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You searched for subject:( Multiage). Showing records 1 – 10 of 10 total matches.

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Kennesaw State University

1. Farrant, Aaron. THE EFFECT OF MULTIAGE GROUPING ON THE SELF-ESTEEM OF STUDENTS.

Degree: Doctor of Education in Educational Leadership for Learning Dissertations, Educational Leadership, 2017, Kennesaw State University

  Educators know children need to learn at a level that is appropriately challenging for them. If the material is too difficult, the children will… (more)

Subjects/Keywords: Multiage grouping; self-esteem; ability grouping; grouping models; dyslexia; differentiation; Education

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APA (6th Edition):

Farrant, A. (2017). THE EFFECT OF MULTIAGE GROUPING ON THE SELF-ESTEEM OF STUDENTS. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/educleaddoc_etd/8

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):

Farrant, Aaron. “THE EFFECT OF MULTIAGE GROUPING ON THE SELF-ESTEEM OF STUDENTS.” 2017. Thesis, Kennesaw State University. Accessed March 24, 2019. https://digitalcommons.kennesaw.edu/educleaddoc_etd/8.

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

MLA Handbook (7th Edition):

Farrant, Aaron. “THE EFFECT OF MULTIAGE GROUPING ON THE SELF-ESTEEM OF STUDENTS.” 2017. Web. 24 Mar 2019.

Vancouver:

Farrant A. THE EFFECT OF MULTIAGE GROUPING ON THE SELF-ESTEEM OF STUDENTS. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Mar 24]. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/8.

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

Council of Science Editors:

Farrant A. THE EFFECT OF MULTIAGE GROUPING ON THE SELF-ESTEEM OF STUDENTS. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/8

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

2. Ruesch, Cindy Lynn. Examining the Transition Experience of Students from Multiage Elementary Programs to Single-Grade Classrooms at the Middle School.

Degree: Doctor of Education (EdD), School of Education, 2012, Loyola University Chicago

Multiage programming is a school reform option used throughout the United States. Much of the current literature focuses on the short-term benefits of multiage(more)

Subjects/Keywords: multiage; transition; Education

…154 Implications for Multiage Classroom Elementary Educators ................. 155… …140 ix ABSTRACT Multiage programming is a school reform option used throughout the United… …States. Much of the current literature focuses on the short-term benefits of multiage programs… …might happen to students once they leave the multiage classroom and enter middle school. While… …this specific population, the multiage elementary student. The purpose of this simultaneous… 

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APA (6th Edition):

Ruesch, C. L. (2012). Examining the Transition Experience of Students from Multiage Elementary Programs to Single-Grade Classrooms at the Middle School. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/388

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):

Ruesch, Cindy Lynn. “Examining the Transition Experience of Students from Multiage Elementary Programs to Single-Grade Classrooms at the Middle School.” 2012. Thesis, Loyola University Chicago. Accessed March 24, 2019. https://ecommons.luc.edu/luc_diss/388.

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

MLA Handbook (7th Edition):

Ruesch, Cindy Lynn. “Examining the Transition Experience of Students from Multiage Elementary Programs to Single-Grade Classrooms at the Middle School.” 2012. Web. 24 Mar 2019.

Vancouver:

Ruesch CL. Examining the Transition Experience of Students from Multiage Elementary Programs to Single-Grade Classrooms at the Middle School. [Internet] [Thesis]. Loyola University Chicago; 2012. [cited 2019 Mar 24]. Available from: https://ecommons.luc.edu/luc_diss/388.

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

Council of Science Editors:

Ruesch CL. Examining the Transition Experience of Students from Multiage Elementary Programs to Single-Grade Classrooms at the Middle School. [Thesis]. Loyola University Chicago; 2012. Available from: https://ecommons.luc.edu/luc_diss/388

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

3. Harding, Tracy. Elements of a Strategic Implementation Plan: Implications for Enhancing Combination Classes Using a Multiage Framework.

Degree: MS, Education, 2015, Dominican University of California

  Combination classes are often created out of financial necessity rather than a desire to engage students in multiage learning. Teachers assigned to these classrooms… (more)

Subjects/Keywords: Combination classes; multiage; progressive education; Curriculum and Instruction; Educational Methods

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APA (6th Edition):

Harding, T. (2015). Elements of a Strategic Implementation Plan: Implications for Enhancing Combination Classes Using a Multiage Framework. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/207

Chicago Manual of Style (16th Edition):

Harding, Tracy. “Elements of a Strategic Implementation Plan: Implications for Enhancing Combination Classes Using a Multiage Framework.” 2015. Masters Thesis, Dominican University of California. Accessed March 24, 2019. https://scholar.dominican.edu/masters-theses/207.

MLA Handbook (7th Edition):

Harding, Tracy. “Elements of a Strategic Implementation Plan: Implications for Enhancing Combination Classes Using a Multiage Framework.” 2015. Web. 24 Mar 2019.

Vancouver:

Harding T. Elements of a Strategic Implementation Plan: Implications for Enhancing Combination Classes Using a Multiage Framework. [Internet] [Masters thesis]. Dominican University of California; 2015. [cited 2019 Mar 24]. Available from: https://scholar.dominican.edu/masters-theses/207.

Council of Science Editors:

Harding T. Elements of a Strategic Implementation Plan: Implications for Enhancing Combination Classes Using a Multiage Framework. [Masters Thesis]. Dominican University of California; 2015. Available from: https://scholar.dominican.edu/masters-theses/207


University of Arizona

4. Nichols, Edward Gerard. Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals .

Degree: 2009, University of Arizona

 This dissertation is a teacher research study of the ways that young children author themselves by negotiating teacher authority in the context of their dialogue… (more)

Subjects/Keywords: Authority; Dialogue Journals; language acquisition; Multiage; Resistance; Writing instruction

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APA (6th Edition):

Nichols, E. G. (2009). Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194191

Chicago Manual of Style (16th Edition):

Nichols, Edward Gerard. “Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals .” 2009. Doctoral Dissertation, University of Arizona. Accessed March 24, 2019. http://hdl.handle.net/10150/194191.

MLA Handbook (7th Edition):

Nichols, Edward Gerard. “Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals .” 2009. Web. 24 Mar 2019.

Vancouver:

Nichols EG. Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/10150/194191.

Council of Science Editors:

Nichols EG. Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/194191


East Tennessee State University

5. Harmon, Mary Frances. Comparison of the Academic Achievement of Primary School Students in Multiage and Traditional Classrooms.

Degree: EdD (Doctor of Education), Educational Leadership, 2001, East Tennessee State University

  The purpose of this study was to ascertain whether students in a kindergarten/first-grade multiage class achieve at a different level than students enrolled in… (more)

Subjects/Keywords: Developmentally Appropriate; Primary Grade Multiage; Multiage; Education; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Harmon, M. F. (2001). Comparison of the Academic Achievement of Primary School Students in Multiage and Traditional Classrooms. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/87

Chicago Manual of Style (16th Edition):

Harmon, Mary Frances. “Comparison of the Academic Achievement of Primary School Students in Multiage and Traditional Classrooms.” 2001. Doctoral Dissertation, East Tennessee State University. Accessed March 24, 2019. https://dc.etsu.edu/etd/87.

MLA Handbook (7th Edition):

Harmon, Mary Frances. “Comparison of the Academic Achievement of Primary School Students in Multiage and Traditional Classrooms.” 2001. Web. 24 Mar 2019.

Vancouver:

Harmon MF. Comparison of the Academic Achievement of Primary School Students in Multiage and Traditional Classrooms. [Internet] [Doctoral dissertation]. East Tennessee State University; 2001. [cited 2019 Mar 24]. Available from: https://dc.etsu.edu/etd/87.

Council of Science Editors:

Harmon MF. Comparison of the Academic Achievement of Primary School Students in Multiage and Traditional Classrooms. [Doctoral Dissertation]. East Tennessee State University; 2001. Available from: https://dc.etsu.edu/etd/87

6. Ana Cláudia da Rocha. As ações da prefeitura municipal de Campinas frente à demanda por vagas na educação infantil (2001-2008).

Degree: 2009, Universidade Federal de São Carlos

Este trabalho apresenta um estudo sobre a formulação e implementação de Políticas Públicas voltadas para o atendimento às crianças de 0 a 6 anos em… (more)

Subjects/Keywords: Políticas públicas; Educação infantil; Prefeituras municipais; Agrupamentos multietários; Naves-mãe; EDUCACAO; Pre-school education; Multiage pré-school

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APA (6th Edition):

Rocha, A. C. d. (2009). As ações da prefeitura municipal de Campinas frente à demanda por vagas na educação infantil (2001-2008). (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2831

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):

Rocha, Ana Cláudia da. “As ações da prefeitura municipal de Campinas frente à demanda por vagas na educação infantil (2001-2008).” 2009. Thesis, Universidade Federal de São Carlos. Accessed March 24, 2019. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2831.

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

MLA Handbook (7th Edition):

Rocha, Ana Cláudia da. “As ações da prefeitura municipal de Campinas frente à demanda por vagas na educação infantil (2001-2008).” 2009. Web. 24 Mar 2019.

Vancouver:

Rocha ACd. As ações da prefeitura municipal de Campinas frente à demanda por vagas na educação infantil (2001-2008). [Internet] [Thesis]. Universidade Federal de São Carlos; 2009. [cited 2019 Mar 24]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2831.

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

Council of Science Editors:

Rocha ACd. As ações da prefeitura municipal de Campinas frente à demanda por vagas na educação infantil (2001-2008). [Thesis]. Universidade Federal de São Carlos; 2009. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2831

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

7. Buchholz, Beth Anne. Authoring Time in the Classroom: Multiage Writers Compose Communities, Relationships, and Identities across Timescales .

Degree: 2015, Indiana University

 Educational researchers have long taken for granted the implicit ways that temporality acts as a contextual factor in how children make sense of their daily… (more)

Subjects/Keywords: Development; Elementary; Ethnography; Literacy; Multiage; Writing

…307 Collective Time: Multiage, Heterogeneous Ability… …80 Figure 9. Sociogram of the multiage classroom writing community… …The K-6 multiage classroom at Park Elementary was selected as a site based not its… …collective development of a community of children across time. The K-6 multiage classroom was… …intersected in this multiage classroom community. I argue that a critical component of understanding… 

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APA (6th Edition):

Buchholz, B. A. (2015). Authoring Time in the Classroom: Multiage Writers Compose Communities, Relationships, and Identities across Timescales . (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/20289

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):

Buchholz, Beth Anne. “Authoring Time in the Classroom: Multiage Writers Compose Communities, Relationships, and Identities across Timescales .” 2015. Thesis, Indiana University. Accessed March 24, 2019. http://hdl.handle.net/2022/20289.

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

MLA Handbook (7th Edition):

Buchholz, Beth Anne. “Authoring Time in the Classroom: Multiage Writers Compose Communities, Relationships, and Identities across Timescales .” 2015. Web. 24 Mar 2019.

Vancouver:

Buchholz BA. Authoring Time in the Classroom: Multiage Writers Compose Communities, Relationships, and Identities across Timescales . [Internet] [Thesis]. Indiana University; 2015. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/2022/20289.

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

Council of Science Editors:

Buchholz BA. Authoring Time in the Classroom: Multiage Writers Compose Communities, Relationships, and Identities across Timescales . [Thesis]. Indiana University; 2015. Available from: http://hdl.handle.net/2022/20289

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


SUNY College at Brockport

8. Johnson, Margaret M. A Look at the Academic Benefits of Multi-age Science Instruction in Kindergarten.

Degree: MSEd, Education and Human Development, 1995, SUNY College at Brockport

Multiage classroom instruction is currently receiving more attention in the public schools in the United States. The opportunity to teach in a multiage setting… (more)

Subjects/Keywords: Multiage classroom; multiage grouping; student comprehension; student performance; teacher strategies; Curriculum and Instruction; Education; Elementary Education

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APA (6th Edition):

Johnson, M. M. (1995). A Look at the Academic Benefits of Multi-age Science Instruction in Kindergarten. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1040

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):

Johnson, Margaret M. “A Look at the Academic Benefits of Multi-age Science Instruction in Kindergarten.” 1995. Thesis, SUNY College at Brockport. Accessed March 24, 2019. https://digitalcommons.brockport.edu/ehd_theses/1040.

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

MLA Handbook (7th Edition):

Johnson, Margaret M. “A Look at the Academic Benefits of Multi-age Science Instruction in Kindergarten.” 1995. Web. 24 Mar 2019.

Vancouver:

Johnson MM. A Look at the Academic Benefits of Multi-age Science Instruction in Kindergarten. [Internet] [Thesis]. SUNY College at Brockport; 1995. [cited 2019 Mar 24]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1040.

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

Council of Science Editors:

Johnson MM. A Look at the Academic Benefits of Multi-age Science Instruction in Kindergarten. [Thesis]. SUNY College at Brockport; 1995. Available from: https://digitalcommons.brockport.edu/ehd_theses/1040

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


East Tennessee State University

9. Evanshen, Pamela Ann. An Analysis of Configurations in a Nongraded Elementary School in Northeast Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2001, East Tennessee State University

  The purpose of this study was to compare reading and math academic achievement scores of a cohort of students who had experienced mixed-age (two-grade… (more)

Subjects/Keywords: Multiage; Nongraded Program Configuration; Mixed-age; Continuous Progress; Developmentally Appropriate Primary; Nongraded; Curriculum and Social Inquiry; Education

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APA (6th Edition):

Evanshen, P. A. (2001). An Analysis of Configurations in a Nongraded Elementary School in Northeast Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/76

Chicago Manual of Style (16th Edition):

Evanshen, Pamela Ann. “An Analysis of Configurations in a Nongraded Elementary School in Northeast Tennessee.” 2001. Doctoral Dissertation, East Tennessee State University. Accessed March 24, 2019. https://dc.etsu.edu/etd/76.

MLA Handbook (7th Edition):

Evanshen, Pamela Ann. “An Analysis of Configurations in a Nongraded Elementary School in Northeast Tennessee.” 2001. Web. 24 Mar 2019.

Vancouver:

Evanshen PA. An Analysis of Configurations in a Nongraded Elementary School in Northeast Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2001. [cited 2019 Mar 24]. Available from: https://dc.etsu.edu/etd/76.

Council of Science Editors:

Evanshen PA. An Analysis of Configurations in a Nongraded Elementary School in Northeast Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2001. Available from: https://dc.etsu.edu/etd/76


East Tennessee State University

10. Flora, Holly Irvin. A Study of the Association between Multi-Age Classrooms and Single-Age Classrooms Regarding TCAP Reading/Language Gains.

Degree: EdD (Doctor of Education), Educational Leadership, 2005, East Tennessee State University

  The purpose of this study was to explore the differences between Reading/Language achievement gains of students in multi-age classrooms to the Reading/Language achievement gains… (more)

Subjects/Keywords: Nongraded; Multiage; Nongraded Education; Continuous Progress; Developmentally Appropriate Practice; Education; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Flora, H. I. (2005). A Study of the Association between Multi-Age Classrooms and Single-Age Classrooms Regarding TCAP Reading/Language Gains. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1100

Chicago Manual of Style (16th Edition):

Flora, Holly Irvin. “A Study of the Association between Multi-Age Classrooms and Single-Age Classrooms Regarding TCAP Reading/Language Gains.” 2005. Doctoral Dissertation, East Tennessee State University. Accessed March 24, 2019. https://dc.etsu.edu/etd/1100.

MLA Handbook (7th Edition):

Flora, Holly Irvin. “A Study of the Association between Multi-Age Classrooms and Single-Age Classrooms Regarding TCAP Reading/Language Gains.” 2005. Web. 24 Mar 2019.

Vancouver:

Flora HI. A Study of the Association between Multi-Age Classrooms and Single-Age Classrooms Regarding TCAP Reading/Language Gains. [Internet] [Doctoral dissertation]. East Tennessee State University; 2005. [cited 2019 Mar 24]. Available from: https://dc.etsu.edu/etd/1100.

Council of Science Editors:

Flora HI. A Study of the Association between Multi-Age Classrooms and Single-Age Classrooms Regarding TCAP Reading/Language Gains. [Doctoral Dissertation]. East Tennessee State University; 2005. Available from: https://dc.etsu.edu/etd/1100

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