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You searched for +publisher:"Virginia Tech" +contributor:("Jones, Brett D."). Showing records 1 – 30 of 45 total matches.

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Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Sun, Wei. “The relationship among middle school students' motivation perceptions of science class, science identification and career goals.” 2018. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/83454.

MLA Handbook (7th Edition):

Sun, Wei. “The relationship among middle school students' motivation perceptions of science class, science identification and career goals.” 2018. Web. 08 Apr 2020.

Vancouver:

Sun W. The relationship among middle school students' motivation perceptions of science class, science identification and career goals. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/83454.

Council of Science Editors:

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


Virginia Tech

2. Ball, Brenda Evans. Why Ask the Question?: A Study of Teacher Questioning during Discussion of Text.

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

 This study examined the effects of professional development in the form of a teacher study group and a particular discussion approach, Collaborative Reasoning (CR) (Anderson,… (more)

Subjects/Keywords: teacher study group; Collaborative Reasoning; teacher questioning; discussion; higher-order thinking; critical thinking

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APA (6th Edition):

Ball, B. E. (2014). Why Ask the Question?: A Study of Teacher Questioning during Discussion of Text. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/63894

Chicago Manual of Style (16th Edition):

Ball, Brenda Evans. “Why Ask the Question?: A Study of Teacher Questioning during Discussion of Text.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/63894.

MLA Handbook (7th Edition):

Ball, Brenda Evans. “Why Ask the Question?: A Study of Teacher Questioning during Discussion of Text.” 2014. Web. 08 Apr 2020.

Vancouver:

Ball BE. Why Ask the Question?: A Study of Teacher Questioning during Discussion of Text. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/63894.

Council of Science Editors:

Ball BE. Why Ask the Question?: A Study of Teacher Questioning during Discussion of Text. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/63894

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

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

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

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

Page 1

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Schram, Asta Bryndis. “Validating an Icelandic Version of the MUSIC Model of Academic Motivation Inventory.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/64155.

MLA Handbook (7th Edition):

Schram, Asta Bryndis. “Validating an Icelandic Version of the MUSIC Model of Academic Motivation Inventory.” 2015. Web. 08 Apr 2020.

Vancouver:

Schram AB. Validating an Icelandic Version of the MUSIC Model of Academic Motivation Inventory. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/64155.

Council of Science Editors:

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


Virginia Tech

4. Snyder, Jennifer Dee. The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement.

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

 The widespread effects of student failure and dropout have social, judicial, and economic implications. This study addressed factors that can affect students academic identification, an… (more)

Subjects/Keywords: at-risk students; motivation; alternative schools

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APA (6th Edition):

Snyder, J. D. (2015). The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64396

Chicago Manual of Style (16th Edition):

Snyder, Jennifer Dee. “The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/64396.

MLA Handbook (7th Edition):

Snyder, Jennifer Dee. “The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement.” 2015. Web. 08 Apr 2020.

Vancouver:

Snyder JD. The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/64396.

Council of Science Editors:

Snyder JD. The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64396


Virginia Tech

5. Elkins, Anne Fleet Dillard. Roles of Perceptions of Reference Groups, Clothing Symbolism, and Clothing Involvement in Female Adolescents' Clothing Purchase Intentions and Clothing Behavior.

Degree: PhD, Apparel, Housing, and Resource Management, 2010, Virginia Tech

 The youth market has been characterized as one of the most coveted market segments because of its spending power and tremendous potential for becoming lifetime… (more)

Subjects/Keywords: adolescent; apparel; clothing behavior; clothing symbolism; reference groups; purchase intention

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APA (6th Edition):

Elkins, A. F. D. (2010). Roles of Perceptions of Reference Groups, Clothing Symbolism, and Clothing Involvement in Female Adolescents' Clothing Purchase Intentions and Clothing Behavior. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77222

Chicago Manual of Style (16th Edition):

Elkins, Anne Fleet Dillard. “Roles of Perceptions of Reference Groups, Clothing Symbolism, and Clothing Involvement in Female Adolescents' Clothing Purchase Intentions and Clothing Behavior.” 2010. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/77222.

MLA Handbook (7th Edition):

Elkins, Anne Fleet Dillard. “Roles of Perceptions of Reference Groups, Clothing Symbolism, and Clothing Involvement in Female Adolescents' Clothing Purchase Intentions and Clothing Behavior.” 2010. Web. 08 Apr 2020.

Vancouver:

Elkins AFD. Roles of Perceptions of Reference Groups, Clothing Symbolism, and Clothing Involvement in Female Adolescents' Clothing Purchase Intentions and Clothing Behavior. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/77222.

Council of Science Editors:

Elkins AFD. Roles of Perceptions of Reference Groups, Clothing Symbolism, and Clothing Involvement in Female Adolescents' Clothing Purchase Intentions and Clothing Behavior. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/77222


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Mokri, Parastou. “Developing and Validating an Instrument to Measure Academic Self-Regulation.” 2012. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/77283.

MLA Handbook (7th Edition):

Mokri, Parastou. “Developing and Validating an Instrument to Measure Academic Self-Regulation.” 2012. Web. 08 Apr 2020.

Vancouver:

Mokri P. Developing and Validating an Instrument to Measure Academic Self-Regulation. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/77283.

Council of Science Editors:

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


Virginia Tech

7. Kosko, Karl Wesley. Mathematical Discussion and Self-Determination Theory.

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

 This dissertation focuses on the development and testing of a conceptual framework for student motivation in mathematical discussion. Specifically, this document integrates Yackel and Cobbâ… (more)

Subjects/Keywords: Self-Determination Theory; Mixed Methods; Mathematical Discourse; Mathematical Discussion; Hierarchical Linear Modeling

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APA (6th Edition):

Kosko, K. W. (2010). Mathematical Discussion and Self-Determination Theory. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37551

Chicago Manual of Style (16th Edition):

Kosko, Karl Wesley. “Mathematical Discussion and Self-Determination Theory.” 2010. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/37551.

MLA Handbook (7th Edition):

Kosko, Karl Wesley. “Mathematical Discussion and Self-Determination Theory.” 2010. Web. 08 Apr 2020.

Vancouver:

Kosko KW. Mathematical Discussion and Self-Determination Theory. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/37551.

Council of Science Editors:

Kosko KW. Mathematical Discussion and Self-Determination Theory. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/37551


Virginia Tech

8. Wang, FeiHong. Effects of Students' Identity Salience on Their Attitudes Toward and Experience in Face-to-face Peer Collaborative Learning Activities.

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

 This sequential, mixed methods study explored students' attitudes towards collaborative learning and their responses to collaborative learning problems in relation to their identity salience. Identities… (more)

Subjects/Keywords: collaborative learning; identity salience

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APA (6th Edition):

Wang, F. (2010). Effects of Students' Identity Salience on Their Attitudes Toward and Experience in Face-to-face Peer Collaborative Learning Activities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26546

Chicago Manual of Style (16th Edition):

Wang, FeiHong. “Effects of Students' Identity Salience on Their Attitudes Toward and Experience in Face-to-face Peer Collaborative Learning Activities.” 2010. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/26546.

MLA Handbook (7th Edition):

Wang, FeiHong. “Effects of Students' Identity Salience on Their Attitudes Toward and Experience in Face-to-face Peer Collaborative Learning Activities.” 2010. Web. 08 Apr 2020.

Vancouver:

Wang F. Effects of Students' Identity Salience on Their Attitudes Toward and Experience in Face-to-face Peer Collaborative Learning Activities. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/26546.

Council of Science Editors:

Wang F. Effects of Students' Identity Salience on Their Attitudes Toward and Experience in Face-to-face Peer Collaborative Learning Activities. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26546


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Chittum, Jessica Rebecca. “Integrative Perspectives of Academic Motivation.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/72902.

MLA Handbook (7th Edition):

Chittum, Jessica Rebecca. “Integrative Perspectives of Academic Motivation.” 2015. Web. 08 Apr 2020.

Vancouver:

Chittum JR. Integrative Perspectives of Academic Motivation. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/72902.

Council of Science Editors:

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


Virginia Tech

10. Coleman, Donnie Steve. Technological Immersion Learning: A Grounded Theory.

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

 The Technological Immersion Learning Theory (TILT) was developed through a classic grounded theory study in the seminal tradition of Glaser and Strauss (1967) and Glaser… (more)

Subjects/Keywords: Technology Education; Integrative STEM Education; Self-directed learning; Autodidactism; Regenerative learning

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APA (6th Edition):

Coleman, D. S. (2017). Technological Immersion Learning: A Grounded Theory. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/75155

Chicago Manual of Style (16th Edition):

Coleman, Donnie Steve. “Technological Immersion Learning: A Grounded Theory.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/75155.

MLA Handbook (7th Edition):

Coleman, Donnie Steve. “Technological Immersion Learning: A Grounded Theory.” 2017. Web. 08 Apr 2020.

Vancouver:

Coleman DS. Technological Immersion Learning: A Grounded Theory. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/75155.

Council of Science Editors:

Coleman DS. Technological Immersion Learning: A Grounded Theory. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/75155

11. Bart, Austin Cory. Motivating Introductory Computing Students with Pedagogical Datasets.

Degree: PhD, Computer Science, 2017, Virginia Tech

 Computing courses struggle to retain introductory students, especially as learner demographics have expanded to include more diverse majors, backgrounds, and career interests. Motivational contexts for… (more)

Subjects/Keywords: Motivation; Introductory Computing; Computational Thinking; Engagement; CORGIS; Datasets; Data Science; Data; Pedagogical Datasets; Computer Science Education; Engagement

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APA (6th Edition):

Bart, A. C. (2017). Motivating Introductory Computing Students with Pedagogical Datasets. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77585

Chicago Manual of Style (16th Edition):

Bart, Austin Cory. “Motivating Introductory Computing Students with Pedagogical Datasets.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/77585.

MLA Handbook (7th Edition):

Bart, Austin Cory. “Motivating Introductory Computing Students with Pedagogical Datasets.” 2017. Web. 08 Apr 2020.

Vancouver:

Bart AC. Motivating Introductory Computing Students with Pedagogical Datasets. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/77585.

Council of Science Editors:

Bart AC. Motivating Introductory Computing Students with Pedagogical Datasets. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/77585


Virginia Tech

12. Kaui, Toni Marie Mapuana. Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students.

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

 The purpose of this study was two-fold. The first was to determine the degree of culturally responsive teaching practices and level of cultural competence of… (more)

Subjects/Keywords: STEM Education; Native Hawaiian; Culture-Based Education; Indigenous Education Culturally Relevant Teaching; Cultural Competence; Cultural Identity; Cultural Sensitivity; Cultural Knowledge Belief; Self-Efficacy; Professional Development

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APA (6th Edition):

Kaui, T. M. M. (2016). Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/79845

Chicago Manual of Style (16th Edition):

Kaui, Toni Marie Mapuana. “Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/79845.

MLA Handbook (7th Edition):

Kaui, Toni Marie Mapuana. “Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students.” 2016. Web. 08 Apr 2020.

Vancouver:

Kaui TMM. Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/79845.

Council of Science Editors:

Kaui TMM. Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/79845


Virginia Tech

13. Sahbaz, Sumeyra. Examining Relationships of Collegiate Experiences, Gender, and Academic Area with Undergraduate Students' Collaborative Learning Skills.

Degree: PhD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 Collaborative learning skills are one of the essential learning outcomes for a college education in 21st century. College students are expected to possess the ability… (more)

Subjects/Keywords: Undergraduate Education; Collaborative Learning Skills; Collegiate Experiences

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APA (6th Edition):

Sahbaz, S. (2015). Examining Relationships of Collegiate Experiences, Gender, and Academic Area with Undergraduate Students' Collaborative Learning Skills. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51188

Chicago Manual of Style (16th Edition):

Sahbaz, Sumeyra. “Examining Relationships of Collegiate Experiences, Gender, and Academic Area with Undergraduate Students' Collaborative Learning Skills.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/51188.

MLA Handbook (7th Edition):

Sahbaz, Sumeyra. “Examining Relationships of Collegiate Experiences, Gender, and Academic Area with Undergraduate Students' Collaborative Learning Skills.” 2015. Web. 08 Apr 2020.

Vancouver:

Sahbaz S. Examining Relationships of Collegiate Experiences, Gender, and Academic Area with Undergraduate Students' Collaborative Learning Skills. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/51188.

Council of Science Editors:

Sahbaz S. Examining Relationships of Collegiate Experiences, Gender, and Academic Area with Undergraduate Students' Collaborative Learning Skills. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/51188


Virginia Tech

14. Helena Soares, Elza. Metacognitive intervention for the alleviation of learned helplessness.

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

 The goal of this study was to investigate if participation in collaborative professional development workshops - on learned helplessness, self-efficacy, and metacognition - would impact… (more)

Subjects/Keywords: Learned helplessness; Self-efficacy; instructional efficacy; academic efficacy; cognition; metacognition; motivation

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APA (6th Edition):

Helena Soares, E. (2012). Metacognitive intervention for the alleviation of learned helplessness. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51961

Chicago Manual of Style (16th Edition):

Helena Soares, Elza. “Metacognitive intervention for the alleviation of learned helplessness.” 2012. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/51961.

MLA Handbook (7th Edition):

Helena Soares, Elza. “Metacognitive intervention for the alleviation of learned helplessness.” 2012. Web. 08 Apr 2020.

Vancouver:

Helena Soares E. Metacognitive intervention for the alleviation of learned helplessness. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/51961.

Council of Science Editors:

Helena Soares E. Metacognitive intervention for the alleviation of learned helplessness. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/51961

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Grohs, Jacob Richard. “Developing a Measure of Systems Thinking Competency.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/51996.

MLA Handbook (7th Edition):

Grohs, Jacob Richard. “Developing a Measure of Systems Thinking Competency.” 2015. Web. 08 Apr 2020.

Vancouver:

Grohs JR. Developing a Measure of Systems Thinking Competency. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/51996.

Council of Science Editors:

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


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ruff, Chloe Besse. “Examining and Supporting Domain Identification and Student Interest in First Year College Students.” 2013. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/52938.

MLA Handbook (7th Edition):

Ruff, Chloe Besse. “Examining and Supporting Domain Identification and Student Interest in First Year College Students.” 2013. Web. 08 Apr 2020.

Vancouver:

Ruff CB. Examining and Supporting Domain Identification and Student Interest in First Year College Students. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/52938.

Council of Science Editors:

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


Virginia Tech

17. Williams, Angela Marie Watson. An Action Research Study Using the MUSIC Model of Academic Motivation to  Increase Reading Motivation in an Elementary Classroom.

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

 This study involved examination of the processes employed in tailoring fourth-grade reading instruction to increase levels of student motivation. A participatory action research approach was… (more)

Subjects/Keywords: Reading Motivation; MUSIC Model of Academic Motivation; Action Research

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APA (6th Edition):

Williams, A. M. W. (2013). An Action Research Study Using the MUSIC Model of Academic Motivation to  Increase Reading Motivation in an Elementary Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/23308

Chicago Manual of Style (16th Edition):

Williams, Angela Marie Watson. “An Action Research Study Using the MUSIC Model of Academic Motivation to  Increase Reading Motivation in an Elementary Classroom.” 2013. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/23308.

MLA Handbook (7th Edition):

Williams, Angela Marie Watson. “An Action Research Study Using the MUSIC Model of Academic Motivation to  Increase Reading Motivation in an Elementary Classroom.” 2013. Web. 08 Apr 2020.

Vancouver:

Williams AMW. An Action Research Study Using the MUSIC Model of Academic Motivation to  Increase Reading Motivation in an Elementary Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/23308.

Council of Science Editors:

Williams AMW. An Action Research Study Using the MUSIC Model of Academic Motivation to  Increase Reading Motivation in an Elementary Classroom. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/23308


Virginia Tech

18. Li, Ming. An Intervention to Increase Students' Engagement and Achievement in College English Classes in China using the MUSIC Model of Motivation.

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

 Communicative Language Teaching (CLT) is regarded as an effective approach to teaching foreign languages because it focuses on students' engagement and communicative competence. In the… (more)

Subjects/Keywords: Communicative Language Teaching; the MUSIC model of motivation; Chinese college English class; student engagement; achievement

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APA (6th Edition):

Li, M. (2017). An Intervention to Increase Students' Engagement and Achievement in College English Classes in China using the MUSIC Model of Motivation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86143

Chicago Manual of Style (16th Edition):

Li, Ming. “An Intervention to Increase Students' Engagement and Achievement in College English Classes in China using the MUSIC Model of Motivation.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/86143.

MLA Handbook (7th Edition):

Li, Ming. “An Intervention to Increase Students' Engagement and Achievement in College English Classes in China using the MUSIC Model of Motivation.” 2017. Web. 08 Apr 2020.

Vancouver:

Li M. An Intervention to Increase Students' Engagement and Achievement in College English Classes in China using the MUSIC Model of Motivation. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/86143.

Council of Science Editors:

Li M. An Intervention to Increase Students' Engagement and Achievement in College English Classes in China using the MUSIC Model of Motivation. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/86143

19. Morelock, John Ray. Motivating Students in Game-Based Learning: The Importance of Instructor Teaching Practices.

Degree: PhD, Engineering Education, 2018, Virginia Tech

 Game-based learning—the use of games to achieve learning objectives—is a promising and increasingly popular way to introduce active learning into engineering classrooms, which is something… (more)

Subjects/Keywords: game-based learning; student motivation; pedagogy; qualitative research

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APA (6th Edition):

Morelock, J. R. (2018). Motivating Students in Game-Based Learning: The Importance of Instructor Teaching Practices. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86192

Chicago Manual of Style (16th Edition):

Morelock, John Ray. “Motivating Students in Game-Based Learning: The Importance of Instructor Teaching Practices.” 2018. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/86192.

MLA Handbook (7th Edition):

Morelock, John Ray. “Motivating Students in Game-Based Learning: The Importance of Instructor Teaching Practices.” 2018. Web. 08 Apr 2020.

Vancouver:

Morelock JR. Motivating Students in Game-Based Learning: The Importance of Instructor Teaching Practices. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/86192.

Council of Science Editors:

Morelock JR. Motivating Students in Game-Based Learning: The Importance of Instructor Teaching Practices. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/86192


Virginia Tech

20. Bass, Erika Lynn. Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers.

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

 This study explored how a dialogic, place-based curriculum influences high- performing rural students as writers. The sample included treatment and control students, randomly assigned at… (more)

Subjects/Keywords: Democracy and education; self-efficacy; dialogic pedagogy; rural; place-based education; gifted writers

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APA (6th Edition):

Bass, E. L. (2019). Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/89343

Chicago Manual of Style (16th Edition):

Bass, Erika Lynn. “Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers.” 2019. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/89343.

MLA Handbook (7th Edition):

Bass, Erika Lynn. “Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers.” 2019. Web. 08 Apr 2020.

Vancouver:

Bass EL. Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/89343.

Council of Science Editors:

Bass EL. Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/89343


Virginia Tech

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

Degree: PhD, Educational Psychology, 2012, Virginia Tech

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Rakes, Edward Lee. “The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences.” 2012. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/28689.

MLA Handbook (7th Edition):

Rakes, Edward Lee. “The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences.” 2012. Web. 08 Apr 2020.

Vancouver:

Rakes EL. The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/28689.

Council of Science Editors:

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


Virginia Tech

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

Degree: PhD, Engineering Education, 2011, Virginia Tech

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Stanton, Kenneth C. “Engineering Faculty Motivation for and Engagement in Formative Assessment.” 2011. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/26361.

MLA Handbook (7th Edition):

Stanton, Kenneth C. “Engineering Faculty Motivation for and Engagement in Formative Assessment.” 2011. Web. 08 Apr 2020.

Vancouver:

Stanton KC. Engineering Faculty Motivation for and Engagement in Formative Assessment. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/26361.

Council of Science Editors:

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


Virginia Tech

23. Aker, Lisa Denise. Elementary Preservice Teachers' Thinking about Student Learning in a Lesson Study Context.

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

 Building on the epistemological foundations of constructivism (Creswell, 2014) and qualitative research methodologies, a FADE framework (Reinking and Bradley, 2008) and a case study approach… (more)

Subjects/Keywords: Lesson Study; Preservice Teachers; Student Learning

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APA (6th Edition):

Aker, L. D. (2018). Elementary Preservice Teachers' Thinking about Student Learning in a Lesson Study Context. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/96217

Chicago Manual of Style (16th Edition):

Aker, Lisa Denise. “Elementary Preservice Teachers' Thinking about Student Learning in a Lesson Study Context.” 2018. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/96217.

MLA Handbook (7th Edition):

Aker, Lisa Denise. “Elementary Preservice Teachers' Thinking about Student Learning in a Lesson Study Context.” 2018. Web. 08 Apr 2020.

Vancouver:

Aker LD. Elementary Preservice Teachers' Thinking about Student Learning in a Lesson Study Context. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/96217.

Council of Science Editors:

Aker LD. Elementary Preservice Teachers' Thinking about Student Learning in a Lesson Study Context. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/96217


Virginia Tech

24. Young, Denise Halsey. A Mixed Methods Study of Transfer Students' Perceptions of an Undergraduate Summer Research Program: Exploring the Relationships Between the Program and Students' Science-Related Beliefs and Effort in the Program.

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

 This study explored the relationship between community college students' experiences in a summer research program and their decisions about science-related academic and career goals. Participants… (more)

Subjects/Keywords: community college transfer students; motivation

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APA (6th Edition):

Young, D. H. (2020). A Mixed Methods Study of Transfer Students' Perceptions of an Undergraduate Summer Research Program: Exploring the Relationships Between the Program and Students' Science-Related Beliefs and Effort in the Program. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/96758

Chicago Manual of Style (16th Edition):

Young, Denise Halsey. “A Mixed Methods Study of Transfer Students' Perceptions of an Undergraduate Summer Research Program: Exploring the Relationships Between the Program and Students' Science-Related Beliefs and Effort in the Program.” 2020. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/96758.

MLA Handbook (7th Edition):

Young, Denise Halsey. “A Mixed Methods Study of Transfer Students' Perceptions of an Undergraduate Summer Research Program: Exploring the Relationships Between the Program and Students' Science-Related Beliefs and Effort in the Program.” 2020. Web. 08 Apr 2020.

Vancouver:

Young DH. A Mixed Methods Study of Transfer Students' Perceptions of an Undergraduate Summer Research Program: Exploring the Relationships Between the Program and Students' Science-Related Beliefs and Effort in the Program. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/96758.

Council of Science Editors:

Young DH. A Mixed Methods Study of Transfer Students' Perceptions of an Undergraduate Summer Research Program: Exploring the Relationships Between the Program and Students' Science-Related Beliefs and Effort in the Program. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/96758


Virginia Tech

25. Munz, Stephan Georg. Assessing Student-Athletes' Motivation: The Development and Validation of the MUSIC® Model of Athletic Motivation Inventory.

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

 Motivation is a key ingredient of successful athletic performance over time. Although the concept of maximizing motivation has long been of interest to coaches and… (more)

Subjects/Keywords: Achievement; athletes' motivation; coaching; engagement; peak performance

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APA (6th Edition):

Munz, S. G. (2018). Assessing Student-Athletes' Motivation: The Development and Validation of the MUSIC® Model of Athletic Motivation Inventory. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/96546

Chicago Manual of Style (16th Edition):

Munz, Stephan Georg. “Assessing Student-Athletes' Motivation: The Development and Validation of the MUSIC® Model of Athletic Motivation Inventory.” 2018. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/96546.

MLA Handbook (7th Edition):

Munz, Stephan Georg. “Assessing Student-Athletes' Motivation: The Development and Validation of the MUSIC® Model of Athletic Motivation Inventory.” 2018. Web. 08 Apr 2020.

Vancouver:

Munz SG. Assessing Student-Athletes' Motivation: The Development and Validation of the MUSIC® Model of Athletic Motivation Inventory. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/96546.

Council of Science Editors:

Munz SG. Assessing Student-Athletes' Motivation: The Development and Validation of the MUSIC® Model of Athletic Motivation Inventory. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/96546

26. Carroll, Millicent Hope. Graphic Communications Teachers' Concerns and Beliefs Regarding Their Online Teaching of Graphic Communications Hands-On Classes.

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

 Previous literature has exposed the impact of concerns and beliefs on a teacher's decision to adopt online teaching methods, and in particular for Graphic Communications… (more)

Subjects/Keywords: online teaching; CTE; graphic communications; teacher beliefs; teacher concerns; Stages of Concern; Expectancy-Value model

…116 APPENDIX B Virginia Tech Institutional Review Board (IRB) Approval Form… 

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APA (6th Edition):

Carroll, M. H. (2016). Graphic Communications Teachers' Concerns and Beliefs Regarding Their Online Teaching of Graphic Communications Hands-On Classes. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/79900

Chicago Manual of Style (16th Edition):

Carroll, Millicent Hope. “Graphic Communications Teachers' Concerns and Beliefs Regarding Their Online Teaching of Graphic Communications Hands-On Classes.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/79900.

MLA Handbook (7th Edition):

Carroll, Millicent Hope. “Graphic Communications Teachers' Concerns and Beliefs Regarding Their Online Teaching of Graphic Communications Hands-On Classes.” 2016. Web. 08 Apr 2020.

Vancouver:

Carroll MH. Graphic Communications Teachers' Concerns and Beliefs Regarding Their Online Teaching of Graphic Communications Hands-On Classes. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/79900.

Council of Science Editors:

Carroll MH. Graphic Communications Teachers' Concerns and Beliefs Regarding Their Online Teaching of Graphic Communications Hands-On Classes. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/79900

27. Shanta, Susheela. Investigation of Problem Solving Skills among 12th Grade Engineering Students.

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

 US competitiveness in the 21st century global economy depends on a workforce that is science, technology, engineering and mathematics (STEM) literate, and has knowledge and… (more)

Subjects/Keywords: Engineering design-based

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APA (6th Edition):

Shanta, S. (2017). Investigation of Problem Solving Skills among 12th Grade Engineering Students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/80480

Chicago Manual of Style (16th Edition):

Shanta, Susheela. “Investigation of Problem Solving Skills among 12th Grade Engineering Students.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/80480.

MLA Handbook (7th Edition):

Shanta, Susheela. “Investigation of Problem Solving Skills among 12th Grade Engineering Students.” 2017. Web. 08 Apr 2020.

Vancouver:

Shanta S. Investigation of Problem Solving Skills among 12th Grade Engineering Students. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/80480.

Council of Science Editors:

Shanta S. Investigation of Problem Solving Skills among 12th Grade Engineering Students. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/80480

28. Martin, Jenny M. A Secondary English Teacher's Use of New Literacies with Voice and Struggling Writers.

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

 Voice is an integral part of writing instruction, and over half of state writing assessments include voice on scoring rubrics; yet, there is a dearth… (more)

Subjects/Keywords: teaching writing; new literacies; voice and writing; struggling writers; wiki; secondary writing instruction

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APA (6th Edition):

Martin, J. M. (2014). A Secondary English Teacher's Use of New Literacies with Voice and Struggling Writers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/50425

Chicago Manual of Style (16th Edition):

Martin, Jenny M. “A Secondary English Teacher's Use of New Literacies with Voice and Struggling Writers.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/50425.

MLA Handbook (7th Edition):

Martin, Jenny M. “A Secondary English Teacher's Use of New Literacies with Voice and Struggling Writers.” 2014. Web. 08 Apr 2020.

Vancouver:

Martin JM. A Secondary English Teacher's Use of New Literacies with Voice and Struggling Writers. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/50425.

Council of Science Editors:

Martin JM. A Secondary English Teacher's Use of New Literacies with Voice and Struggling Writers. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/50425

29. Grubbs, Michael Edwin. Further Characterization of High School Pre- and Non-Engineering Students' Cognitive Activity During Engineering Design.

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

 In response to STEM (science, technology, engineering, mathematics) educational reform, pedagogical approaches such as technological/engineering design-based learning (T/E DBL) have received increased emphasis as a… (more)

Subjects/Keywords: Design Cognition; Design-Based Learning; Integrative STEM Education; K-12 Education

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APA (6th Edition):

Grubbs, M. E. (2016). Further Characterization of High School Pre- and Non-Engineering Students' Cognitive Activity During Engineering Design. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/70926

Chicago Manual of Style (16th Edition):

Grubbs, Michael Edwin. “Further Characterization of High School Pre- and Non-Engineering Students' Cognitive Activity During Engineering Design.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/70926.

MLA Handbook (7th Edition):

Grubbs, Michael Edwin. “Further Characterization of High School Pre- and Non-Engineering Students' Cognitive Activity During Engineering Design.” 2016. Web. 08 Apr 2020.

Vancouver:

Grubbs ME. Further Characterization of High School Pre- and Non-Engineering Students' Cognitive Activity During Engineering Design. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/70926.

Council of Science Editors:

Grubbs ME. Further Characterization of High School Pre- and Non-Engineering Students' Cognitive Activity During Engineering Design. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/70926

30. Tendhar, Chosang. Effects of Motivational Beliefs and Instructional Practice on Students' Intention to Pursue Majors and Careers in Engineering.

Degree: PhD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 This dissertation examined the differences in group mean scores of traditional and pilot groups on the students' motivational beliefs and their intention to pursue majors… (more)

Subjects/Keywords: Domain Identification Model; Engineering Identification; Structural Equation Modeling (SEM); STEM; MUSIC Model; Major Intention; Career Intention

…Education. For instance, Purdue University and Virginia Tech started their doctoral programs in… 

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APA (6th Edition):

Tendhar, C. (2015). Effects of Motivational Beliefs and Instructional Practice on Students' Intention to Pursue Majors and Careers in Engineering. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/79664

Chicago Manual of Style (16th Edition):

Tendhar, Chosang. “Effects of Motivational Beliefs and Instructional Practice on Students' Intention to Pursue Majors and Careers in Engineering.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 08, 2020. http://hdl.handle.net/10919/79664.

MLA Handbook (7th Edition):

Tendhar, Chosang. “Effects of Motivational Beliefs and Instructional Practice on Students' Intention to Pursue Majors and Careers in Engineering.” 2015. Web. 08 Apr 2020.

Vancouver:

Tendhar C. Effects of Motivational Beliefs and Instructional Practice on Students' Intention to Pursue Majors and Careers in Engineering. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Apr 08]. Available from: http://hdl.handle.net/10919/79664.

Council of Science Editors:

Tendhar C. Effects of Motivational Beliefs and Instructional Practice on Students' Intention to Pursue Majors and Careers in Engineering. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/79664

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