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You searched for subject:( School context). Showing records 1 – 30 of 175 total matches.

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University of Southern California

1. Yoon, Helena J. Building and sustaining effective school leadership through principal mentoring in an urban school context.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 This study examined the impact of participation in EdisonLearning’s Mentor/Protégé program on an urban school principal’s leadership practice. This mixed-methods case study investigated the following… (more)

Subjects/Keywords: school leadership; principal mentoring; urban school context

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APA (6th Edition):

Yoon, H. J. (2009). Building and sustaining effective school leadership through principal mentoring in an urban school context. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/569798/rec/1173

Chicago Manual of Style (16th Edition):

Yoon, Helena J. “Building and sustaining effective school leadership through principal mentoring in an urban school context.” 2009. Doctoral Dissertation, University of Southern California. Accessed January 18, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/569798/rec/1173.

MLA Handbook (7th Edition):

Yoon, Helena J. “Building and sustaining effective school leadership through principal mentoring in an urban school context.” 2009. Web. 18 Jan 2020.

Vancouver:

Yoon HJ. Building and sustaining effective school leadership through principal mentoring in an urban school context. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Jan 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/569798/rec/1173.

Council of Science Editors:

Yoon HJ. Building and sustaining effective school leadership through principal mentoring in an urban school context. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/569798/rec/1173


Wayne State University

2. Taiariol, Jennifer. Cyberbullying: The Role Of Family And School.

Degree: PhD, Educational Psychology, 2010, Wayne State University

  The purpose of this study was to examine family and school variables in relation to different types of perpetration, victimization and witnessing experiences (physical,… (more)

Subjects/Keywords: aggression; cyberbullying; family context; school context; Educational Psychology

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APA (6th Edition):

Taiariol, J. (2010). Cyberbullying: The Role Of Family And School. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/118

Chicago Manual of Style (16th Edition):

Taiariol, Jennifer. “Cyberbullying: The Role Of Family And School.” 2010. Doctoral Dissertation, Wayne State University. Accessed January 18, 2020. https://digitalcommons.wayne.edu/oa_dissertations/118.

MLA Handbook (7th Edition):

Taiariol, Jennifer. “Cyberbullying: The Role Of Family And School.” 2010. Web. 18 Jan 2020.

Vancouver:

Taiariol J. Cyberbullying: The Role Of Family And School. [Internet] [Doctoral dissertation]. Wayne State University; 2010. [cited 2020 Jan 18]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/118.

Council of Science Editors:

Taiariol J. Cyberbullying: The Role Of Family And School. [Doctoral Dissertation]. Wayne State University; 2010. Available from: https://digitalcommons.wayne.edu/oa_dissertations/118


Louisiana State University

3. Ward, Aaryn. Does school context matter for the low SES student? Investigating the causal effects of school context on college enrollment.

Degree: PhD, Sociology, 2011, Louisiana State University

 This dissertation focuses on school context and the whether or not “good schools” matter for low SES students. Existing research and theory do not provide… (more)

Subjects/Keywords: college enrollment; school context; causal modeling

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APA (6th Edition):

Ward, A. (2011). Does school context matter for the low SES student? Investigating the causal effects of school context on college enrollment. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06052011-215717 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2922

Chicago Manual of Style (16th Edition):

Ward, Aaryn. “Does school context matter for the low SES student? Investigating the causal effects of school context on college enrollment.” 2011. Doctoral Dissertation, Louisiana State University. Accessed January 18, 2020. etd-06052011-215717 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2922.

MLA Handbook (7th Edition):

Ward, Aaryn. “Does school context matter for the low SES student? Investigating the causal effects of school context on college enrollment.” 2011. Web. 18 Jan 2020.

Vancouver:

Ward A. Does school context matter for the low SES student? Investigating the causal effects of school context on college enrollment. [Internet] [Doctoral dissertation]. Louisiana State University; 2011. [cited 2020 Jan 18]. Available from: etd-06052011-215717 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2922.

Council of Science Editors:

Ward A. Does school context matter for the low SES student? Investigating the causal effects of school context on college enrollment. [Doctoral Dissertation]. Louisiana State University; 2011. Available from: etd-06052011-215717 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2922


Brigham Young University

4. Mazar, Chelsea Elizabeth. An Analysis of the Effects of Types of Afterschool Program Participation on Elementary Student Academic Performance.

Degree: MS, 2012, Brigham Young University

 Afterschool programs are seen as a solution to many of the problems facing our educational system today. In particular, afterschool programs are intended to help… (more)

Subjects/Keywords: afterschool programs; school context; academic achievement; Sociology

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APA (6th Edition):

Mazar, C. E. (2012). An Analysis of the Effects of Types of Afterschool Program Participation on Elementary Student Academic Performance. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4333&context=etd

Chicago Manual of Style (16th Edition):

Mazar, Chelsea Elizabeth. “An Analysis of the Effects of Types of Afterschool Program Participation on Elementary Student Academic Performance.” 2012. Masters Thesis, Brigham Young University. Accessed January 18, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4333&context=etd.

MLA Handbook (7th Edition):

Mazar, Chelsea Elizabeth. “An Analysis of the Effects of Types of Afterschool Program Participation on Elementary Student Academic Performance.” 2012. Web. 18 Jan 2020.

Vancouver:

Mazar CE. An Analysis of the Effects of Types of Afterschool Program Participation on Elementary Student Academic Performance. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2020 Jan 18]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4333&context=etd.

Council of Science Editors:

Mazar CE. An Analysis of the Effects of Types of Afterschool Program Participation on Elementary Student Academic Performance. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4333&context=etd


University of Oklahoma

5. Dollarhide, Ellen Ansley. TURNING WORDS INTO ACTION: A CASE STUDY EXPLORING HOW IDEOLOGY LINKS CONTEXT AND CHANGE.

Degree: PhD, 2015, University of Oklahoma

 The purpose of this study was to examine how context affects the ideological content of school district leadership as it enacts change. The political pressure… (more)

Subjects/Keywords: ideology; political context; school district leadership; ethnography

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APA (6th Edition):

Dollarhide, E. A. (2015). TURNING WORDS INTO ACTION: A CASE STUDY EXPLORING HOW IDEOLOGY LINKS CONTEXT AND CHANGE. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/15221

Chicago Manual of Style (16th Edition):

Dollarhide, Ellen Ansley. “TURNING WORDS INTO ACTION: A CASE STUDY EXPLORING HOW IDEOLOGY LINKS CONTEXT AND CHANGE.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed January 18, 2020. http://hdl.handle.net/11244/15221.

MLA Handbook (7th Edition):

Dollarhide, Ellen Ansley. “TURNING WORDS INTO ACTION: A CASE STUDY EXPLORING HOW IDEOLOGY LINKS CONTEXT AND CHANGE.” 2015. Web. 18 Jan 2020.

Vancouver:

Dollarhide EA. TURNING WORDS INTO ACTION: A CASE STUDY EXPLORING HOW IDEOLOGY LINKS CONTEXT AND CHANGE. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/11244/15221.

Council of Science Editors:

Dollarhide EA. TURNING WORDS INTO ACTION: A CASE STUDY EXPLORING HOW IDEOLOGY LINKS CONTEXT AND CHANGE. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/15221


Brigham Young University

6. Adamz, Grant Scanland. The Effect of Elementary After-School Participation on the Transition to Middle School.

Degree: MS, 2011, Brigham Young University

 This case study takes an in-depth look at what type of students transition from elementary to middle school 21st Century Community Learning Center programs. Using… (more)

Subjects/Keywords: after-school programs; school context; after-school participation; Sociology

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

APA (6th Edition):

Adamz, G. S. (2011). The Effect of Elementary After-School Participation on the Transition to Middle School. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3667&context=etd

Chicago Manual of Style (16th Edition):

Adamz, Grant Scanland. “The Effect of Elementary After-School Participation on the Transition to Middle School.” 2011. Masters Thesis, Brigham Young University. Accessed January 18, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3667&context=etd.

MLA Handbook (7th Edition):

Adamz, Grant Scanland. “The Effect of Elementary After-School Participation on the Transition to Middle School.” 2011. Web. 18 Jan 2020.

Vancouver:

Adamz GS. The Effect of Elementary After-School Participation on the Transition to Middle School. [Internet] [Masters thesis]. Brigham Young University; 2011. [cited 2020 Jan 18]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3667&context=etd.

Council of Science Editors:

Adamz GS. The Effect of Elementary After-School Participation on the Transition to Middle School. [Masters Thesis]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3667&context=etd

7. Longmuir, Fiona Gail. Principal leadership in high-advantage, improving Victorian secondary schools.

Degree: 2017, University of Melbourne

 This study explored the leadership of principals in high-advantage, improving secondary schools in Victoria, Australia. This thesis reports on the leadership characteristics and practices of… (more)

Subjects/Keywords: school leadership; school improvement; context; innovation; student-centred

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

APA (6th Edition):

Longmuir, F. G. (2017). Principal leadership in high-advantage, improving Victorian secondary schools. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/194204

Chicago Manual of Style (16th Edition):

Longmuir, Fiona Gail. “Principal leadership in high-advantage, improving Victorian secondary schools.” 2017. Doctoral Dissertation, University of Melbourne. Accessed January 18, 2020. http://hdl.handle.net/11343/194204.

MLA Handbook (7th Edition):

Longmuir, Fiona Gail. “Principal leadership in high-advantage, improving Victorian secondary schools.” 2017. Web. 18 Jan 2020.

Vancouver:

Longmuir FG. Principal leadership in high-advantage, improving Victorian secondary schools. [Internet] [Doctoral dissertation]. University of Melbourne; 2017. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/11343/194204.

Council of Science Editors:

Longmuir FG. Principal leadership in high-advantage, improving Victorian secondary schools. [Doctoral Dissertation]. University of Melbourne; 2017. Available from: http://hdl.handle.net/11343/194204


Universidade do Rio Grande do Sul

8. Teixeira, Rafael Gambino. Uma investigação do impacto de uma intervenção motora ao longo do tempo : que mudanças persistem?.

Degree: 2011, Universidade do Rio Grande do Sul

Este estudo objetivou verificar o impacto e a persistência de um Programa de Intervenção Motora com enfoque no contexto Motivacional para a Maestria no cotidiano… (more)

Subjects/Keywords: Speech motor; Desenvolvimento motor; Motor performance; Antropometria; Anthropometric analysis; Family context; School context

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APA (6th Edition):

Teixeira, R. G. (2011). Uma investigação do impacto de uma intervenção motora ao longo do tempo : que mudanças persistem?. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/34813

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):

Teixeira, Rafael Gambino. “Uma investigação do impacto de uma intervenção motora ao longo do tempo : que mudanças persistem?.” 2011. Thesis, Universidade do Rio Grande do Sul. Accessed January 18, 2020. http://hdl.handle.net/10183/34813.

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

MLA Handbook (7th Edition):

Teixeira, Rafael Gambino. “Uma investigação do impacto de uma intervenção motora ao longo do tempo : que mudanças persistem?.” 2011. Web. 18 Jan 2020.

Vancouver:

Teixeira RG. Uma investigação do impacto de uma intervenção motora ao longo do tempo : que mudanças persistem?. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2011. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/10183/34813.

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

Council of Science Editors:

Teixeira RG. Uma investigação do impacto de uma intervenção motora ao longo do tempo : que mudanças persistem?. [Thesis]. Universidade do Rio Grande do Sul; 2011. Available from: http://hdl.handle.net/10183/34813

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


Penn State University

9. Jehan, Mehnaz. High School Principals' Ethical Decisions: A Comparative Analysis of Socio-cultural & Structural Context in Pakistan and United States.

Degree: PhD, Educational Leadership, 2015, Penn State University

 Ethics in educational leadership and comparative educational research place particular emphasis on exploring contextual realities to develop a comprehensive and holistic understanding of leadership concepts… (more)

Subjects/Keywords: Ethics; Ethical Decisions; High School Principals; Socio-Cultural Context; Structural Context; Pakistan/United States

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APA (6th Edition):

Jehan, M. (2015). High School Principals' Ethical Decisions: A Comparative Analysis of Socio-cultural & Structural Context in Pakistan and United States. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/27166

Chicago Manual of Style (16th Edition):

Jehan, Mehnaz. “High School Principals' Ethical Decisions: A Comparative Analysis of Socio-cultural & Structural Context in Pakistan and United States.” 2015. Doctoral Dissertation, Penn State University. Accessed January 18, 2020. https://etda.libraries.psu.edu/catalog/27166.

MLA Handbook (7th Edition):

Jehan, Mehnaz. “High School Principals' Ethical Decisions: A Comparative Analysis of Socio-cultural & Structural Context in Pakistan and United States.” 2015. Web. 18 Jan 2020.

Vancouver:

Jehan M. High School Principals' Ethical Decisions: A Comparative Analysis of Socio-cultural & Structural Context in Pakistan and United States. [Internet] [Doctoral dissertation]. Penn State University; 2015. [cited 2020 Jan 18]. Available from: https://etda.libraries.psu.edu/catalog/27166.

Council of Science Editors:

Jehan M. High School Principals' Ethical Decisions: A Comparative Analysis of Socio-cultural & Structural Context in Pakistan and United States. [Doctoral Dissertation]. Penn State University; 2015. Available from: https://etda.libraries.psu.edu/catalog/27166


UCLA

10. Quinones, Feliz. From the Hood to the School: Middle School Students’ Experiences with Racial/Ethnic Discrimination as they Navigate the Neighborhood and School Contexts.

Degree: Education, 2015, UCLA

 This study examined the effects of incongruence (mismatch) between neighborhood and school racial/ethnic composition on middle school students’ experiences with teacher-and-peer-initiated discrimination. The subsample of… (more)

Subjects/Keywords: Developmental psychology; Education; Psychology; discrimination; middle school; neighborhood context; race/ethnicity; racial/ethnic incongruence; school context

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APA (6th Edition):

Quinones, F. (2015). From the Hood to the School: Middle School Students’ Experiences with Racial/Ethnic Discrimination as they Navigate the Neighborhood and School Contexts. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/3f6559n7

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):

Quinones, Feliz. “From the Hood to the School: Middle School Students’ Experiences with Racial/Ethnic Discrimination as they Navigate the Neighborhood and School Contexts.” 2015. Thesis, UCLA. Accessed January 18, 2020. http://www.escholarship.org/uc/item/3f6559n7.

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

MLA Handbook (7th Edition):

Quinones, Feliz. “From the Hood to the School: Middle School Students’ Experiences with Racial/Ethnic Discrimination as they Navigate the Neighborhood and School Contexts.” 2015. Web. 18 Jan 2020.

Vancouver:

Quinones F. From the Hood to the School: Middle School Students’ Experiences with Racial/Ethnic Discrimination as they Navigate the Neighborhood and School Contexts. [Internet] [Thesis]. UCLA; 2015. [cited 2020 Jan 18]. Available from: http://www.escholarship.org/uc/item/3f6559n7.

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

Council of Science Editors:

Quinones F. From the Hood to the School: Middle School Students’ Experiences with Racial/Ethnic Discrimination as they Navigate the Neighborhood and School Contexts. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/3f6559n7

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

11. Celeste Moura Lins Silva. Bullying e depressão no contexto escolar: um estudo psicossociológico.

Degree: 2010, Universidade Federal da Paraíba

 Nos dias atuais, dois fenômenos vêm ocupando posição de destaque no contexto escolar preocupando os profissionais da saúde, educação e de áreas afins, que são… (more)

Subjects/Keywords: Bullying; Depressão; Adolescência; Contexto Escolar; PSICOLOGIA; Bullying; Depression; Adolescents; School Context

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APA (6th Edition):

Silva, C. M. L. (2010). Bullying e depressão no contexto escolar: um estudo psicossociológico. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=891

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):

Silva, Celeste Moura Lins. “Bullying e depressão no contexto escolar: um estudo psicossociológico.” 2010. Thesis, Universidade Federal da Paraíba. Accessed January 18, 2020. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=891.

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

MLA Handbook (7th Edition):

Silva, Celeste Moura Lins. “Bullying e depressão no contexto escolar: um estudo psicossociológico.” 2010. Web. 18 Jan 2020.

Vancouver:

Silva CML. Bullying e depressão no contexto escolar: um estudo psicossociológico. [Internet] [Thesis]. Universidade Federal da Paraíba; 2010. [cited 2020 Jan 18]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=891.

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

Council of Science Editors:

Silva CML. Bullying e depressão no contexto escolar: um estudo psicossociológico. [Thesis]. Universidade Federal da Paraíba; 2010. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=891

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


Texas A&M University

12. Fair, Kayla Nicole. Using the Ecological Model of Predictors to Address Gaps in Childhood Obesity Prevention Research.

Degree: Doctor of Public Health, Health Promotion and Community Health Sciences, 2016, Texas A&M University

 Childhood obesity is a public health issue that must be addressed using interventions that increase physical activity, reduce sedentary behaviors and reduce the consumption of… (more)

Subjects/Keywords: Childhood Obesity Prevention; School-Based Obesity Prevention; Obesity Research and Context

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

APA (6th Edition):

Fair, K. N. (2016). Using the Ecological Model of Predictors to Address Gaps in Childhood Obesity Prevention Research. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157169

Chicago Manual of Style (16th Edition):

Fair, Kayla Nicole. “Using the Ecological Model of Predictors to Address Gaps in Childhood Obesity Prevention Research.” 2016. Doctoral Dissertation, Texas A&M University. Accessed January 18, 2020. http://hdl.handle.net/1969.1/157169.

MLA Handbook (7th Edition):

Fair, Kayla Nicole. “Using the Ecological Model of Predictors to Address Gaps in Childhood Obesity Prevention Research.” 2016. Web. 18 Jan 2020.

Vancouver:

Fair KN. Using the Ecological Model of Predictors to Address Gaps in Childhood Obesity Prevention Research. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/1969.1/157169.

Council of Science Editors:

Fair KN. Using the Ecological Model of Predictors to Address Gaps in Childhood Obesity Prevention Research. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157169


University of Alabama

13. Hitchcock, Shannon Marie. Neighborhood and school contextual factors: longitudinal outcomes in a high-poverty adolescent population.

Degree: 2013, University of Alabama

 Research framed by Bronfenbrenner's ecological systems theory, suggests that neighborhood and school contextual factors greatly influence adolescent outcomes. While this research examines the multiple contexts… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Sociology; Adolescent; Context; Neighborhood; Poverty; School

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APA (6th Edition):

Hitchcock, S. M. (2013). Neighborhood and school contextual factors: longitudinal outcomes in a high-poverty adolescent population. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/84796

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):

Hitchcock, Shannon Marie. “Neighborhood and school contextual factors: longitudinal outcomes in a high-poverty adolescent population.” 2013. Thesis, University of Alabama. Accessed January 18, 2020. http://purl.lib.ua.edu/84796.

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

MLA Handbook (7th Edition):

Hitchcock, Shannon Marie. “Neighborhood and school contextual factors: longitudinal outcomes in a high-poverty adolescent population.” 2013. Web. 18 Jan 2020.

Vancouver:

Hitchcock SM. Neighborhood and school contextual factors: longitudinal outcomes in a high-poverty adolescent population. [Internet] [Thesis]. University of Alabama; 2013. [cited 2020 Jan 18]. Available from: http://purl.lib.ua.edu/84796.

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

Council of Science Editors:

Hitchcock SM. Neighborhood and school contextual factors: longitudinal outcomes in a high-poverty adolescent population. [Thesis]. University of Alabama; 2013. Available from: http://purl.lib.ua.edu/84796

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

14. Estela Mara de Andrade. O professor de Letras numa perspectiva intercultural.

Degree: 2009, Universidade Católica Dom Bosco

O professor de Letras: uma análise a partir da perspectiva intercultural, trabalho inserido no Programa de PósGraduação Mestrado em Educação Área de concentração: Educação, Linha… (more)

Subjects/Keywords: cultura; espaço escolar; identidade; diferença.; EDUCACAO; culture; school context; identity; differences.

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APA (6th Edition):

Andrade, E. M. d. (2009). O professor de Letras numa perspectiva intercultural. (Thesis). Universidade Católica Dom Bosco. Retrieved from http://www.tede.ucdb.br/tde_busca/arquivo.php?codArquivo=369

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):

Andrade, Estela Mara de. “O professor de Letras numa perspectiva intercultural.” 2009. Thesis, Universidade Católica Dom Bosco. Accessed January 18, 2020. http://www.tede.ucdb.br/tde_busca/arquivo.php?codArquivo=369.

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

MLA Handbook (7th Edition):

Andrade, Estela Mara de. “O professor de Letras numa perspectiva intercultural.” 2009. Web. 18 Jan 2020.

Vancouver:

Andrade EMd. O professor de Letras numa perspectiva intercultural. [Internet] [Thesis]. Universidade Católica Dom Bosco; 2009. [cited 2020 Jan 18]. Available from: http://www.tede.ucdb.br/tde_busca/arquivo.php?codArquivo=369.

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

Council of Science Editors:

Andrade EMd. O professor de Letras numa perspectiva intercultural. [Thesis]. Universidade Católica Dom Bosco; 2009. Available from: http://www.tede.ucdb.br/tde_busca/arquivo.php?codArquivo=369

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


University of Minnesota

15. Wruck, Peter Jordan. It takes a village? neighborhoods and children's readiness for school.

Degree: PhD, Sociology, 2014, University of Minnesota

 From classical theorists like Durkheim, to the Chicago School's Park and Burgess (1916) and Shaw and McKay (1942), to today's work in criminology, sociologists have… (more)

Subjects/Keywords: Child Development; Education; Neighborhoods; Residential Context; School Readiness; Sociology

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APA (6th Edition):

Wruck, P. J. (2014). It takes a village? neighborhoods and children's readiness for school. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/162736

Chicago Manual of Style (16th Edition):

Wruck, Peter Jordan. “It takes a village? neighborhoods and children's readiness for school.” 2014. Doctoral Dissertation, University of Minnesota. Accessed January 18, 2020. http://hdl.handle.net/11299/162736.

MLA Handbook (7th Edition):

Wruck, Peter Jordan. “It takes a village? neighborhoods and children's readiness for school.” 2014. Web. 18 Jan 2020.

Vancouver:

Wruck PJ. It takes a village? neighborhoods and children's readiness for school. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/11299/162736.

Council of Science Editors:

Wruck PJ. It takes a village? neighborhoods and children's readiness for school. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/162736


The Ohio State University

16. Ko, Bomna. An Examination of Teaching Practices of Elementary Physical Educators.

Degree: PhD, ED Physical Activities and Educational Services, 2008, The Ohio State University

 Responding to the current educational issue on improving teacher quality as a means to improve student achievement, the need for more learning opportunities for teachers… (more)

Subjects/Keywords: Physical Education; teaching practice; teacher learning; school context; elementary physical educators

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APA (6th Edition):

Ko, B. (2008). An Examination of Teaching Practices of Elementary Physical Educators. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1222195545

Chicago Manual of Style (16th Edition):

Ko, Bomna. “An Examination of Teaching Practices of Elementary Physical Educators.” 2008. Doctoral Dissertation, The Ohio State University. Accessed January 18, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1222195545.

MLA Handbook (7th Edition):

Ko, Bomna. “An Examination of Teaching Practices of Elementary Physical Educators.” 2008. Web. 18 Jan 2020.

Vancouver:

Ko B. An Examination of Teaching Practices of Elementary Physical Educators. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2020 Jan 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1222195545.

Council of Science Editors:

Ko B. An Examination of Teaching Practices of Elementary Physical Educators. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1222195545


UCLA

17. White, Samantha Jane Almaraz Simmons. Prosocial Conduct in Urban Middle Schools: Do Young Adolescents' Experiences of the School Context Matter?.

Degree: Psychology, 2013, UCLA

 Young adolescents spend the majority of their time in school, yet little is known about how the school context is associated with their prosocial conduct.… (more)

Subjects/Keywords: Psychology; ethnic diversity; prosocial behavior; school context; teaming

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APA (6th Edition):

White, S. J. A. S. (2013). Prosocial Conduct in Urban Middle Schools: Do Young Adolescents' Experiences of the School Context Matter?. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/8cw7w953

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):

White, Samantha Jane Almaraz Simmons. “Prosocial Conduct in Urban Middle Schools: Do Young Adolescents' Experiences of the School Context Matter?.” 2013. Thesis, UCLA. Accessed January 18, 2020. http://www.escholarship.org/uc/item/8cw7w953.

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

MLA Handbook (7th Edition):

White, Samantha Jane Almaraz Simmons. “Prosocial Conduct in Urban Middle Schools: Do Young Adolescents' Experiences of the School Context Matter?.” 2013. Web. 18 Jan 2020.

Vancouver:

White SJAS. Prosocial Conduct in Urban Middle Schools: Do Young Adolescents' Experiences of the School Context Matter?. [Internet] [Thesis]. UCLA; 2013. [cited 2020 Jan 18]. Available from: http://www.escholarship.org/uc/item/8cw7w953.

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

Council of Science Editors:

White SJAS. Prosocial Conduct in Urban Middle Schools: Do Young Adolescents' Experiences of the School Context Matter?. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/8cw7w953

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

18. Lombe, Eva Virgínia Cumena. O bullying em contexto escolar : conceção do fenómeno em Angola.

Degree: 2013, RCAAP

Códigos Psych INFO: 3230 Desordens do Comportamento e comportamento antissocial 3560 Dinâmicas na Sala de aula e ajustamento de atitudes na sala de aula

O… (more)

Subjects/Keywords: Bullying; Conceções; Contexto escolar; Angola; África; Conceptions; School context

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

APA (6th Edition):

Lombe, E. V. C. (2013). O bullying em contexto escolar : conceção do fenómeno em Angola. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/7518

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):

Lombe, Eva Virgínia Cumena. “O bullying em contexto escolar : conceção do fenómeno em Angola.” 2013. Thesis, RCAAP. Accessed January 18, 2020. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/7518.

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

MLA Handbook (7th Edition):

Lombe, Eva Virgínia Cumena. “O bullying em contexto escolar : conceção do fenómeno em Angola.” 2013. Web. 18 Jan 2020.

Vancouver:

Lombe EVC. O bullying em contexto escolar : conceção do fenómeno em Angola. [Internet] [Thesis]. RCAAP; 2013. [cited 2020 Jan 18]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/7518.

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

Council of Science Editors:

Lombe EVC. O bullying em contexto escolar : conceção do fenómeno em Angola. [Thesis]. RCAAP; 2013. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/7518

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


Vanderbilt University

19. Gardella, Joseph Hiroyuki. Promoting School Connectedness For Adolescents Who Experience Multiple Victimization.

Degree: MS, Community Research and Action, 2016, Vanderbilt University

 Peer multiple victimization (PMV) predicts a range of negative behavioral, psychosocial, and school-related sequela. The processes through which an adolescent who experiences PMV develops negative… (more)

Subjects/Keywords: emotional competence; social competence; school context; victimization; adolescents

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APA (6th Edition):

Gardella, J. H. (2016). Promoting School Connectedness For Adolescents Who Experience Multiple Victimization. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03282016-101539/ ;

Chicago Manual of Style (16th Edition):

Gardella, Joseph Hiroyuki. “Promoting School Connectedness For Adolescents Who Experience Multiple Victimization.” 2016. Masters Thesis, Vanderbilt University. Accessed January 18, 2020. http://etd.library.vanderbilt.edu/available/etd-03282016-101539/ ;.

MLA Handbook (7th Edition):

Gardella, Joseph Hiroyuki. “Promoting School Connectedness For Adolescents Who Experience Multiple Victimization.” 2016. Web. 18 Jan 2020.

Vancouver:

Gardella JH. Promoting School Connectedness For Adolescents Who Experience Multiple Victimization. [Internet] [Masters thesis]. Vanderbilt University; 2016. [cited 2020 Jan 18]. Available from: http://etd.library.vanderbilt.edu/available/etd-03282016-101539/ ;.

Council of Science Editors:

Gardella JH. Promoting School Connectedness For Adolescents Who Experience Multiple Victimization. [Masters Thesis]. Vanderbilt University; 2016. Available from: http://etd.library.vanderbilt.edu/available/etd-03282016-101539/ ;

20. Morrison, Michele. Context counts : leading educational reform in New Zealand secondary schools .

Degree: 2019, University of Waikato

 Educational leadership and organisational literature is replete with syntheses of effective leader behaviours, change sequences and reform models, yet few studies explore the nuanced manner… (more)

Subjects/Keywords: context; leadership; change; school principals; Te Kotahitanga; narrative; Bourdieu

Page 1 Page 2

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

APA (6th Edition):

Morrison, M. (2019). Context counts : leading educational reform in New Zealand secondary schools . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/13119

Chicago Manual of Style (16th Edition):

Morrison, Michele. “Context counts : leading educational reform in New Zealand secondary schools .” 2019. Doctoral Dissertation, University of Waikato. Accessed January 18, 2020. http://hdl.handle.net/10289/13119.

MLA Handbook (7th Edition):

Morrison, Michele. “Context counts : leading educational reform in New Zealand secondary schools .” 2019. Web. 18 Jan 2020.

Vancouver:

Morrison M. Context counts : leading educational reform in New Zealand secondary schools . [Internet] [Doctoral dissertation]. University of Waikato; 2019. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/10289/13119.

Council of Science Editors:

Morrison M. Context counts : leading educational reform in New Zealand secondary schools . [Doctoral Dissertation]. University of Waikato; 2019. Available from: http://hdl.handle.net/10289/13119


University of Utah

21. Drits, Dina. Elementary teachers' science practice, beliefs, and content knowledge during and following a reform-based professional development program.

Degree: PhD, Educational Psychology, 2011, University of Utah

 This study examined patterns of change in the science teaching practice, beliefs, and content knowledge of 15 upper-elementary teachers from three Title I schools during… (more)

Subjects/Keywords: Inquiry science; Professional development; School context;

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APA (6th Edition):

Drits, D. (2011). Elementary teachers' science practice, beliefs, and content knowledge during and following a reform-based professional development program. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/357/rec/851

Chicago Manual of Style (16th Edition):

Drits, Dina. “Elementary teachers' science practice, beliefs, and content knowledge during and following a reform-based professional development program.” 2011. Doctoral Dissertation, University of Utah. Accessed January 18, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/357/rec/851.

MLA Handbook (7th Edition):

Drits, Dina. “Elementary teachers' science practice, beliefs, and content knowledge during and following a reform-based professional development program.” 2011. Web. 18 Jan 2020.

Vancouver:

Drits D. Elementary teachers' science practice, beliefs, and content knowledge during and following a reform-based professional development program. [Internet] [Doctoral dissertation]. University of Utah; 2011. [cited 2020 Jan 18]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/357/rec/851.

Council of Science Editors:

Drits D. Elementary teachers' science practice, beliefs, and content knowledge during and following a reform-based professional development program. [Doctoral Dissertation]. University of Utah; 2011. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/357/rec/851


Queensland University of Technology

22. King, Donna Therese. Teaching and learning in a context-based chemistry classroom.

Degree: 2009, Queensland University of Technology

 Many current chemistry programs privilege de-contextualised conceptual learning, often limited by a narrow selection of pedagogies that too often ignore the realities of studentse own… (more)

Subjects/Keywords: agency/passivity; context-based learning; context-based teaching; chemistry education; fields; fluid transitions; high school science; sociocultural theoretical perspectives; structure/agency

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

APA (6th Edition):

King, D. T. (2009). Teaching and learning in a context-based chemistry classroom. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/31231/

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):

King, Donna Therese. “Teaching and learning in a context-based chemistry classroom.” 2009. Thesis, Queensland University of Technology. Accessed January 18, 2020. https://eprints.qut.edu.au/31231/.

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

MLA Handbook (7th Edition):

King, Donna Therese. “Teaching and learning in a context-based chemistry classroom.” 2009. Web. 18 Jan 2020.

Vancouver:

King DT. Teaching and learning in a context-based chemistry classroom. [Internet] [Thesis]. Queensland University of Technology; 2009. [cited 2020 Jan 18]. Available from: https://eprints.qut.edu.au/31231/.

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

Council of Science Editors:

King DT. Teaching and learning in a context-based chemistry classroom. [Thesis]. Queensland University of Technology; 2009. Available from: https://eprints.qut.edu.au/31231/

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

23. Mônica Dias Palitot. Relação entre sintomas depressivos e estratégias de aprendizagem no contexto escolar.

Degree: 2010, Universidade Federal da Paraíba

 A escola é um espaço de multiplicidades e que favorece a observação da manifestação dos primeiros sinais depressivos, tanto através de oscilações do humor, das… (more)

Subjects/Keywords: Depressão; Estratégias de aprendizagem; Contexto escolar; PSICOLOGIA SOCIAL; Depression; Strategies of learning; School Context

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

APA (6th Edition):

Palitot, M. D. (2010). Relação entre sintomas depressivos e estratégias de aprendizagem no contexto escolar. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1456

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):

Palitot, Mônica Dias. “Relação entre sintomas depressivos e estratégias de aprendizagem no contexto escolar.” 2010. Thesis, Universidade Federal da Paraíba. Accessed January 18, 2020. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1456.

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

MLA Handbook (7th Edition):

Palitot, Mônica Dias. “Relação entre sintomas depressivos e estratégias de aprendizagem no contexto escolar.” 2010. Web. 18 Jan 2020.

Vancouver:

Palitot MD. Relação entre sintomas depressivos e estratégias de aprendizagem no contexto escolar. [Internet] [Thesis]. Universidade Federal da Paraíba; 2010. [cited 2020 Jan 18]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1456.

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

Council of Science Editors:

Palitot MD. Relação entre sintomas depressivos e estratégias de aprendizagem no contexto escolar. [Thesis]. Universidade Federal da Paraíba; 2010. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1456

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

24. Eveli de Almeida Sanches Alberti. As representações sociais dos professores do ensino fundamental em relação aos seus alunos.

Degree: 2009, HACKEADO! By @PACKETXGROUP

Esta pesquisa procurou analisar as representações sociais dos professores relacionadas a seus alunos, ou seja, o modo de pensar e interpretar o cotidiano escolar, o… (more)

Subjects/Keywords: Educação; Representações Sociais; Trabalho Docente; Ambiente Escolar; Education; Social Representations; Teaching Work; School Context; EDUCACAO

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APA (6th Edition):

Alberti, E. d. A. S. (2009). As representações sociais dos professores do ensino fundamental em relação aos seus alunos. (Thesis). HACKEADO! By @PACKETXGROUP. Retrieved from http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=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):

Alberti, Eveli de Almeida Sanches. “As representações sociais dos professores do ensino fundamental em relação aos seus alunos.” 2009. Thesis, HACKEADO! By @PACKETXGROUP. Accessed January 18, 2020. http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=163.

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

MLA Handbook (7th Edition):

Alberti, Eveli de Almeida Sanches. “As representações sociais dos professores do ensino fundamental em relação aos seus alunos.” 2009. Web. 18 Jan 2020.

Vancouver:

Alberti EdAS. As representações sociais dos professores do ensino fundamental em relação aos seus alunos. [Internet] [Thesis]. HACKEADO! By @PACKETXGROUP; 2009. [cited 2020 Jan 18]. Available from: http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=163.

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

Council of Science Editors:

Alberti EdAS. As representações sociais dos professores do ensino fundamental em relação aos seus alunos. [Thesis]. HACKEADO! By @PACKETXGROUP; 2009. Available from: http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=163

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


Universidade do Rio Grande do Norte

25. Oliveira, Milena Paula Cabral de. Formando-se professor(a) da educação infantil: a escola com contexto .

Degree: 2011, Universidade do Rio Grande do Norte

 This work is the result of a set of experiences and reflections on teaching in kindergarten and, in particular, the issues raised by first experiences… (more)

Subjects/Keywords: Formação docente; educação infantil; contexto escolar; Teacher education; Early childhood education; school context

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APA (6th Edition):

Oliveira, M. P. C. d. (2011). Formando-se professor(a) da educação infantil: a escola com contexto . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14488

Chicago Manual of Style (16th Edition):

Oliveira, Milena Paula Cabral de. “Formando-se professor(a) da educação infantil: a escola com contexto .” 2011. Masters Thesis, Universidade do Rio Grande do Norte. Accessed January 18, 2020. http://repositorio.ufrn.br/handle/123456789/14488.

MLA Handbook (7th Edition):

Oliveira, Milena Paula Cabral de. “Formando-se professor(a) da educação infantil: a escola com contexto .” 2011. Web. 18 Jan 2020.

Vancouver:

Oliveira MPCd. Formando-se professor(a) da educação infantil: a escola com contexto . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2011. [cited 2020 Jan 18]. Available from: http://repositorio.ufrn.br/handle/123456789/14488.

Council of Science Editors:

Oliveira MPCd. Formando-se professor(a) da educação infantil: a escola com contexto . [Masters Thesis]. Universidade do Rio Grande do Norte; 2011. Available from: http://repositorio.ufrn.br/handle/123456789/14488

26. Oliveira, Alessandra Kosinski de. A trama de saberes constituída em uma comunidade de aprendizagem à luz da Educação Ambiental.

Degree: 2011, Universidade Federal do Rio Grande

Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2011.

Construir projetos de Educação Ambiental na Escola possibilita… (more)

Subjects/Keywords: Educação Ambiental; Contexto socioambiental; Pertencimento; Escola; Environmental Education; Socioenvironmental context; Sense of belonging; School

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

APA (6th Edition):

Oliveira, A. K. d. (2011). A trama de saberes constituída em uma comunidade de aprendizagem à luz da Educação Ambiental. (Masters Thesis). Universidade Federal do Rio Grande. Retrieved from http://repositorio.furg.br/handle/1/2682

Chicago Manual of Style (16th Edition):

Oliveira, Alessandra Kosinski de. “A trama de saberes constituída em uma comunidade de aprendizagem à luz da Educação Ambiental.” 2011. Masters Thesis, Universidade Federal do Rio Grande. Accessed January 18, 2020. http://repositorio.furg.br/handle/1/2682.

MLA Handbook (7th Edition):

Oliveira, Alessandra Kosinski de. “A trama de saberes constituída em uma comunidade de aprendizagem à luz da Educação Ambiental.” 2011. Web. 18 Jan 2020.

Vancouver:

Oliveira AKd. A trama de saberes constituída em uma comunidade de aprendizagem à luz da Educação Ambiental. [Internet] [Masters thesis]. Universidade Federal do Rio Grande; 2011. [cited 2020 Jan 18]. Available from: http://repositorio.furg.br/handle/1/2682.

Council of Science Editors:

Oliveira AKd. A trama de saberes constituída em uma comunidade de aprendizagem à luz da Educação Ambiental. [Masters Thesis]. Universidade Federal do Rio Grande; 2011. Available from: http://repositorio.furg.br/handle/1/2682


Universidade do Rio Grande do Norte

27. Oliveira, Milena Paula Cabral de. Formando-se professor(a) da educação infantil: a escola com contexto .

Degree: 2011, Universidade do Rio Grande do Norte

 This work is the result of a set of experiences and reflections on teaching in kindergarten and, in particular, the issues raised by first experiences… (more)

Subjects/Keywords: Formação docente; educação infantil; contexto escolar; Teacher education; Early childhood education; school context

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

APA (6th Edition):

Oliveira, M. P. C. d. (2011). Formando-se professor(a) da educação infantil: a escola com contexto . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14488

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):

Oliveira, Milena Paula Cabral de. “Formando-se professor(a) da educação infantil: a escola com contexto .” 2011. Thesis, Universidade do Rio Grande do Norte. Accessed January 18, 2020. http://repositorio.ufrn.br/handle/123456789/14488.

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

MLA Handbook (7th Edition):

Oliveira, Milena Paula Cabral de. “Formando-se professor(a) da educação infantil: a escola com contexto .” 2011. Web. 18 Jan 2020.

Vancouver:

Oliveira MPCd. Formando-se professor(a) da educação infantil: a escola com contexto . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2011. [cited 2020 Jan 18]. Available from: http://repositorio.ufrn.br/handle/123456789/14488.

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

Council of Science Editors:

Oliveira MPCd. Formando-se professor(a) da educação infantil: a escola com contexto . [Thesis]. Universidade do Rio Grande do Norte; 2011. Available from: http://repositorio.ufrn.br/handle/123456789/14488

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


UNIVERSIDADE FEDERAL DE OURO PRETO

28. Fernanda Pereira Santos. ENSINO MÃDIO INTEGRADO AO TÃCNICO: UMA ANÃLISE DA DISCIPLINA MATEMÃTICA.

Degree: 2012, UNIVERSIDADE FEDERAL DE OURO PRETO

This paper aims to present the subject in High School Mathematics Integrated Technical Vocational Education in the perspective of a teaching unit, aiming to contribute… (more)

Subjects/Keywords: Ensino MÃdio Integrado; Interdisciplinaridade; ContextualizaÃÃo; Interdisciplinarity; CurrÃculo; Integrated School; Context; Curriculum; TOPICOS ESPECIFICOS DE EDUCACAO

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

APA (6th Edition):

Santos, F. P. (2012). ENSINO MÃDIO INTEGRADO AO TÃCNICO: UMA ANÃLISE DA DISCIPLINA MATEMÃTICA. (Thesis). UNIVERSIDADE FEDERAL DE OURO PRETO. Retrieved from http://www.tede.ufop.br/tde_busca/arquivo.php?codArquivo=988

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):

Santos, Fernanda Pereira. “ENSINO MÃDIO INTEGRADO AO TÃCNICO: UMA ANÃLISE DA DISCIPLINA MATEMÃTICA.” 2012. Thesis, UNIVERSIDADE FEDERAL DE OURO PRETO. Accessed January 18, 2020. http://www.tede.ufop.br/tde_busca/arquivo.php?codArquivo=988.

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

MLA Handbook (7th Edition):

Santos, Fernanda Pereira. “ENSINO MÃDIO INTEGRADO AO TÃCNICO: UMA ANÃLISE DA DISCIPLINA MATEMÃTICA.” 2012. Web. 18 Jan 2020.

Vancouver:

Santos FP. ENSINO MÃDIO INTEGRADO AO TÃCNICO: UMA ANÃLISE DA DISCIPLINA MATEMÃTICA. [Internet] [Thesis]. UNIVERSIDADE FEDERAL DE OURO PRETO; 2012. [cited 2020 Jan 18]. Available from: http://www.tede.ufop.br/tde_busca/arquivo.php?codArquivo=988.

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

Council of Science Editors:

Santos FP. ENSINO MÃDIO INTEGRADO AO TÃCNICO: UMA ANÃLISE DA DISCIPLINA MATEMÃTICA. [Thesis]. UNIVERSIDADE FEDERAL DE OURO PRETO; 2012. Available from: http://www.tede.ufop.br/tde_busca/arquivo.php?codArquivo=988

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

29. Klênio Antônio Sousa. Salas/celas, sinas e cenas: o cinema no contexto prisional.

Degree: 2011, Federal University of Uberlândia

O cinema traz em si a potencialidade de levar o público a ter contato com diferentes culturas e modos de ser e estar no mundo.… (more)

Subjects/Keywords: Cinema; Mediação; Psicologia escolar; Contexto prisional; PSICOLOGIA; Psicologia aplicada; Mediation; School psychology; Prison context

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

APA (6th Edition):

Sousa, K. A. (2011). Salas/celas, sinas e cenas: o cinema no contexto prisional. (Thesis). Federal University of Uberlândia. Retrieved from http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=3775

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):

Sousa, Klênio Antônio. “Salas/celas, sinas e cenas: o cinema no contexto prisional.” 2011. Thesis, Federal University of Uberlândia. Accessed January 18, 2020. http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=3775.

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

MLA Handbook (7th Edition):

Sousa, Klênio Antônio. “Salas/celas, sinas e cenas: o cinema no contexto prisional.” 2011. Web. 18 Jan 2020.

Vancouver:

Sousa KA. Salas/celas, sinas e cenas: o cinema no contexto prisional. [Internet] [Thesis]. Federal University of Uberlândia; 2011. [cited 2020 Jan 18]. Available from: http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=3775.

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

Council of Science Editors:

Sousa KA. Salas/celas, sinas e cenas: o cinema no contexto prisional. [Thesis]. Federal University of Uberlândia; 2011. Available from: http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=3775

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


University of Notre Dame

30. Melissa Renee Ward George. Parent-Child Attachment Security and Children's Socio-Emotional Adjustment During the Early School Years</h1>.

Degree: PhD, Psychology, 2010, University of Notre Dame

  Research has supported the prominent influence of attachment security on many facets of adjustment; however, findings are primarily based in examining attachment with mother… (more)

Subjects/Keywords: Academic; Peer; Fathers; Security; Internalizing; School Adjustment; Family Context; Friendship; Development; Externalizing; Attachment

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

APA (6th Edition):

George, M. R. W. (2010). Parent-Child Attachment Security and Children's Socio-Emotional Adjustment During the Early School Years</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/v118rb71f2p

Chicago Manual of Style (16th Edition):

George, Melissa Renee Ward. “Parent-Child Attachment Security and Children's Socio-Emotional Adjustment During the Early School Years</h1>.” 2010. Doctoral Dissertation, University of Notre Dame. Accessed January 18, 2020. https://curate.nd.edu/show/v118rb71f2p.

MLA Handbook (7th Edition):

George, Melissa Renee Ward. “Parent-Child Attachment Security and Children's Socio-Emotional Adjustment During the Early School Years</h1>.” 2010. Web. 18 Jan 2020.

Vancouver:

George MRW. Parent-Child Attachment Security and Children's Socio-Emotional Adjustment During the Early School Years</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2010. [cited 2020 Jan 18]. Available from: https://curate.nd.edu/show/v118rb71f2p.

Council of Science Editors:

George MRW. Parent-Child Attachment Security and Children's Socio-Emotional Adjustment During the Early School Years</h1>. [Doctoral Dissertation]. University of Notre Dame; 2010. Available from: https://curate.nd.edu/show/v118rb71f2p

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