech

13. Dutrow, Anita Marceca. Transitioning Students to the Middle school: A Case Study.

Degree: PhD, Teaching and Learning, 1997, Virginia Tech

 The purpose of this study was to describe how students moving from a school for students with learning disabilities to a regular public school classroom… (more)

Subjects/Keywords: Middle Schools; Special Education; General Education; Curriculum and Instruction

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APA (6th Edition):

Dutrow, A. M. (1997). Transitioning Students to the Middle school: A Case Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30321

Chicago Manual of Style (16th Edition):

Dutrow, Anita Marceca. “Transitioning Students to the Middle school: A Case Study.” 1997. Doctoral Dissertation, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/30321.

MLA Handbook (7th Edition):

Dutrow, Anita Marceca. “Transitioning Students to the Middle school: A Case Study.” 1997. Web. 20 Oct 2019.

Vancouver:

Dutrow AM. Transitioning Students to the Middle school: A Case Study. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/30321.

Council of Science Editors:

Dutrow AM. Transitioning Students to the Middle school: A Case Study. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/30321


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 20, 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. 20 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 20]. 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 20, 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. 20 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 20]. 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 20, 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. 20 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 20]. 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. McKenzie, Woodrow L. Investigative Learning in an Undergraduate Biology Laboratory: an Investigation into Reform in Science Education.

Degree: PhD, Career Services, 1996, Virginia Tech

 This study examined an innovative, project-based curriculum in a freshman biology laboratory by focusing on how students developed their conceptual understanding of a biological species.… (more)

Subjects/Keywords: science education reform; socio-cultural; concept learning; computer mediated communication; undergraduate biology; authentic assessment; LD5655.V856 1996.M387

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APA (6th Edition):

McKenzie, W. L. (1996). Investigative Learning in an Undergraduate Biology Laboratory: an Investigation into Reform in Science Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29381

Chicago Manual of Style (16th Edition):

McKenzie, Woodrow L. “Investigative Learning in an Undergraduate Biology Laboratory: an Investigation into Reform in Science Education.” 1996. Doctoral Dissertation, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/29381.

MLA Handbook (7th Edition):

McKenzie, Woodrow L. “Investigative Learning in an Undergraduate Biology Laboratory: an Investigation into Reform in Science Education.” 1996. Web. 20 Oct 2019.

Vancouver:

McKenzie WL. Investigative Learning in an Undergraduate Biology Laboratory: an Investigation into Reform in Science Education. [Internet] [Doctoral dissertation]. Virginia Tech; 1996. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/29381.

Council of Science Editors:

McKenzie WL. Investigative Learning in an Undergraduate Biology Laboratory: an Investigation into Reform in Science Education. [Doctoral Dissertation]. Virginia Tech; 1996. Available from: http://hdl.handle.net/10919/29381


Virginia Tech

18. 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 (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 20, 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. 20 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 20]. 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

19. Brand, Brenda Rodges Jr. Influence of Pre-service Teachers' Beliefs about Diversity on Science Teaching and Learning.

Degree: PhD, Teaching and Learning, 1998, Virginia Tech

 The influences of the background experiences of five pre-service Science teachers on their beliefs about diversity were the focus for this study. These individuals were… (more)

Subjects/Keywords: and teacher beliefs; border crossings; multicultural education; diversity; pre-service teachers

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APA (6th Edition):

Brand, B. R. J. (1998). Influence of Pre-service Teachers' Beliefs about Diversity on Science Teaching and Learning. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30460

Chicago Manual of Style (16th Edition):

Brand, Brenda Rodges Jr. “Influence of Pre-service Teachers' Beliefs about Diversity on Science Teaching and Learning.” 1998. Doctoral Dissertation, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/30460.

MLA Handbook (7th Edition):

Brand, Brenda Rodges Jr. “Influence of Pre-service Teachers' Beliefs about Diversity on Science Teaching and Learning.” 1998. Web. 20 Oct 2019.

Vancouver:

Brand BRJ. Influence of Pre-service Teachers' Beliefs about Diversity on Science Teaching and Learning. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/30460.

Council of Science Editors:

Brand BRJ. Influence of Pre-service Teachers' Beliefs about Diversity on Science Teaching and Learning. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30460


Virginia Tech

20. Aryulina, Diah. Learning strategies used by honors students in an investigative introductory biology laboratory program.

Degree: PhD, Curriculum and Instruction, 1995, Virginia Tech

  The use of investigative laboratory programs is one of the recommended methods of instruction for improving the outcomes of college science laboratory work. In… (more)

Subjects/Keywords: learning strategies; LD5655.V856 1995.A798

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APA (6th Edition):

Aryulina, D. (1995). Learning strategies used by honors students in an investigative introductory biology laboratory program. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38391

Chicago Manual of Style (16th Edition):

Aryulina, Diah. “Learning strategies used by honors students in an investigative introductory biology laboratory program.” 1995. Doctoral Dissertation, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/38391.

MLA Handbook (7th Edition):

Aryulina, Diah. “Learning strategies used by honors students in an investigative introductory biology laboratory program.” 1995. Web. 20 Oct 2019.

Vancouver:

Aryulina D. Learning strategies used by honors students in an investigative introductory biology laboratory program. [Internet] [Doctoral dissertation]. Virginia Tech; 1995. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/38391.

Council of Science Editors:

Aryulina D. Learning strategies used by honors students in an investigative introductory biology laboratory program. [Doctoral Dissertation]. Virginia Tech; 1995. Available from: http://hdl.handle.net/10919/38391


Virginia Tech

21. Gibson, Patrice Keough. Factors present during the devolopment of exemplary interdisciplinary teams in middle level schools.

Degree: EdD, Curriculum and Instruction, 1992, Virginia Tech

  The purpose of this study was to identify common elements in the experience of exemplary interdisciplinary teams in middle level schools, to assess their… (more)

Subjects/Keywords: Middle schools; LD5655.V856 1992.G529

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APA (6th Edition):

Gibson, P. K. (1992). Factors present during the devolopment of exemplary interdisciplinary teams in middle level schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38466

Chicago Manual of Style (16th Edition):

Gibson, Patrice Keough. “Factors present during the devolopment of exemplary interdisciplinary teams in middle level schools.” 1992. Doctoral Dissertation, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/38466.

MLA Handbook (7th Edition):

Gibson, Patrice Keough. “Factors present during the devolopment of exemplary interdisciplinary teams in middle level schools.” 1992. Web. 20 Oct 2019.

Vancouver:

Gibson PK. Factors present during the devolopment of exemplary interdisciplinary teams in middle level schools. [Internet] [Doctoral dissertation]. Virginia Tech; 1992. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/38466.

Council of Science Editors:

Gibson PK. Factors present during the devolopment of exemplary interdisciplinary teams in middle level schools. [Doctoral Dissertation]. Virginia Tech; 1992. Available from: http://hdl.handle.net/10919/38466


Virginia Tech

22. 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 (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 20, 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. 20 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 20]. 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

23. Brusic, Sharon. Determining effects on fifth grade students' achievement and curiosity when a technology education activity is integrated with a unit in science.

Degree: EdD, Vocational and Technical Education, 1991, Virginia Tech

 The purpose of the study was to explore the effect of integrating technological activities with science instruction. The researcher examined whether fifth-grade students' achievement and… (more)

Subjects/Keywords: Technology Study and teaching (Elementary) Virgini; Science Study and teaching (Elementary) Virginia; LD5655.V856 1991.B787

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APA (6th Edition):

Brusic, S. (1991). Determining effects on fifth grade students' achievement and curiosity when a technology education activity is integrated with a unit in science. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37366

Chicago Manual of Style (16th Edition):

Brusic, Sharon. “Determining effects on fifth grade students' achievement and curiosity when a technology education activity is integrated with a unit in science.” 1991. Doctoral Dissertation, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/37366.

MLA Handbook (7th Edition):

Brusic, Sharon. “Determining effects on fifth grade students' achievement and curiosity when a technology education activity is integrated with a unit in science.” 1991. Web. 20 Oct 2019.

Vancouver:

Brusic S. Determining effects on fifth grade students' achievement and curiosity when a technology education activity is integrated with a unit in science. [Internet] [Doctoral dissertation]. Virginia Tech; 1991. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/37366.

Council of Science Editors:

Brusic S. Determining effects on fifth grade students' achievement and curiosity when a technology education activity is integrated with a unit in science. [Doctoral Dissertation]. Virginia Tech; 1991. Available from: http://hdl.handle.net/10919/37366

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