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

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Virginia Tech

1. Kirk, Luther R. Looking back in time, staring into history : an autobiographcial sketch of an elementary school teacher from Appalachia.

Degree: EdD, Teaching and Learning, 1996, Virginia Tech

Filled with both painful and joyful memories, curious turning point moments, strange epiphanies and numerous significant others, this autobiographical sketch is the story of an oppressed young man from Appalachia who shunned his roots searching for answers... Advisors/Committee Members: Lalik, Rosary V. (committee member).

Subjects/Keywords: autobiographical elementary teacher school Appalac; LD5655.V856 1996.K575

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APA (6th Edition):

Kirk, L. R. (1996). Looking back in time, staring into history : an autobiographcial sketch of an elementary school teacher from Appalachia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30106

Chicago Manual of Style (16th Edition):

Kirk, Luther R. “Looking back in time, staring into history : an autobiographcial sketch of an elementary school teacher from Appalachia.” 1996. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/30106.

MLA Handbook (7th Edition):

Kirk, Luther R. “Looking back in time, staring into history : an autobiographcial sketch of an elementary school teacher from Appalachia.” 1996. Web. 22 Aug 2019.

Vancouver:

Kirk LR. Looking back in time, staring into history : an autobiographcial sketch of an elementary school teacher from Appalachia. [Internet] [Doctoral dissertation]. Virginia Tech; 1996. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/30106.

Council of Science Editors:

Kirk LR. Looking back in time, staring into history : an autobiographcial sketch of an elementary school teacher from Appalachia. [Doctoral Dissertation]. Virginia Tech; 1996. Available from: http://hdl.handle.net/10919/30106


Virginia Tech

2. Mercer, Nancy Anne. Instructional Leadership for a School-Based Innovation.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Virginia Tech

 This study looked at the leadership style of one public elementary school principal that chose single-gender education as an innovation to manage and improve student… (more)

Subjects/Keywords: Implementation; Innovation; Leadership; Single-gender Instruction

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APA (6th Edition):

Mercer, N. A. (2011). Instructional Leadership for a School-Based Innovation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30135

Chicago Manual of Style (16th Edition):

Mercer, Nancy Anne. “Instructional Leadership for a School-Based Innovation.” 2011. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/30135.

MLA Handbook (7th Edition):

Mercer, Nancy Anne. “Instructional Leadership for a School-Based Innovation.” 2011. Web. 22 Aug 2019.

Vancouver:

Mercer NA. Instructional Leadership for a School-Based Innovation. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/30135.

Council of Science Editors:

Mercer NA. Instructional Leadership for a School-Based Innovation. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/30135


Virginia Tech

3. Hall, Amy Conlin. Gaming as a Literacy Practice.

Degree: EdD, Education, 2011, Virginia Tech

 This descriptive study was designed to be a detailed, informative study of a group of adult males who have been gamers since adolescence. The purposes… (more)

Subjects/Keywords: Interpretivist; Literacy; Males; Gaming; Adolescent

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APA (6th Edition):

Hall, A. C. (2011). Gaming as a Literacy Practice. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28700

Chicago Manual of Style (16th Edition):

Hall, Amy Conlin. “Gaming as a Literacy Practice.” 2011. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/28700.

MLA Handbook (7th Edition):

Hall, Amy Conlin. “Gaming as a Literacy Practice.” 2011. Web. 22 Aug 2019.

Vancouver:

Hall AC. Gaming as a Literacy Practice. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/28700.

Council of Science Editors:

Hall AC. Gaming as a Literacy Practice. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/28700


Virginia Tech

4. Howard-Anzalone, Barbara L. An Ethnographic Study of a Literacy Program in a High-Poverty, Ethnically Diverse Elementary School within the Context of No Child Left Behind.

Degree: EdD, Teaching and Learning, 2011, Virginia Tech

 This is an ethnographic case study of a high poverty, ethnically diverse elementary school and the transformation that occurred there. The research describes what happened… (more)

Subjects/Keywords: literacy; staff development; No Child Left Behind (NCLB); achievement gap; ethnography

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APA (6th Edition):

Howard-Anzalone, B. L. (2011). An Ethnographic Study of a Literacy Program in a High-Poverty, Ethnically Diverse Elementary School within the Context of No Child Left Behind. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77198

Chicago Manual of Style (16th Edition):

Howard-Anzalone, Barbara L. “An Ethnographic Study of a Literacy Program in a High-Poverty, Ethnically Diverse Elementary School within the Context of No Child Left Behind.” 2011. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/77198.

MLA Handbook (7th Edition):

Howard-Anzalone, Barbara L. “An Ethnographic Study of a Literacy Program in a High-Poverty, Ethnically Diverse Elementary School within the Context of No Child Left Behind.” 2011. Web. 22 Aug 2019.

Vancouver:

Howard-Anzalone BL. An Ethnographic Study of a Literacy Program in a High-Poverty, Ethnically Diverse Elementary School within the Context of No Child Left Behind. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/77198.

Council of Science Editors:

Howard-Anzalone BL. An Ethnographic Study of a Literacy Program in a High-Poverty, Ethnically Diverse Elementary School within the Context of No Child Left Behind. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77198


Virginia Tech

5. Egenrieder, James A. STEM Program Implementation: A Case Study Analysis of Perceptions, Resources, Equity and Diversity.

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

 This case study examined the perceptions of administrators, teachers and parents of the implementation of an elementary school science, technology, engineering and math (STEM) academy… (more)

Subjects/Keywords: Education; Elementary; Equity; Exclusivity; Fidelity; Implementation; Magnet Program; Magnet School; Math; Math and Science; Perceptions; School-within-a-School; Science; STEM

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APA (6th Edition):

Egenrieder, J. A. (2015). STEM Program Implementation: A Case Study Analysis of Perceptions, Resources, Equity and Diversity. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73422

Chicago Manual of Style (16th Edition):

Egenrieder, James A. “STEM Program Implementation: A Case Study Analysis of Perceptions, Resources, Equity and Diversity.” 2015. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/73422.

MLA Handbook (7th Edition):

Egenrieder, James A. “STEM Program Implementation: A Case Study Analysis of Perceptions, Resources, Equity and Diversity.” 2015. Web. 22 Aug 2019.

Vancouver:

Egenrieder JA. STEM Program Implementation: A Case Study Analysis of Perceptions, Resources, Equity and Diversity. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/73422.

Council of Science Editors:

Egenrieder JA. STEM Program Implementation: A Case Study Analysis of Perceptions, Resources, Equity and Diversity. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73422


Virginia Tech

6. Froggett, Patricia Dowling. Toward a Deeper Understanding of the Nature of Resistant Behaviors by Adult Learners in Graduate Education.

Degree: PhD, Human Development, 2007, Virginia Tech

 This research was conducted to develop a richer understanding of resistant behavior displayed by adults in the adult learning environment. Resistant behavior occurs when a… (more)

Subjects/Keywords: Hostility; Graduate Education; Behavior; Adult Learning; Resistance

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APA (6th Edition):

Froggett, P. D. (2007). Toward a Deeper Understanding of the Nature of Resistant Behaviors by Adult Learners in Graduate Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26937

Chicago Manual of Style (16th Edition):

Froggett, Patricia Dowling. “Toward a Deeper Understanding of the Nature of Resistant Behaviors by Adult Learners in Graduate Education.” 2007. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/26937.

MLA Handbook (7th Edition):

Froggett, Patricia Dowling. “Toward a Deeper Understanding of the Nature of Resistant Behaviors by Adult Learners in Graduate Education.” 2007. Web. 22 Aug 2019.

Vancouver:

Froggett PD. Toward a Deeper Understanding of the Nature of Resistant Behaviors by Adult Learners in Graduate Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/26937.

Council of Science Editors:

Froggett PD. Toward a Deeper Understanding of the Nature of Resistant Behaviors by Adult Learners in Graduate Education. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/26937


Virginia Tech

7. Lucas, Ernestine McKoy. Literacy from a Different Perspective: Listening to the Voices of Adolescents from a Mulitcultural Context.

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

 Literacy from a Different Perspective: Listening to the Voices of Adolescents from a Multicultural Context Abstract Ernestine McKoy-Lucas The objective of this study was to… (more)

Subjects/Keywords: English for Speakers of Other Languages; Multicultural Learners; Adolescent Literacy

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APA (6th Edition):

Lucas, E. M. (2009). Literacy from a Different Perspective: Listening to the Voices of Adolescents from a Mulitcultural Context. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30177

Chicago Manual of Style (16th Edition):

Lucas, Ernestine McKoy. “Literacy from a Different Perspective: Listening to the Voices of Adolescents from a Mulitcultural Context.” 2009. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/30177.

MLA Handbook (7th Edition):

Lucas, Ernestine McKoy. “Literacy from a Different Perspective: Listening to the Voices of Adolescents from a Mulitcultural Context.” 2009. Web. 22 Aug 2019.

Vancouver:

Lucas EM. Literacy from a Different Perspective: Listening to the Voices of Adolescents from a Mulitcultural Context. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/30177.

Council of Science Editors:

Lucas EM. Literacy from a Different Perspective: Listening to the Voices of Adolescents from a Mulitcultural Context. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/30177


Virginia Tech

8. Apostolakis, Roberta. Literacy Coaching: Approaches, Styles, and Conversations.

Degree: EdD, Teaching and Learning, 2009, Virginia Tech

 This study is an investigation of teachersâ perspectives on coaching activities and styles of feedback language used by literacy coaches. Because literacy coaching processes represent… (more)

Subjects/Keywords: literacy coaching activities; feedback language

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APA (6th Edition):

Apostolakis, R. (2009). Literacy Coaching: Approaches, Styles, and Conversations. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27698

Chicago Manual of Style (16th Edition):

Apostolakis, Roberta. “Literacy Coaching: Approaches, Styles, and Conversations.” 2009. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/27698.

MLA Handbook (7th Edition):

Apostolakis, Roberta. “Literacy Coaching: Approaches, Styles, and Conversations.” 2009. Web. 22 Aug 2019.

Vancouver:

Apostolakis R. Literacy Coaching: Approaches, Styles, and Conversations. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/27698.

Council of Science Editors:

Apostolakis R. Literacy Coaching: Approaches, Styles, and Conversations. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/27698


Virginia Tech

9. DeFilippo, Carol Lynne. Sparks, Celebrations, and Kids: An Ethnographic Study of Writers Club.

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

 This descriptive study was designed to be an in-depth, ethnographic study of an after-school Writers Club that had been part of the fabric of a… (more)

Subjects/Keywords: writing with children; read alouds

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APA (6th Edition):

DeFilippo, C. L. (2009). Sparks, Celebrations, and Kids: An Ethnographic Study of Writers Club. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/40475

Chicago Manual of Style (16th Edition):

DeFilippo, Carol Lynne. “Sparks, Celebrations, and Kids: An Ethnographic Study of Writers Club.” 2009. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/40475.

MLA Handbook (7th Edition):

DeFilippo, Carol Lynne. “Sparks, Celebrations, and Kids: An Ethnographic Study of Writers Club.” 2009. Web. 22 Aug 2019.

Vancouver:

DeFilippo CL. Sparks, Celebrations, and Kids: An Ethnographic Study of Writers Club. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/40475.

Council of Science Editors:

DeFilippo CL. Sparks, Celebrations, and Kids: An Ethnographic Study of Writers Club. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/40475


Virginia Tech

10. Jackson, Deborah R. The International Baccalaureate Middle Years Program: A Comparison of the Standards of Learning Achievement Levels by Total Group and Ethnicity.

Degree: EdD, Curriculum and Instruction, 2006, Virginia Tech

 The International Baccalaureate Middle Years Program: A Comparison of the Standards of Learning Achievement Levels by Total Group and Ethnicity Deborah R. Jackson Dr. Tom… (more)

Subjects/Keywords: Middle Years Program; IBMYP; MYP; MYP and achievement; International Baccalaureate Middle Years Program; IBO; International Baccalaureate Organization

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APA (6th Edition):

Jackson, D. R. (2006). The International Baccalaureate Middle Years Program: A Comparison of the Standards of Learning Achievement Levels by Total Group and Ethnicity. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26936

Chicago Manual of Style (16th Edition):

Jackson, Deborah R. “The International Baccalaureate Middle Years Program: A Comparison of the Standards of Learning Achievement Levels by Total Group and Ethnicity.” 2006. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/26936.

MLA Handbook (7th Edition):

Jackson, Deborah R. “The International Baccalaureate Middle Years Program: A Comparison of the Standards of Learning Achievement Levels by Total Group and Ethnicity.” 2006. Web. 22 Aug 2019.

Vancouver:

Jackson DR. The International Baccalaureate Middle Years Program: A Comparison of the Standards of Learning Achievement Levels by Total Group and Ethnicity. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/26936.

Council of Science Editors:

Jackson DR. The International Baccalaureate Middle Years Program: A Comparison of the Standards of Learning Achievement Levels by Total Group and Ethnicity. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/26936


Virginia Tech

11. Oliver, Kimberly L. Adolescent Girls' Body-Narratives and Co-Constructed Critical Interpretations.

Degree: PhD, Teaching and Learning, 1996, Virginia Tech

 Abstract Narrative analysis, a form of narrative inquiry, uses stories to frame and describe how people interpret and construct the meanings of their lives. Stories… (more)

Subjects/Keywords: Adolescent girls; teaching; physical education; transformation; oppression; culture; narrative; body

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APA (6th Edition):

Oliver, K. L. (1996). Adolescent Girls' Body-Narratives and Co-Constructed Critical Interpretations. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30691

Chicago Manual of Style (16th Edition):

Oliver, Kimberly L. “Adolescent Girls' Body-Narratives and Co-Constructed Critical Interpretations.” 1996. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/30691.

MLA Handbook (7th Edition):

Oliver, Kimberly L. “Adolescent Girls' Body-Narratives and Co-Constructed Critical Interpretations.” 1996. Web. 22 Aug 2019.

Vancouver:

Oliver KL. Adolescent Girls' Body-Narratives and Co-Constructed Critical Interpretations. [Internet] [Doctoral dissertation]. Virginia Tech; 1996. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/30691.

Council of Science Editors:

Oliver KL. Adolescent Girls' Body-Narratives and Co-Constructed Critical Interpretations. [Doctoral Dissertation]. Virginia Tech; 1996. Available from: http://hdl.handle.net/10919/30691


Virginia Tech

12. Conrad, Deborah Jacqueline. The teacher, the writing curriculum and computers: Planning and practice in pedagogy in two second-grade classrooms.

Degree: PhD, Teaching and Learning, 2002, Virginia Tech

 This study describes the planning, teaching, and challenges of one classroom teacher during writing time in two second grade classrooms. The study looks at how… (more)

Subjects/Keywords: Computers; Case Study; Literacy; Writing

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APA (6th Edition):

Conrad, D. J. (2002). The teacher, the writing curriculum and computers: Planning and practice in pedagogy in two second-grade classrooms. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27871

Chicago Manual of Style (16th Edition):

Conrad, Deborah Jacqueline. “The teacher, the writing curriculum and computers: Planning and practice in pedagogy in two second-grade classrooms.” 2002. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/27871.

MLA Handbook (7th Edition):

Conrad, Deborah Jacqueline. “The teacher, the writing curriculum and computers: Planning and practice in pedagogy in two second-grade classrooms.” 2002. Web. 22 Aug 2019.

Vancouver:

Conrad DJ. The teacher, the writing curriculum and computers: Planning and practice in pedagogy in two second-grade classrooms. [Internet] [Doctoral dissertation]. Virginia Tech; 2002. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/27871.

Council of Science Editors:

Conrad DJ. The teacher, the writing curriculum and computers: Planning and practice in pedagogy in two second-grade classrooms. [Doctoral Dissertation]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/27871


Virginia Tech

13. Pedro, Joan Yvonne. Reflection in Teacher Education: Exploring Pre-Service Teachers' Meanings of Reflective Practice.

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

 This qualitative interpretive study explored how five pre-service teachers constructed meaning of reflection, and how these meanings informed their practice. The purpose of this research… (more)

Subjects/Keywords: teacher education; teacher preparation; reflective practice

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APA (6th Edition):

Pedro, J. Y. (2001). Reflection in Teacher Education: Exploring Pre-Service Teachers' Meanings of Reflective Practice. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28196

Chicago Manual of Style (16th Edition):

Pedro, Joan Yvonne. “Reflection in Teacher Education: Exploring Pre-Service Teachers' Meanings of Reflective Practice.” 2001. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/28196.

MLA Handbook (7th Edition):

Pedro, Joan Yvonne. “Reflection in Teacher Education: Exploring Pre-Service Teachers' Meanings of Reflective Practice.” 2001. Web. 22 Aug 2019.

Vancouver:

Pedro JY. Reflection in Teacher Education: Exploring Pre-Service Teachers' Meanings of Reflective Practice. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/28196.

Council of Science Editors:

Pedro JY. Reflection in Teacher Education: Exploring Pre-Service Teachers' Meanings of Reflective Practice. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/28196


Virginia Tech

14. Tilley-Lubbs, Gresilda A. Crossing the Border Through Service-Learning: The Power of Cross-Cultural Relationships.

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

 The overarching objective of this study is to examine the nexus of relationships that emerged between university students and Latino families paired through a university… (more)

Subjects/Keywords: Service-Learning; Teacher Education; Second Language Acquisition; Latinos in the US

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APA (6th Edition):

Tilley-Lubbs, G. A. (2003). Crossing the Border Through Service-Learning: The Power of Cross-Cultural Relationships. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28418

Chicago Manual of Style (16th Edition):

Tilley-Lubbs, Gresilda A. “Crossing the Border Through Service-Learning: The Power of Cross-Cultural Relationships.” 2003. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/28418.

MLA Handbook (7th Edition):

Tilley-Lubbs, Gresilda A. “Crossing the Border Through Service-Learning: The Power of Cross-Cultural Relationships.” 2003. Web. 22 Aug 2019.

Vancouver:

Tilley-Lubbs GA. Crossing the Border Through Service-Learning: The Power of Cross-Cultural Relationships. [Internet] [Doctoral dissertation]. Virginia Tech; 2003. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/28418.

Council of Science Editors:

Tilley-Lubbs GA. Crossing the Border Through Service-Learning: The Power of Cross-Cultural Relationships. [Doctoral Dissertation]. Virginia Tech; 2003. Available from: http://hdl.handle.net/10919/28418


Virginia Tech

15. Ward, Randall A. THE BRAID OF TEACHING: Exploring the weave of elementary school contexts in an Appalachian school district.

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

 <HTML> <HEAD> <META HTTP-EQUIV="Content-Type" CONTENT="text/html; charset=windows-1252"> <META NAME="Generator" CONTENT="Microsoft Word 97/98"> <TITLE>ABSTRACT</TITLE> <META NAME="Template" CONTENT="TJ:Microsoft Office 98:Templates:Web Pages:Blank Web Page"> </HEAD> <BODY LINK="#0000ff" VLINK="#800080"> <B><P… (more)

Subjects/Keywords: elementary; education; Appalachian; contexts

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APA (6th Edition):

Ward, R. A. (1999). THE BRAID OF TEACHING: Exploring the weave of elementary school contexts in an Appalachian school district. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28868

Chicago Manual of Style (16th Edition):

Ward, Randall A. “THE BRAID OF TEACHING: Exploring the weave of elementary school contexts in an Appalachian school district.” 1999. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/28868.

MLA Handbook (7th Edition):

Ward, Randall A. “THE BRAID OF TEACHING: Exploring the weave of elementary school contexts in an Appalachian school district.” 1999. Web. 22 Aug 2019.

Vancouver:

Ward RA. THE BRAID OF TEACHING: Exploring the weave of elementary school contexts in an Appalachian school district. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/28868.

Council of Science Editors:

Ward RA. THE BRAID OF TEACHING: Exploring the weave of elementary school contexts in an Appalachian school district. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/28868


Virginia Tech

16. Bustle, Lynn S. Creative Inquiry: Five Preservice Teachers' Interpretations of Literacy.

Degree: PhD, Curriculum and Instruction, 1997, Virginia Tech

 <center>Creative Inquiry: Five Preservice Teachers' Interpretations of Literacy Lynn S. Bustle (ABSTRACT)</center> This qualitative study examines how five preservice teachers use multiple forms of representation… (more)

Subjects/Keywords: Self; Aesthetics; Forms

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APA (6th Edition):

Bustle, L. S. (1997). Creative Inquiry: Five Preservice Teachers' Interpretations of Literacy. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29820

Chicago Manual of Style (16th Edition):

Bustle, Lynn S. “Creative Inquiry: Five Preservice Teachers' Interpretations of Literacy.” 1997. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/29820.

MLA Handbook (7th Edition):

Bustle, Lynn S. “Creative Inquiry: Five Preservice Teachers' Interpretations of Literacy.” 1997. Web. 22 Aug 2019.

Vancouver:

Bustle LS. Creative Inquiry: Five Preservice Teachers' Interpretations of Literacy. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/29820.

Council of Science Editors:

Bustle LS. Creative Inquiry: Five Preservice Teachers' Interpretations of Literacy. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/29820


Virginia Tech

17. Jawhar, Salwa Baker. Emergent Literacy Development Through Storybook Reading: One Head Start Teacher's Explanations and Practices.

Degree: PhD, Teaching and Learning, 2000, Virginia Tech

 My goal in undertaking this research was to contribute to strengthening kindergarten educational practices in Kuwait with particular focus on literacy development. I was interested… (more)

Subjects/Keywords: Classroom instruction; Literacy learning; Emergent literacy; Storybook reading; Head Start Program

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APA (6th Edition):

Jawhar, S. B. (2000). Emergent Literacy Development Through Storybook Reading: One Head Start Teacher's Explanations and Practices. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27392

Chicago Manual of Style (16th Edition):

Jawhar, Salwa Baker. “Emergent Literacy Development Through Storybook Reading: One Head Start Teacher's Explanations and Practices.” 2000. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/27392.

MLA Handbook (7th Edition):

Jawhar, Salwa Baker. “Emergent Literacy Development Through Storybook Reading: One Head Start Teacher's Explanations and Practices.” 2000. Web. 22 Aug 2019.

Vancouver:

Jawhar SB. Emergent Literacy Development Through Storybook Reading: One Head Start Teacher's Explanations and Practices. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/27392.

Council of Science Editors:

Jawhar SB. Emergent Literacy Development Through Storybook Reading: One Head Start Teacher's Explanations and Practices. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/27392


Virginia Tech

18. Baiyee, Martha Ndako. The effect of videotape training on teacher's use of "bridging strategies" within an interactionist framework.

Degree: PhD, Family and Child Development, 1995, Virginia Tech

 The purpose of this study was fourfold: to further our understanding of the effect of training on teachers' use of "bridging strategies"; to identify variables… (more)

Subjects/Keywords: early childhood teaching strategies; early childhood teacher training; LD5655.V856 1996.B359

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APA (6th Edition):

Baiyee, M. N. (1995). The effect of videotape training on teacher's use of "bridging strategies" within an interactionist framework. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39621

Chicago Manual of Style (16th Edition):

Baiyee, Martha Ndako. “The effect of videotape training on teacher's use of "bridging strategies" within an interactionist framework.” 1995. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/39621.

MLA Handbook (7th Edition):

Baiyee, Martha Ndako. “The effect of videotape training on teacher's use of "bridging strategies" within an interactionist framework.” 1995. Web. 22 Aug 2019.

Vancouver:

Baiyee MN. The effect of videotape training on teacher's use of "bridging strategies" within an interactionist framework. [Internet] [Doctoral dissertation]. Virginia Tech; 1995. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/39621.

Council of Science Editors:

Baiyee MN. The effect of videotape training on teacher's use of "bridging strategies" within an interactionist framework. [Doctoral Dissertation]. Virginia Tech; 1995. Available from: http://hdl.handle.net/10919/39621


Virginia Tech

19. Jeffrey, Sally Sherwin Jr. Sharing the Responsibility for Children's Literacy Development in First Grade: Child - Parent - Teacher Partnerships.

Degree: PhD, Curriculum and Instruction, 1997, Virginia Tech

 SHARING THE RESPONSIBILITY FOR CHILDREN'S LITERACY DEVELOPMENT IN FIRST GRADE: CHILD - PARENT - TEACHER PARTNERSHIPS by Sally Sherwin Jeffrey Jerome A. Niles, Chairperson College… (more)

Subjects/Keywords: Child-Parent-Teacher Partnership; Literacy Development; First Grade; Parent-Teacher Relationship; Primary Language Arts

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APA (6th Edition):

Jeffrey, S. S. J. (1997). Sharing the Responsibility for Children's Literacy Development in First Grade: Child - Parent - Teacher Partnerships. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/40523

Chicago Manual of Style (16th Edition):

Jeffrey, Sally Sherwin Jr. “Sharing the Responsibility for Children's Literacy Development in First Grade: Child - Parent - Teacher Partnerships.” 1997. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/40523.

MLA Handbook (7th Edition):

Jeffrey, Sally Sherwin Jr. “Sharing the Responsibility for Children's Literacy Development in First Grade: Child - Parent - Teacher Partnerships.” 1997. Web. 22 Aug 2019.

Vancouver:

Jeffrey SSJ. Sharing the Responsibility for Children's Literacy Development in First Grade: Child - Parent - Teacher Partnerships. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/40523.

Council of Science Editors:

Jeffrey SSJ. Sharing the Responsibility for Children's Literacy Development in First Grade: Child - Parent - Teacher Partnerships. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/40523


Virginia Tech

20. Murrill, Leslie D. III. Evolution Toward Democratic Community: A Teacher's Journey.

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

 This qualitative study followed the classroom practices of a second grade teacher across the course of a school year. Data collection methods used included interviews,… (more)

Subjects/Keywords: moral intelligence; community; democratic educational practice; Critical pedagogy; student-centered learning; inquiry

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APA (6th Edition):

Murrill, L. D. I. (1998). Evolution Toward Democratic Community: A Teacher's Journey. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30437

Chicago Manual of Style (16th Edition):

Murrill, Leslie D III. “Evolution Toward Democratic Community: A Teacher's Journey.” 1998. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/30437.

MLA Handbook (7th Edition):

Murrill, Leslie D III. “Evolution Toward Democratic Community: A Teacher's Journey.” 1998. Web. 22 Aug 2019.

Vancouver:

Murrill LDI. Evolution Toward Democratic Community: A Teacher's Journey. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/30437.

Council of Science Editors:

Murrill LDI. Evolution Toward Democratic Community: A Teacher's Journey. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30437


Virginia Tech

21. Pacifici, Linda C. III. Illuminating Literacies Beyond the Classroom: Women as Bricoleurs Negotiating Social Class and Multiple Discourses.

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

 Educators often face a problem of the lack of ongoing contact between the school and students' homes (Delpit, 1995; Delgado-Gaitan, 1991; McCaleb, 1994). Literacy development… (more)

Subjects/Keywords: multiple literacies; social class; funds of knowledge; school and home partnership; literacy

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APA (6th Edition):

Pacifici, L. C. I. (1998). Illuminating Literacies Beyond the Classroom: Women as Bricoleurs Negotiating Social Class and Multiple Discourses. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30463

Chicago Manual of Style (16th Edition):

Pacifici, Linda C III. “Illuminating Literacies Beyond the Classroom: Women as Bricoleurs Negotiating Social Class and Multiple Discourses.” 1998. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/30463.

MLA Handbook (7th Edition):

Pacifici, Linda C III. “Illuminating Literacies Beyond the Classroom: Women as Bricoleurs Negotiating Social Class and Multiple Discourses.” 1998. Web. 22 Aug 2019.

Vancouver:

Pacifici LCI. Illuminating Literacies Beyond the Classroom: Women as Bricoleurs Negotiating Social Class and Multiple Discourses. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/30463.

Council of Science Editors:

Pacifici LCI. Illuminating Literacies Beyond the Classroom: Women as Bricoleurs Negotiating Social Class and Multiple Discourses. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30463


Virginia Tech

22. Haughton, Ethel Scrivner. Reaching out :relationship building in a middle school student teaching experience.

Degree: EdD, Curriculum and Instruction, 1996, Virginia Tech

 The purpose of this study was to describe how relationships between student teachers and pupils were constructed within the context of the middle school classroom.… (more)

Subjects/Keywords: student teaching middle school; classroom relationship building; student teacher-pupil relationship building; teacher education; LD5655.V856 1996.H384

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APA (6th Edition):

Haughton, E. S. (1996). Reaching out :relationship building in a middle school student teaching experience. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38157

Chicago Manual of Style (16th Edition):

Haughton, Ethel Scrivner. “Reaching out :relationship building in a middle school student teaching experience.” 1996. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/38157.

MLA Handbook (7th Edition):

Haughton, Ethel Scrivner. “Reaching out :relationship building in a middle school student teaching experience.” 1996. Web. 22 Aug 2019.

Vancouver:

Haughton ES. Reaching out :relationship building in a middle school student teaching experience. [Internet] [Doctoral dissertation]. Virginia Tech; 1996. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/38157.

Council of Science Editors:

Haughton ES. Reaching out :relationship building in a middle school student teaching experience. [Doctoral Dissertation]. Virginia Tech; 1996. Available from: http://hdl.handle.net/10919/38157


Virginia Tech

23. Anderson, Rebecca Sue. Exploring alternative assessment :a democratic approach to student self-assessment in a reading methods class.

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

  The purpose of this study was to explore student self-assessment in a reading methods class. The study is the result of my interest in… (more)

Subjects/Keywords: Experiential learning; LD5655.V856 1993.A534

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APA (6th Edition):

Anderson, R. S. (1993). Exploring alternative assessment :a democratic approach to student self-assessment in a reading methods class. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38320

Chicago Manual of Style (16th Edition):

Anderson, Rebecca Sue. “Exploring alternative assessment :a democratic approach to student self-assessment in a reading methods class.” 1993. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/38320.

MLA Handbook (7th Edition):

Anderson, Rebecca Sue. “Exploring alternative assessment :a democratic approach to student self-assessment in a reading methods class.” 1993. Web. 22 Aug 2019.

Vancouver:

Anderson RS. Exploring alternative assessment :a democratic approach to student self-assessment in a reading methods class. [Internet] [Doctoral dissertation]. Virginia Tech; 1993. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/38320.

Council of Science Editors:

Anderson RS. Exploring alternative assessment :a democratic approach to student self-assessment in a reading methods class. [Doctoral Dissertation]. Virginia Tech; 1993. Available from: http://hdl.handle.net/10919/38320


Virginia Tech

24. Baldwin, Dolly Angela Serreno. Using journal writing to evoke critical thinking skills of students in teacher education.

Degree: EdD, Curriculum and Instruction, 1991, Virginia Tech

 There has been little research which shows that students use critical thinking skills when they write. The use of journal writing has been studied for… (more)

Subjects/Keywords: Diaries; LD5655.V856 1991.B357

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APA (6th Edition):

Baldwin, D. A. S. (1991). Using journal writing to evoke critical thinking skills of students in teacher education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38988

Chicago Manual of Style (16th Edition):

Baldwin, Dolly Angela Serreno. “Using journal writing to evoke critical thinking skills of students in teacher education.” 1991. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/38988.

MLA Handbook (7th Edition):

Baldwin, Dolly Angela Serreno. “Using journal writing to evoke critical thinking skills of students in teacher education.” 1991. Web. 22 Aug 2019.

Vancouver:

Baldwin DAS. Using journal writing to evoke critical thinking skills of students in teacher education. [Internet] [Doctoral dissertation]. Virginia Tech; 1991. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/38988.

Council of Science Editors:

Baldwin DAS. Using journal writing to evoke critical thinking skills of students in teacher education. [Doctoral Dissertation]. Virginia Tech; 1991. Available from: http://hdl.handle.net/10919/38988


Virginia Tech

25. Carico, Kathleen M. Responses of four adolescent females to adolescent fiction with strong female characters.

Degree: PhD, Curriculum and Instruction, 1994, Virginia Tech

not OCRd Advisors/Committee Members: Kelly, Patricia Proudfoot (committeechair), Lalik, Rosary V. (committee member), Nespor, Jan K. (committee member), Gatewood, Thomas E. (committee member), Graham, Joyce L. (committee member).

Subjects/Keywords: Teenage girls; LD5655.V856 1994.C374

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APA (6th Edition):

Carico, K. M. (1994). Responses of four adolescent females to adolescent fiction with strong female characters. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39482

Chicago Manual of Style (16th Edition):

Carico, Kathleen M. “Responses of four adolescent females to adolescent fiction with strong female characters.” 1994. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/39482.

MLA Handbook (7th Edition):

Carico, Kathleen M. “Responses of four adolescent females to adolescent fiction with strong female characters.” 1994. Web. 22 Aug 2019.

Vancouver:

Carico KM. Responses of four adolescent females to adolescent fiction with strong female characters. [Internet] [Doctoral dissertation]. Virginia Tech; 1994. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/39482.

Council of Science Editors:

Carico KM. Responses of four adolescent females to adolescent fiction with strong female characters. [Doctoral Dissertation]. Virginia Tech; 1994. Available from: http://hdl.handle.net/10919/39482


Virginia Tech

26. Lucado, Charles Hubbart. Enhancing teacher growth through conversation :an analysis of colleague conversation during the planning and teaching of a reading assessment course.

Degree: EdD, Curriculum and Instruction, 1994, Virginia Tech

  This ethnographic study explores the nature of the conversations between two colleagues, a more experienced and a less experienced university professor, during the planning… (more)

Subjects/Keywords: College teachers; LD5655.V856 1994.L833

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APA (6th Edition):

Lucado, C. H. (1994). Enhancing teacher growth through conversation :an analysis of colleague conversation during the planning and teaching of a reading assessment course. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39503

Chicago Manual of Style (16th Edition):

Lucado, Charles Hubbart. “Enhancing teacher growth through conversation :an analysis of colleague conversation during the planning and teaching of a reading assessment course.” 1994. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/39503.

MLA Handbook (7th Edition):

Lucado, Charles Hubbart. “Enhancing teacher growth through conversation :an analysis of colleague conversation during the planning and teaching of a reading assessment course.” 1994. Web. 22 Aug 2019.

Vancouver:

Lucado CH. Enhancing teacher growth through conversation :an analysis of colleague conversation during the planning and teaching of a reading assessment course. [Internet] [Doctoral dissertation]. Virginia Tech; 1994. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/39503.

Council of Science Editors:

Lucado CH. Enhancing teacher growth through conversation :an analysis of colleague conversation during the planning and teaching of a reading assessment course. [Doctoral Dissertation]. Virginia Tech; 1994. Available from: http://hdl.handle.net/10919/39503


Virginia Tech

27. Robinson, Nancy Reed. Fostering Student Independent Behaviors During Reading Recovery Lessons.

Degree: EdD, Teaching and Learning, 2003, Virginia Tech

 This instructional study of fostering student independence while teaching them to read revealed how first grade students develop independent reading behaviors during their 18-22 weeks… (more)

Subjects/Keywords: Independent; Dyad Instruction; Reading Recovery; Instructional Interaction; Fostering Independence

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APA (6th Edition):

Robinson, N. R. (2003). Fostering Student Independent Behaviors During Reading Recovery Lessons. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27163

Chicago Manual of Style (16th Edition):

Robinson, Nancy Reed. “Fostering Student Independent Behaviors During Reading Recovery Lessons.” 2003. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/27163.

MLA Handbook (7th Edition):

Robinson, Nancy Reed. “Fostering Student Independent Behaviors During Reading Recovery Lessons.” 2003. Web. 22 Aug 2019.

Vancouver:

Robinson NR. Fostering Student Independent Behaviors During Reading Recovery Lessons. [Internet] [Doctoral dissertation]. Virginia Tech; 2003. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/27163.

Council of Science Editors:

Robinson NR. Fostering Student Independent Behaviors During Reading Recovery Lessons. [Doctoral Dissertation]. Virginia Tech; 2003. Available from: http://hdl.handle.net/10919/27163


Virginia Tech

28. Stower, Catherine J. Post-Secondary Perceptions of the Secondary School Counselor and Their Functions at the High School Level.

Degree: PhD, Counselor Education, 2003, Virginia Tech

  The purpose of this study was to investigate post-secondary students' perceptions of the role and functions of their high school counselor. One hundred seventy-three… (more)

Subjects/Keywords: Counselor Education; Functions; Role; Secondary School Counselor; American School Counselor Association (ASCA); Perceptions

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APA (6th Edition):

Stower, C. J. (2003). Post-Secondary Perceptions of the Secondary School Counselor and Their Functions at the High School Level. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27160

Chicago Manual of Style (16th Edition):

Stower, Catherine J. “Post-Secondary Perceptions of the Secondary School Counselor and Their Functions at the High School Level.” 2003. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/27160.

MLA Handbook (7th Edition):

Stower, Catherine J. “Post-Secondary Perceptions of the Secondary School Counselor and Their Functions at the High School Level.” 2003. Web. 22 Aug 2019.

Vancouver:

Stower CJ. Post-Secondary Perceptions of the Secondary School Counselor and Their Functions at the High School Level. [Internet] [Doctoral dissertation]. Virginia Tech; 2003. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/27160.

Council of Science Editors:

Stower CJ. Post-Secondary Perceptions of the Secondary School Counselor and Their Functions at the High School Level. [Doctoral Dissertation]. Virginia Tech; 2003. Available from: http://hdl.handle.net/10919/27160


Virginia Tech

29. Altieri, Elizabeth M. Learning to Negotiate Difference: Narratives of Experience in Inclusive Education.

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

  This narrative inquiry examined how a small group of general educators constructed three essential understandings of themselves as teachers within the context of inclusive… (more)

Subjects/Keywords: Teacher Learning; Inclusive Education; Teacher Development

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APA (6th Edition):

Altieri, E. M. (2001). Learning to Negotiate Difference: Narratives of Experience in Inclusive Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29309

Chicago Manual of Style (16th Edition):

Altieri, Elizabeth M. “Learning to Negotiate Difference: Narratives of Experience in Inclusive Education.” 2001. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/29309.

MLA Handbook (7th Edition):

Altieri, Elizabeth M. “Learning to Negotiate Difference: Narratives of Experience in Inclusive Education.” 2001. Web. 22 Aug 2019.

Vancouver:

Altieri EM. Learning to Negotiate Difference: Narratives of Experience in Inclusive Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/29309.

Council of Science Editors:

Altieri EM. Learning to Negotiate Difference: Narratives of Experience in Inclusive Education. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/29309


Virginia Tech

30. Druggish, Richard S. Nourishing Roots and Inspiring Wings: Building a Culturally Responsive Pedagogy for Southern Appalachia.

Degree: PhD, Teaching and Learning, 2003, Virginia Tech

 This qualitative study focused on the need for culturally responsive teaching within the southern Appalachian cultural setting. The specific components of this approach to teaching… (more)

Subjects/Keywords: culturally responsive teaching; teacher education; multicultural education

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APA (6th Edition):

Druggish, R. S. (2003). Nourishing Roots and Inspiring Wings: Building a Culturally Responsive Pedagogy for Southern Appalachia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29937

Chicago Manual of Style (16th Edition):

Druggish, Richard S. “Nourishing Roots and Inspiring Wings: Building a Culturally Responsive Pedagogy for Southern Appalachia.” 2003. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/29937.

MLA Handbook (7th Edition):

Druggish, Richard S. “Nourishing Roots and Inspiring Wings: Building a Culturally Responsive Pedagogy for Southern Appalachia.” 2003. Web. 22 Aug 2019.

Vancouver:

Druggish RS. Nourishing Roots and Inspiring Wings: Building a Culturally Responsive Pedagogy for Southern Appalachia. [Internet] [Doctoral dissertation]. Virginia Tech; 2003. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/29937.

Council of Science Editors:

Druggish RS. Nourishing Roots and Inspiring Wings: Building a Culturally Responsive Pedagogy for Southern Appalachia. [Doctoral Dissertation]. Virginia Tech; 2003. Available from: http://hdl.handle.net/10919/29937

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