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Degree: EdD

You searched for subject:( computing 3D model of gas pressure regulator). Showing records 1 – 30 of 1083 total matches.

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University of Southern California

1. Oshiro, Devin Takashi. One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 This study sought to determine what the relationship was between K-12 public school teachers’ level of computer self‐efficacy and their acceptance of and integration of… (more)

Subjects/Keywords: computer self‐efficacy; technology acceptance model; ubiquitous computing; self‐efficacy

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APA (6th Edition):

Oshiro, D. T. (2014). One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/384654/rec/4557

Chicago Manual of Style (16th Edition):

Oshiro, Devin Takashi. “One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/384654/rec/4557.

MLA Handbook (7th Edition):

Oshiro, Devin Takashi. “One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom.” 2014. Web. 18 Sep 2019.

Vancouver:

Oshiro DT. One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Sep 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/384654/rec/4557.

Council of Science Editors:

Oshiro DT. One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/384654/rec/4557


University of Southern California

2. Saysay, Karen-Lyn. A qualitative study on Pilipino American students relative to their high school success and career choices.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 This research examines the pattern of career choices among first, 1.5, and second generation Pilipino students of immigrant heritage at a high school about eight… (more)

Subjects/Keywords: high school experience; Filipino students; Asian American; model minority stereotype; cultural model of success; Ogbu; Filipino immigrants

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APA (6th Edition):

Saysay, K. (2011). A qualitative study on Pilipino American students relative to their high school success and career choices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/432188/rec/326

Chicago Manual of Style (16th Edition):

Saysay, Karen-Lyn. “A qualitative study on Pilipino American students relative to their high school success and career choices.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/432188/rec/326.

MLA Handbook (7th Edition):

Saysay, Karen-Lyn. “A qualitative study on Pilipino American students relative to their high school success and career choices.” 2011. Web. 18 Sep 2019.

Vancouver:

Saysay K. A qualitative study on Pilipino American students relative to their high school success and career choices. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Sep 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/432188/rec/326.

Council of Science Editors:

Saysay K. A qualitative study on Pilipino American students relative to their high school success and career choices. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/432188/rec/326


University of Georgia

3. Whatley, Jan L. Student Success Centers and their impact on student retention.

Degree: EdD, Higher Education, 2009, University of Georgia

 The purpose of this study was to determine if a Student Success Center (SSC) impacted the retention of students at a northwest Georgia college. A… (more)

Subjects/Keywords: retention; persistence; early departure; attrition; drop out; Tinto’s longitudinal model of student departure

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APA (6th Edition):

Whatley, J. L. (2009). Student Success Centers and their impact on student retention. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/whatley_jan_l_200908_edd

Chicago Manual of Style (16th Edition):

Whatley, Jan L. “Student Success Centers and their impact on student retention.” 2009. Doctoral Dissertation, University of Georgia. Accessed September 18, 2019. http://purl.galileo.usg.edu/uga_etd/whatley_jan_l_200908_edd.

MLA Handbook (7th Edition):

Whatley, Jan L. “Student Success Centers and their impact on student retention.” 2009. Web. 18 Sep 2019.

Vancouver:

Whatley JL. Student Success Centers and their impact on student retention. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Sep 18]. Available from: http://purl.galileo.usg.edu/uga_etd/whatley_jan_l_200908_edd.

Council of Science Editors:

Whatley JL. Student Success Centers and their impact on student retention. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/whatley_jan_l_200908_edd


University of Kansas

4. Xiao, Shanxiang. Examing the new education experiment in China: An exploratory study of participating teachers' changed view of comprehensive efficacy.

Degree: EdD, Educational Leadership and Policy Studies, 2011, University of Kansas

 The New Education Experiment (NEE) in the People's Republic of China has been given very little attention by researchers although it has been implemented in… (more)

Subjects/Keywords: Education; Asian American studies; Teacher education; Comprehensive efficacy; New education experiment; Teachers' view of model

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APA (6th Edition):

Xiao, S. (2011). Examing the new education experiment in China: An exploratory study of participating teachers' changed view of comprehensive efficacy. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/9768

Chicago Manual of Style (16th Edition):

Xiao, Shanxiang. “Examing the new education experiment in China: An exploratory study of participating teachers' changed view of comprehensive efficacy.” 2011. Doctoral Dissertation, University of Kansas. Accessed September 18, 2019. http://hdl.handle.net/1808/9768.

MLA Handbook (7th Edition):

Xiao, Shanxiang. “Examing the new education experiment in China: An exploratory study of participating teachers' changed view of comprehensive efficacy.” 2011. Web. 18 Sep 2019.

Vancouver:

Xiao S. Examing the new education experiment in China: An exploratory study of participating teachers' changed view of comprehensive efficacy. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/1808/9768.

Council of Science Editors:

Xiao S. Examing the new education experiment in China: An exploratory study of participating teachers' changed view of comprehensive efficacy. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/9768


University of Georgia

5. Yarbrough, Ambra Ann. Social innovation in higher education: a case study.

Degree: EdD, Student Affairs Leadership, 2017, University of Georgia

 Social innovation connects diversity, access, and inclusion to social change in the community and must be explored further within the context of higher education and… (more)

Subjects/Keywords: social innovation; higher education; student affairs, collaboration, social change, social change model of leadership development

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APA (6th Edition):

Yarbrough, A. A. (2017). Social innovation in higher education: a case study. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37238

Chicago Manual of Style (16th Edition):

Yarbrough, Ambra Ann. “Social innovation in higher education: a case study.” 2017. Doctoral Dissertation, University of Georgia. Accessed September 18, 2019. http://hdl.handle.net/10724/37238.

MLA Handbook (7th Edition):

Yarbrough, Ambra Ann. “Social innovation in higher education: a case study.” 2017. Web. 18 Sep 2019.

Vancouver:

Yarbrough AA. Social innovation in higher education: a case study. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10724/37238.

Council of Science Editors:

Yarbrough AA. Social innovation in higher education: a case study. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37238


University of Georgia

6. Yarbrough, Ambra Ann. Social innovation in higher education: a case study.

Degree: EdD, Student Affairs Leadership, 2017, University of Georgia

 Social innovation connects diversity, access, and inclusion to social change in the community and must be explored further within the context of higher education and… (more)

Subjects/Keywords: social innovation; higher education; student affairs, collaboration, social change, social change model of leadership development

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APA (6th Edition):

Yarbrough, A. A. (2017). Social innovation in higher education: a case study. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37081

Chicago Manual of Style (16th Edition):

Yarbrough, Ambra Ann. “Social innovation in higher education: a case study.” 2017. Doctoral Dissertation, University of Georgia. Accessed September 18, 2019. http://hdl.handle.net/10724/37081.

MLA Handbook (7th Edition):

Yarbrough, Ambra Ann. “Social innovation in higher education: a case study.” 2017. Web. 18 Sep 2019.

Vancouver:

Yarbrough AA. Social innovation in higher education: a case study. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10724/37081.

Council of Science Editors:

Yarbrough AA. Social innovation in higher education: a case study. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37081


University of Southern California

7. Guerrero, Cynthia Patron. Allocation of educational resources to improve student achievement: Case studies of non-title I schools.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 The purpose of the present study was to investigate, through analysis of school-level data, how California schools allocate resources in which standardized assessments, such as… (more)

Subjects/Keywords: school finance reform; allocation of resources; Evidence Based Model; effective strategies to improve student achievement

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APA (6th Edition):

Guerrero, C. P. (2011). Allocation of educational resources to improve student achievement: Case studies of non-title I schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/452082/rec/622

Chicago Manual of Style (16th Edition):

Guerrero, Cynthia Patron. “Allocation of educational resources to improve student achievement: Case studies of non-title I schools.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/452082/rec/622.

MLA Handbook (7th Edition):

Guerrero, Cynthia Patron. “Allocation of educational resources to improve student achievement: Case studies of non-title I schools.” 2011. Web. 18 Sep 2019.

Vancouver:

Guerrero CP. Allocation of educational resources to improve student achievement: Case studies of non-title I schools. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Sep 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/452082/rec/622.

Council of Science Editors:

Guerrero CP. Allocation of educational resources to improve student achievement: Case studies of non-title I schools. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/452082/rec/622


Virginia Tech

8. Alfieri, Paul Allen III. Stages of Concern of Defense Systems Management College Faculty about Technology-Based Education and Training.

Degree: EdD, Adult and Continuing Education, 1998, Virginia Tech

 The Defense Systems Management College (DSMC) is beginning a major transition from its traditional classroom training methods to technology-based education and training. Conventional classroom courses… (more)

Subjects/Keywords: Stages of Concern; Concerns-Based Adoption Model

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APA (6th Edition):

Alfieri, P. A. I. (1998). Stages of Concern of Defense Systems Management College Faculty about Technology-Based Education and Training. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30593

Chicago Manual of Style (16th Edition):

Alfieri, Paul Allen III. “Stages of Concern of Defense Systems Management College Faculty about Technology-Based Education and Training.” 1998. Doctoral Dissertation, Virginia Tech. Accessed September 18, 2019. http://hdl.handle.net/10919/30593.

MLA Handbook (7th Edition):

Alfieri, Paul Allen III. “Stages of Concern of Defense Systems Management College Faculty about Technology-Based Education and Training.” 1998. Web. 18 Sep 2019.

Vancouver:

Alfieri PAI. Stages of Concern of Defense Systems Management College Faculty about Technology-Based Education and Training. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10919/30593.

Council of Science Editors:

Alfieri PAI. Stages of Concern of Defense Systems Management College Faculty about Technology-Based Education and Training. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30593


University of Cincinnati

9. Janz, Stacey P. A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2016, University of Cincinnati

 Over the past decade higher education has undergone a pivotal transformation as enrollment in online class offerings has increased at a pace that has exceeded… (more)

Subjects/Keywords: Higher Education Administration; eLearning; Faculty development; Intra-Institutional Alignment; Online learning; Professional Development; Star Model of Organization Design

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APA (6th Edition):

Janz, S. P. (2016). A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1467988871

Chicago Manual of Style (16th Edition):

Janz, Stacey P. “A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed September 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1467988871.

MLA Handbook (7th Edition):

Janz, Stacey P. “A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online.” 2016. Web. 18 Sep 2019.

Vancouver:

Janz SP. A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2019 Sep 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1467988871.

Council of Science Editors:

Janz SP. A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1467988871


University of South Carolina

10. Bularzik, Sarah E. The Response Of ELLs To Task-Based Instruction Within An Inclusion Classroom.

Degree: EdD, Instruction and Teacher Education, 2017, University of South Carolina

  This action research study describes the influence of task-based instruction on English Language Learner (ELL) motivation in a seventh grade inclusion classroom. This research… (more)

Subjects/Keywords: Curriculum and Instruction; Education; English language learners; task-based instruction; action research; motivation; ARCS Model of Motivation; inclusion education; collaboration

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APA (6th Edition):

Bularzik, S. E. (2017). The Response Of ELLs To Task-Based Instruction Within An Inclusion Classroom. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4392

Chicago Manual of Style (16th Edition):

Bularzik, Sarah E. “The Response Of ELLs To Task-Based Instruction Within An Inclusion Classroom.” 2017. Doctoral Dissertation, University of South Carolina. Accessed September 18, 2019. https://scholarcommons.sc.edu/etd/4392.

MLA Handbook (7th Edition):

Bularzik, Sarah E. “The Response Of ELLs To Task-Based Instruction Within An Inclusion Classroom.” 2017. Web. 18 Sep 2019.

Vancouver:

Bularzik SE. The Response Of ELLs To Task-Based Instruction Within An Inclusion Classroom. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Sep 18]. Available from: https://scholarcommons.sc.edu/etd/4392.

Council of Science Editors:

Bularzik SE. The Response Of ELLs To Task-Based Instruction Within An Inclusion Classroom. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4392


Northeastern University

11. Broomhead, Keiko Shimizu. Causation and caution in financial aid reform: a historical perspective through multiple shades of gray literature.

Degree: EdD, School of Education, 2013, Northeastern University

 To better understand how a once well-intentioned concept of financial tuition assistance for college students has devolved into its current troubled and broken state, this… (more)

Subjects/Keywords: causal model; federal student financial aid; higher education; higher education association; history; reform; Higher Education; Social and Philosophical Foundations of Education

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APA (6th Edition):

Broomhead, K. S. (2013). Causation and caution in financial aid reform: a historical perspective through multiple shades of gray literature. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003315

Chicago Manual of Style (16th Edition):

Broomhead, Keiko Shimizu. “Causation and caution in financial aid reform: a historical perspective through multiple shades of gray literature.” 2013. Doctoral Dissertation, Northeastern University. Accessed September 18, 2019. http://hdl.handle.net/2047/d20003315.

MLA Handbook (7th Edition):

Broomhead, Keiko Shimizu. “Causation and caution in financial aid reform: a historical perspective through multiple shades of gray literature.” 2013. Web. 18 Sep 2019.

Vancouver:

Broomhead KS. Causation and caution in financial aid reform: a historical perspective through multiple shades of gray literature. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/2047/d20003315.

Council of Science Editors:

Broomhead KS. Causation and caution in financial aid reform: a historical perspective through multiple shades of gray literature. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003315


University of Kansas

12. Atalmis, Erkan Hasan. The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability.

Degree: EdD, Psychology & Research in Education, 2014, University of Kansas

 This study examined two multiple choice item-writing guidelines addressed by Haladyna, Downing, and Rodriguez (2002). One is related to using the "None of the Above… (more)

Subjects/Keywords: Educational psychology; Educational tests & measurements; Item writing guidelines; Multiple choice questions; None of the above; Non-parametric irt model; Number of options; Option elimination

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APA (6th Edition):

Atalmis, E. H. (2014). The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15160

Chicago Manual of Style (16th Edition):

Atalmis, Erkan Hasan. “The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability.” 2014. Doctoral Dissertation, University of Kansas. Accessed September 18, 2019. http://hdl.handle.net/1808/15160.

MLA Handbook (7th Edition):

Atalmis, Erkan Hasan. “The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability.” 2014. Web. 18 Sep 2019.

Vancouver:

Atalmis EH. The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability. [Internet] [Doctoral dissertation]. University of Kansas; 2014. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/1808/15160.

Council of Science Editors:

Atalmis EH. The Impact of the Item Types and Number of Solution Steps of Multiple-Choice Items on Item Difficulty and Discrimination and Test Reliability. [Doctoral Dissertation]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/15160


University of South Carolina

13. Elam, Jesse Russell. Fostering Intercultural Competence Through Problem-Based Learning: A Case Study of a Socioculturally Modified Curriculum in Japanese Higher Education.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  The purpose of this explanatory mixed-methods action research dissertation was to expose six students studying Oral Communications 1 (OC1) at Japan’s Technical University (JTU)… (more)

Subjects/Keywords: Curriculum and Instruction; ction research; developmental model of intercultural sensitivity (DMIS); intercultural competence; intercultural development continuum (IDC); intercultural development inventory (IDI); intercultural sensitivity; project-based learning; sociocultural

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APA (6th Edition):

Elam, J. R. (2018). Fostering Intercultural Competence Through Problem-Based Learning: A Case Study of a Socioculturally Modified Curriculum in Japanese Higher Education. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5031

Chicago Manual of Style (16th Edition):

Elam, Jesse Russell. “Fostering Intercultural Competence Through Problem-Based Learning: A Case Study of a Socioculturally Modified Curriculum in Japanese Higher Education.” 2018. Doctoral Dissertation, University of South Carolina. Accessed September 18, 2019. https://scholarcommons.sc.edu/etd/5031.

MLA Handbook (7th Edition):

Elam, Jesse Russell. “Fostering Intercultural Competence Through Problem-Based Learning: A Case Study of a Socioculturally Modified Curriculum in Japanese Higher Education.” 2018. Web. 18 Sep 2019.

Vancouver:

Elam JR. Fostering Intercultural Competence Through Problem-Based Learning: A Case Study of a Socioculturally Modified Curriculum in Japanese Higher Education. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Sep 18]. Available from: https://scholarcommons.sc.edu/etd/5031.

Council of Science Editors:

Elam JR. Fostering Intercultural Competence Through Problem-Based Learning: A Case Study of a Socioculturally Modified Curriculum in Japanese Higher Education. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/5031


University of Southern California

14. Nikolao-Mutini, Akenese Epifania. An examination of resource allocation strategies and finance adequacy: case studies of American Samoa Department of Education secondary schools.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The purpose of this study was to analyze American Samoa Department of Education (ASDE) and collect allocation of resources data and determine how the resources… (more)

Subjects/Keywords: resource allocation; finance adequacy; American Samoa; American Samoa Department of Education; secondary schools; evidence-based model strategies; student performance; double student performance; EBM; Samoan

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APA (6th Edition):

Nikolao-Mutini, A. E. (2012). An examination of resource allocation strategies and finance adequacy: case studies of American Samoa Department of Education secondary schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/100128/rec/732

Chicago Manual of Style (16th Edition):

Nikolao-Mutini, Akenese Epifania. “An examination of resource allocation strategies and finance adequacy: case studies of American Samoa Department of Education secondary schools.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/100128/rec/732.

MLA Handbook (7th Edition):

Nikolao-Mutini, Akenese Epifania. “An examination of resource allocation strategies and finance adequacy: case studies of American Samoa Department of Education secondary schools.” 2012. Web. 18 Sep 2019.

Vancouver:

Nikolao-Mutini AE. An examination of resource allocation strategies and finance adequacy: case studies of American Samoa Department of Education secondary schools. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Sep 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/100128/rec/732.

Council of Science Editors:

Nikolao-Mutini AE. An examination of resource allocation strategies and finance adequacy: case studies of American Samoa Department of Education secondary schools. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/100128/rec/732


Northeastern University

15. McNamee, Dana Crosby. Participation in an experiential education professional development course: an analysis of the teacher experience.

Degree: EdD, School of Education, 2015, Northeastern University

 Experiential education opportunities are recommended in science classrooms but due to budget and time constraints (Cowart, 2010; Dallimore, et al., 2010; Johnson, 2007) schools often… (more)

Subjects/Keywords: experiential education; experiential learning model; professional development; Science teachers; Training of; Experiential learning; Science; Study and teaching (Secondary); Science; Study and teaching (Middle school); Science; Curricula; Career development

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APA (6th Edition):

McNamee, D. C. (2015). Participation in an experiential education professional development course: an analysis of the teacher experience. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194068

Chicago Manual of Style (16th Edition):

McNamee, Dana Crosby. “Participation in an experiential education professional development course: an analysis of the teacher experience.” 2015. Doctoral Dissertation, Northeastern University. Accessed September 18, 2019. http://hdl.handle.net/2047/D20194068.

MLA Handbook (7th Edition):

McNamee, Dana Crosby. “Participation in an experiential education professional development course: an analysis of the teacher experience.” 2015. Web. 18 Sep 2019.

Vancouver:

McNamee DC. Participation in an experiential education professional development course: an analysis of the teacher experience. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/2047/D20194068.

Council of Science Editors:

McNamee DC. Participation in an experiential education professional development course: an analysis of the teacher experience. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20194068


University of Southern California

16. Chan, Rosa K. Allocation of educational resources to improve student learning in a sample of California schools.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 Due to current and projected state budgetary constraints, California schools are forced to allocate resources even more effectively in order to meet state mandated student… (more)

Subjects/Keywords: evidence-based model

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APA (6th Edition):

Chan, R. K. (2010). Allocation of educational resources to improve student learning in a sample of California schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/356182/rec/624

Chicago Manual of Style (16th Edition):

Chan, Rosa K. “Allocation of educational resources to improve student learning in a sample of California schools.” 2010. Doctoral Dissertation, University of Southern California. Accessed September 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/356182/rec/624.

MLA Handbook (7th Edition):

Chan, Rosa K. “Allocation of educational resources to improve student learning in a sample of California schools.” 2010. Web. 18 Sep 2019.

Vancouver:

Chan RK. Allocation of educational resources to improve student learning in a sample of California schools. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Sep 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/356182/rec/624.

Council of Science Editors:

Chan RK. Allocation of educational resources to improve student learning in a sample of California schools. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/356182/rec/624


Northeastern University

17. Hauschild, Susan M. Implementing the new educator evaluation system into practice at an urban elementary school through distributed leadership.

Degree: EdD, School of Education, 2015, Northeastern University

 Educators are facing increasingly more demands in today's public schools. One of the reasons is because of the state and federal mandates that resulted from… (more)

Subjects/Keywords: distributed leadership; educator evaluation; informal leaders; organizational change; sensemaking; train-the-trainer model; School of Education; School management and organization; Educational change; Elementary school teachers; In-service training; Elementary school teachers; Training of; Teams in the workplace; Education and state

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APA (6th Edition):

Hauschild, S. M. (2015). Implementing the new educator evaluation system into practice at an urban elementary school through distributed leadership. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20196967

Chicago Manual of Style (16th Edition):

Hauschild, Susan M. “Implementing the new educator evaluation system into practice at an urban elementary school through distributed leadership.” 2015. Doctoral Dissertation, Northeastern University. Accessed September 18, 2019. http://hdl.handle.net/2047/D20196967.

MLA Handbook (7th Edition):

Hauschild, Susan M. “Implementing the new educator evaluation system into practice at an urban elementary school through distributed leadership.” 2015. Web. 18 Sep 2019.

Vancouver:

Hauschild SM. Implementing the new educator evaluation system into practice at an urban elementary school through distributed leadership. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/2047/D20196967.

Council of Science Editors:

Hauschild SM. Implementing the new educator evaluation system into practice at an urban elementary school through distributed leadership. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20196967


University of Southern California

18. Ie, Eileen Flora. Asian American and Pacific Islander student-faculty interactions: experiences of first-generation community college students.

Degree: EdD, Education, 8, University of Southern California

 This study focuses on Asian American and Pacific Islander (AAPI) student experiences with faculty in community colleges, specifically focusing on out‐of‐classroom interactions. The research on… (more)

Subjects/Keywords: Asian‐American; model‐minority; first‐generation college student; student‐faculty interactions; model minority myth; community college; faculty interactions; out‐of‐classroom interactions; critical race theory; cultural capital

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APA (6th Edition):

Ie, E. F. (8). Asian American and Pacific Islander student-faculty interactions: experiences of first-generation community college students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/464277/rec/925

Chicago Manual of Style (16th Edition):

Ie, Eileen Flora. “Asian American and Pacific Islander student-faculty interactions: experiences of first-generation community college students.” 8. Doctoral Dissertation, University of Southern California. Accessed September 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/464277/rec/925.

MLA Handbook (7th Edition):

Ie, Eileen Flora. “Asian American and Pacific Islander student-faculty interactions: experiences of first-generation community college students.” 8. Web. 18 Sep 2019.

Vancouver:

Ie EF. Asian American and Pacific Islander student-faculty interactions: experiences of first-generation community college students. [Internet] [Doctoral dissertation]. University of Southern California; 8. [cited 2019 Sep 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/464277/rec/925.

Council of Science Editors:

Ie EF. Asian American and Pacific Islander student-faculty interactions: experiences of first-generation community college students. [Doctoral Dissertation]. University of Southern California; 8. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/464277/rec/925


Penn State University

19. Hatten, Jr., Norman E. Responses by Small, Rural, Low Income School Districts to Fiscal Pressures.

Degree: EdD, Educational Leadership, 2011, Penn State University

 ABSTRACT Over the past several years, revenue sources for Pennsylvania’s school districts have tightened considerably. State and federal allocations for school districts have declined and… (more)

Subjects/Keywords: fiscal pressure; school finance; revenues; expenditures; rural schools; small schools

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APA (6th Edition):

Hatten, Jr., N. E. (2011). Responses by Small, Rural, Low Income School Districts to Fiscal Pressures. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/12449

Chicago Manual of Style (16th Edition):

Hatten, Jr., Norman E. “Responses by Small, Rural, Low Income School Districts to Fiscal Pressures.” 2011. Doctoral Dissertation, Penn State University. Accessed September 18, 2019. https://etda.libraries.psu.edu/catalog/12449.

MLA Handbook (7th Edition):

Hatten, Jr., Norman E. “Responses by Small, Rural, Low Income School Districts to Fiscal Pressures.” 2011. Web. 18 Sep 2019.

Vancouver:

Hatten, Jr. NE. Responses by Small, Rural, Low Income School Districts to Fiscal Pressures. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2019 Sep 18]. Available from: https://etda.libraries.psu.edu/catalog/12449.

Council of Science Editors:

Hatten, Jr. NE. Responses by Small, Rural, Low Income School Districts to Fiscal Pressures. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/12449


Virginia Tech

20. Schott, Thomas Jerome. Rural Virginia Middle School Teachers\' and Students\' Perceptions on the Influence of One-to-one Computers in the Classroom.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 Children of the 21st century are digital learners and have various technologies at their fingertips. As a result, classrooms have evolved and school systems are… (more)

Subjects/Keywords: Middle School; One-to-one laptops; Ubiquitous computing

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APA (6th Edition):

Schott, T. J. (2012). Rural Virginia Middle School Teachers\' and Students\' Perceptions on the Influence of One-to-one Computers in the Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/49552

Chicago Manual of Style (16th Edition):

Schott, Thomas Jerome. “Rural Virginia Middle School Teachers\' and Students\' Perceptions on the Influence of One-to-one Computers in the Classroom.” 2012. Doctoral Dissertation, Virginia Tech. Accessed September 18, 2019. http://hdl.handle.net/10919/49552.

MLA Handbook (7th Edition):

Schott, Thomas Jerome. “Rural Virginia Middle School Teachers\' and Students\' Perceptions on the Influence of One-to-one Computers in the Classroom.” 2012. Web. 18 Sep 2019.

Vancouver:

Schott TJ. Rural Virginia Middle School Teachers\' and Students\' Perceptions on the Influence of One-to-one Computers in the Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10919/49552.

Council of Science Editors:

Schott TJ. Rural Virginia Middle School Teachers\' and Students\' Perceptions on the Influence of One-to-one Computers in the Classroom. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/49552


University of South Carolina

21. Bocchino, Herbert S., III. High School Science Teachers’ Perceptions of the Effects of One-To-One Computing Devices on Student Engagement.

Degree: EdD, Instruction and Teacher Education, 2017, University of South Carolina

  The identified problem of practice for the present action research study centers on ways in which teacher-participants in a working class poor, rural, southern… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Computing Devices on Student Engagement

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APA (6th Edition):

Bocchino, Herbert S., I. (2017). High School Science Teachers’ Perceptions of the Effects of One-To-One Computing Devices on Student Engagement. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4244

Chicago Manual of Style (16th Edition):

Bocchino, Herbert S., III. “High School Science Teachers’ Perceptions of the Effects of One-To-One Computing Devices on Student Engagement.” 2017. Doctoral Dissertation, University of South Carolina. Accessed September 18, 2019. https://scholarcommons.sc.edu/etd/4244.

MLA Handbook (7th Edition):

Bocchino, Herbert S., III. “High School Science Teachers’ Perceptions of the Effects of One-To-One Computing Devices on Student Engagement.” 2017. Web. 18 Sep 2019.

Vancouver:

Bocchino, Herbert S. I. High School Science Teachers’ Perceptions of the Effects of One-To-One Computing Devices on Student Engagement. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Sep 18]. Available from: https://scholarcommons.sc.edu/etd/4244.

Council of Science Editors:

Bocchino, Herbert S. I. High School Science Teachers’ Perceptions of the Effects of One-To-One Computing Devices on Student Engagement. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4244


University of Southern California

22. Lang, Luciana T. The intersection of technology, pedagogical beliefs, and constructivism: a case study of teachers in 1:1 computing classrooms.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 As access to technology grows, researchers are increasingly seeking to better understand the role instructional technologies have in positively influencing student learning in the classroom.… (more)

Subjects/Keywords: pedagogical beliefs; constructivism; student‐centered practices; 1:1 computing; technology integration

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APA (6th Edition):

Lang, L. T. (2015). The intersection of technology, pedagogical beliefs, and constructivism: a case study of teachers in 1:1 computing classrooms. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/591391/rec/6911

Chicago Manual of Style (16th Edition):

Lang, Luciana T. “The intersection of technology, pedagogical beliefs, and constructivism: a case study of teachers in 1:1 computing classrooms.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/591391/rec/6911.

MLA Handbook (7th Edition):

Lang, Luciana T. “The intersection of technology, pedagogical beliefs, and constructivism: a case study of teachers in 1:1 computing classrooms.” 2015. Web. 18 Sep 2019.

Vancouver:

Lang LT. The intersection of technology, pedagogical beliefs, and constructivism: a case study of teachers in 1:1 computing classrooms. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Sep 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/591391/rec/6911.

Council of Science Editors:

Lang LT. The intersection of technology, pedagogical beliefs, and constructivism: a case study of teachers in 1:1 computing classrooms. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/591391/rec/6911


University of Southern California

23. Montes, Roberto C. How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 The purpose of this ethnographic study was to better understand the nature of student-faculty interactions particularly between Latino/a students and part-time non-tenure track faculty (NTTF)… (more)

Subjects/Keywords: student-faculty interactions; Latino and Latina college students; urban community college; non-tenure track faculty; gatekeeper math courses; social learning theory; psychosociocultural model; part-time contingent faculty; ethnography; Hispanic serving institutions; culturally responsive teaching; advancement of Latinos/as in higher education

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APA (6th Edition):

Montes, R. C. (2014). How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/482529/rec/3233

Chicago Manual of Style (16th Edition):

Montes, Roberto C. “How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/482529/rec/3233.

MLA Handbook (7th Edition):

Montes, Roberto C. “How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?.” 2014. Web. 18 Sep 2019.

Vancouver:

Montes RC. How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Sep 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/482529/rec/3233.

Council of Science Editors:

Montes RC. How do non-tenure track faculty interact with Latino and Latina students in gatekeeper math courses at an urban community college?. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/482529/rec/3233

24. Carroll, Millicent Hope. Graphic Communications Teachers' Concerns and Beliefs Regarding Their Online Teaching of Graphic Communications Hands-On Classes.

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

 Previous literature has exposed the impact of concerns and beliefs on a teacher's decision to adopt online teaching methods, and in particular for Graphic Communications… (more)

Subjects/Keywords: online teaching; CTE; graphic communications; teacher beliefs; teacher concerns; Stages of Concern; Expectancy-Value model

…14 Figure 2. A model of five stages in the innovation-decision process… …theoretical model for the adoption and diffusion of online teaching within higher education. Section… …an aspect of every activity” (p. 20). 14 Figure 2. A model of five stages in… …135 APPENDIX D Stages of Concern Quick Scoring Device… …138 APPENDIX E Analysis of Open-Ended Questions on GCTBTTO… 

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APA (6th Edition):

Carroll, M. H. (2016). Graphic Communications Teachers' Concerns and Beliefs Regarding Their Online Teaching of Graphic Communications Hands-On Classes. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/79900

Chicago Manual of Style (16th Edition):

Carroll, Millicent Hope. “Graphic Communications Teachers' Concerns and Beliefs Regarding Their Online Teaching of Graphic Communications Hands-On Classes.” 2016. Doctoral Dissertation, Virginia Tech. Accessed September 18, 2019. http://hdl.handle.net/10919/79900.

MLA Handbook (7th Edition):

Carroll, Millicent Hope. “Graphic Communications Teachers' Concerns and Beliefs Regarding Their Online Teaching of Graphic Communications Hands-On Classes.” 2016. Web. 18 Sep 2019.

Vancouver:

Carroll MH. Graphic Communications Teachers' Concerns and Beliefs Regarding Their Online Teaching of Graphic Communications Hands-On Classes. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10919/79900.

Council of Science Editors:

Carroll MH. Graphic Communications Teachers' Concerns and Beliefs Regarding Their Online Teaching of Graphic Communications Hands-On Classes. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/79900


Kansas State University

25. Cox, Kelline Sue. Motivational factors influencing women’s decisions to pursue upper-level administrative positions in higher education.

Degree: EdD, Department of Educational Leadership, 2008, Kansas State University

 Much of the research on women advancing in higher education has been focused on the external barriers and how to break down the barriers. Initiatives… (more)

Subjects/Keywords: Motivation; Women administrators; Higher education; Bandura's model of reciprocal determination; Mentoring; Value system; Education, Administration (0514); Women's Studies (0453)

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APA (6th Edition):

Cox, K. S. (2008). Motivational factors influencing women’s decisions to pursue upper-level administrative positions in higher education. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/1017

Chicago Manual of Style (16th Edition):

Cox, Kelline Sue. “Motivational factors influencing women’s decisions to pursue upper-level administrative positions in higher education.” 2008. Doctoral Dissertation, Kansas State University. Accessed September 18, 2019. http://hdl.handle.net/2097/1017.

MLA Handbook (7th Edition):

Cox, Kelline Sue. “Motivational factors influencing women’s decisions to pursue upper-level administrative positions in higher education.” 2008. Web. 18 Sep 2019.

Vancouver:

Cox KS. Motivational factors influencing women’s decisions to pursue upper-level administrative positions in higher education. [Internet] [Doctoral dissertation]. Kansas State University; 2008. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/2097/1017.

Council of Science Editors:

Cox KS. Motivational factors influencing women’s decisions to pursue upper-level administrative positions in higher education. [Doctoral Dissertation]. Kansas State University; 2008. Available from: http://hdl.handle.net/2097/1017


West Virginia University

26. Gilbert, Jamie K. A Descriptive Analysis of PETE Master’s Programs in the U.S. and their Alignment with Advanced Teaching Standards.

Degree: EdD, Physical Education Teacher Education, 2019, West Virginia University

  Background: This study provided a descriptive analysis of PETE master’s degree programs in the United States. Program demographics and curriculum alignment with SHAPE America’s… (more)

Subjects/Keywords: Physical Education Teacher Education (PETE); Teacher Candidate (TC); Structural Issues; Pedagogical Content Knowledge (PCK) Mode of Instructional Delivery; Traditional Delivery Mode; Hybrid or Blended Curriculum; Hybrid or Blended Course; Curricular Model; Initial Teacher Certification; Curriculum and Instruction; Health and Physical Education

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APA (6th Edition):

Gilbert, J. K. (2019). A Descriptive Analysis of PETE Master’s Programs in the U.S. and their Alignment with Advanced Teaching Standards. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3771

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):

Gilbert, Jamie K. “A Descriptive Analysis of PETE Master’s Programs in the U.S. and their Alignment with Advanced Teaching Standards.” 2019. Thesis, West Virginia University. Accessed September 18, 2019. https://researchrepository.wvu.edu/etd/3771.

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

MLA Handbook (7th Edition):

Gilbert, Jamie K. “A Descriptive Analysis of PETE Master’s Programs in the U.S. and their Alignment with Advanced Teaching Standards.” 2019. Web. 18 Sep 2019.

Vancouver:

Gilbert JK. A Descriptive Analysis of PETE Master’s Programs in the U.S. and their Alignment with Advanced Teaching Standards. [Internet] [Thesis]. West Virginia University; 2019. [cited 2019 Sep 18]. Available from: https://researchrepository.wvu.edu/etd/3771.

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

Council of Science Editors:

Gilbert JK. A Descriptive Analysis of PETE Master’s Programs in the U.S. and their Alignment with Advanced Teaching Standards. [Thesis]. West Virginia University; 2019. Available from: https://researchrepository.wvu.edu/etd/3771

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


Northeastern University

27. Cook, Melinda A. A case study of organizational change in a small, private junior college.

Degree: EdD, School of Education, 2015, Northeastern University

 The purpose of this case study is to investigate how a small junior college fully transformed into a baccalaureate institution. The Burke-Litwin (1992) model of… (more)

Subjects/Keywords: baccalaureate transformation; Burke-Litwin model; college presidents; junior colleges; private colleges; transformational leadership; Education, Higher; Administration; Private universities and colleges; Administration; Junior colleges; Administration; Educational change; School of Education; Organizational change

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APA (6th Edition):

Cook, M. A. (2015). A case study of organizational change in a small, private junior college. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20196436

Chicago Manual of Style (16th Edition):

Cook, Melinda A. “A case study of organizational change in a small, private junior college.” 2015. Doctoral Dissertation, Northeastern University. Accessed September 18, 2019. http://hdl.handle.net/2047/D20196436.

MLA Handbook (7th Edition):

Cook, Melinda A. “A case study of organizational change in a small, private junior college.” 2015. Web. 18 Sep 2019.

Vancouver:

Cook MA. A case study of organizational change in a small, private junior college. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/2047/D20196436.

Council of Science Editors:

Cook MA. A case study of organizational change in a small, private junior college. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20196436


Northeastern University

28. Gilmartin, Kelly. Utilizing Student Mclass Reading 3d Assessment Data To Determine Effective Instructional Practices Among Third-grade Students In North Carolina.

Degree: EdD, School of Education, 2018, Northeastern University

 Since the implementation of No Child Left Behind in 2001, high-stakes testing has become a mandatory practice across all 50 states. High-stakes testing is currently… (more)

Subjects/Keywords: Assessments; Curriculum-based measurements; Literacy; mClass Reading 3D; Reading; Reading Interventions; Education

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APA (6th Edition):

Gilmartin, K. (2018). Utilizing Student Mclass Reading 3d Assessment Data To Determine Effective Instructional Practices Among Third-grade Students In North Carolina. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316464

Chicago Manual of Style (16th Edition):

Gilmartin, Kelly. “Utilizing Student Mclass Reading 3d Assessment Data To Determine Effective Instructional Practices Among Third-grade Students In North Carolina.” 2018. Doctoral Dissertation, Northeastern University. Accessed September 18, 2019. http://hdl.handle.net/2047/D20316464.

MLA Handbook (7th Edition):

Gilmartin, Kelly. “Utilizing Student Mclass Reading 3d Assessment Data To Determine Effective Instructional Practices Among Third-grade Students In North Carolina.” 2018. Web. 18 Sep 2019.

Vancouver:

Gilmartin K. Utilizing Student Mclass Reading 3d Assessment Data To Determine Effective Instructional Practices Among Third-grade Students In North Carolina. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/2047/D20316464.

Council of Science Editors:

Gilmartin K. Utilizing Student Mclass Reading 3d Assessment Data To Determine Effective Instructional Practices Among Third-grade Students In North Carolina. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20316464


University of South Carolina

29. Blackburn, Jason Dean. The Perceptions of Students on a Cooperative, Gamebased Learning Latin Curriculum: An Action Research Study.

Degree: EdD, Instruction and Teacher Education, 2017, University of South Carolina

  This action research study describes the impact of Operation LAPIS, a cooperative gamebased Latin 1 curriculum, upon student perceptions in a large suburban high… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Latin; game-based learning; technology; experiential learning; gender; personal computing devices

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APA (6th Edition):

Blackburn, J. D. (2017). The Perceptions of Students on a Cooperative, Gamebased Learning Latin Curriculum: An Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4270

Chicago Manual of Style (16th Edition):

Blackburn, Jason Dean. “The Perceptions of Students on a Cooperative, Gamebased Learning Latin Curriculum: An Action Research Study.” 2017. Doctoral Dissertation, University of South Carolina. Accessed September 18, 2019. https://scholarcommons.sc.edu/etd/4270.

MLA Handbook (7th Edition):

Blackburn, Jason Dean. “The Perceptions of Students on a Cooperative, Gamebased Learning Latin Curriculum: An Action Research Study.” 2017. Web. 18 Sep 2019.

Vancouver:

Blackburn JD. The Perceptions of Students on a Cooperative, Gamebased Learning Latin Curriculum: An Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Sep 18]. Available from: https://scholarcommons.sc.edu/etd/4270.

Council of Science Editors:

Blackburn JD. The Perceptions of Students on a Cooperative, Gamebased Learning Latin Curriculum: An Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4270


Virginia Tech

30. Frischkorn Jr., Donald Joseph. Planning, Preparing, and Implementing a One-to-One Computing Initiative in K-12 Education: A Case Study of a School Division's Journey Toward a One-to-One Computing Environment for Students and Staff.

Degree: EdD, Counselor Education, 2019, Virginia Tech

 One-to-one computing initiatives are becoming a part of many school divisions across the United States as district leadership analyzes ways to improve student learning and… (more)

Subjects/Keywords: Computers; technology; one-to-one computing; 21st century skills; student learning; leadership

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

APA (6th Edition):

Frischkorn Jr., D. J. (2019). Planning, Preparing, and Implementing a One-to-One Computing Initiative in K-12 Education: A Case Study of a School Division's Journey Toward a One-to-One Computing Environment for Students and Staff. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/89489

Chicago Manual of Style (16th Edition):

Frischkorn Jr., Donald Joseph. “Planning, Preparing, and Implementing a One-to-One Computing Initiative in K-12 Education: A Case Study of a School Division's Journey Toward a One-to-One Computing Environment for Students and Staff.” 2019. Doctoral Dissertation, Virginia Tech. Accessed September 18, 2019. http://hdl.handle.net/10919/89489.

MLA Handbook (7th Edition):

Frischkorn Jr., Donald Joseph. “Planning, Preparing, and Implementing a One-to-One Computing Initiative in K-12 Education: A Case Study of a School Division's Journey Toward a One-to-One Computing Environment for Students and Staff.” 2019. Web. 18 Sep 2019.

Vancouver:

Frischkorn Jr. DJ. Planning, Preparing, and Implementing a One-to-One Computing Initiative in K-12 Education: A Case Study of a School Division's Journey Toward a One-to-One Computing Environment for Students and Staff. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10919/89489.

Council of Science Editors:

Frischkorn Jr. DJ. Planning, Preparing, and Implementing a One-to-One Computing Initiative in K-12 Education: A Case Study of a School Division's Journey Toward a One-to-One Computing Environment for Students and Staff. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/89489

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