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Level: dissertation

You searched for subject:( Accounting Study AND teaching Higher ). Showing records 1 – 30 of 33 total matches.

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1. Roberts, Guy Andrew Scott. Going beyond our borders : global literature and teacher choice.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2009, University of San Francisco

unavailable

Subjects/Keywords: Literature; Study and teaching (Higher); Books and reading; English teachers; International baccalaureate; Citizenship; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Roberts, G. A. S. (2009). Going beyond our borders : global literature and teacher choice. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/171

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Roberts, Guy Andrew Scott. “Going beyond our borders : global literature and teacher choice.” 2009. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/171.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Roberts, Guy Andrew Scott. “Going beyond our borders : global literature and teacher choice.” 2009. Web. 18 Oct 2019.

Vancouver:

Roberts GAS. Going beyond our borders : global literature and teacher choice. [Internet] [Thesis]. University of San Francisco; 2009. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/171.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Roberts GAS. Going beyond our borders : global literature and teacher choice. [Thesis]. University of San Francisco; 2009. Available from: https://repository.usfca.edu/diss/171

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Leonard, Michael. Teaching critical thinking in a community-college art-history learning environment : a comparison of implicit instruction versus a combination of implicit and explicit instruction.

Degree: Doctor of Education (EdD), Learning and Instruction, 2007, University of San Francisco

unavailable

Subjects/Keywords: Critical thinking; Art History; Study and teaching (Higher); Implicit learning; Learning Psychology; Community colleges; Education

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APA (6th Edition):

Leonard, M. (2007). Teaching critical thinking in a community-college art-history learning environment : a comparison of implicit instruction versus a combination of implicit and explicit instruction. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/254

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Leonard, Michael. “Teaching critical thinking in a community-college art-history learning environment : a comparison of implicit instruction versus a combination of implicit and explicit instruction.” 2007. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/254.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Leonard, Michael. “Teaching critical thinking in a community-college art-history learning environment : a comparison of implicit instruction versus a combination of implicit and explicit instruction.” 2007. Web. 18 Oct 2019.

Vancouver:

Leonard M. Teaching critical thinking in a community-college art-history learning environment : a comparison of implicit instruction versus a combination of implicit and explicit instruction. [Internet] [Thesis]. University of San Francisco; 2007. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/254.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Leonard M. Teaching critical thinking in a community-college art-history learning environment : a comparison of implicit instruction versus a combination of implicit and explicit instruction. [Thesis]. University of San Francisco; 2007. Available from: https://repository.usfca.edu/diss/254

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Hurwitz, Carol Berry. Undergraduate students' perceptions of their Holocaust and genocide education.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2007, University of San Francisco

unavailable

Subjects/Keywords: University of San Francisco Students; Attitudes; Holocaust Jewish; Study and teaching (Higher); Genocide; Education

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APA (6th Edition):

Hurwitz, C. B. (2007). Undergraduate students' perceptions of their Holocaust and genocide education. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/148

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hurwitz, Carol Berry. “Undergraduate students' perceptions of their Holocaust and genocide education.” 2007. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/148.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hurwitz, Carol Berry. “Undergraduate students' perceptions of their Holocaust and genocide education.” 2007. Web. 18 Oct 2019.

Vancouver:

Hurwitz CB. Undergraduate students' perceptions of their Holocaust and genocide education. [Internet] [Thesis]. University of San Francisco; 2007. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/148.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hurwitz CB. Undergraduate students' perceptions of their Holocaust and genocide education. [Thesis]. University of San Francisco; 2007. Available from: https://repository.usfca.edu/diss/148

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Erskine, Robertson Scott. The sound of ink : a Bakhtinian analysis of expressive intonation in written feedback on essays of first and second language community college students of English composition.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2008, University of San Francisco

unavailable

Subjects/Keywords: Mikhail Bakhtin; English language; Study and teaching (Higher); Feedback (Psychology); Community college students; English language Intonation; Education

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APA (6th Edition):

Erskine, R. S. (2008). The sound of ink : a Bakhtinian analysis of expressive intonation in written feedback on essays of first and second language community college students of English composition. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/163

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Erskine, Robertson Scott. “The sound of ink : a Bakhtinian analysis of expressive intonation in written feedback on essays of first and second language community college students of English composition.” 2008. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/163.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Erskine, Robertson Scott. “The sound of ink : a Bakhtinian analysis of expressive intonation in written feedback on essays of first and second language community college students of English composition.” 2008. Web. 18 Oct 2019.

Vancouver:

Erskine RS. The sound of ink : a Bakhtinian analysis of expressive intonation in written feedback on essays of first and second language community college students of English composition. [Internet] [Thesis]. University of San Francisco; 2008. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/163.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Erskine RS. The sound of ink : a Bakhtinian analysis of expressive intonation in written feedback on essays of first and second language community college students of English composition. [Thesis]. University of San Francisco; 2008. Available from: https://repository.usfca.edu/diss/163

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

5. Stanek, Tomasz Bogdan. Applications of the well-educated mind 2003 concept by Susan Bauer in the Southern California history classrooms.

Degree: Doctor of Education in Educational Leadership, Educational Leadership and Curriculum, 2012, California State University – San Bernardino

  The purpose of this study is to discover how courses in world history and United States history are taught in Southern California secondary schools.… (more)

Subjects/Keywords: World history  – Study and teaching (Secondary)  – Curricula  – California; Southern; High school teachers  – California; Southern  – Attitudes; Educational evaluation; Education; Secondary  – Aims and objectives; Curriculum evaluation; Curriculum planning; Effective teaching; United States  – History  – Study and teaching (Secondary)  – Curricula  – California; Southern; Educational Leadership; Secondary Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Stanek, T. B. (2012). Applications of the well-educated mind 2003 concept by Susan Bauer in the Southern California history classrooms. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/134

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Stanek, Tomasz Bogdan. “Applications of the well-educated mind 2003 concept by Susan Bauer in the Southern California history classrooms.” 2012. Thesis, California State University – San Bernardino. Accessed October 18, 2019. http://scholarworks.lib.csusb.edu/etd-project/134.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Stanek, Tomasz Bogdan. “Applications of the well-educated mind 2003 concept by Susan Bauer in the Southern California history classrooms.” 2012. Web. 18 Oct 2019.

Vancouver:

Stanek TB. Applications of the well-educated mind 2003 concept by Susan Bauer in the Southern California history classrooms. [Internet] [Thesis]. California State University – San Bernardino; 2012. [cited 2019 Oct 18]. Available from: http://scholarworks.lib.csusb.edu/etd-project/134.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stanek TB. Applications of the well-educated mind 2003 concept by Susan Bauer in the Southern California history classrooms. [Thesis]. California State University – San Bernardino; 2012. Available from: http://scholarworks.lib.csusb.edu/etd-project/134

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Kennesaw State University

6. Steele, Tonya E. An Investigation of the Perceptions of Induction Support of First Year Alternatively Certificated Teachers.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

  In response to address teacher shortages, urban schools have begun the practice of hiring alternatively certified teachers to staff classrooms with highly qualified teachers.… (more)

Subjects/Keywords: first year teachers; alternative teaching certification; administrative support; teacher perceptions; case study; Teacher Education and Professional Development

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APA (6th Edition):

Steele, T. E. (2013). An Investigation of the Perceptions of Induction Support of First Year Alternatively Certificated Teachers. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/583

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Steele, Tonya E. “An Investigation of the Perceptions of Induction Support of First Year Alternatively Certificated Teachers.” 2013. Thesis, Kennesaw State University. Accessed October 18, 2019. https://digitalcommons.kennesaw.edu/etd/583.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Steele, Tonya E. “An Investigation of the Perceptions of Induction Support of First Year Alternatively Certificated Teachers.” 2013. Web. 18 Oct 2019.

Vancouver:

Steele TE. An Investigation of the Perceptions of Induction Support of First Year Alternatively Certificated Teachers. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Oct 18]. Available from: https://digitalcommons.kennesaw.edu/etd/583.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Steele TE. An Investigation of the Perceptions of Induction Support of First Year Alternatively Certificated Teachers. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/583

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Florida International University

7. Cook, Mary Lou. The design of a course module for addiction counselors using a systems approach to training (SAT) format.

Degree: Doctor of Education (EdD), Counselor Education, 1994, Florida International University

  This study investigated the problem of lack of a standardized curriculum in chemical dependency curricula to train the Certified Addiction Professional Counselor. The Columbia… (more)

Subjects/Keywords: Substance abuse; Study and teaching; Counselor Education

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APA (6th Edition):

Cook, M. L. (1994). The design of a course module for addiction counselors using a systems approach to training (SAT) format. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2527 ; 10.25148/etd.FI14061501 ; FI14061501

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cook, Mary Lou. “The design of a course module for addiction counselors using a systems approach to training (SAT) format.” 1994. Thesis, Florida International University. Accessed October 18, 2019. http://digitalcommons.fiu.edu/etd/2527 ; 10.25148/etd.FI14061501 ; FI14061501.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cook, Mary Lou. “The design of a course module for addiction counselors using a systems approach to training (SAT) format.” 1994. Web. 18 Oct 2019.

Vancouver:

Cook ML. The design of a course module for addiction counselors using a systems approach to training (SAT) format. [Internet] [Thesis]. Florida International University; 1994. [cited 2019 Oct 18]. Available from: http://digitalcommons.fiu.edu/etd/2527 ; 10.25148/etd.FI14061501 ; FI14061501.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cook ML. The design of a course module for addiction counselors using a systems approach to training (SAT) format. [Thesis]. Florida International University; 1994. Available from: http://digitalcommons.fiu.edu/etd/2527 ; 10.25148/etd.FI14061501 ; FI14061501

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Ruggenberg, Shana. The effect of simulated clinical experience on knowledge, near transfer, and far transfer in nursing education.

Degree: Doctor of Education (EdD), Learning and Instruction, 2008, University of San Francisco

unavailable

Subjects/Keywords: Nursing; Study and teaching; Transfer of training; Simulation methods; Clinical competence; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ruggenberg, S. (2008). The effect of simulated clinical experience on knowledge, near transfer, and far transfer in nursing education. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/257

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ruggenberg, Shana. “The effect of simulated clinical experience on knowledge, near transfer, and far transfer in nursing education.” 2008. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/257.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ruggenberg, Shana. “The effect of simulated clinical experience on knowledge, near transfer, and far transfer in nursing education.” 2008. Web. 18 Oct 2019.

Vancouver:

Ruggenberg S. The effect of simulated clinical experience on knowledge, near transfer, and far transfer in nursing education. [Internet] [Thesis]. University of San Francisco; 2008. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/257.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ruggenberg S. The effect of simulated clinical experience on knowledge, near transfer, and far transfer in nursing education. [Thesis]. University of San Francisco; 2008. Available from: https://repository.usfca.edu/diss/257

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Mendoza Nebres, Michelle. Training in Summarizing Notes: Effects of Teaching Students a Self-Regulation Study Strategy in Science Learning.

Degree: Doctor of Education (EdD), Learning and Instruction, 2016, University of San Francisco

  The last two decades of national data assessments reveal that there has been a sharp decline in nationwide standardized test scores. International assessment data… (more)

Subjects/Keywords: elementary education; note taking; science literacy; self-regulated learning; self-regulation; study skills; Education; Elementary Education and Teaching; Science and Mathematics Education

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APA (6th Edition):

Mendoza Nebres, M. (2016). Training in Summarizing Notes: Effects of Teaching Students a Self-Regulation Study Strategy in Science Learning. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/316

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mendoza Nebres, Michelle. “Training in Summarizing Notes: Effects of Teaching Students a Self-Regulation Study Strategy in Science Learning.” 2016. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/316.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mendoza Nebres, Michelle. “Training in Summarizing Notes: Effects of Teaching Students a Self-Regulation Study Strategy in Science Learning.” 2016. Web. 18 Oct 2019.

Vancouver:

Mendoza Nebres M. Training in Summarizing Notes: Effects of Teaching Students a Self-Regulation Study Strategy in Science Learning. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/316.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mendoza Nebres M. Training in Summarizing Notes: Effects of Teaching Students a Self-Regulation Study Strategy in Science Learning. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/316

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Sheets, Ingrid. First-year learning of novice emergency-hire clinical nursing faculty : a qualitative study.

Degree: Doctor of Education (EdD), Learning and Instruction, 2008, University of San Francisco

unavailable

Subjects/Keywords: Nursing; Study and teaching; Clinical medicine; First year teachers; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sheets, I. (2008). First-year learning of novice emergency-hire clinical nursing faculty : a qualitative study. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/262

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sheets, Ingrid. “First-year learning of novice emergency-hire clinical nursing faculty : a qualitative study.” 2008. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/262.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sheets, Ingrid. “First-year learning of novice emergency-hire clinical nursing faculty : a qualitative study.” 2008. Web. 18 Oct 2019.

Vancouver:

Sheets I. First-year learning of novice emergency-hire clinical nursing faculty : a qualitative study. [Internet] [Thesis]. University of San Francisco; 2008. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/262.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sheets I. First-year learning of novice emergency-hire clinical nursing faculty : a qualitative study. [Thesis]. University of San Francisco; 2008. Available from: https://repository.usfca.edu/diss/262

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Simpson, Rosalind J. The effects of math instruction on fifth grade elementary students' math performance across four inclusive general education classrooms infused with the Afrocultural dimensions of communalism, orality, and movement.

Degree: Doctor of Education (EdD), Learning and Instruction, 2011, University of San Francisco

unavailable

Subjects/Keywords: Mathematics; Study and teaching (Elementary); Fifth grade (Education); Classroom environment; Afrocentrism; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Simpson, R. J. (2011). The effects of math instruction on fifth grade elementary students' math performance across four inclusive general education classrooms infused with the Afrocultural dimensions of communalism, orality, and movement. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/284

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Simpson, Rosalind J. “The effects of math instruction on fifth grade elementary students' math performance across four inclusive general education classrooms infused with the Afrocultural dimensions of communalism, orality, and movement.” 2011. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/284.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Simpson, Rosalind J. “The effects of math instruction on fifth grade elementary students' math performance across four inclusive general education classrooms infused with the Afrocultural dimensions of communalism, orality, and movement.” 2011. Web. 18 Oct 2019.

Vancouver:

Simpson RJ. The effects of math instruction on fifth grade elementary students' math performance across four inclusive general education classrooms infused with the Afrocultural dimensions of communalism, orality, and movement. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/284.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simpson RJ. The effects of math instruction on fifth grade elementary students' math performance across four inclusive general education classrooms infused with the Afrocultural dimensions of communalism, orality, and movement. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/284

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Huang, Shu Yu Sophia. The influence of kindergarten and first-grade literacy instruction on the 3rd- and 5th-grade students' reading achievement : findings from the Early childhood longitudinal study, kindergarten class, 1998-1999.

Degree: Doctor of Education (EdD), Learning and Instruction, 2008, University of San Francisco

unavailable

Subjects/Keywords: Literacy; Study and teaching (Elementary); United States; Reading (Elementary); Kindergarten; Longitudinal studies; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Huang, S. Y. S. (2008). The influence of kindergarten and first-grade literacy instruction on the 3rd- and 5th-grade students' reading achievement : findings from the Early childhood longitudinal study, kindergarten class, 1998-1999. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/264

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Huang, Shu Yu Sophia. “The influence of kindergarten and first-grade literacy instruction on the 3rd- and 5th-grade students' reading achievement : findings from the Early childhood longitudinal study, kindergarten class, 1998-1999.” 2008. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/264.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Huang, Shu Yu Sophia. “The influence of kindergarten and first-grade literacy instruction on the 3rd- and 5th-grade students' reading achievement : findings from the Early childhood longitudinal study, kindergarten class, 1998-1999.” 2008. Web. 18 Oct 2019.

Vancouver:

Huang SYS. The influence of kindergarten and first-grade literacy instruction on the 3rd- and 5th-grade students' reading achievement : findings from the Early childhood longitudinal study, kindergarten class, 1998-1999. [Internet] [Thesis]. University of San Francisco; 2008. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/264.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Huang SYS. The influence of kindergarten and first-grade literacy instruction on the 3rd- and 5th-grade students' reading achievement : findings from the Early childhood longitudinal study, kindergarten class, 1998-1999. [Thesis]. University of San Francisco; 2008. Available from: https://repository.usfca.edu/diss/264

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Essex, Gwen (J. Gwendolyn). Educational technology behaviors and expectations of students entering three dental programs : a bi-coastal study.

Degree: Doctor of Education (EdD), Learning and Instruction, 2009, University of San Francisco

unavailable

Subjects/Keywords: Dental students; United States; Attitudes; Dentistry; Study and teaching; Educational technology; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Essex, G. (. G. (2009). Educational technology behaviors and expectations of students entering three dental programs : a bi-coastal study. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/276

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Essex, Gwen (J Gwendolyn). “Educational technology behaviors and expectations of students entering three dental programs : a bi-coastal study.” 2009. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/276.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Essex, Gwen (J Gwendolyn). “Educational technology behaviors and expectations of students entering three dental programs : a bi-coastal study.” 2009. Web. 18 Oct 2019.

Vancouver:

Essex G(G. Educational technology behaviors and expectations of students entering three dental programs : a bi-coastal study. [Internet] [Thesis]. University of San Francisco; 2009. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/276.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Essex G(G. Educational technology behaviors and expectations of students entering three dental programs : a bi-coastal study. [Thesis]. University of San Francisco; 2009. Available from: https://repository.usfca.edu/diss/276

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Cannon, Tyrone Heath. Closing the digital divide : an assessment of urban graduate teacher education students' knowledge of information literacy and their readiness to integrate information literacy into their teaching.

Degree: Doctor of Education (EdD), Learning and Instruction, 2007, University of San Francisco

unavailable

Subjects/Keywords: Information literacy; Study and teaching; Teachers; Training; Special education; Digital divide; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cannon, T. H. (2007). Closing the digital divide : an assessment of urban graduate teacher education students' knowledge of information literacy and their readiness to integrate information literacy into their teaching. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/252

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cannon, Tyrone Heath. “Closing the digital divide : an assessment of urban graduate teacher education students' knowledge of information literacy and their readiness to integrate information literacy into their teaching.” 2007. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/252.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cannon, Tyrone Heath. “Closing the digital divide : an assessment of urban graduate teacher education students' knowledge of information literacy and their readiness to integrate information literacy into their teaching.” 2007. Web. 18 Oct 2019.

Vancouver:

Cannon TH. Closing the digital divide : an assessment of urban graduate teacher education students' knowledge of information literacy and their readiness to integrate information literacy into their teaching. [Internet] [Thesis]. University of San Francisco; 2007. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/252.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cannon TH. Closing the digital divide : an assessment of urban graduate teacher education students' knowledge of information literacy and their readiness to integrate information literacy into their teaching. [Thesis]. University of San Francisco; 2007. Available from: https://repository.usfca.edu/diss/252

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Nkou, Joseph. Teaching the Bible to Black Africans : (Toward a Methodological Approach to Bible Teaching Applied to the Beti Tribes of South-Cameroon).

Degree: EdD, Counseling Psychology, Ph.D., 1980, Andrews University

  Problem. This study is concerned with methods of teaching the Bible in Black Africa and particularly among the Beti tribes of South Cameroon. The… (more)

Subjects/Keywords: Bible – Study and teaching – Africa.; African Languages and Societies; Education; Religion

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APA (6th Edition):

Nkou, J. (1980). Teaching the Bible to Black Africans : (Toward a Methodological Approach to Bible Teaching Applied to the Beti Tribes of South-Cameroon). (Thesis). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/603

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nkou, Joseph. “Teaching the Bible to Black Africans : (Toward a Methodological Approach to Bible Teaching Applied to the Beti Tribes of South-Cameroon).” 1980. Thesis, Andrews University. Accessed October 18, 2019. https://digitalcommons.andrews.edu/dissertations/603.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nkou, Joseph. “Teaching the Bible to Black Africans : (Toward a Methodological Approach to Bible Teaching Applied to the Beti Tribes of South-Cameroon).” 1980. Web. 18 Oct 2019.

Vancouver:

Nkou J. Teaching the Bible to Black Africans : (Toward a Methodological Approach to Bible Teaching Applied to the Beti Tribes of South-Cameroon). [Internet] [Thesis]. Andrews University; 1980. [cited 2019 Oct 18]. Available from: https://digitalcommons.andrews.edu/dissertations/603.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nkou J. Teaching the Bible to Black Africans : (Toward a Methodological Approach to Bible Teaching Applied to the Beti Tribes of South-Cameroon). [Thesis]. Andrews University; 1980. Available from: https://digitalcommons.andrews.edu/dissertations/603

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Kennesaw State University

16. Jones, Joy. Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2017, Kennesaw State University

  ABSTRACT The purpose of this study is to examine teachers’ attitudes toward the implementation of educational innovations - with an explicit focus on social… (more)

Subjects/Keywords: social and emotional learning; Title I; teachers’ attitudes; teachers’ perceptions; teacher mentors; new teacher mentor program; new teacher support; induction programs; urban; multiple case study; Early Childhood Education; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jones, J. (2017). Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/18

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jones, Joy. “Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations.” 2017. Thesis, Kennesaw State University. Accessed October 18, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/18.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jones, Joy. “Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations.” 2017. Web. 18 Oct 2019.

Vancouver:

Jones J. Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Oct 18]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/18.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jones J. Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/18

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Silverthorne, Dina. Comparison of a residency-based educational model with a traditional clinical education model on perceived clinical decision-making competencies in undergraduate nursing students.

Degree: Doctor of Education (EdD), Learning and Instruction, 2008, University of San Francisco

unavailable

Subjects/Keywords: Nursing; Study and teaching (Residency); Clinical medicine; Decision making; Clinical competence; Nursing students; Education

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APA (6th Edition):

Silverthorne, D. (2008). Comparison of a residency-based educational model with a traditional clinical education model on perceived clinical decision-making competencies in undergraduate nursing students. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/266

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Silverthorne, Dina. “Comparison of a residency-based educational model with a traditional clinical education model on perceived clinical decision-making competencies in undergraduate nursing students.” 2008. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/266.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Silverthorne, Dina. “Comparison of a residency-based educational model with a traditional clinical education model on perceived clinical decision-making competencies in undergraduate nursing students.” 2008. Web. 18 Oct 2019.

Vancouver:

Silverthorne D. Comparison of a residency-based educational model with a traditional clinical education model on perceived clinical decision-making competencies in undergraduate nursing students. [Internet] [Thesis]. University of San Francisco; 2008. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/266.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Silverthorne D. Comparison of a residency-based educational model with a traditional clinical education model on perceived clinical decision-making competencies in undergraduate nursing students. [Thesis]. University of San Francisco; 2008. Available from: https://repository.usfca.edu/diss/266

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Dosanjh, Navdeep. The effects of three concept mapping strategies on seventh-grade students' science achievement at an urban middle school.

Degree: Doctor of Education (EdD), Learning and Instruction, 2011, University of San Francisco

unavailable

Subjects/Keywords: Concept mapping; Science; Study and teaching (Middle school); Academic achievement; Learning strategies; Seventh grade (Education); Education

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APA (6th Edition):

Dosanjh, N. (2011). The effects of three concept mapping strategies on seventh-grade students' science achievement at an urban middle school. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/285

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dosanjh, Navdeep. “The effects of three concept mapping strategies on seventh-grade students' science achievement at an urban middle school.” 2011. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/285.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dosanjh, Navdeep. “The effects of three concept mapping strategies on seventh-grade students' science achievement at an urban middle school.” 2011. Web. 18 Oct 2019.

Vancouver:

Dosanjh N. The effects of three concept mapping strategies on seventh-grade students' science achievement at an urban middle school. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/285.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dosanjh N. The effects of three concept mapping strategies on seventh-grade students' science achievement at an urban middle school. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/285

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Ramirez, Sophia Santana. Developing ethnic identity through Chicano.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2008, University of San Francisco

unavailable

Subjects/Keywords: Study and teaching (Secondary); California Central Valley; Ethnic identity; Mexican American students; High school students; Student aspirations; Education

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APA (6th Edition):

Ramirez, S. S. (2008). Developing ethnic identity through Chicano. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/158

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ramirez, Sophia Santana. “Developing ethnic identity through Chicano.” 2008. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/158.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ramirez, Sophia Santana. “Developing ethnic identity through Chicano.” 2008. Web. 18 Oct 2019.

Vancouver:

Ramirez SS. Developing ethnic identity through Chicano. [Internet] [Thesis]. University of San Francisco; 2008. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/158.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ramirez SS. Developing ethnic identity through Chicano. [Thesis]. University of San Francisco; 2008. Available from: https://repository.usfca.edu/diss/158

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Dutra, Danette Kathleen. Nurse educators' implementation of concept mapping, case studies, and reflective-thinking exercises in undergraduate didactic nursing courses at baccalaureate schools of nursing.

Degree: Doctor of Education (EdD), Learning and Instruction, 2009, University of San Francisco

unavailable

Subjects/Keywords: Concept mapping; Case method; Reflective learning; Student-centered learning; Nursing; Study and teaching; Education

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APA (6th Edition):

Dutra, D. K. (2009). Nurse educators' implementation of concept mapping, case studies, and reflective-thinking exercises in undergraduate didactic nursing courses at baccalaureate schools of nursing. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/277

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dutra, Danette Kathleen. “Nurse educators' implementation of concept mapping, case studies, and reflective-thinking exercises in undergraduate didactic nursing courses at baccalaureate schools of nursing.” 2009. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/277.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dutra, Danette Kathleen. “Nurse educators' implementation of concept mapping, case studies, and reflective-thinking exercises in undergraduate didactic nursing courses at baccalaureate schools of nursing.” 2009. Web. 18 Oct 2019.

Vancouver:

Dutra DK. Nurse educators' implementation of concept mapping, case studies, and reflective-thinking exercises in undergraduate didactic nursing courses at baccalaureate schools of nursing. [Internet] [Thesis]. University of San Francisco; 2009. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/277.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dutra DK. Nurse educators' implementation of concept mapping, case studies, and reflective-thinking exercises in undergraduate didactic nursing courses at baccalaureate schools of nursing. [Thesis]. University of San Francisco; 2009. Available from: https://repository.usfca.edu/diss/277

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Kwong, Anna Yan Yan. Using a standardized communication tool SBAR to improve LVN students' shift reporting.

Degree: Doctor of Education (EdD), Learning and Instruction, 2011, University of San Francisco

unavailable

Subjects/Keywords: Communication in nursing; Practical nursing; Study and teaching; Nursing students; Shift systems; Long-term memory; Education

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APA (6th Edition):

Kwong, A. Y. Y. (2011). Using a standardized communication tool SBAR to improve LVN students' shift reporting. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/281

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kwong, Anna Yan Yan. “Using a standardized communication tool SBAR to improve LVN students' shift reporting.” 2011. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/281.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kwong, Anna Yan Yan. “Using a standardized communication tool SBAR to improve LVN students' shift reporting.” 2011. Web. 18 Oct 2019.

Vancouver:

Kwong AYY. Using a standardized communication tool SBAR to improve LVN students' shift reporting. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/281.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kwong AYY. Using a standardized communication tool SBAR to improve LVN students' shift reporting. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/281

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Hughes, Barbara Ellen. An exploration of self-reflection and critical-thinking exhibited in visual-arts students' portfolios at the secondary level.

Degree: Doctor of Education (EdD), Learning and Instruction, 2008, University of San Francisco

unavailable

Subjects/Keywords: Self-perception; Critical thinking; Art portfolios; Art Study and teaching (Secondary); Art teachers; Attitudes; Education

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APA (6th Edition):

Hughes, B. E. (2008). An exploration of self-reflection and critical-thinking exhibited in visual-arts students' portfolios at the secondary level. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/268

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hughes, Barbara Ellen. “An exploration of self-reflection and critical-thinking exhibited in visual-arts students' portfolios at the secondary level.” 2008. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/268.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hughes, Barbara Ellen. “An exploration of self-reflection and critical-thinking exhibited in visual-arts students' portfolios at the secondary level.” 2008. Web. 18 Oct 2019.

Vancouver:

Hughes BE. An exploration of self-reflection and critical-thinking exhibited in visual-arts students' portfolios at the secondary level. [Internet] [Thesis]. University of San Francisco; 2008. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/268.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hughes BE. An exploration of self-reflection and critical-thinking exhibited in visual-arts students' portfolios at the secondary level. [Thesis]. University of San Francisco; 2008. Available from: https://repository.usfca.edu/diss/268

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Niesyn, Mary Elizabeth. Collaborative planning and prewriting : the effects of structured peer collaborations on primary-age students' writing development.

Degree: Doctor of Education (EdD), Learning and Instruction, 2011, University of San Francisco

unavailable

Subjects/Keywords: English language; Composition and exercises; Study and teaching (Primary); Language arts (Primary); Group work in education; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Niesyn, M. E. (2011). Collaborative planning and prewriting : the effects of structured peer collaborations on primary-age students' writing development. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/286

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Niesyn, Mary Elizabeth. “Collaborative planning and prewriting : the effects of structured peer collaborations on primary-age students' writing development.” 2011. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/286.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Niesyn, Mary Elizabeth. “Collaborative planning and prewriting : the effects of structured peer collaborations on primary-age students' writing development.” 2011. Web. 18 Oct 2019.

Vancouver:

Niesyn ME. Collaborative planning and prewriting : the effects of structured peer collaborations on primary-age students' writing development. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/286.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Niesyn ME. Collaborative planning and prewriting : the effects of structured peer collaborations on primary-age students' writing development. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/286

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Knickerbocker, Katherine Gambs. Revisiting the language-music relationship : exploring pitch recognition and discourse intonation in adult ESL students.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2007, University of San Francisco

unavailable

Subjects/Keywords: Music and language; Musical pitch; English language Intonation; English language Study and teaching; Foreign speakers; Second language acquisition; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Knickerbocker, K. G. (2007). Revisiting the language-music relationship : exploring pitch recognition and discourse intonation in adult ESL students. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/146

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Knickerbocker, Katherine Gambs. “Revisiting the language-music relationship : exploring pitch recognition and discourse intonation in adult ESL students.” 2007. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/146.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Knickerbocker, Katherine Gambs. “Revisiting the language-music relationship : exploring pitch recognition and discourse intonation in adult ESL students.” 2007. Web. 18 Oct 2019.

Vancouver:

Knickerbocker KG. Revisiting the language-music relationship : exploring pitch recognition and discourse intonation in adult ESL students. [Internet] [Thesis]. University of San Francisco; 2007. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/146.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Knickerbocker KG. Revisiting the language-music relationship : exploring pitch recognition and discourse intonation in adult ESL students. [Thesis]. University of San Francisco; 2007. Available from: https://repository.usfca.edu/diss/146

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Wang, Tsueylin Tracy. Instructional strategies and teacher-student interaction in the classrooms of a Chinese immersion school.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2008, University of San Francisco

unavailable

Subjects/Keywords: Teacher-student relationships; Chinese language; Study and teaching; Immersion method; Second language acquisition; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wang, T. T. (2008). Instructional strategies and teacher-student interaction in the classrooms of a Chinese immersion school. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/154

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wang, Tsueylin Tracy. “Instructional strategies and teacher-student interaction in the classrooms of a Chinese immersion school.” 2008. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/154.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wang, Tsueylin Tracy. “Instructional strategies and teacher-student interaction in the classrooms of a Chinese immersion school.” 2008. Web. 18 Oct 2019.

Vancouver:

Wang TT. Instructional strategies and teacher-student interaction in the classrooms of a Chinese immersion school. [Internet] [Thesis]. University of San Francisco; 2008. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/154.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wang TT. Instructional strategies and teacher-student interaction in the classrooms of a Chinese immersion school. [Thesis]. University of San Francisco; 2008. Available from: https://repository.usfca.edu/diss/154

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Fagan, Yvette Marie. An analysis of 2005 NAEP 8th grade mathematics achievement items by content strand, problem type and language complexity.

Degree: Doctor of Education (EdD), Learning and Instruction, 2007, University of San Francisco

unavailable

Subjects/Keywords: National Assessment of Educational Progress; Mathematics; Study and teaching (Elementary); Mathematical ability; Testing; Achievement tests; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fagan, Y. M. (2007). An analysis of 2005 NAEP 8th grade mathematics achievement items by content strand, problem type and language complexity. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/255

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fagan, Yvette Marie. “An analysis of 2005 NAEP 8th grade mathematics achievement items by content strand, problem type and language complexity.” 2007. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/255.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fagan, Yvette Marie. “An analysis of 2005 NAEP 8th grade mathematics achievement items by content strand, problem type and language complexity.” 2007. Web. 18 Oct 2019.

Vancouver:

Fagan YM. An analysis of 2005 NAEP 8th grade mathematics achievement items by content strand, problem type and language complexity. [Internet] [Thesis]. University of San Francisco; 2007. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/255.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fagan YM. An analysis of 2005 NAEP 8th grade mathematics achievement items by content strand, problem type and language complexity. [Thesis]. University of San Francisco; 2007. Available from: https://repository.usfca.edu/diss/255

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Ramirez, Silvia. Organizational change and strategic schooling for English language learners : a case study.

Degree: Doctor of Education (EdD), Leadership Studies, 2009, University of San Francisco

unavailable

Subjects/Keywords: Educational change; Teacher effectiveness; English language; Study and teaching (Elementary); Foreign speakers; Organizational change; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ramirez, S. (2009). Organizational change and strategic schooling for English language learners : a case study. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/201

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ramirez, Silvia. “Organizational change and strategic schooling for English language learners : a case study.” 2009. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/201.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ramirez, Silvia. “Organizational change and strategic schooling for English language learners : a case study.” 2009. Web. 18 Oct 2019.

Vancouver:

Ramirez S. Organizational change and strategic schooling for English language learners : a case study. [Internet] [Thesis]. University of San Francisco; 2009. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/201.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ramirez S. Organizational change and strategic schooling for English language learners : a case study. [Thesis]. University of San Francisco; 2009. Available from: https://repository.usfca.edu/diss/201

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Inomata, Kimiyoshi. Japanese students' autonomy in learning English as a foreign language in out-of-school settings.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2008, University of San Francisco

unavailable

Subjects/Keywords: English language; Study and teaching (Secondary); Japanese speakers; Autonomy (Psychology); Second language acquisition; Experiential learning; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Inomata, K. (2008). Japanese students' autonomy in learning English as a foreign language in out-of-school settings. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/156

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Inomata, Kimiyoshi. “Japanese students' autonomy in learning English as a foreign language in out-of-school settings.” 2008. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/156.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Inomata, Kimiyoshi. “Japanese students' autonomy in learning English as a foreign language in out-of-school settings.” 2008. Web. 18 Oct 2019.

Vancouver:

Inomata K. Japanese students' autonomy in learning English as a foreign language in out-of-school settings. [Internet] [Thesis]. University of San Francisco; 2008. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/156.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Inomata K. Japanese students' autonomy in learning English as a foreign language in out-of-school settings. [Thesis]. University of San Francisco; 2008. Available from: https://repository.usfca.edu/diss/156

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Quattrin, Kevin. Fighting the freeloader effect : cooperation, attitude, and achievement in a Jesuit secondary math classroom.

Degree: Doctor of Education (EdD), Educational Leadership, 2007, University of San Francisco

unavailable

Subjects/Keywords: Jesuits; Education (Secondary); Mathematics; Study and teaching (Secondary); Group work in education; High school students; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Quattrin, K. (2007). Fighting the freeloader effect : cooperation, attitude, and achievement in a Jesuit secondary math classroom. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/128

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Quattrin, Kevin. “Fighting the freeloader effect : cooperation, attitude, and achievement in a Jesuit secondary math classroom.” 2007. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/128.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Quattrin, Kevin. “Fighting the freeloader effect : cooperation, attitude, and achievement in a Jesuit secondary math classroom.” 2007. Web. 18 Oct 2019.

Vancouver:

Quattrin K. Fighting the freeloader effect : cooperation, attitude, and achievement in a Jesuit secondary math classroom. [Internet] [Thesis]. University of San Francisco; 2007. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/128.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Quattrin K. Fighting the freeloader effect : cooperation, attitude, and achievement in a Jesuit secondary math classroom. [Thesis]. University of San Francisco; 2007. Available from: https://repository.usfca.edu/diss/128

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Frank, Alicia Roberts. The effect of instruction in orthographic conventions and morphological features on the reading fluency and comprehension skills of high-school freshmen.

Degree: Doctor of Education (EdD), Learning and Instruction, 2008, University of San Francisco

unavailable

Subjects/Keywords: English language; Orthography and spelling; Study and teaching (Secondary); Morphology; Reading (Secondary); Reading comprehension; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Frank, A. R. (2008). The effect of instruction in orthographic conventions and morphological features on the reading fluency and comprehension skills of high-school freshmen. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/263

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Frank, Alicia Roberts. “The effect of instruction in orthographic conventions and morphological features on the reading fluency and comprehension skills of high-school freshmen.” 2008. Thesis, University of San Francisco. Accessed October 18, 2019. https://repository.usfca.edu/diss/263.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Frank, Alicia Roberts. “The effect of instruction in orthographic conventions and morphological features on the reading fluency and comprehension skills of high-school freshmen.” 2008. Web. 18 Oct 2019.

Vancouver:

Frank AR. The effect of instruction in orthographic conventions and morphological features on the reading fluency and comprehension skills of high-school freshmen. [Internet] [Thesis]. University of San Francisco; 2008. [cited 2019 Oct 18]. Available from: https://repository.usfca.edu/diss/263.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Frank AR. The effect of instruction in orthographic conventions and morphological features on the reading fluency and comprehension skills of high-school freshmen. [Thesis]. University of San Francisco; 2008. Available from: https://repository.usfca.edu/diss/263

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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