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You searched for +publisher:"Virginia Tech" +contributor:("Hicks, David"). Showing records 1 – 30 of 34 total matches.

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Virginia Tech

1. Gregory, Christopher Ryan. A Cross-National Study of Civic Knowledge Test Scores.

Degree: PhD, Educational Research and Evaluation, 2015, Virginia Tech

 The purpose of this study is to examine the relationship among student civic knowledge scores and several different variables each at the student, classroom/school, and… (more)

Subjects/Keywords: Civic Knowledge; Multi-Level Analysis; Student Perceptions

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APA (6th Edition):

Gregory, C. R. (2015). A Cross-National Study of Civic Knowledge Test Scores. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56974

Chicago Manual of Style (16th Edition):

Gregory, Christopher Ryan. “A Cross-National Study of Civic Knowledge Test Scores.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/56974.

MLA Handbook (7th Edition):

Gregory, Christopher Ryan. “A Cross-National Study of Civic Knowledge Test Scores.” 2015. Web. 14 Apr 2021.

Vancouver:

Gregory CR. A Cross-National Study of Civic Knowledge Test Scores. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/56974.

Council of Science Editors:

Gregory CR. A Cross-National Study of Civic Knowledge Test Scores. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/56974


Virginia Tech

2. Wesdock, Ryan Joseph. The Floatplane Controversy: Proscription, Procedure, and Protection in Carroll County, Virginia, 1992.

Degree: MA, History, 2019, Virginia Tech

 Marion Goldwasser was a high school teacher in Carroll County, Virginia in 1992. That year, she taught a book called The Floatplane Notebooks in her… (more)

Subjects/Keywords: Censorship Studies; Education; The Floatplane Notebooks; Intellectual History; Carroll County

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APA (6th Edition):

Wesdock, R. J. (2019). The Floatplane Controversy: Proscription, Procedure, and Protection in Carroll County, Virginia, 1992. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/90370

Chicago Manual of Style (16th Edition):

Wesdock, Ryan Joseph. “The Floatplane Controversy: Proscription, Procedure, and Protection in Carroll County, Virginia, 1992.” 2019. Masters Thesis, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/90370.

MLA Handbook (7th Edition):

Wesdock, Ryan Joseph. “The Floatplane Controversy: Proscription, Procedure, and Protection in Carroll County, Virginia, 1992.” 2019. Web. 14 Apr 2021.

Vancouver:

Wesdock RJ. The Floatplane Controversy: Proscription, Procedure, and Protection in Carroll County, Virginia, 1992. [Internet] [Masters thesis]. Virginia Tech; 2019. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/90370.

Council of Science Editors:

Wesdock RJ. The Floatplane Controversy: Proscription, Procedure, and Protection in Carroll County, Virginia, 1992. [Masters Thesis]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/90370


Virginia Tech

3. Ailstock, Mason Blevins. Making Their Mark: World War I Memorial and Commemoration Formation by Veterans in Johnson City, TN, 1922-1935.

Degree: MA, History, 2018, Virginia Tech

 Soldiers and civilians alike sought to make sense of the war following the silencing of the guns with the signing of the armistice in 1918.… (more)

Subjects/Keywords: Johnson City; Memorialization; Commemoration; World War I; American Legion; Doughboy

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APA (6th Edition):

Ailstock, M. B. (2018). Making Their Mark: World War I Memorial and Commemoration Formation by Veterans in Johnson City, TN, 1922-1935. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81995

Chicago Manual of Style (16th Edition):

Ailstock, Mason Blevins. “Making Their Mark: World War I Memorial and Commemoration Formation by Veterans in Johnson City, TN, 1922-1935.” 2018. Masters Thesis, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/81995.

MLA Handbook (7th Edition):

Ailstock, Mason Blevins. “Making Their Mark: World War I Memorial and Commemoration Formation by Veterans in Johnson City, TN, 1922-1935.” 2018. Web. 14 Apr 2021.

Vancouver:

Ailstock MB. Making Their Mark: World War I Memorial and Commemoration Formation by Veterans in Johnson City, TN, 1922-1935. [Internet] [Masters thesis]. Virginia Tech; 2018. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/81995.

Council of Science Editors:

Ailstock MB. Making Their Mark: World War I Memorial and Commemoration Formation by Veterans in Johnson City, TN, 1922-1935. [Masters Thesis]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/81995


Virginia Tech

4. Farber, Michelle Ann. Octavia.

Degree: MFA, Creative Technologies, 2019, Virginia Tech

 Octavia is a 3D animated story based on experiences of Army divers in the waters of Southeast Asia. I built a strong core set of… (more)

Subjects/Keywords: Animation; 3D Art; ZBrush; Maya; Arnold; Octopus; Diving

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APA (6th Edition):

Farber, M. A. (2019). Octavia. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/89056

Chicago Manual of Style (16th Edition):

Farber, Michelle Ann. “Octavia.” 2019. Masters Thesis, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/89056.

MLA Handbook (7th Edition):

Farber, Michelle Ann. “Octavia.” 2019. Web. 14 Apr 2021.

Vancouver:

Farber MA. Octavia. [Internet] [Masters thesis]. Virginia Tech; 2019. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/89056.

Council of Science Editors:

Farber MA. Octavia. [Masters Thesis]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/89056

5. 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 April 14, 2021. 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. 14 Apr 2021.

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 2021 Apr 14]. 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

6. 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 April 14, 2021. 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. 14 Apr 2021.

Vancouver:

Wigginton EO. The Choices and Uses of Technological Tools in High School Government Classes. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Apr 14]. 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

7. Dannenberg, David Randall. Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework.

Degree: PhD, Curriculum and Instruction, 2014, Virginia Tech

 By their very nature, physical classrooms limit the external resources that are readily available to teachers and students. However, many educators desire to expand the… (more)

Subjects/Keywords: virtual worlds; CLE; constructivist learning environments; education; instructional design; design and development research

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APA (6th Edition):

Dannenberg, D. R. (2014). Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51794

Chicago Manual of Style (16th Edition):

Dannenberg, David Randall. “Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/51794.

MLA Handbook (7th Edition):

Dannenberg, David Randall. “Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework.” 2014. Web. 14 Apr 2021.

Vancouver:

Dannenberg DR. Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/51794.

Council of Science Editors:

Dannenberg DR. Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/51794


Virginia Tech

8. McCloud, Jonathan David. More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education.

Degree: PhD, Curriculum and Instruction, 2015, Virginia Tech

 This dissertation comprises two manuscripts formatted for publication, preceded by a brief introduction to the dissertation project. The first manuscript addresses the recent history and… (more)

Subjects/Keywords: peer observation; peer review; classroom observation; observation of teaching; faculty development

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APA (6th Edition):

McCloud, J. D. (2015). More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77875

Chicago Manual of Style (16th Edition):

McCloud, Jonathan David. “More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/77875.

MLA Handbook (7th Edition):

McCloud, Jonathan David. “More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education.” 2015. Web. 14 Apr 2021.

Vancouver:

McCloud JD. More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/77875.

Council of Science Editors:

McCloud JD. More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/77875


Virginia Tech

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

Degree: PhD, Curriculum and Instruction, 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 April 14, 2021. 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. 14 Apr 2021.

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 2021 Apr 14]. 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

10. Dredger, Mary Kathleen. A Savory Stew: Text Differentiation in a Middle School Immigration Unit.

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

 The goal of this case study of a mindful literacy teacher in a middle school social studies class was to describe the nature of one… (more)

Subjects/Keywords: Lexiles; English Education; Middle School; Social Studies Education; text complexity; secondary education; text-reader matching; content area literacy; differentiated texts; case study; adolescent literacy

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APA (6th Edition):

Dredger, M. K. (2011). A Savory Stew: Text Differentiation in a Middle School Immigration Unit. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28588

Chicago Manual of Style (16th Edition):

Dredger, Mary Kathleen. “A Savory Stew: Text Differentiation in a Middle School Immigration Unit.” 2011. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/28588.

MLA Handbook (7th Edition):

Dredger, Mary Kathleen. “A Savory Stew: Text Differentiation in a Middle School Immigration Unit.” 2011. Web. 14 Apr 2021.

Vancouver:

Dredger MK. A Savory Stew: Text Differentiation in a Middle School Immigration Unit. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/28588.

Council of Science Editors:

Dredger MK. A Savory Stew: Text Differentiation in a Middle School Immigration Unit. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/28588


Virginia Tech

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

Degree: PhD, Curriculum and Instruction, 2016, Virginia Tech

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Pennington, Lisa Kelly. “Examining Holocaust education museum-initiated professional development:  The perspective of museum educators during planning and implementation.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/81309.

MLA Handbook (7th Edition):

Pennington, Lisa Kelly. “Examining Holocaust education museum-initiated professional development:  The perspective of museum educators during planning and implementation.” 2016. Web. 14 Apr 2021.

Vancouver:

Pennington LK. Examining Holocaust education museum-initiated professional development:  The perspective of museum educators during planning and implementation. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/81309.

Council of Science Editors:

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


Virginia Tech

12. Mullins Jr, Ricky Dale. Dewey, Disability, and Democratic Education.

Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech

 When I completed my undergraduate social studies teaching program, the job market appeared bleak in the coalfields of southwest Virginia. Coal, no longer king, had… (more)

Subjects/Keywords: citizenship; democratic education; disability; digital technologies

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APA (6th Edition):

Mullins Jr, R. D. (2019). Dewey, Disability, and Democratic Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/89091

Chicago Manual of Style (16th Edition):

Mullins Jr, Ricky Dale. “Dewey, Disability, and Democratic Education.” 2019. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/89091.

MLA Handbook (7th Edition):

Mullins Jr, Ricky Dale. “Dewey, Disability, and Democratic Education.” 2019. Web. 14 Apr 2021.

Vancouver:

Mullins Jr RD. Dewey, Disability, and Democratic Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/89091.

Council of Science Editors:

Mullins Jr RD. Dewey, Disability, and Democratic Education. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/89091


Virginia Tech

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

Degree: PhD, Curriculum and Instruction, 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 April 14, 2021. 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. 14 Apr 2021.

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 2021 Apr 14]. 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

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

Degree: PhD, Curriculum and Instruction, 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 April 14, 2021. 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. 14 Apr 2021.

Vancouver:

Nichols-Cocke CM. Controversial Issues in United States History Classrooms: Teachers' Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Apr 14]. 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


Virginia Tech

15. Rossi, Louis Alfonso III. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.

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

 In an effort to meet the demands of industry within society, STEM (Science, Technology, Engineering, and Mathematics) education has been a major push for the… (more)

Subjects/Keywords: Special education; STEM education; School and Staffing Survey Teacher Questionnaire; Inclusive STEM education; Teacher preparedness

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APA (6th Edition):

Rossi, L. A. I. (2018). Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83868

Chicago Manual of Style (16th Edition):

Rossi, Louis Alfonso III. “Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.” 2018. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/83868.

MLA Handbook (7th Edition):

Rossi, Louis Alfonso III. “Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.” 2018. Web. 14 Apr 2021.

Vancouver:

Rossi LAI. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/83868.

Council of Science Editors:

Rossi LAI. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83868

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

Degree: PhD, Curriculum and Instruction, 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 April 14, 2021. 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. 14 Apr 2021.

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 2021 Apr 14]. 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

17. Alazmi, Huda Salem. The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait.

Degree: PhD, Curriculum and Instruction, 2020, Virginia Tech

 Geographical Information Systems (GIS) are software-based technologies which simplify the gathering, storing and manipulation of spatially-related data in ways which allow users to visually represent… (more)

Subjects/Keywords: Geographic Information System (GIS); Inquiry Design Model (IDM); and Authentic Intellectual Work (AIW)

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APA (6th Edition):

Alazmi, H. S. (2020). The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/97906

Chicago Manual of Style (16th Edition):

Alazmi, Huda Salem. “The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait.” 2020. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/97906.

MLA Handbook (7th Edition):

Alazmi, Huda Salem. “The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait.” 2020. Web. 14 Apr 2021.

Vancouver:

Alazmi HS. The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/97906.

Council of Science Editors:

Alazmi HS. The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/97906


Virginia Tech

18. Banks-Hunt, Joan Maria. Exploring Design Thinking for Instructional Practice.

Degree: PhD, Curriculum and Instruction, 2021, Virginia Tech

 This dissertation entitled, Exploring Design Thinking for Instructional Practice, integrates a wide range of intellectual activities also referred to as cognitive tasks of student-centered design… (more)

Subjects/Keywords: artifact creation; capstone courses; design thinking; design-based courses; instructional practice; knowledge construction

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APA (6th Edition):

Banks-Hunt, J. M. (2021). Exploring Design Thinking for Instructional Practice. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/102341

Chicago Manual of Style (16th Edition):

Banks-Hunt, Joan Maria. “Exploring Design Thinking for Instructional Practice.” 2021. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/102341.

MLA Handbook (7th Edition):

Banks-Hunt, Joan Maria. “Exploring Design Thinking for Instructional Practice.” 2021. Web. 14 Apr 2021.

Vancouver:

Banks-Hunt JM. Exploring Design Thinking for Instructional Practice. [Internet] [Doctoral dissertation]. Virginia Tech; 2021. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/102341.

Council of Science Editors:

Banks-Hunt JM. Exploring Design Thinking for Instructional Practice. [Doctoral Dissertation]. Virginia Tech; 2021. Available from: http://hdl.handle.net/10919/102341


Virginia Tech

19. Norton, Star Adrianna. Lee M. Waid: An Oral Historical Case Study of Students from an All-Black Rural Virginian School between 1963 and 1970.

Degree: EdD, Educational Leadership and Policy Studies, 2021, Virginia Tech

 The purpose of this study was to shed light on the experiences of Black students during desegregation in Franklin County, Virginia. The researcher aimed to… (more)

Subjects/Keywords: All-Black High Schools; Desegregation; Integration; Segregated Schools; Segregation; Oral History

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APA (6th Edition):

Norton, S. A. (2021). Lee M. Waid: An Oral Historical Case Study of Students from an All-Black Rural Virginian School between 1963 and 1970. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/101971

Chicago Manual of Style (16th Edition):

Norton, Star Adrianna. “Lee M. Waid: An Oral Historical Case Study of Students from an All-Black Rural Virginian School between 1963 and 1970.” 2021. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/101971.

MLA Handbook (7th Edition):

Norton, Star Adrianna. “Lee M. Waid: An Oral Historical Case Study of Students from an All-Black Rural Virginian School between 1963 and 1970.” 2021. Web. 14 Apr 2021.

Vancouver:

Norton SA. Lee M. Waid: An Oral Historical Case Study of Students from an All-Black Rural Virginian School between 1963 and 1970. [Internet] [Doctoral dissertation]. Virginia Tech; 2021. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/101971.

Council of Science Editors:

Norton SA. Lee M. Waid: An Oral Historical Case Study of Students from an All-Black Rural Virginian School between 1963 and 1970. [Doctoral Dissertation]. Virginia Tech; 2021. Available from: http://hdl.handle.net/10919/101971

20. Campbell, Stephen Patrick. An Analysis of Highly Qualified Special Education Teachers in High Poverty Urban and Rural Areas.

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

 The purpose of this study was to provide a descriptive analysis comparing highly qualified and non-highly qualified special education teachers in the 2011-12 Schools and… (more)

Subjects/Keywords: poverty; highly qualified special education teachers; qualifications; urbanicity

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APA (6th Edition):

Campbell, S. P. (2018). An Analysis of Highly Qualified Special Education Teachers in High Poverty Urban and Rural Areas. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/95030

Chicago Manual of Style (16th Edition):

Campbell, Stephen Patrick. “An Analysis of Highly Qualified Special Education Teachers in High Poverty Urban and Rural Areas.” 2018. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/95030.

MLA Handbook (7th Edition):

Campbell, Stephen Patrick. “An Analysis of Highly Qualified Special Education Teachers in High Poverty Urban and Rural Areas.” 2018. Web. 14 Apr 2021.

Vancouver:

Campbell SP. An Analysis of Highly Qualified Special Education Teachers in High Poverty Urban and Rural Areas. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/95030.

Council of Science Editors:

Campbell SP. An Analysis of Highly Qualified Special Education Teachers in High Poverty Urban and Rural Areas. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/95030


Virginia Tech

21. Siudzinski, Robert Andrew. Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice.

Degree: PhD, Learning Sciences and Technologies, 2007, Virginia Tech

 This focused ethnography of Appalachian Trail (AT) long-distance hikers explored the situated and informal nature of individual knowledge construction as mediated through a community of… (more)

Subjects/Keywords: situated learning; reflective practices; informal learning; communities of practice; knowledge construction; hikers; Appalachian Trail

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APA (6th Edition):

Siudzinski, R. A. (2007). Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27864

Chicago Manual of Style (16th Edition):

Siudzinski, Robert Andrew. “Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice.” 2007. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/27864.

MLA Handbook (7th Edition):

Siudzinski, Robert Andrew. “Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice.” 2007. Web. 14 Apr 2021.

Vancouver:

Siudzinski RA. Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/27864.

Council of Science Editors:

Siudzinski RA. Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/27864


Virginia Tech

22. Prickett, Robert G. Pre-service teachers and media: Past experiences and present practices.

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

 Today's students are incessantly "plugged in" to media such as film, television, and the Internet. Despite media's starring role, youth in the U.S. are not… (more)

Subjects/Keywords: pre-service teachers; teacher education; media

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APA (6th Edition):

Prickett, R. G. (2005). Pre-service teachers and media: Past experiences and present practices. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29594

Chicago Manual of Style (16th Edition):

Prickett, Robert G. “Pre-service teachers and media: Past experiences and present practices.” 2005. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/29594.

MLA Handbook (7th Edition):

Prickett, Robert G. “Pre-service teachers and media: Past experiences and present practices.” 2005. Web. 14 Apr 2021.

Vancouver:

Prickett RG. Pre-service teachers and media: Past experiences and present practices. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/29594.

Council of Science Editors:

Prickett RG. Pre-service teachers and media: Past experiences and present practices. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/29594


Virginia Tech

23. Mariano, Gina. An Investigation of the Effect of Segmentation on Immediate and Delayed Knowledge Transfer in a Multimedia Learning Environment.

Degree: PhD, Curriculum and Instruction (Educational Psychology), 2008, Virginia Tech

 The purpose of this study was to determine the effects of segmentation on immediate and delayed recall and transfer in a multimedia learning environment. The… (more)

Subjects/Keywords: Segmentation; Transfer; Multimedia Learning

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APA (6th Edition):

Mariano, G. (2008). An Investigation of the Effect of Segmentation on Immediate and Delayed Knowledge Transfer in a Multimedia Learning Environment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26570

Chicago Manual of Style (16th Edition):

Mariano, Gina. “An Investigation of the Effect of Segmentation on Immediate and Delayed Knowledge Transfer in a Multimedia Learning Environment.” 2008. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/26570.

MLA Handbook (7th Edition):

Mariano, Gina. “An Investigation of the Effect of Segmentation on Immediate and Delayed Knowledge Transfer in a Multimedia Learning Environment.” 2008. Web. 14 Apr 2021.

Vancouver:

Mariano G. An Investigation of the Effect of Segmentation on Immediate and Delayed Knowledge Transfer in a Multimedia Learning Environment. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/26570.

Council of Science Editors:

Mariano G. An Investigation of the Effect of Segmentation on Immediate and Delayed Knowledge Transfer in a Multimedia Learning Environment. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/26570


Virginia Tech

24. Fall, Anna-Maria. Early Career Special Education Teachers in High-and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments.

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

 I used teacher data from the Study of Personnel Needs in Special Education (SPeNSE) to compare the characteristics, qualifications (e.g., credentials, preservice preparation, self-efficacy, and… (more)

Subjects/Keywords: early career special education teachers; high poverty districts; inequality; teacher commitment; teacher qualifications; work conditions

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APA (6th Edition):

Fall, A. (2008). Early Career Special Education Teachers in High-and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30262

Chicago Manual of Style (16th Edition):

Fall, Anna-Maria. “Early Career Special Education Teachers in High-and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments.” 2008. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/30262.

MLA Handbook (7th Edition):

Fall, Anna-Maria. “Early Career Special Education Teachers in High-and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments.” 2008. Web. 14 Apr 2021.

Vancouver:

Fall A. Early Career Special Education Teachers in High-and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/30262.

Council of Science Editors:

Fall A. Early Career Special Education Teachers in High-and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/30262


Virginia Tech

25. Richardson, Evelyn Cherita. Meta-analysis of Student Assistance program Outcomes.

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

 The main purpose of this study was to conduct a meta-analysis with data collected from seven schools in Southwest Virginia school district. Data was collected… (more)

Subjects/Keywords: Meta-analysis; program outcomes; student assistance

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APA (6th Edition):

Richardson, E. C. (2009). Meta-analysis of Student Assistance program Outcomes. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77282

Chicago Manual of Style (16th Edition):

Richardson, Evelyn Cherita. “Meta-analysis of Student Assistance program Outcomes.” 2009. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/77282.

MLA Handbook (7th Edition):

Richardson, Evelyn Cherita. “Meta-analysis of Student Assistance program Outcomes.” 2009. Web. 14 Apr 2021.

Vancouver:

Richardson EC. Meta-analysis of Student Assistance program Outcomes. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/77282.

Council of Science Editors:

Richardson EC. Meta-analysis of Student Assistance program Outcomes. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/77282


Virginia Tech

26. Roberts, Ann Mary. In Search of Discussion in the Standards-Based Middle School Social Studies Classroom.

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

 The goal of this study was to determine what factors influence teachers in their use of discussion in the social studies classroom. I interviewed two… (more)

Subjects/Keywords: Discussion; Social Studies; Citizenship; Standards; Middle School

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APA (6th Edition):

Roberts, A. M. (2009). In Search of Discussion in the Standards-Based Middle School Social Studies Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26876

Chicago Manual of Style (16th Edition):

Roberts, Ann Mary. “In Search of Discussion in the Standards-Based Middle School Social Studies Classroom.” 2009. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/26876.

MLA Handbook (7th Edition):

Roberts, Ann Mary. “In Search of Discussion in the Standards-Based Middle School Social Studies Classroom.” 2009. Web. 14 Apr 2021.

Vancouver:

Roberts AM. In Search of Discussion in the Standards-Based Middle School Social Studies Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/26876.

Council of Science Editors:

Roberts AM. In Search of Discussion in the Standards-Based Middle School Social Studies Classroom. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/26876


Virginia Tech

27. 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 April 14, 2021. 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. 14 Apr 2021.

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 2021 Apr 14]. 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

28. Somervell, Jacob Paul. Developing Heuristic Evaluation Methods for Large Screen Information Exhibits Based on Critical Parameters.

Degree: PhD, Computer Science, 2004, Virginia Tech

 Evaluation is the key to effective interface design. It becomes even more important when the interfaces are for cutting edge technology, in application areas that… (more)

Subjects/Keywords: critical parameters; notification systems; heuristics; evaluation

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APA (6th Edition):

Somervell, J. P. (2004). Developing Heuristic Evaluation Methods for Large Screen Information Exhibits Based on Critical Parameters. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/11206

Chicago Manual of Style (16th Edition):

Somervell, Jacob Paul. “Developing Heuristic Evaluation Methods for Large Screen Information Exhibits Based on Critical Parameters.” 2004. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/11206.

MLA Handbook (7th Edition):

Somervell, Jacob Paul. “Developing Heuristic Evaluation Methods for Large Screen Information Exhibits Based on Critical Parameters.” 2004. Web. 14 Apr 2021.

Vancouver:

Somervell JP. Developing Heuristic Evaluation Methods for Large Screen Information Exhibits Based on Critical Parameters. [Internet] [Doctoral dissertation]. Virginia Tech; 2004. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/11206.

Council of Science Editors:

Somervell JP. Developing Heuristic Evaluation Methods for Large Screen Information Exhibits Based on Critical Parameters. [Doctoral Dissertation]. Virginia Tech; 2004. Available from: http://hdl.handle.net/10919/11206


Virginia Tech

29. Hamm, Jean Shepherd. We Can't Die Without Letting Them Know We Were There: Oral Histories of Konnarock Training School Alumnae and Faculty.

Degree: EdD, Curriculum and Instruction, 2003, Virginia Tech

 From 1924-1959, the United Lutheran Church of America operated a girls" boarding school in Southwest Virginia. When Konnarock Training School opened, there were few educational… (more)

Subjects/Keywords: Feminist theology; feminist research; oral history; education

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APA (6th Edition):

Hamm, J. S. (2003). We Can't Die Without Letting Them Know We Were There: Oral Histories of Konnarock Training School Alumnae and Faculty. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27358

Chicago Manual of Style (16th Edition):

Hamm, Jean Shepherd. “We Can't Die Without Letting Them Know We Were There: Oral Histories of Konnarock Training School Alumnae and Faculty.” 2003. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/27358.

MLA Handbook (7th Edition):

Hamm, Jean Shepherd. “We Can't Die Without Letting Them Know We Were There: Oral Histories of Konnarock Training School Alumnae and Faculty.” 2003. Web. 14 Apr 2021.

Vancouver:

Hamm JS. We Can't Die Without Letting Them Know We Were There: Oral Histories of Konnarock Training School Alumnae and Faculty. [Internet] [Doctoral dissertation]. Virginia Tech; 2003. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/27358.

Council of Science Editors:

Hamm JS. We Can't Die Without Letting Them Know We Were There: Oral Histories of Konnarock Training School Alumnae and Faculty. [Doctoral Dissertation]. Virginia Tech; 2003. Available from: http://hdl.handle.net/10919/27358


Virginia Tech

30. Hall, Katherine Lelia. Trade Readjustment Act Women in Developmental Writing: Preparing for Education and Retraining.

Degree: PhD, Instructional Technology, 2001, Virginia Tech

 Due to the large number of garment factory closings in the Appalachian region of Virginia, many workers have become unemployed. Mittelhauser (1997) reported, "textile and… (more)

Subjects/Keywords: Appalachian women; community college; trade readjustment act; developmental writing

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APA (6th Edition):

Hall, K. L. (2001). Trade Readjustment Act Women in Developmental Writing: Preparing for Education and Retraining. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28207

Chicago Manual of Style (16th Edition):

Hall, Katherine Lelia. “Trade Readjustment Act Women in Developmental Writing: Preparing for Education and Retraining.” 2001. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021. http://hdl.handle.net/10919/28207.

MLA Handbook (7th Edition):

Hall, Katherine Lelia. “Trade Readjustment Act Women in Developmental Writing: Preparing for Education and Retraining.” 2001. Web. 14 Apr 2021.

Vancouver:

Hall KL. Trade Readjustment Act Women in Developmental Writing: Preparing for Education and Retraining. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2021 Apr 14]. Available from: http://hdl.handle.net/10919/28207.

Council of Science Editors:

Hall KL. Trade Readjustment Act Women in Developmental Writing: Preparing for Education and Retraining. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/28207

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