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You searched for +publisher:"Virginia Tech" +contributor:("Kelly, Patricia Proudfoot"). Showing records 1 – 30 of 70 total matches.

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Virginia Tech

1. Lawson, Judith Pharr. The transmission of craft knowledge : factors of influence on the process of reflection.

Degree: EdD, Curriculum and Instruction, 1990, Virginia Tech

  The purpose of this case study was to explore and describe the process of reflection as it developed during a school year for one… (more)

Subjects/Keywords: Teachers Training of; Theory of Self-knowledge; Experiential learning.; LD5655.V856 1990.L384

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APA (6th Edition):

Lawson, J. P. (1990). The transmission of craft knowledge : factors of influence on the process of reflection. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37862

Chicago Manual of Style (16th Edition):

Lawson, Judith Pharr. “The transmission of craft knowledge : factors of influence on the process of reflection.” 1990. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/37862.

MLA Handbook (7th Edition):

Lawson, Judith Pharr. “The transmission of craft knowledge : factors of influence on the process of reflection.” 1990. Web. 17 Jun 2019.

Vancouver:

Lawson JP. The transmission of craft knowledge : factors of influence on the process of reflection. [Internet] [Doctoral dissertation]. Virginia Tech; 1990. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/37862.

Council of Science Editors:

Lawson JP. The transmission of craft knowledge : factors of influence on the process of reflection. [Doctoral Dissertation]. Virginia Tech; 1990. Available from: http://hdl.handle.net/10919/37862

2. Scott, Brigitte Condon. Discussing Sexuality in the English Classroom: Using Bakhtinian Analyses and Positioning Theory to Explore Teacher Talk.

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

 This dissertation is an examination of the ways English teachers may be complicit in reproducing an abstinence-based sex education discourse in their own classroom practices… (more)

Subjects/Keywords: English teachers; sexuality; Bakhtin; positioning theory; ethnography

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APA (6th Edition):

Scott, B. C. (2013). Discussing Sexuality in the English Classroom: Using Bakhtinian Analyses and Positioning Theory to Explore Teacher Talk. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/19311

Chicago Manual of Style (16th Edition):

Scott, Brigitte Condon. “Discussing Sexuality in the English Classroom: Using Bakhtinian Analyses and Positioning Theory to Explore Teacher Talk.” 2013. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/19311.

MLA Handbook (7th Edition):

Scott, Brigitte Condon. “Discussing Sexuality in the English Classroom: Using Bakhtinian Analyses and Positioning Theory to Explore Teacher Talk.” 2013. Web. 17 Jun 2019.

Vancouver:

Scott BC. Discussing Sexuality in the English Classroom: Using Bakhtinian Analyses and Positioning Theory to Explore Teacher Talk. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/19311.

Council of Science Editors:

Scott BC. Discussing Sexuality in the English Classroom: Using Bakhtinian Analyses and Positioning Theory to Explore Teacher Talk. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/19311


Virginia Tech

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

Degree: PhD, Teaching and Learning, 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 June 17, 2019. 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. 17 Jun 2019.

Vancouver:

Dredger MK. A Savory Stew: Text Differentiation in a Middle School Immigration Unit. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Jun 17]. 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

4. Woods, Daniel Richard. Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners.

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

 In a time of high stakes tests and mounting pressures in favor of standardized curricula at all levels, teachers continue to work in the best… (more)

Subjects/Keywords: English Instruction; Teaching Methods; Secondary Education.; teacher education; critical literacy practitioners; Critical literacy; Literacy; Critical Theory

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APA (6th Edition):

Woods, D. R. (2010). Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26831

Chicago Manual of Style (16th Edition):

Woods, Daniel Richard. “Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners.” 2010. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/26831.

MLA Handbook (7th Edition):

Woods, Daniel Richard. “Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners.” 2010. Web. 17 Jun 2019.

Vancouver:

Woods DR. Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/26831.

Council of Science Editors:

Woods DR. Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy Practitioners. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26831


Virginia Tech

5. Brenner, Aimee Michelle. Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.

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

 In an attempt to promote the transfer of technology integration knowledge and skills in preservice teachers, studies have attempted to identify effective instructional technology integration… (more)

Subjects/Keywords: learning transfer; technology integration; teacher education

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APA (6th Edition):

Brenner, A. M. (2012). Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39472

Chicago Manual of Style (16th Edition):

Brenner, Aimee Michelle. “Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.” 2012. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/39472.

MLA Handbook (7th Edition):

Brenner, Aimee Michelle. “Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.” 2012. Web. 17 Jun 2019.

Vancouver:

Brenner AM. Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/39472.

Council of Science Editors:

Brenner AM. Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/39472


Virginia Tech

6. Bowman, Cynthia Ann. Effects of learning logs on high school literature achievement.

Degree: MA, Curriculum and Instruction, 1989, Virginia Tech

  The purpose of this study was to determine the effectiveness of the learning log, a reader-response journal, as an instructional tool in the study… (more)

Subjects/Keywords: High school teaching; LD5655.V855 1989.B685

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APA (6th Edition):

Bowman, C. A. (1989). Effects of learning logs on high school literature achievement. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/45934

Chicago Manual of Style (16th Edition):

Bowman, Cynthia Ann. “Effects of learning logs on high school literature achievement.” 1989. Masters Thesis, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/45934.

MLA Handbook (7th Edition):

Bowman, Cynthia Ann. “Effects of learning logs on high school literature achievement.” 1989. Web. 17 Jun 2019.

Vancouver:

Bowman CA. Effects of learning logs on high school literature achievement. [Internet] [Masters thesis]. Virginia Tech; 1989. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/45934.

Council of Science Editors:

Bowman CA. Effects of learning logs on high school literature achievement. [Masters Thesis]. Virginia Tech; 1989. Available from: http://hdl.handle.net/10919/45934


Virginia Tech

7. Gordon, Susan Marie. Virginia Tech Business College Alumni Reflect on Literature in their Lives.

Degree: PhD, Teaching and Learning, 2006, Virginia Tech

 Some colleges and universities require their business majors to take literature classes; others do not. Some businesspeople, as well as many educators such as Donna… (more)

Subjects/Keywords: Interviews to Collect Impressions; Core Requirements; Business Major Curricula; World Literature

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APA (6th Edition):

Gordon, S. M. (2006). Virginia Tech Business College Alumni Reflect on Literature in their Lives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26165

Chicago Manual of Style (16th Edition):

Gordon, Susan Marie. “Virginia Tech Business College Alumni Reflect on Literature in their Lives.” 2006. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/26165.

MLA Handbook (7th Edition):

Gordon, Susan Marie. “Virginia Tech Business College Alumni Reflect on Literature in their Lives.” 2006. Web. 17 Jun 2019.

Vancouver:

Gordon SM. Virginia Tech Business College Alumni Reflect on Literature in their Lives. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/26165.

Council of Science Editors:

Gordon SM. Virginia Tech Business College Alumni Reflect on Literature in their Lives. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/26165


Virginia Tech

8. Kalande, Wotchiwe Mtonga. The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi.

Degree: PhD, Teaching and Learning, 2006, Virginia Tech

 The purpose of this study was to observe the science teaching practices of six primary school teachers in Standards 5 through 7, to learn about… (more)

Subjects/Keywords: science teaching and learning materials and strate; science instructional practices; learner-centered approaches; scientific (process) skills

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APA (6th Edition):

Kalande, W. M. (2006). The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30146

Chicago Manual of Style (16th Edition):

Kalande, Wotchiwe Mtonga. “The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi.” 2006. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/30146.

MLA Handbook (7th Edition):

Kalande, Wotchiwe Mtonga. “The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi.” 2006. Web. 17 Jun 2019.

Vancouver:

Kalande WM. The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/30146.

Council of Science Editors:

Kalande WM. The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/30146


Virginia Tech

9. Blackwood, Jo Lambert. Culture of empowerment in a restructured school.

Degree: EdD, Curriculum and Instruction, 1993, Virginia Tech

see document Advisors/Committee Members: Nespor, Jan K. (committeechair), Kelly, Patricia Proudfoot (committee member), Niles, Jerome A. (committee member), Small, Robert C. Jr. (committee member).

Subjects/Keywords: School management teams West Virginia Case studies; School management and organization West Virginia C; Curriculum change West Virginia Case studies; LD5655.V856 1993.B633

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APA (6th Edition):

Blackwood, J. L. (1993). Culture of empowerment in a restructured school. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/40150

Chicago Manual of Style (16th Edition):

Blackwood, Jo Lambert. “Culture of empowerment in a restructured school.” 1993. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/40150.

MLA Handbook (7th Edition):

Blackwood, Jo Lambert. “Culture of empowerment in a restructured school.” 1993. Web. 17 Jun 2019.

Vancouver:

Blackwood JL. Culture of empowerment in a restructured school. [Internet] [Doctoral dissertation]. Virginia Tech; 1993. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/40150.

Council of Science Editors:

Blackwood JL. Culture of empowerment in a restructured school. [Doctoral Dissertation]. Virginia Tech; 1993. Available from: http://hdl.handle.net/10919/40150


Virginia Tech

10. Kadzera, Clemence Michael. Use of Instructional Technologies in Teacher Training Colleges in Malawi.

Degree: PhD, Teaching and Learning, 2006, Virginia Tech

 The use of instructional technologies has an impact on studentsâ content acquisition and adds to class performance (Baylor and Ritchie, 2002). However, Beggs (2000) notes… (more)

Subjects/Keywords: instructional technologies; local resources; teacher training colleges; perceived competence and attitudes toward using in

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APA (6th Edition):

Kadzera, C. M. (2006). Use of Instructional Technologies in Teacher Training Colleges in Malawi. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27728

Chicago Manual of Style (16th Edition):

Kadzera, Clemence Michael. “Use of Instructional Technologies in Teacher Training Colleges in Malawi.” 2006. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/27728.

MLA Handbook (7th Edition):

Kadzera, Clemence Michael. “Use of Instructional Technologies in Teacher Training Colleges in Malawi.” 2006. Web. 17 Jun 2019.

Vancouver:

Kadzera CM. Use of Instructional Technologies in Teacher Training Colleges in Malawi. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/27728.

Council of Science Editors:

Kadzera CM. Use of Instructional Technologies in Teacher Training Colleges in Malawi. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/27728


Virginia Tech

11. Mjoni-Mwale, Hasten. Safe Schools for Teaching and Learning: Developing a School-wide, Self-study Process.

Degree: PhD, Teaching and Learning, 2006, Virginia Tech

 This study examined public primary school teachersâ perceptions of the factors contributing to safe school learning environments. Teachersâ perceptions and behaviors were examined to assist… (more)

Subjects/Keywords: school improvement; safe learning environment; teachers' behaviors; public primary schools in Malawi; professional development

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APA (6th Edition):

Mjoni-Mwale, H. (2006). Safe Schools for Teaching and Learning: Developing a School-wide, Self-study Process. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28001

Chicago Manual of Style (16th Edition):

Mjoni-Mwale, Hasten. “Safe Schools for Teaching and Learning: Developing a School-wide, Self-study Process.” 2006. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/28001.

MLA Handbook (7th Edition):

Mjoni-Mwale, Hasten. “Safe Schools for Teaching and Learning: Developing a School-wide, Self-study Process.” 2006. Web. 17 Jun 2019.

Vancouver:

Mjoni-Mwale H. Safe Schools for Teaching and Learning: Developing a School-wide, Self-study Process. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/28001.

Council of Science Editors:

Mjoni-Mwale H. Safe Schools for Teaching and Learning: Developing a School-wide, Self-study Process. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/28001


Virginia Tech

12. Mmela, Edith. Implementing Integrated Literacy Approaches in an English Classroom in Malawi.

Degree: PhD, Teaching and Learning, 2006, Virginia Tech

 The purpose of the study was to discover how teachers learn to teach. This was done through the process of answering the question â How… (more)

Subjects/Keywords: reflection; collaborative inquiry; teacher learning; second language learning; professional development

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APA (6th Edition):

Mmela, E. (2006). Implementing Integrated Literacy Approaches in an English Classroom in Malawi. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28025

Chicago Manual of Style (16th Edition):

Mmela, Edith. “Implementing Integrated Literacy Approaches in an English Classroom in Malawi.” 2006. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/28025.

MLA Handbook (7th Edition):

Mmela, Edith. “Implementing Integrated Literacy Approaches in an English Classroom in Malawi.” 2006. Web. 17 Jun 2019.

Vancouver:

Mmela E. Implementing Integrated Literacy Approaches in an English Classroom in Malawi. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/28025.

Council of Science Editors:

Mmela E. Implementing Integrated Literacy Approaches in an English Classroom in Malawi. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/28025


Virginia Tech

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

Degree: PhD, Teaching and Learning, 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 June 17, 2019. 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. 17 Jun 2019.

Vancouver:

Prickett RG. Pre-service teachers and media: Past experiences and present practices. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2019 Jun 17]. 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

14. Wyse, Jennifer Lynn. Teachers' Perceptions of the Construction of National Identity through the Primary School Social Studies Program in Malawi.

Degree: MS, Sociology, 2008, Virginia Tech

 This study looks at social studies teachers' perceptions of Malawi's national identity as it is promoted through Malawi's primary school social studies education. The following… (more)

Subjects/Keywords: African national identity; Malawi; neo-colonialism; social studies education

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APA (6th Edition):

Wyse, J. L. (2008). Teachers' Perceptions of the Construction of National Identity through the Primary School Social Studies Program in Malawi. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/32867

Chicago Manual of Style (16th Edition):

Wyse, Jennifer Lynn. “Teachers' Perceptions of the Construction of National Identity through the Primary School Social Studies Program in Malawi.” 2008. Masters Thesis, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/32867.

MLA Handbook (7th Edition):

Wyse, Jennifer Lynn. “Teachers' Perceptions of the Construction of National Identity through the Primary School Social Studies Program in Malawi.” 2008. Web. 17 Jun 2019.

Vancouver:

Wyse JL. Teachers' Perceptions of the Construction of National Identity through the Primary School Social Studies Program in Malawi. [Internet] [Masters thesis]. Virginia Tech; 2008. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/32867.

Council of Science Editors:

Wyse JL. Teachers' Perceptions of the Construction of National Identity through the Primary School Social Studies Program in Malawi. [Masters Thesis]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/32867


Virginia Tech

15. Tavernier, Mark D. Formative Reading Program Assessment: An Interim Tool for Improvement.

Degree: EdD, Educational Leadership and Policy Studies, 2005, Virginia Tech

 Formative Elementary Reading Program Assessment: An Interim Tool For Improvement Mark D. Tavernier ABSTRACT The purpose of this study was to develop and test a… (more)

Subjects/Keywords: program implementation; elementary reading methodology

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APA (6th Edition):

Tavernier, M. D. (2005). Formative Reading Program Assessment: An Interim Tool for Improvement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26770

Chicago Manual of Style (16th Edition):

Tavernier, Mark D. “Formative Reading Program Assessment: An Interim Tool for Improvement.” 2005. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/26770.

MLA Handbook (7th Edition):

Tavernier, Mark D. “Formative Reading Program Assessment: An Interim Tool for Improvement.” 2005. Web. 17 Jun 2019.

Vancouver:

Tavernier MD. Formative Reading Program Assessment: An Interim Tool for Improvement. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/26770.

Council of Science Editors:

Tavernier MD. Formative Reading Program Assessment: An Interim Tool for Improvement. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/26770


Virginia Tech

16. Kazembe, Manuel Boyd. Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators.

Degree: PhD, Teaching and Learning, 2005, Virginia Tech

 Retracing Footsteps of the Literati: Towards an Understanding of Literacy Development through Stories of Malawian Teacher Educators Manuel B. Kazembe (ABSTRACT) If there is a… (more)

Subjects/Keywords: literacy development; teacher education; learning; print-limited environment

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APA (6th Edition):

Kazembe, M. B. (2005). Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30058

Chicago Manual of Style (16th Edition):

Kazembe, Manuel Boyd. “Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators.” 2005. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/30058.

MLA Handbook (7th Edition):

Kazembe, Manuel Boyd. “Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators.” 2005. Web. 17 Jun 2019.

Vancouver:

Kazembe MB. Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/30058.

Council of Science Editors:

Kazembe MB. Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/30058


Virginia Tech

17. Updike, Lisa Stoneman. Triggering transformation: College freshmen use childrenâ s literature to consider social justice perceptions.

Degree: PhD, Teaching and Learning, 2008, Virginia Tech

 This 3-month long, participatory-action research study with 19 college freshmen exposed students to children's literature selections hoping to initiate dialogue on social justice. The following… (more)

Subjects/Keywords: college composition; participatory action research; childrenâ s literature; Social justice

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APA (6th Edition):

Updike, L. S. (2008). Triggering transformation: College freshmen use childrenâ s literature to consider social justice perceptions. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26720

Chicago Manual of Style (16th Edition):

Updike, Lisa Stoneman. “Triggering transformation: College freshmen use childrenâ s literature to consider social justice perceptions.” 2008. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/26720.

MLA Handbook (7th Edition):

Updike, Lisa Stoneman. “Triggering transformation: College freshmen use childrenâ s literature to consider social justice perceptions.” 2008. Web. 17 Jun 2019.

Vancouver:

Updike LS. Triggering transformation: College freshmen use childrenâ s literature to consider social justice perceptions. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/26720.

Council of Science Editors:

Updike LS. Triggering transformation: College freshmen use childrenâ s literature to consider social justice perceptions. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/26720


Virginia Tech

18. Crockett, Aleta Jo. Nonfiction and Fiction: Does Genre Influence Reader Response?.

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

 This study explores aspects of the theoretical basis of Louise M. Rosenblatt's transactional theory of reading and its focus on the reader's efferent and aesthetic… (more)

Subjects/Keywords: fiction; reading stances; literary criticism; Louise M. Rosenblatt; nonfiction; reader response

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APA (6th Edition):

Crockett, A. J. (1998). Nonfiction and Fiction: Does Genre Influence Reader Response?. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/25990

Chicago Manual of Style (16th Edition):

Crockett, Aleta Jo. “Nonfiction and Fiction: Does Genre Influence Reader Response?.” 1998. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/25990.

MLA Handbook (7th Edition):

Crockett, Aleta Jo. “Nonfiction and Fiction: Does Genre Influence Reader Response?.” 1998. Web. 17 Jun 2019.

Vancouver:

Crockett AJ. Nonfiction and Fiction: Does Genre Influence Reader Response?. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/25990.

Council of Science Editors:

Crockett AJ. Nonfiction and Fiction: Does Genre Influence Reader Response?. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/25990


Virginia Tech

19. Twomey, Tish Eshelle Tyra. Imitation and Adaptability in the First-Year Composition Classroom: A Pedagogical Study.

Degree: MA, English, 2003, Virginia Tech

 The use of imitation exercisesâ writing activities employing model texts and the modeling of writing-process behaviorsâ in the First Year composition classroom can have many… (more)

Subjects/Keywords: curriculum; translation; pedagogy; paraphrase; modeling; Freshman English; imitation; Freshman Composition; composition; First-Year Composition; classroom instruction; adaptability; English 1105; Department of English

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APA (6th Edition):

Twomey, T. E. T. (2003). Imitation and Adaptability in the First-Year Composition Classroom: A Pedagogical Study. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/31820

Chicago Manual of Style (16th Edition):

Twomey, Tish Eshelle Tyra. “Imitation and Adaptability in the First-Year Composition Classroom: A Pedagogical Study.” 2003. Masters Thesis, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/31820.

MLA Handbook (7th Edition):

Twomey, Tish Eshelle Tyra. “Imitation and Adaptability in the First-Year Composition Classroom: A Pedagogical Study.” 2003. Web. 17 Jun 2019.

Vancouver:

Twomey TET. Imitation and Adaptability in the First-Year Composition Classroom: A Pedagogical Study. [Internet] [Masters thesis]. Virginia Tech; 2003. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/31820.

Council of Science Editors:

Twomey TET. Imitation and Adaptability in the First-Year Composition Classroom: A Pedagogical Study. [Masters Thesis]. Virginia Tech; 2003. Available from: http://hdl.handle.net/10919/31820


Virginia Tech

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

Degree: PhD, Teaching and Learning, 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 June 17, 2019. 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. 17 Jun 2019.

Vancouver:

Roberts AM. In Search of Discussion in the Standards-Based Middle School Social Studies Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2019 Jun 17]. 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

21. Schoetzau, Ellen S. Principals' Support for Teacher Leaders at Elementary Schools in a Large Suburban School District in Virginia.

Degree: EdD, Educational Administration, 1998, Virginia Tech

 The role of teacher leaders in schools is becoming more prevalent as educators examine ways to insure systemic change. It is based on the assumption… (more)

Subjects/Keywords: Teacher Leadership Shared decision-making; Elementary Principals; Elementary Schools

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APA (6th Edition):

Schoetzau, E. S. (1998). Principals' Support for Teacher Leaders at Elementary Schools in a Large Suburban School District in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30349

Chicago Manual of Style (16th Edition):

Schoetzau, Ellen S. “Principals' Support for Teacher Leaders at Elementary Schools in a Large Suburban School District in Virginia.” 1998. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/30349.

MLA Handbook (7th Edition):

Schoetzau, Ellen S. “Principals' Support for Teacher Leaders at Elementary Schools in a Large Suburban School District in Virginia.” 1998. Web. 17 Jun 2019.

Vancouver:

Schoetzau ES. Principals' Support for Teacher Leaders at Elementary Schools in a Large Suburban School District in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/30349.

Council of Science Editors:

Schoetzau ES. Principals' Support for Teacher Leaders at Elementary Schools in a Large Suburban School District in Virginia. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30349


Virginia Tech

22. Talbot, Patricia A. Critical Beginnings: Creating School Community for All Children and Families.

Degree: EdD, Educational Leadership and Policy Studies, 1998, Virginia Tech

 Ernest Boyer's The Basic School: A Community for Learning (1995) aligns with other important research and programs that encourage parent involvement to maximize each child's… (more)

Subjects/Keywords: parents as partners; parent involvement; children at-risk; Basic School

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APA (6th Edition):

Talbot, P. A. (1998). Critical Beginnings: Creating School Community for All Children and Families. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30400

Chicago Manual of Style (16th Edition):

Talbot, Patricia A. “Critical Beginnings: Creating School Community for All Children and Families.” 1998. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/30400.

MLA Handbook (7th Edition):

Talbot, Patricia A. “Critical Beginnings: Creating School Community for All Children and Families.” 1998. Web. 17 Jun 2019.

Vancouver:

Talbot PA. Critical Beginnings: Creating School Community for All Children and Families. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/30400.

Council of Science Editors:

Talbot PA. Critical Beginnings: Creating School Community for All Children and Families. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30400


Virginia Tech

23. Adams, Nina P. Factors Which Influence Kindergarten Teachers Selection of Trade Books for Use in Readaloud Sessions in Their Classrooms.

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

 Abstract Nina P. Adams FACTORS WHICH INFLUENCE KINDERGARTEN TEACHERS' SELECTION OF TRADE BOOKS FOR USE IN READALOUD SESSIONS IN THEIR CLASSROOMS Purposes and Procedures: According… (more)

Subjects/Keywords: trade books; teacher decision-making; reading aloud

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APA (6th Edition):

Adams, N. P. (1998). Factors Which Influence Kindergarten Teachers Selection of Trade Books for Use in Readaloud Sessions in Their Classrooms. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30708

Chicago Manual of Style (16th Edition):

Adams, Nina P. “Factors Which Influence Kindergarten Teachers Selection of Trade Books for Use in Readaloud Sessions in Their Classrooms.” 1998. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/30708.

MLA Handbook (7th Edition):

Adams, Nina P. “Factors Which Influence Kindergarten Teachers Selection of Trade Books for Use in Readaloud Sessions in Their Classrooms.” 1998. Web. 17 Jun 2019.

Vancouver:

Adams NP. Factors Which Influence Kindergarten Teachers Selection of Trade Books for Use in Readaloud Sessions in Their Classrooms. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/30708.

Council of Science Editors:

Adams NP. Factors Which Influence Kindergarten Teachers Selection of Trade Books for Use in Readaloud Sessions in Their Classrooms. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30708


Virginia Tech

24. Smolova, Alona A. A Comparison of Effectiveness of Structured and Non-Structured Strategies of Rhetorical Invention for Written Argumentation Produced by Community College Students.

Degree: PhD, Teaching and Learning, 1999, Virginia Tech

 A recent shift in the composition studies has resulted in the renewal of interest in rhetorical invention. There is no uniformity among researchers and professionals… (more)

Subjects/Keywords: writing process; planning; rhetorical invention; community college; written argumentation

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APA (6th Edition):

Smolova, A. A. (1999). A Comparison of Effectiveness of Structured and Non-Structured Strategies of Rhetorical Invention for Written Argumentation Produced by Community College Students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37631

Chicago Manual of Style (16th Edition):

Smolova, Alona A. “A Comparison of Effectiveness of Structured and Non-Structured Strategies of Rhetorical Invention for Written Argumentation Produced by Community College Students.” 1999. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/37631.

MLA Handbook (7th Edition):

Smolova, Alona A. “A Comparison of Effectiveness of Structured and Non-Structured Strategies of Rhetorical Invention for Written Argumentation Produced by Community College Students.” 1999. Web. 17 Jun 2019.

Vancouver:

Smolova AA. A Comparison of Effectiveness of Structured and Non-Structured Strategies of Rhetorical Invention for Written Argumentation Produced by Community College Students. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/37631.

Council of Science Editors:

Smolova AA. A Comparison of Effectiveness of Structured and Non-Structured Strategies of Rhetorical Invention for Written Argumentation Produced by Community College Students. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/37631


Virginia Tech

25. Ashworth, Thomas Edward. Using writing-to-learn strategies in community college associate degree nursing programs.

Degree: EdD, Community College Education, 1992, Virginia Tech

  This study investigated the use of writing-to-learn strategies in freshman associate degree nursing classes at Wytheville Community College, Wytheville, Virginia. It sought to determine… (more)

Subjects/Keywords: Nursing student.; Cognitive learning.; Thought and thinking Study and teaching; Interdisciplinary approach in education; LD5655.V856 1992.A849

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APA (6th Edition):

Ashworth, T. E. (1992). Using writing-to-learn strategies in community college associate degree nursing programs. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38622

Chicago Manual of Style (16th Edition):

Ashworth, Thomas Edward. “Using writing-to-learn strategies in community college associate degree nursing programs.” 1992. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/38622.

MLA Handbook (7th Edition):

Ashworth, Thomas Edward. “Using writing-to-learn strategies in community college associate degree nursing programs.” 1992. Web. 17 Jun 2019.

Vancouver:

Ashworth TE. Using writing-to-learn strategies in community college associate degree nursing programs. [Internet] [Doctoral dissertation]. Virginia Tech; 1992. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/38622.

Council of Science Editors:

Ashworth TE. Using writing-to-learn strategies in community college associate degree nursing programs. [Doctoral Dissertation]. Virginia Tech; 1992. Available from: http://hdl.handle.net/10919/38622


Virginia Tech

26. Bedell, Robert Irving. Journey of Rediscovery: Less Control for More Learning.

Degree: EdD, Curriculum and Instruction, 2000, Virginia Tech

 Good student evaluations are not always the measure of a successful class, and in spite of my consistently high student evaluations, I knew something had… (more)

Subjects/Keywords: zone of proximal development; ZPD; literary response journals; burnout

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APA (6th Edition):

Bedell, R. I. (2000). Journey of Rediscovery: Less Control for More Learning. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27836

Chicago Manual of Style (16th Edition):

Bedell, Robert Irving. “Journey of Rediscovery: Less Control for More Learning.” 2000. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/27836.

MLA Handbook (7th Edition):

Bedell, Robert Irving. “Journey of Rediscovery: Less Control for More Learning.” 2000. Web. 17 Jun 2019.

Vancouver:

Bedell RI. Journey of Rediscovery: Less Control for More Learning. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/27836.

Council of Science Editors:

Bedell RI. Journey of Rediscovery: Less Control for More Learning. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/27836


Virginia Tech

27. Kiser, Charlene. To Write or Not to Write: A Look at Faculty Use of Writing at a Small Liberal Arts College.

Degree: PhD, Educational Leadership and Policy Studies, 2006, Virginia Tech

  Although it may not seem possible that a student could graduate from an Ivy League institution without basic writing skills, a 2003 Chronicle of… (more)

Subjects/Keywords: faculty attitudes; writing across the curriculum; college writing

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APA (6th Edition):

Kiser, C. (2006). To Write or Not to Write: A Look at Faculty Use of Writing at a Small Liberal Arts College. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28035

Chicago Manual of Style (16th Edition):

Kiser, Charlene. “To Write or Not to Write: A Look at Faculty Use of Writing at a Small Liberal Arts College.” 2006. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/28035.

MLA Handbook (7th Edition):

Kiser, Charlene. “To Write or Not to Write: A Look at Faculty Use of Writing at a Small Liberal Arts College.” 2006. Web. 17 Jun 2019.

Vancouver:

Kiser C. To Write or Not to Write: A Look at Faculty Use of Writing at a Small Liberal Arts College. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/28035.

Council of Science Editors:

Kiser C. To Write or Not to Write: A Look at Faculty Use of Writing at a Small Liberal Arts College. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/28035


Virginia Tech

28. Bengier, Andrea L. How One Middle School Began to Plan for Instruction - an Action Research Journey.

Degree: EdD, Educational Leadership and Policy Studies, 2000, Virginia Tech

 This study documented the initial planning process of a group of sixth grade teachers on a collaborative team over a six-month period. Using action research,… (more)

Subjects/Keywords: teacher planning; curriculum mapping; action research

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APA (6th Edition):

Bengier, A. L. (2000). How One Middle School Began to Plan for Instruction - an Action Research Journey. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28148

Chicago Manual of Style (16th Edition):

Bengier, Andrea L. “How One Middle School Began to Plan for Instruction - an Action Research Journey.” 2000. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/28148.

MLA Handbook (7th Edition):

Bengier, Andrea L. “How One Middle School Began to Plan for Instruction - an Action Research Journey.” 2000. Web. 17 Jun 2019.

Vancouver:

Bengier AL. How One Middle School Began to Plan for Instruction - an Action Research Journey. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/28148.

Council of Science Editors:

Bengier AL. How One Middle School Began to Plan for Instruction - an Action Research Journey. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/28148


Virginia Tech

29. Feret, Alice J. IMPROVING THE READING ACHIEVEMENT OF SELECTED AT-RISK READERS: ONE SCHOOL DIVISIONâ S APPROACH.

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

 This study describes the long-term reading achievement of a group of children identified by teachers in 1994 as low-achieving students in reading. Four research questions… (more)

Subjects/Keywords: Remedial Programs; Early Intervention; Reading; At-Risk Students

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APA (6th Edition):

Feret, A. J. (2001). IMPROVING THE READING ACHIEVEMENT OF SELECTED AT-RISK READERS: ONE SCHOOL DIVISIONâ S APPROACH. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28197

Chicago Manual of Style (16th Edition):

Feret, Alice J. “IMPROVING THE READING ACHIEVEMENT OF SELECTED AT-RISK READERS: ONE SCHOOL DIVISIONâ S APPROACH.” 2001. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/28197.

MLA Handbook (7th Edition):

Feret, Alice J. “IMPROVING THE READING ACHIEVEMENT OF SELECTED AT-RISK READERS: ONE SCHOOL DIVISIONâ S APPROACH.” 2001. Web. 17 Jun 2019.

Vancouver:

Feret AJ. IMPROVING THE READING ACHIEVEMENT OF SELECTED AT-RISK READERS: ONE SCHOOL DIVISIONâ S APPROACH. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/28197.

Council of Science Editors:

Feret AJ. IMPROVING THE READING ACHIEVEMENT OF SELECTED AT-RISK READERS: ONE SCHOOL DIVISIONâ S APPROACH. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/28197


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 June 17, 2019. 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. 17 Jun 2019.

Vancouver:

Hall KL. Trade Readjustment Act Women in Developmental Writing: Preparing for Education and Retraining. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Jun 17]. 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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