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You searched for +publisher:"Virginia Tech" +contributor:("Williams, Thomas O."). Showing records 1 – 30 of 52 total matches.

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Virginia Tech

1. Spencer-Tyree, Brielle Tinsley. Computational Labs in Calculus: Examining the Effects on Conceptual Understanding and Attitude Toward Mathematics.

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

 Students from a variety of majors often leave their introductory calculus courses without seeing the connections and utility it may have to their discipline and… (more)

Subjects/Keywords: STEM Education; Computational Labs; Calculus; Mathematics Education; College and University Calculus; Undergraduate Mathematics; Integrative-STEM Education

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APA (6th Edition):

Spencer-Tyree, B. T. (2019). Computational Labs in Calculus: Examining the Effects on Conceptual Understanding and Attitude Toward Mathematics. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/95835

Chicago Manual of Style (16th Edition):

Spencer-Tyree, Brielle Tinsley. “Computational Labs in Calculus: Examining the Effects on Conceptual Understanding and Attitude Toward Mathematics.” 2019. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/95835.

MLA Handbook (7th Edition):

Spencer-Tyree, Brielle Tinsley. “Computational Labs in Calculus: Examining the Effects on Conceptual Understanding and Attitude Toward Mathematics.” 2019. Web. 04 Mar 2021.

Vancouver:

Spencer-Tyree BT. Computational Labs in Calculus: Examining the Effects on Conceptual Understanding and Attitude Toward Mathematics. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/95835.

Council of Science Editors:

Spencer-Tyree BT. Computational Labs in Calculus: Examining the Effects on Conceptual Understanding and Attitude Toward Mathematics. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/95835


Virginia Tech

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

Degree: EdD, Curriculum and Instruction, 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 W. “Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons.” 2015. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/64380.

MLA Handbook (7th Edition):

Bowers, Sharon W. “Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons.” 2015. Web. 04 Mar 2021.

Vancouver:

Bowers SW. Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Mar 04]. 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

3. Raab, Rebecca Raine. The Induction and Mentoring Experiences of New English as a Second Language and Bilingual Teachers.

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

 The induction and mentoring experiences of new general educators are well documented; however, we know little about the experiences of new English as a Second… (more)

Subjects/Keywords: new teachers; English as a Second Language; bilingual education; induction; mentoring

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APA (6th Edition):

Raab, R. R. (2020). The Induction and Mentoring Experiences of New English as a Second Language and Bilingual Teachers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/100590

Chicago Manual of Style (16th Edition):

Raab, Rebecca Raine. “The Induction and Mentoring Experiences of New English as a Second Language and Bilingual Teachers.” 2020. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/100590.

MLA Handbook (7th Edition):

Raab, Rebecca Raine. “The Induction and Mentoring Experiences of New English as a Second Language and Bilingual Teachers.” 2020. Web. 04 Mar 2021.

Vancouver:

Raab RR. The Induction and Mentoring Experiences of New English as a Second Language and Bilingual Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/100590.

Council of Science Editors:

Raab RR. The Induction and Mentoring Experiences of New English as a Second Language and Bilingual Teachers. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/100590


Virginia Tech

4. Bhandari, Naina Arvin. Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers' and special education teachers\' perceptions on collaborative themes.

Degree: PhD, Curriculum and Instruction, 2013, Virginia Tech

 This paper compared the perceptions of secondary special education teachers (SETs) and general education teachers (GETs) on collaborative themes using the Schools and Staffing Survey/Teacher… (more)

Subjects/Keywords: Education; Special; Education; Secondary; Education; Curriculum and Instruction

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APA (6th Edition):

Bhandari, N. A. (2013). Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers' and special education teachers\' perceptions on collaborative themes. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/50570

Chicago Manual of Style (16th Edition):

Bhandari, Naina Arvin. “Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers' and special education teachers\' perceptions on collaborative themes.” 2013. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/50570.

MLA Handbook (7th Edition):

Bhandari, Naina Arvin. “Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers' and special education teachers\' perceptions on collaborative themes.” 2013. Web. 04 Mar 2021.

Vancouver:

Bhandari NA. Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers' and special education teachers\' perceptions on collaborative themes. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/50570.

Council of Science Editors:

Bhandari NA. Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers' and special education teachers\' perceptions on collaborative themes. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/50570

5. Carlson, James Starr. Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.

Degree: PhD, Curriculum and Instruction, 2017, Virginia Tech

 The purpose of this study was to characterize a methodological framework for preparing science educators to implement design-based engineering practices to intentionally teach targeted science… (more)

Subjects/Keywords: Teaching Competencies; Instructional Strategies; Design-Based Engineering Practices; Teacher Education; Delphi

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APA (6th Edition):

Carlson, J. S. (2017). Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77938

Chicago Manual of Style (16th Edition):

Carlson, James Starr. “Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.” 2017. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/77938.

MLA Handbook (7th Edition):

Carlson, James Starr. “Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.” 2017. Web. 04 Mar 2021.

Vancouver:

Carlson JS. Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/77938.

Council of Science Editors:

Carlson JS. Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/77938


Virginia Tech

6. Woo, Jihyun. Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula.

Degree: PhD, Career and Technical Education, 2019, Virginia Tech

 Since the world has become smaller, resulting in the development of a global economy, it is no longer adequate for countries to provide education in… (more)

Subjects/Keywords: Career and Technical Education; Global Competency; Business and Information Technology; Marketing; Curricula

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APA (6th Edition):

Woo, J. (2019). Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/90411

Chicago Manual of Style (16th Edition):

Woo, Jihyun. “Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula.” 2019. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/90411.

MLA Handbook (7th Edition):

Woo, Jihyun. “Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula.” 2019. Web. 04 Mar 2021.

Vancouver:

Woo J. Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/90411.

Council of Science Editors:

Woo J. Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/90411


Virginia Tech

7. Wigginton, Erin O'Donnell. The Choices and Uses of Technological Tools in High School Government Classes.

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

 The purpose of this study was to examine how government teachers make decisions regarding the type of technological tools they incorporate in their instruction. As… (more)

Subjects/Keywords: Technological Pedagogical Content Knowledge; social studies education; high school; government; technology

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APA (6th Edition):

Wigginton, E. O. (2011). The Choices and Uses of Technological Tools in High School Government Classes. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29493

Chicago Manual of Style (16th Edition):

Wigginton, Erin O'Donnell. “The Choices and Uses of Technological Tools in High School Government Classes.” 2011. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/29493.

MLA Handbook (7th Edition):

Wigginton, Erin O'Donnell. “The Choices and Uses of Technological Tools in High School Government Classes.” 2011. Web. 04 Mar 2021.

Vancouver:

Wigginton EO. The Choices and Uses of Technological Tools in High School Government Classes. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/29493.

Council of Science Editors:

Wigginton EO. The Choices and Uses of Technological Tools in High School Government Classes. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/29493

8. Felix, Allison. Design Based Science and Higher Order Thinking.

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

 Technological/engineering design based learning (T/E DBL) provides a context in which students may utilize content knowledge and skills to develop prototype solutions to real-world problems.… (more)

Subjects/Keywords: Technological/Engineering Design; Design Based Science; Design Based Learning; Higher Order Thinking; Cognitive Demand; Design Portfolio

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APA (6th Edition):

Felix, A. (2016). Design Based Science and Higher Order Thinking. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71746

Chicago Manual of Style (16th Edition):

Felix, Allison. “Design Based Science and Higher Order Thinking.” 2016. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/71746.

MLA Handbook (7th Edition):

Felix, Allison. “Design Based Science and Higher Order Thinking.” 2016. Web. 04 Mar 2021.

Vancouver:

Felix A. Design Based Science and Higher Order Thinking. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/71746.

Council of Science Editors:

Felix A. Design Based Science and Higher Order Thinking. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/71746


Virginia Tech

9. Schurr, Kelly Laural. Cognitive Structural Change and the Technological Design Process.

Degree: PhD, Curriculum and Instruction, 2013, Virginia Tech

 With increasing challenges from international competition and domestic demands for a technologically literate workforce, pressure is growing on the educational system to produce students that… (more)

Subjects/Keywords: concept map; meaningful learning; technological design; cognitive structure; assessment

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APA (6th Edition):

Schurr, K. L. (2013). Cognitive Structural Change and the Technological Design Process. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/22014

Chicago Manual of Style (16th Edition):

Schurr, Kelly Laural. “Cognitive Structural Change and the Technological Design Process.” 2013. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/22014.

MLA Handbook (7th Edition):

Schurr, Kelly Laural. “Cognitive Structural Change and the Technological Design Process.” 2013. Web. 04 Mar 2021.

Vancouver:

Schurr KL. Cognitive Structural Change and the Technological Design Process. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/22014.

Council of Science Editors:

Schurr KL. Cognitive Structural Change and the Technological Design Process. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/22014


Virginia Tech

10. Holt, Brent D. An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy.

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

 Researchers find that teacher self-efficacy influences student performance and student academic interest (Anderson, Green & Loewen, 1988; Ross, 1992; Ashton & Webb, 1986; Woolfolk &… (more)

Subjects/Keywords: Teacher self-efficacy; PLTW; Engineering education

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APA (6th Edition):

Holt, B. D. (2011). An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29552

Chicago Manual of Style (16th Edition):

Holt, Brent D. “An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy.” 2011. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/29552.

MLA Handbook (7th Edition):

Holt, Brent D. “An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy.” 2011. Web. 04 Mar 2021.

Vancouver:

Holt BD. An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/29552.

Council of Science Editors:

Holt BD. An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/29552


Virginia Tech

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

Degree: PhD, Educational Psychology, 2012, Virginia Tech

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Rakes, Edward Lee. “The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences.” 2012. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/28689.

MLA Handbook (7th Edition):

Rakes, Edward Lee. “The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences.” 2012. Web. 04 Mar 2021.

Vancouver:

Rakes EL. The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/28689.

Council of Science Editors:

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


Virginia Tech

12. Klimaitis, Cindy Carter. Instructional Practices for Science, Technology, Engineering, and Mathematics (STEM) Lessons for K–12 Students With Disabilities: Perceptions of Teachers From a Virginia Suburban School Division.

Degree: PhD, Educational Leadership and Policy Studies, 2020, Virginia Tech

 Implementation of key instructional practices for STEM lessons can improve inclusivity for SWD. Knowledge of barriers and desired professional development can also increase inclusiveness. STEM… (more)

Subjects/Keywords: STEM Education; Students with Disabilities; access; barriers; instructional practices; professional development

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APA (6th Edition):

Klimaitis, C. C. (2020). Instructional Practices for Science, Technology, Engineering, and Mathematics (STEM) Lessons for K–12 Students With Disabilities: Perceptions of Teachers From a Virginia Suburban School Division. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/100064

Chicago Manual of Style (16th Edition):

Klimaitis, Cindy Carter. “Instructional Practices for Science, Technology, Engineering, and Mathematics (STEM) Lessons for K–12 Students With Disabilities: Perceptions of Teachers From a Virginia Suburban School Division.” 2020. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/100064.

MLA Handbook (7th Edition):

Klimaitis, Cindy Carter. “Instructional Practices for Science, Technology, Engineering, and Mathematics (STEM) Lessons for K–12 Students With Disabilities: Perceptions of Teachers From a Virginia Suburban School Division.” 2020. Web. 04 Mar 2021.

Vancouver:

Klimaitis CC. Instructional Practices for Science, Technology, Engineering, and Mathematics (STEM) Lessons for K–12 Students With Disabilities: Perceptions of Teachers From a Virginia Suburban School Division. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/100064.

Council of Science Editors:

Klimaitis CC. Instructional Practices for Science, Technology, Engineering, and Mathematics (STEM) Lessons for K–12 Students With Disabilities: Perceptions of Teachers From a Virginia Suburban School Division. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/100064


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Mullins Jr, Ricky Dale. “Dewey, Disability, and Democratic Education.” 2019. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/89091.

MLA Handbook (7th Edition):

Mullins Jr, Ricky Dale. “Dewey, Disability, and Democratic Education.” 2019. Web. 04 Mar 2021.

Vancouver:

Mullins Jr RD. Dewey, Disability, and Democratic Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/89091.

Council of Science Editors:

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


Virginia Tech

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

Degree: PhD, Curriculum and Instruction, 2017, Virginia Tech

 The civic mission of the National Council for the Social Studies (NCSS) affirms the need for teachers to meet the unique and diverse learning needs… (more)

Subjects/Keywords: Professional Working Theory; Secondary Education; Social Studies Education; Special Education; Teacher Education

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APA (6th Edition):

Minarik, D. W. (2017). Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86382

Chicago Manual of Style (16th Edition):

Minarik, Darren William. “Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study.” 2017. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/86382.

MLA Handbook (7th Edition):

Minarik, Darren William. “Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study.” 2017. Web. 04 Mar 2021.

Vancouver:

Minarik DW. Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/86382.

Council of Science Editors:

Minarik DW. Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/86382


Virginia Tech

15. Banks, Amanda Brooks. Preparing K-12 Educators to Teach Students with Disabilities.

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

 My dissertation is comprised of two manuscripts on preparing educators to address the needs of students with disabilities. The first manuscript is a systematic review… (more)

Subjects/Keywords: preservice preparation; teacher education; special education teachers

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APA (6th Edition):

Banks, A. B. (2018). Preparing K-12 Educators to Teach Students with Disabilities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83802

Chicago Manual of Style (16th Edition):

Banks, Amanda Brooks. “Preparing K-12 Educators to Teach Students with Disabilities.” 2018. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/83802.

MLA Handbook (7th Edition):

Banks, Amanda Brooks. “Preparing K-12 Educators to Teach Students with Disabilities.” 2018. Web. 04 Mar 2021.

Vancouver:

Banks AB. Preparing K-12 Educators to Teach Students with Disabilities. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/83802.

Council of Science Editors:

Banks AB. Preparing K-12 Educators to Teach Students with Disabilities. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83802


Virginia Tech

16. Washburn, Jocelyn. A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency.

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

 This research draws attention to the academic learning experiences for adolescents, with particular attention to adolescents with limited reading proficiency. The first article examines the… (more)

Subjects/Keywords: adolescent literacy; reading comprehension; intervention; strategies; skills; oral reading fluency; prosody

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APA (6th Edition):

Washburn, J. (2020). A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/99061

Chicago Manual of Style (16th Edition):

Washburn, Jocelyn. “A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency.” 2020. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/99061.

MLA Handbook (7th Edition):

Washburn, Jocelyn. “A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency.” 2020. Web. 04 Mar 2021.

Vancouver:

Washburn J. A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/99061.

Council of Science Editors:

Washburn J. A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/99061


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Sun, Wei. “The relationship among middle school students' motivation perceptions of science class, science identification and career goals.” 2018. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/83454.

MLA Handbook (7th Edition):

Sun, Wei. “The relationship among middle school students' motivation perceptions of science class, science identification and career goals.” 2018. Web. 04 Mar 2021.

Vancouver:

Sun W. The relationship among middle school students' motivation perceptions of science class, science identification and career goals. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/83454.

Council of Science Editors:

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


Virginia Tech

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

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

 The purpose of this study was to understand how secondary level United States History teachers approached controversial issues in their standards-based, high-stakes testing classrooms. Controversial… (more)

Subjects/Keywords: controversial issues; secondary level; standards-based; high-stakes testing

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APA (6th Edition):

Nichols-Cocke, C. M. (2014). Controversial Issues in United States History Classrooms: Teachers' Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/47795

Chicago Manual of Style (16th Edition):

Nichols-Cocke, Cathy Marie. “Controversial Issues in United States History Classrooms: Teachers' Perspectives.” 2014. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/47795.

MLA Handbook (7th Edition):

Nichols-Cocke, Cathy Marie. “Controversial Issues in United States History Classrooms: Teachers' Perspectives.” 2014. Web. 04 Mar 2021.

Vancouver:

Nichols-Cocke CM. Controversial Issues in United States History Classrooms: Teachers' Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/47795.

Council of Science Editors:

Nichols-Cocke CM. Controversial Issues in United States History Classrooms: Teachers' Perspectives. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/47795


Virginia Tech

19. Peterson, Bryanne. Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders.

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

 The Federal Government has called for an overhaul of STEM education, saying that we as a nation must increase “opportunities for young Americans to gain… (more)

Subjects/Keywords: Elementary Education; STEM Education; Scientific Inquiry; Design Based Learning; Career; CTE; Career Interest; STEM Attitudes; Integrative STEM Education

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APA (6th Edition):

Peterson, B. (2018). Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/94557

Chicago Manual of Style (16th Edition):

Peterson, Bryanne. “Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders.” 2018. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/94557.

MLA Handbook (7th Edition):

Peterson, Bryanne. “Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders.” 2018. Web. 04 Mar 2021.

Vancouver:

Peterson B. Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/94557.

Council of Science Editors:

Peterson B. Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/94557


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Rossi, Louis Alfonso III. “Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.” 2018. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/83868.

MLA Handbook (7th Edition):

Rossi, Louis Alfonso III. “Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.” 2018. Web. 04 Mar 2021.

Vancouver:

Rossi LAI. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/83868.

Council of Science Editors:

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


Virginia Tech

21. Hudson, Robyn Lynn. The effect of disability disclosure on the graduation rates of college students with disabilities.

Degree: PhD, Curriculum and Instruction, 2013, Virginia Tech

 Previous studies on postsecondary graduation rates indicated that college students with disabilities have lower graduation rates than students without disabilities. As many college students do… (more)

Subjects/Keywords: college student; postsecondary; disability; graduation; disability disclosure

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APA (6th Edition):

Hudson, R. L. (2013). The effect of disability disclosure on the graduation rates of college students with disabilities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/24072

Chicago Manual of Style (16th Edition):

Hudson, Robyn Lynn. “The effect of disability disclosure on the graduation rates of college students with disabilities.” 2013. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/24072.

MLA Handbook (7th Edition):

Hudson, Robyn Lynn. “The effect of disability disclosure on the graduation rates of college students with disabilities.” 2013. Web. 04 Mar 2021.

Vancouver:

Hudson RL. The effect of disability disclosure on the graduation rates of college students with disabilities. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/24072.

Council of Science Editors:

Hudson RL. The effect of disability disclosure on the graduation rates of college students with disabilities. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/24072


Virginia Tech

22. Workman, April Michelle. The Attitudes of School Principals Toward the Inclusion of Students With Autism Spectrum Disorder in General Education Setting: Virginia Superintendent's Region 7.

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

 The placement of students with Autism Spectrum Disorder (ASD) in the inclusive general education setting has become a challenging task for public school principals. The… (more)

Subjects/Keywords: Autism

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APA (6th Edition):

Workman, A. M. (2016). The Attitudes of School Principals Toward the Inclusion of Students With Autism Spectrum Disorder in General Education Setting: Virginia Superintendent's Region 7. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71821

Chicago Manual of Style (16th Edition):

Workman, April Michelle. “The Attitudes of School Principals Toward the Inclusion of Students With Autism Spectrum Disorder in General Education Setting: Virginia Superintendent's Region 7.” 2016. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/71821.

MLA Handbook (7th Edition):

Workman, April Michelle. “The Attitudes of School Principals Toward the Inclusion of Students With Autism Spectrum Disorder in General Education Setting: Virginia Superintendent's Region 7.” 2016. Web. 04 Mar 2021.

Vancouver:

Workman AM. The Attitudes of School Principals Toward the Inclusion of Students With Autism Spectrum Disorder in General Education Setting: Virginia Superintendent's Region 7. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/71821.

Council of Science Editors:

Workman AM. The Attitudes of School Principals Toward the Inclusion of Students With Autism Spectrum Disorder in General Education Setting: Virginia Superintendent's Region 7. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/71821

23. Lewis, Everton Ray. Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica.

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

 There is a perception among faculty at the University of Technology, Jamaica (UTech) that Industrial Technology students in the Faculty of Education and Liberal Studies… (more)

Subjects/Keywords: Reciprocal Teaching; Cloze Test; Metacognition; Reading Comprehension

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APA (6th Edition):

Lewis, E. R. (2016). Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/70860

Chicago Manual of Style (16th Edition):

Lewis, Everton Ray. “Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica.” 2016. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/70860.

MLA Handbook (7th Edition):

Lewis, Everton Ray. “Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica.” 2016. Web. 04 Mar 2021.

Vancouver:

Lewis ER. Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/70860.

Council of Science Editors:

Lewis ER. Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/70860


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Bass, Erika Lynn. “Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers.” 2019. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/89343.

MLA Handbook (7th Edition):

Bass, Erika Lynn. “Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers.” 2019. Web. 04 Mar 2021.

Vancouver:

Bass EL. Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/89343.

Council of Science Editors:

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


Virginia Tech

25. Mazurek, Bethany Christine. Evaluating Collaborative Relationships Between K-12 Public and Private Day Schools in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2020, Virginia Tech

 This study evaluated the collaborative relationship between public and private day schools in Virginia when serving students with special needs. Supporting research on the conditions… (more)

Subjects/Keywords: collaborative relationships; special education; continuum of services; public school; private day school

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APA (6th Edition):

Mazurek, B. C. (2020). Evaluating Collaborative Relationships Between K-12 Public and Private Day Schools in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/97380

Chicago Manual of Style (16th Edition):

Mazurek, Bethany Christine. “Evaluating Collaborative Relationships Between K-12 Public and Private Day Schools in Virginia.” 2020. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/97380.

MLA Handbook (7th Edition):

Mazurek, Bethany Christine. “Evaluating Collaborative Relationships Between K-12 Public and Private Day Schools in Virginia.” 2020. Web. 04 Mar 2021.

Vancouver:

Mazurek BC. Evaluating Collaborative Relationships Between K-12 Public and Private Day Schools in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/97380.

Council of Science Editors:

Mazurek BC. Evaluating Collaborative Relationships Between K-12 Public and Private Day Schools in Virginia. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/97380


Virginia Tech

26. Besterman, Keith Richard. STEM Educators' Preparedness for English Language Learners in the United States.

Degree: PhD, Curriculum and Instruction, 2017, Virginia Tech

 In the United States STEM (Science, Technology, Engineering, and Mathematics) education is increasingly being promoted as a key component of preparing students for the reality… (more)

Subjects/Keywords: STEM Education; School and Staffing Survey Teacher Questionnaire; English Language Learners

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APA (6th Edition):

Besterman, K. R. (2017). STEM Educators' Preparedness for English Language Learners in the United States. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/88032

Chicago Manual of Style (16th Edition):

Besterman, Keith Richard. “STEM Educators' Preparedness for English Language Learners in the United States.” 2017. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/88032.

MLA Handbook (7th Edition):

Besterman, Keith Richard. “STEM Educators' Preparedness for English Language Learners in the United States.” 2017. Web. 04 Mar 2021.

Vancouver:

Besterman KR. STEM Educators' Preparedness for English Language Learners in the United States. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/88032.

Council of Science Editors:

Besterman KR. STEM Educators' Preparedness for English Language Learners in the United States. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/88032


Virginia Tech

27. Klopfer, Michelle Davis. Academic Profiles of Science Students: An Analysis of Longitudinal Data on Virginia Students.

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

 In recent decades, United States public school education has moved toward standards-based curricula. However, performance on standardized tests may not represent subject knowledge or job… (more)

Subjects/Keywords: science education; STEM; longitudinal data; standards; assessment

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APA (6th Edition):

Klopfer, M. D. (2020). Academic Profiles of Science Students: An Analysis of Longitudinal Data on Virginia Students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/97401

Chicago Manual of Style (16th Edition):

Klopfer, Michelle Davis. “Academic Profiles of Science Students: An Analysis of Longitudinal Data on Virginia Students.” 2020. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/97401.

MLA Handbook (7th Edition):

Klopfer, Michelle Davis. “Academic Profiles of Science Students: An Analysis of Longitudinal Data on Virginia Students.” 2020. Web. 04 Mar 2021.

Vancouver:

Klopfer MD. Academic Profiles of Science Students: An Analysis of Longitudinal Data on Virginia Students. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/97401.

Council of Science Editors:

Klopfer MD. Academic Profiles of Science Students: An Analysis of Longitudinal Data on Virginia Students. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/97401


Virginia Tech

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

Degree: PhD, Curriculum and Instruction, 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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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

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

Degree: PhD, Curriculum and Instruction, 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 March 04, 2021. 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. 04 Mar 2021.

Vancouver:

Snyder JD. The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Mar 04]. 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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Alazmi, Huda Salem. “The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait.” 2020. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/97906.

MLA Handbook (7th Edition):

Alazmi, Huda Salem. “The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait.” 2020. Web. 04 Mar 2021.

Vancouver:

Alazmi HS. The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/97906.

Council of Science Editors:

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

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