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You searched for +publisher:"Virginia Tech" +contributor:("Magliaro, Susan G."). Showing records 1 – 30 of 127 total matches.

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Virginia Tech

1. MacAuley, Lorien Eleanora. A Mixed Methods Study of On-Farm Apprenticeship Learning in Virginia.

Degree: MSin Life Sciences, Agricultural and Extension Education, 2014, Virginia Tech

 The average age of principal farm operators rose from 50.3 years in 1978, to 57.1 years in 2007, as farmers retire and new farmers do… (more)

Subjects/Keywords: Beginning Farmer; Apprenticeship; Internship; Experiential Learning; Situated Learning

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APA (6th Edition):

MacAuley, L. E. (2014). A Mixed Methods Study of On-Farm Apprenticeship Learning in Virginia. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/50649

Chicago Manual of Style (16th Edition):

MacAuley, Lorien Eleanora. “A Mixed Methods Study of On-Farm Apprenticeship Learning in Virginia.” 2014. Masters Thesis, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/50649.

MLA Handbook (7th Edition):

MacAuley, Lorien Eleanora. “A Mixed Methods Study of On-Farm Apprenticeship Learning in Virginia.” 2014. Web. 19 Apr 2019.

Vancouver:

MacAuley LE. A Mixed Methods Study of On-Farm Apprenticeship Learning in Virginia. [Internet] [Masters thesis]. Virginia Tech; 2014. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/50649.

Council of Science Editors:

MacAuley LE. A Mixed Methods Study of On-Farm Apprenticeship Learning in Virginia. [Masters Thesis]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/50649


Virginia Tech

2. Foulke, Gary Brian. STAYING THE COURSE: THE DEVELOPMENT OF VIRGINIA'S STANDARDS OF LEARNING AND THE DECISION NOT TO ADOPT THE COMMON CORE STATE STANDARDS.

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

 The research study investigated the history of the curriculum standards movement in the Commonwealth of Virginia in the context of the national standards movement in… (more)

Subjects/Keywords: : K-12 public school reform; national curriculum standards; Virginia Standards of Learning; Common Core State Standards

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APA (6th Edition):

Foulke, G. B. (2015). STAYING THE COURSE: THE DEVELOPMENT OF VIRGINIA'S STANDARDS OF LEARNING AND THE DECISION NOT TO ADOPT THE COMMON CORE STATE STANDARDS. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71710

Chicago Manual of Style (16th Edition):

Foulke, Gary Brian. “STAYING THE COURSE: THE DEVELOPMENT OF VIRGINIA'S STANDARDS OF LEARNING AND THE DECISION NOT TO ADOPT THE COMMON CORE STATE STANDARDS.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/71710.

MLA Handbook (7th Edition):

Foulke, Gary Brian. “STAYING THE COURSE: THE DEVELOPMENT OF VIRGINIA'S STANDARDS OF LEARNING AND THE DECISION NOT TO ADOPT THE COMMON CORE STATE STANDARDS.” 2015. Web. 19 Apr 2019.

Vancouver:

Foulke GB. STAYING THE COURSE: THE DEVELOPMENT OF VIRGINIA'S STANDARDS OF LEARNING AND THE DECISION NOT TO ADOPT THE COMMON CORE STATE STANDARDS. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/71710.

Council of Science Editors:

Foulke GB. STAYING THE COURSE: THE DEVELOPMENT OF VIRGINIA'S STANDARDS OF LEARNING AND THE DECISION NOT TO ADOPT THE COMMON CORE STATE STANDARDS. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/71710


Virginia Tech

3. Delp, Cynthia Dawn. Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed.

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

 The purpose of the study was to document and examine the experiences and perspectives of students and staff who were affected by the closure of… (more)

Subjects/Keywords: rural schools; combined schools; school closure; Grayson County; Appalachian schools

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APA (6th Edition):

Delp, C. D. (2015). Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73217

Chicago Manual of Style (16th Edition):

Delp, Cynthia Dawn. “Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/73217.

MLA Handbook (7th Edition):

Delp, Cynthia Dawn. “Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed.” 2015. Web. 19 Apr 2019.

Vancouver:

Delp CD. Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/73217.

Council of Science Editors:

Delp CD. Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73217


Virginia Tech

4. Mutcheson, Ryan Brock. Diagnostic Modeling of Intra-Organizational Mechanisms for Supporting Policy Implementation.

Degree: PhD, Educational Leadership and Policy Studies, 2016, Virginia Tech

 The Virginia Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers represented a significant overhaul of conventional teacher evaluation criteria in Virginia. The policy… (more)

Subjects/Keywords: cognitive diagnostic modeling; latent class model; teacher evaluation; effective teaching; psychometrics; crum model

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APA (6th Edition):

Mutcheson, R. B. (2016). Diagnostic Modeling of Intra-Organizational Mechanisms for Supporting Policy Implementation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81307

Chicago Manual of Style (16th Edition):

Mutcheson, Ryan Brock. “Diagnostic Modeling of Intra-Organizational Mechanisms for Supporting Policy Implementation.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/81307.

MLA Handbook (7th Edition):

Mutcheson, Ryan Brock. “Diagnostic Modeling of Intra-Organizational Mechanisms for Supporting Policy Implementation.” 2016. Web. 19 Apr 2019.

Vancouver:

Mutcheson RB. Diagnostic Modeling of Intra-Organizational Mechanisms for Supporting Policy Implementation. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/81307.

Council of Science Editors:

Mutcheson RB. Diagnostic Modeling of Intra-Organizational Mechanisms for Supporting Policy Implementation. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/81307


Virginia Tech

5. Legg, Kristina Conner. The Experiences of Teachers and Administrators with a New Teacher Evaluation System in a Local School Division.

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

 The Experiences of Teachers and Administrators with a New Teacher Evaluation System in a Local School Division Kristina Conner Legg ABSTRACT School divisions in Virginia(more)

Subjects/Keywords: teacher evaluation; teacher experiences; administrator experiences; change process

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APA (6th Edition):

Legg, K. C. (2015). The Experiences of Teachers and Administrators with a New Teacher Evaluation System in a Local School Division. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51668

Chicago Manual of Style (16th Edition):

Legg, Kristina Conner. “The Experiences of Teachers and Administrators with a New Teacher Evaluation System in a Local School Division.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/51668.

MLA Handbook (7th Edition):

Legg, Kristina Conner. “The Experiences of Teachers and Administrators with a New Teacher Evaluation System in a Local School Division.” 2015. Web. 19 Apr 2019.

Vancouver:

Legg KC. The Experiences of Teachers and Administrators with a New Teacher Evaluation System in a Local School Division. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/51668.

Council of Science Editors:

Legg KC. The Experiences of Teachers and Administrators with a New Teacher Evaluation System in a Local School Division. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/51668


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Helena Soares, Elza. “Metacognitive intervention for the alleviation of learned helplessness.” 2012. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/51961.

MLA Handbook (7th Edition):

Helena Soares, Elza. “Metacognitive intervention for the alleviation of learned helplessness.” 2012. Web. 19 Apr 2019.

Vancouver:

Helena Soares E. Metacognitive intervention for the alleviation of learned helplessness. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/51961.

Council of Science Editors:

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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Grohs, Jacob Richard. “Developing a Measure of Systems Thinking Competency.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/51996.

MLA Handbook (7th Edition):

Grohs, Jacob Richard. “Developing a Measure of Systems Thinking Competency.” 2015. Web. 19 Apr 2019.

Vancouver:

Grohs JR. Developing a Measure of Systems Thinking Competency. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/51996.

Council of Science Editors:

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


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Li, Ming. “An Intervention to Increase Students' Engagement and Achievement in College English Classes in China using the MUSIC Model of Motivation.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/86143.

MLA Handbook (7th Edition):

Li, Ming. “An Intervention to Increase Students' Engagement and Achievement in College English Classes in China using the MUSIC Model of Motivation.” 2017. Web. 19 Apr 2019.

Vancouver:

Li M. An Intervention to Increase Students' Engagement and Achievement in College English Classes in China using the MUSIC Model of Motivation. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/86143.

Council of Science Editors:

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


Virginia Tech

9. Grimes, Matthew W. The Nature of Knowledge Change Among Students in a Peer Leadership Course.

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

 The following dissertation is comprised of three manuscripts presenting a theory-to-practice design for studying the nature of knowledge change. Knowledge change—as defined for this dissertation—is… (more)

Subjects/Keywords: Conceptual change; knowledge change; continuous case study; peer leadership; post-positivist design

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APA (6th Edition):

Grimes, M. W. (2016). The Nature of Knowledge Change Among Students in a Peer Leadership Course. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/70884

Chicago Manual of Style (16th Edition):

Grimes, Matthew W. “The Nature of Knowledge Change Among Students in a Peer Leadership Course.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/70884.

MLA Handbook (7th Edition):

Grimes, Matthew W. “The Nature of Knowledge Change Among Students in a Peer Leadership Course.” 2016. Web. 19 Apr 2019.

Vancouver:

Grimes MW. The Nature of Knowledge Change Among Students in a Peer Leadership Course. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/70884.

Council of Science Editors:

Grimes MW. The Nature of Knowledge Change Among Students in a Peer Leadership Course. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/70884


Virginia Tech

10. Carter Jr., Dennis Gale. The Simultaneous Implementation of Two School Improvement Models in a Rural Southwest Virginia School System.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

 The purpose of the study was to describe the process of simultaneous implementation of the Indistar model of school improvement and the University of Virginia(more)

Subjects/Keywords: school turnaround; school improvement; strategies for school improvement; remediation; school improvement plan

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APA (6th Edition):

Carter Jr., D. G. (2014). The Simultaneous Implementation of Two School Improvement Models in a Rural Southwest Virginia School System. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/70973

Chicago Manual of Style (16th Edition):

Carter Jr., Dennis Gale. “The Simultaneous Implementation of Two School Improvement Models in a Rural Southwest Virginia School System.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/70973.

MLA Handbook (7th Edition):

Carter Jr., Dennis Gale. “The Simultaneous Implementation of Two School Improvement Models in a Rural Southwest Virginia School System.” 2014. Web. 19 Apr 2019.

Vancouver:

Carter Jr. DG. The Simultaneous Implementation of Two School Improvement Models in a Rural Southwest Virginia School System. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/70973.

Council of Science Editors:

Carter Jr. DG. The Simultaneous Implementation of Two School Improvement Models in a Rural Southwest Virginia School System. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/70973


Virginia Tech

11. Motto, Andrea Marie. It's Different People Who Are Down Here:  Portraits of Three Young Women of Color Who Work in a Science Museum.

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

 Eldora, Neethi and Seraphina are three young women who work as science interpreters at a large metropolitan museum. Each woman began her tenure at the… (more)

Subjects/Keywords: critical pedagogy; informal science; museum studies; critical autoethnography; portraiture

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APA (6th Edition):

Motto, A. M. (2016). It's Different People Who Are Down Here:  Portraits of Three Young Women of Color Who Work in a Science Museum. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81883

Chicago Manual of Style (16th Edition):

Motto, Andrea Marie. “It's Different People Who Are Down Here:  Portraits of Three Young Women of Color Who Work in a Science Museum.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/81883.

MLA Handbook (7th Edition):

Motto, Andrea Marie. “It's Different People Who Are Down Here:  Portraits of Three Young Women of Color Who Work in a Science Museum.” 2016. Web. 19 Apr 2019.

Vancouver:

Motto AM. It's Different People Who Are Down Here:  Portraits of Three Young Women of Color Who Work in a Science Museum. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/81883.

Council of Science Editors:

Motto AM. It's Different People Who Are Down Here:  Portraits of Three Young Women of Color Who Work in a Science Museum. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/81883


Virginia Tech

12. Gilpin, Elizabeth Jean. Teacher Understandings and Perceptions of the Teacher Evaluation Process in Virginia.

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

 The purpose of this study was to determine the understandings and perceptions that teachers in one elementary school in Virginia had about the teacher evaluation… (more)

Subjects/Keywords: beliefs; emotions; evaluation; evaluators; guidelines; perceptions; performance; phenomenology; process; standards; system; teachers; understandings

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APA (6th Edition):

Gilpin, E. J. (2016). Teacher Understandings and Perceptions of the Teacher Evaluation Process in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83225

Chicago Manual of Style (16th Edition):

Gilpin, Elizabeth Jean. “Teacher Understandings and Perceptions of the Teacher Evaluation Process in Virginia.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/83225.

MLA Handbook (7th Edition):

Gilpin, Elizabeth Jean. “Teacher Understandings and Perceptions of the Teacher Evaluation Process in Virginia.” 2016. Web. 19 Apr 2019.

Vancouver:

Gilpin EJ. Teacher Understandings and Perceptions of the Teacher Evaluation Process in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/83225.

Council of Science Editors:

Gilpin EJ. Teacher Understandings and Perceptions of the Teacher Evaluation Process in Virginia. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/83225


Virginia Tech

13. Allen, Roger Scott. Cyberbullying in Middle Schools in Southwestern Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2016, Virginia Tech

 Cyberbullying is an alarming phenomenon affecting the lives of adolescents across the country. Traditional bullying has moved from the playground to cyberspace. This online environment… (more)

Subjects/Keywords: bullying; Cyberbullying; school safety; principal perceptions

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APA (6th Edition):

Allen, R. S. (2016). Cyberbullying in Middle Schools in Southwestern Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83420

Chicago Manual of Style (16th Edition):

Allen, Roger Scott. “Cyberbullying in Middle Schools in Southwestern Virginia.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/83420.

MLA Handbook (7th Edition):

Allen, Roger Scott. “Cyberbullying in Middle Schools in Southwestern Virginia.” 2016. Web. 19 Apr 2019.

Vancouver:

Allen RS. Cyberbullying in Middle Schools in Southwestern Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/83420.

Council of Science Editors:

Allen RS. Cyberbullying in Middle Schools in Southwestern Virginia. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/83420

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

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

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

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

Page 1

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Schram, Asta Bryndis. “Validating an Icelandic Version of the MUSIC Model of Academic Motivation Inventory.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/64155.

MLA Handbook (7th Edition):

Schram, Asta Bryndis. “Validating an Icelandic Version of the MUSIC Model of Academic Motivation Inventory.” 2015. Web. 19 Apr 2019.

Vancouver:

Schram AB. Validating an Icelandic Version of the MUSIC Model of Academic Motivation Inventory. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/64155.

Council of Science Editors:

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

15. Mercer, Lisa Skaggs. Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study.

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

 Education for adolescents in middle-level schools is a topic of great interest for many educators. Reaching a consensus on what constitutes an effective education for… (more)

Subjects/Keywords: junior high school; intermediate school; middle school; middle-level education; good middle school; grade configurations

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APA (6th Edition):

Mercer, L. S. (2015). Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64293

Chicago Manual of Style (16th Edition):

Mercer, Lisa Skaggs. “Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/64293.

MLA Handbook (7th Edition):

Mercer, Lisa Skaggs. “Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study.” 2015. Web. 19 Apr 2019.

Vancouver:

Mercer LS. Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/64293.

Council of Science Editors:

Mercer LS. Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64293


Virginia Tech

16. Bowers, Sharon Wensel. Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons.

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

 The purpose of this study was to explore the McDaniel College Elementary STEM Instructional Leader (ESIL) pilot cohort's ability to proficiently plan lessons that incorporated… (more)

Subjects/Keywords: Elementary Education; STEM Education; Instructional Leader; Lesson Planning; STEM-centric Lessons; Professional Development; Professional Learning Experiences; Inquiry; Teacher Cohort Model

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APA (6th Edition):

Bowers, S. W. (2015). Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64380

Chicago Manual of Style (16th Edition):

Bowers, Sharon Wensel. “Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/64380.

MLA Handbook (7th Edition):

Bowers, Sharon Wensel. “Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons.” 2015. Web. 19 Apr 2019.

Vancouver:

Bowers SW. Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/64380.

Council of Science Editors:

Bowers SW. Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64380


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Snyder, Jennifer Dee. “The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/64396.

MLA Handbook (7th Edition):

Snyder, Jennifer Dee. “The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement.” 2015. Web. 19 Apr 2019.

Vancouver:

Snyder JD. The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/64396.

Council of Science Editors:

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


Virginia Tech

18. Williams, Kimberly Graybeal. A Case Study of Crestwood Primary School: Organizational Routines Implemented For Data-Driven Decison Making.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

 The research study investigated how organizational routines influenced classroom and intervention instruction in a primary school. Educators have used student data for decades but they… (more)

Subjects/Keywords: data-driven decision making; organizational routines; student achievement; and school improvement

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APA (6th Edition):

Williams, K. G. (2014). A Case Study of Crestwood Primary School: Organizational Routines Implemented For Data-Driven Decison Making. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/70845

Chicago Manual of Style (16th Edition):

Williams, Kimberly Graybeal. “A Case Study of Crestwood Primary School: Organizational Routines Implemented For Data-Driven Decison Making.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/70845.

MLA Handbook (7th Edition):

Williams, Kimberly Graybeal. “A Case Study of Crestwood Primary School: Organizational Routines Implemented For Data-Driven Decison Making.” 2014. Web. 19 Apr 2019.

Vancouver:

Williams KG. A Case Study of Crestwood Primary School: Organizational Routines Implemented For Data-Driven Decison Making. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/70845.

Council of Science Editors:

Williams KG. A Case Study of Crestwood Primary School: Organizational Routines Implemented For Data-Driven Decison Making. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/70845


Virginia Tech

19. Crossley, Danielle Suzanne. The Equal Access Act: â Not the Access for All Students Except Gay Students Actâ : Federal Judicial Decisions and Their Implications for School Systemsâ Policies and Practices Regarding Student Requests to Establish Gay Straight Alliance Clubs in Public Schools.

Degree: EdD, Educational Leadership and Policy Studies, 2010, Virginia Tech

 To ensure an educational opportunity for every child that passes through Americaâ s schoolhouse doors, it is imperative that non-heterosexual studentsâ educational needs are not… (more)

Subjects/Keywords: Gay-Straight Alliances; educational policy; school law; Equal Access Act of 1984; non-heterosexual students (LGBT)

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APA (6th Edition):

Crossley, D. S. (2010). The Equal Access Act: â Not the Access for All Students Except Gay Students Actâ : Federal Judicial Decisions and Their Implications for School Systemsâ Policies and Practices Regarding Student Requests to Establish Gay Straight Alliance Clubs in Public Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27619

Chicago Manual of Style (16th Edition):

Crossley, Danielle Suzanne. “The Equal Access Act: â Not the Access for All Students Except Gay Students Actâ : Federal Judicial Decisions and Their Implications for School Systemsâ Policies and Practices Regarding Student Requests to Establish Gay Straight Alliance Clubs in Public Schools.” 2010. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/27619.

MLA Handbook (7th Edition):

Crossley, Danielle Suzanne. “The Equal Access Act: â Not the Access for All Students Except Gay Students Actâ : Federal Judicial Decisions and Their Implications for School Systemsâ Policies and Practices Regarding Student Requests to Establish Gay Straight Alliance Clubs in Public Schools.” 2010. Web. 19 Apr 2019.

Vancouver:

Crossley DS. The Equal Access Act: â Not the Access for All Students Except Gay Students Actâ : Federal Judicial Decisions and Their Implications for School Systemsâ Policies and Practices Regarding Student Requests to Establish Gay Straight Alliance Clubs in Public Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/27619.

Council of Science Editors:

Crossley DS. The Equal Access Act: â Not the Access for All Students Except Gay Students Actâ : Federal Judicial Decisions and Their Implications for School Systemsâ Policies and Practices Regarding Student Requests to Establish Gay Straight Alliance Clubs in Public Schools. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/27619


Virginia Tech

20. Bradley, Nancy Ann. Practices and Perspectives of Primary Language Arts Teachers: A Formative Design Experiment Analyzing the use of Professional Development to Enhance Vocabulary Instructional Practices.

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

 The purpose of this study was to determine the impact of professional development designed to enhance vocabulary instruction on four first-grade teachersâ vocabulary instructional practices.… (more)

Subjects/Keywords: Professional Development; Literacy; Primary Learners; Vocabulary Development; Intervention; Formative Design Experiment

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APA (6th Edition):

Bradley, N. A. (2010). Practices and Perspectives of Primary Language Arts Teachers: A Formative Design Experiment Analyzing the use of Professional Development to Enhance Vocabulary Instructional Practices. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28552

Chicago Manual of Style (16th Edition):

Bradley, Nancy Ann. “Practices and Perspectives of Primary Language Arts Teachers: A Formative Design Experiment Analyzing the use of Professional Development to Enhance Vocabulary Instructional Practices.” 2010. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/28552.

MLA Handbook (7th Edition):

Bradley, Nancy Ann. “Practices and Perspectives of Primary Language Arts Teachers: A Formative Design Experiment Analyzing the use of Professional Development to Enhance Vocabulary Instructional Practices.” 2010. Web. 19 Apr 2019.

Vancouver:

Bradley NA. Practices and Perspectives of Primary Language Arts Teachers: A Formative Design Experiment Analyzing the use of Professional Development to Enhance Vocabulary Instructional Practices. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/28552.

Council of Science Editors:

Bradley NA. Practices and Perspectives of Primary Language Arts Teachers: A Formative Design Experiment Analyzing the use of Professional Development to Enhance Vocabulary Instructional Practices. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/28552


Virginia Tech

21. 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 April 19, 2019. http://hdl.handle.net/10919/28700.

MLA Handbook (7th Edition):

Hall, Amy Conlin. “Gaming as a Literacy Practice.” 2011. Web. 19 Apr 2019.

Vancouver:

Hall AC. Gaming as a Literacy Practice. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Apr 19]. 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

22. Cox, Paul Andrew. Comparison of Selected Benchmark Testing Methodologies as Predictors of Virginia Standards of Learning Test Scores.

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

 This study examined how Math-Curriculum Based Measurement (M-CBM) benchmark assessment scores predict fifth grade math Standards of Learning (SOL) assessment scores.  Three school districts participated… (more)

Subjects/Keywords: Predictors; Student Achievement; Keywords: Benchmark Assessments; Curriculum Based Measures; Virginia Standards of Learning

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APA (6th Edition):

Cox, P. A. (2011). Comparison of Selected Benchmark Testing Methodologies as Predictors of Virginia Standards of Learning Test Scores. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29586

Chicago Manual of Style (16th Edition):

Cox, Paul Andrew. “Comparison of Selected Benchmark Testing Methodologies as Predictors of Virginia Standards of Learning Test Scores.” 2011. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/29586.

MLA Handbook (7th Edition):

Cox, Paul Andrew. “Comparison of Selected Benchmark Testing Methodologies as Predictors of Virginia Standards of Learning Test Scores.” 2011. Web. 19 Apr 2019.

Vancouver:

Cox PA. Comparison of Selected Benchmark Testing Methodologies as Predictors of Virginia Standards of Learning Test Scores. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/29586.

Council of Science Editors:

Cox PA. Comparison of Selected Benchmark Testing Methodologies as Predictors of Virginia Standards of Learning Test Scores. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/29586


Virginia Tech

23. Wagner, Jo Ann. High School Principals' Roles in Teacher Professional Development.

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

 As the key leader at the school level, the principal plays a central role in the implementation of professional development programs and measurement of the… (more)

Subjects/Keywords: quality professional development; leadership; principal; teacher professional development

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APA (6th Edition):

Wagner, J. A. (2011). High School Principals' Roles in Teacher Professional Development. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77085

Chicago Manual of Style (16th Edition):

Wagner, Jo Ann. “High School Principals' Roles in Teacher Professional Development.” 2011. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/77085.

MLA Handbook (7th Edition):

Wagner, Jo Ann. “High School Principals' Roles in Teacher Professional Development.” 2011. Web. 19 Apr 2019.

Vancouver:

Wagner JA. High School Principals' Roles in Teacher Professional Development. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/77085.

Council of Science Editors:

Wagner JA. High School Principals' Roles in Teacher Professional Development. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77085


Virginia Tech

24. Salmon, Joseph L. A Case Study of Grade-Level Meetings and Coaching Conversations.

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

 The goal of this research project was to determine the content of the discourse occurring in grade-level meetings and coaching sessions and participants' perceptions of… (more)

Subjects/Keywords: grade-level meetings; discourse analysis; community of practice; zone of proximal development; instructional coach

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APA (6th Edition):

Salmon, J. L. (2012). A Case Study of Grade-Level Meetings and Coaching Conversations. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77112

Chicago Manual of Style (16th Edition):

Salmon, Joseph L. “A Case Study of Grade-Level Meetings and Coaching Conversations.” 2012. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/77112.

MLA Handbook (7th Edition):

Salmon, Joseph L. “A Case Study of Grade-Level Meetings and Coaching Conversations.” 2012. Web. 19 Apr 2019.

Vancouver:

Salmon JL. A Case Study of Grade-Level Meetings and Coaching Conversations. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/77112.

Council of Science Editors:

Salmon JL. A Case Study of Grade-Level Meetings and Coaching Conversations. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77112


Virginia Tech

25. 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 April 19, 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. 19 Apr 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 Apr 19]. 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

26. Bunin, J. Christopher. A Study of the Relationship Between Current Event Knowledge and the Ability to Construct a Mental Map of the World.

Degree: MS, Geography, 2001, Virginia Tech

 This thesis studied the relationship between current event knowledge and the ability to construct a mental map of the world. It was hypothesized that participates… (more)

Subjects/Keywords: National Geography Standards; geography education; mental mapping; spatial familiarity

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APA (6th Edition):

Bunin, J. C. (2001). A Study of the Relationship Between Current Event Knowledge and the Ability to Construct a Mental Map of the World. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/31030

Chicago Manual of Style (16th Edition):

Bunin, J Christopher. “A Study of the Relationship Between Current Event Knowledge and the Ability to Construct a Mental Map of the World.” 2001. Masters Thesis, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/31030.

MLA Handbook (7th Edition):

Bunin, J Christopher. “A Study of the Relationship Between Current Event Knowledge and the Ability to Construct a Mental Map of the World.” 2001. Web. 19 Apr 2019.

Vancouver:

Bunin JC. A Study of the Relationship Between Current Event Knowledge and the Ability to Construct a Mental Map of the World. [Internet] [Masters thesis]. Virginia Tech; 2001. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/31030.

Council of Science Editors:

Bunin JC. A Study of the Relationship Between Current Event Knowledge and the Ability to Construct a Mental Map of the World. [Masters Thesis]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/31030


Virginia Tech

27. Cummings, Rebekah Aine Ruth. Navigating the River: Preservice Teachers Negotiate Constructive Guidance.

Degree: PhD, Human Development, 2005, Virginia Tech

 Preservice teachers engaging in practicum experiences often express anxiety and uncertainty related to providing discipline and classroom management. This uncertainty seems to increase when the… (more)

Subjects/Keywords: classroom management; discipline; constructive guidance; preservice teachers

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APA (6th Edition):

Cummings, R. A. R. (2005). Navigating the River: Preservice Teachers Negotiate Constructive Guidance. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28261

Chicago Manual of Style (16th Edition):

Cummings, Rebekah Aine Ruth. “Navigating the River: Preservice Teachers Negotiate Constructive Guidance.” 2005. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/28261.

MLA Handbook (7th Edition):

Cummings, Rebekah Aine Ruth. “Navigating the River: Preservice Teachers Negotiate Constructive Guidance.” 2005. Web. 19 Apr 2019.

Vancouver:

Cummings RAR. Navigating the River: Preservice Teachers Negotiate Constructive Guidance. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/28261.

Council of Science Editors:

Cummings RAR. Navigating the River: Preservice Teachers Negotiate Constructive Guidance. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/28261


Virginia Tech

28. Kufel, Andrew Paul. Variation in the Willingness of Superintendents to Recommend Hiring Alternatively Licensed Principals.

Degree: PhD, Educational Leadership and Policy Studies, 2007, Virginia Tech

 ABSTRACT In many parts of the country principal candidates are being licensed through alternative pathways. Some view this movement as a plausible solution to the… (more)

Subjects/Keywords: alternatively licensed principals; alternatively certified principals; principal preparation; alternative licensure; alternative certification

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APA (6th Edition):

Kufel, A. P. (2007). Variation in the Willingness of Superintendents to Recommend Hiring Alternatively Licensed Principals. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29245

Chicago Manual of Style (16th Edition):

Kufel, Andrew Paul. “Variation in the Willingness of Superintendents to Recommend Hiring Alternatively Licensed Principals.” 2007. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/29245.

MLA Handbook (7th Edition):

Kufel, Andrew Paul. “Variation in the Willingness of Superintendents to Recommend Hiring Alternatively Licensed Principals.” 2007. Web. 19 Apr 2019.

Vancouver:

Kufel AP. Variation in the Willingness of Superintendents to Recommend Hiring Alternatively Licensed Principals. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/29245.

Council of Science Editors:

Kufel AP. Variation in the Willingness of Superintendents to Recommend Hiring Alternatively Licensed Principals. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/29245


Virginia Tech

29. Oguro, Yasue. Presentation of culture in English as a foreign language reading textbooks in Japan.

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

 In the midst of debate over the treatment of culture in foreign language education and the increased exposure to culture in the global economy, the… (more)

Subjects/Keywords: MEXT; edited material; authentic material; Japan; EFL; culture; reading

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APA (6th Edition):

Oguro, Y. (2008). Presentation of culture in English as a foreign language reading textbooks in Japan. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26778

Chicago Manual of Style (16th Edition):

Oguro, Yasue. “Presentation of culture in English as a foreign language reading textbooks in Japan.” 2008. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/26778.

MLA Handbook (7th Edition):

Oguro, Yasue. “Presentation of culture in English as a foreign language reading textbooks in Japan.” 2008. Web. 19 Apr 2019.

Vancouver:

Oguro Y. Presentation of culture in English as a foreign language reading textbooks in Japan. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/26778.

Council of Science Editors:

Oguro Y. Presentation of culture in English as a foreign language reading textbooks in Japan. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/26778


Virginia Tech

30. Gaudreau, Patricia A. The Effects of Engagement in an Internship on Readiness for School Leadership.

Degree: PhD, Educational Leadership and Policy Studies, 2008, Virginia Tech

 In the national endeavor to reform education, there is no question of the importance of preparing quality principals. A preparatory internship provides opportunity to learn… (more)

Subjects/Keywords: Internship; Field Experience; Principal; School Leadership; Assessment; Engagement

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APA (6th Edition):

Gaudreau, P. A. (2008). The Effects of Engagement in an Internship on Readiness for School Leadership. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30110

Chicago Manual of Style (16th Edition):

Gaudreau, Patricia A. “The Effects of Engagement in an Internship on Readiness for School Leadership.” 2008. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/30110.

MLA Handbook (7th Edition):

Gaudreau, Patricia A. “The Effects of Engagement in an Internship on Readiness for School Leadership.” 2008. Web. 19 Apr 2019.

Vancouver:

Gaudreau PA. The Effects of Engagement in an Internship on Readiness for School Leadership. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/30110.

Council of Science Editors:

Gaudreau PA. The Effects of Engagement in an Internship on Readiness for School Leadership. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/30110

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