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Degree: Doctor of Education (EdD)

You searched for subject:( teaching). Showing records 1 – 30 of 389 total matches.

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College of William and Mary

1. Brown, Adam Joseph. Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders.

Degree: Doctor of Education (EdD), Education, 2018, College of William and Mary

 In this study, I explored motivation and burnout of novice (1-3 years of teaching experience) and veteran (10 or more years of teaching experience) teachers… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Brown, A. J. (2018). Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1530192557

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):

Brown, Adam Joseph. “Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders.” 2018. Thesis, College of William and Mary. Accessed July 16, 2019. https://scholarworks.wm.edu/etd/1530192557.

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

MLA Handbook (7th Edition):

Brown, Adam Joseph. “Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders.” 2018. Web. 16 Jul 2019.

Vancouver:

Brown AJ. Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders. [Internet] [Thesis]. College of William and Mary; 2018. [cited 2019 Jul 16]. Available from: https://scholarworks.wm.edu/etd/1530192557.

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

Council of Science Editors:

Brown AJ. Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders. [Thesis]. College of William and Mary; 2018. Available from: https://scholarworks.wm.edu/etd/1530192557

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


College of William and Mary

2. Boyd, Michelle. Co-teaching: Perceptions of Urban, Secondary Co-Teachers.

Degree: Doctor of Education (EdD), Education, 2013, College of William and Mary

 Co-teaching has been used to address access and accountability mandates for students with disabilities. Despite research regarding elements needed for co-teaching success, research shows mixed… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Boyd, M. (2013). Co-teaching: Perceptions of Urban, Secondary Co-Teachers. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618511

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):

Boyd, Michelle. “Co-teaching: Perceptions of Urban, Secondary Co-Teachers.” 2013. Thesis, College of William and Mary. Accessed July 16, 2019. https://scholarworks.wm.edu/etd/1539618511.

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

MLA Handbook (7th Edition):

Boyd, Michelle. “Co-teaching: Perceptions of Urban, Secondary Co-Teachers.” 2013. Web. 16 Jul 2019.

Vancouver:

Boyd M. Co-teaching: Perceptions of Urban, Secondary Co-Teachers. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2019 Jul 16]. Available from: https://scholarworks.wm.edu/etd/1539618511.

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

Council of Science Editors:

Boyd M. Co-teaching: Perceptions of Urban, Secondary Co-Teachers. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618511

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

3. Duncan, Marlina Nicole. From Tri-Cultural Conflict to Tri-Cultural Connection: How Successful Urban Science Educators Become Culturally Connected.

Degree: Doctor of Education (EdD), Education (also CAGS), 2010, U of Massachusetts : PhD

 Urban districts suffer from a severe shortage of qualified science teachers. Therefore, many new science teachers will need to take positions in urban districts with… (more)

Subjects/Keywords: Urban science teaching; Education

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APA (6th Edition):

Duncan, M. N. (2010). From Tri-Cultural Conflict to Tri-Cultural Connection: How Successful Urban Science Educators Become Culturally Connected. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/187

Chicago Manual of Style (16th Edition):

Duncan, Marlina Nicole. “From Tri-Cultural Conflict to Tri-Cultural Connection: How Successful Urban Science Educators Become Culturally Connected.” 2010. Doctoral Dissertation, U of Massachusetts : PhD. Accessed July 16, 2019. https://scholarworks.umass.edu/open_access_dissertations/187.

MLA Handbook (7th Edition):

Duncan, Marlina Nicole. “From Tri-Cultural Conflict to Tri-Cultural Connection: How Successful Urban Science Educators Become Culturally Connected.” 2010. Web. 16 Jul 2019.

Vancouver:

Duncan MN. From Tri-Cultural Conflict to Tri-Cultural Connection: How Successful Urban Science Educators Become Culturally Connected. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2010. [cited 2019 Jul 16]. Available from: https://scholarworks.umass.edu/open_access_dissertations/187.

Council of Science Editors:

Duncan MN. From Tri-Cultural Conflict to Tri-Cultural Connection: How Successful Urban Science Educators Become Culturally Connected. [Doctoral Dissertation]. U of Massachusetts : PhD; 2010. Available from: https://scholarworks.umass.edu/open_access_dissertations/187


Montana Tech

4. Sievert, Regina Christine. DEVELOPMENT OF AN INSTRUMENT FOR ASSESSING CULTURALLY CONGRUENT SCIENCE TEACHING.

Degree: Doctor of Education (EdD), 2014, Montana Tech

  Demographers forecast that ethnic minority students will make up the majority of students in America’s K-12 schools sometime in the next few decades. Yet… (more)

Subjects/Keywords: culturally congruent teaching; Native American science teaching; Teacher assessment; Education

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APA (6th Edition):

Sievert, R. C. (2014). DEVELOPMENT OF AN INSTRUMENT FOR ASSESSING CULTURALLY CONGRUENT SCIENCE TEACHING. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/11149

Chicago Manual of Style (16th Edition):

Sievert, Regina Christine. “DEVELOPMENT OF AN INSTRUMENT FOR ASSESSING CULTURALLY CONGRUENT SCIENCE TEACHING.” 2014. Doctoral Dissertation, Montana Tech. Accessed July 16, 2019. https://scholarworks.umt.edu/etd/11149.

MLA Handbook (7th Edition):

Sievert, Regina Christine. “DEVELOPMENT OF AN INSTRUMENT FOR ASSESSING CULTURALLY CONGRUENT SCIENCE TEACHING.” 2014. Web. 16 Jul 2019.

Vancouver:

Sievert RC. DEVELOPMENT OF AN INSTRUMENT FOR ASSESSING CULTURALLY CONGRUENT SCIENCE TEACHING. [Internet] [Doctoral dissertation]. Montana Tech; 2014. [cited 2019 Jul 16]. Available from: https://scholarworks.umt.edu/etd/11149.

Council of Science Editors:

Sievert RC. DEVELOPMENT OF AN INSTRUMENT FOR ASSESSING CULTURALLY CONGRUENT SCIENCE TEACHING. [Doctoral Dissertation]. Montana Tech; 2014. Available from: https://scholarworks.umt.edu/etd/11149

5. Savariappan, Maria Joseph. Teaching English to Indian Vernacular Medium Students Through Technology: A Qualitative Study of Kolkata Jesuit Juniorate Program.

Degree: Doctor of Education (EdD), 2017, University of San Francisco

  The educational system in India is inadequate to meet the modern needs of the Indian students (Lall & House, 2005). Primarily two kinds of… (more)

Subjects/Keywords: Teaching English through Technology; Education; Educational Leadership

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APA (6th Edition):

Savariappan, M. J. (2017). Teaching English to Indian Vernacular Medium Students Through Technology: A Qualitative Study of Kolkata Jesuit Juniorate Program. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/407

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):

Savariappan, Maria Joseph. “Teaching English to Indian Vernacular Medium Students Through Technology: A Qualitative Study of Kolkata Jesuit Juniorate Program.” 2017. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/diss/407.

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

MLA Handbook (7th Edition):

Savariappan, Maria Joseph. “Teaching English to Indian Vernacular Medium Students Through Technology: A Qualitative Study of Kolkata Jesuit Juniorate Program.” 2017. Web. 16 Jul 2019.

Vancouver:

Savariappan MJ. Teaching English to Indian Vernacular Medium Students Through Technology: A Qualitative Study of Kolkata Jesuit Juniorate Program. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/diss/407.

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

Council of Science Editors:

Savariappan MJ. Teaching English to Indian Vernacular Medium Students Through Technology: A Qualitative Study of Kolkata Jesuit Juniorate Program. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/407

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


Montana Tech

6. Gibson, Robert J. THE EFFECTIVENESS OF CLINICAL SUPERVISION IN MODIFYING TEACHER INSTRUCTIONAL BEHAVIOR.

Degree: Doctor of Education (EdD), 1985, Montana Tech

Subjects/Keywords: Teaching.; Behavior modification.

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APA (6th Edition):

Gibson, R. J. (1985). THE EFFECTIVENESS OF CLINICAL SUPERVISION IN MODIFYING TEACHER INSTRUCTIONAL BEHAVIOR. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/10205

Chicago Manual of Style (16th Edition):

Gibson, Robert J. “THE EFFECTIVENESS OF CLINICAL SUPERVISION IN MODIFYING TEACHER INSTRUCTIONAL BEHAVIOR.” 1985. Doctoral Dissertation, Montana Tech. Accessed July 16, 2019. https://scholarworks.umt.edu/etd/10205.

MLA Handbook (7th Edition):

Gibson, Robert J. “THE EFFECTIVENESS OF CLINICAL SUPERVISION IN MODIFYING TEACHER INSTRUCTIONAL BEHAVIOR.” 1985. Web. 16 Jul 2019.

Vancouver:

Gibson RJ. THE EFFECTIVENESS OF CLINICAL SUPERVISION IN MODIFYING TEACHER INSTRUCTIONAL BEHAVIOR. [Internet] [Doctoral dissertation]. Montana Tech; 1985. [cited 2019 Jul 16]. Available from: https://scholarworks.umt.edu/etd/10205.

Council of Science Editors:

Gibson RJ. THE EFFECTIVENESS OF CLINICAL SUPERVISION IN MODIFYING TEACHER INSTRUCTIONAL BEHAVIOR. [Doctoral Dissertation]. Montana Tech; 1985. Available from: https://scholarworks.umt.edu/etd/10205


Montana Tech

7. Wiedmer, Terry Lynn. TEACHERS OF THE YEAR 1978 - 1982: A PROFILE AND ANALYSIS.

Degree: Doctor of Education (EdD), 1983, Montana Tech

Subjects/Keywords: Teaching.; Teachers Awards.

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APA (6th Edition):

Wiedmer, T. L. (1983). TEACHERS OF THE YEAR 1978 - 1982: A PROFILE AND ANALYSIS. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/10143

Chicago Manual of Style (16th Edition):

Wiedmer, Terry Lynn. “TEACHERS OF THE YEAR 1978 - 1982: A PROFILE AND ANALYSIS.” 1983. Doctoral Dissertation, Montana Tech. Accessed July 16, 2019. https://scholarworks.umt.edu/etd/10143.

MLA Handbook (7th Edition):

Wiedmer, Terry Lynn. “TEACHERS OF THE YEAR 1978 - 1982: A PROFILE AND ANALYSIS.” 1983. Web. 16 Jul 2019.

Vancouver:

Wiedmer TL. TEACHERS OF THE YEAR 1978 - 1982: A PROFILE AND ANALYSIS. [Internet] [Doctoral dissertation]. Montana Tech; 1983. [cited 2019 Jul 16]. Available from: https://scholarworks.umt.edu/etd/10143.

Council of Science Editors:

Wiedmer TL. TEACHERS OF THE YEAR 1978 - 1982: A PROFILE AND ANALYSIS. [Doctoral Dissertation]. Montana Tech; 1983. Available from: https://scholarworks.umt.edu/etd/10143


University of Miami

8. Artze-Vega, Isis. The Relationship between Student Ratings and Student Retention.

Degree: Doctor of Education (EdD), Educational and Psychological Studies (Education), 2012, University of Miami

 The relationship between students’ ratings of their instructors and student retention at the University of Miami was examined, extending a new thread of retention research… (more)

Subjects/Keywords: faculty evaluations; student evaluations of teaching; retention

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APA (6th Edition):

Artze-Vega, I. (2012). The Relationship between Student Ratings and Student Retention. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/785

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):

Artze-Vega, Isis. “The Relationship between Student Ratings and Student Retention.” 2012. Thesis, University of Miami. Accessed July 16, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/785.

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

MLA Handbook (7th Edition):

Artze-Vega, Isis. “The Relationship between Student Ratings and Student Retention.” 2012. Web. 16 Jul 2019.

Vancouver:

Artze-Vega I. The Relationship between Student Ratings and Student Retention. [Internet] [Thesis]. University of Miami; 2012. [cited 2019 Jul 16]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/785.

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

Council of Science Editors:

Artze-Vega I. The Relationship between Student Ratings and Student Retention. [Thesis]. University of Miami; 2012. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/785

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


Florida International University

9. Munoz, Lorena R. Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I.

Degree: Doctor of Education (EdD), Exceptional Student Education, 2016, Florida International University

  As the United States (U.S.) population continues to change and become racially/ethnically, culturally, linguistically, and economically diverse, so does the population in public schools… (more)

Subjects/Keywords: cultural responsive teaching; algebra; students with specific learning disabilities; achievement gap; Special Education and Teaching

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APA (6th Edition):

Munoz, L. R. (2016). Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/3046 ; 10.25148/etd.FIDC001188 ; FIDC001188

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):

Munoz, Lorena R. “Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I.” 2016. Thesis, Florida International University. Accessed July 16, 2019. http://digitalcommons.fiu.edu/etd/3046 ; 10.25148/etd.FIDC001188 ; FIDC001188.

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

MLA Handbook (7th Edition):

Munoz, Lorena R. “Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I.” 2016. Web. 16 Jul 2019.

Vancouver:

Munoz LR. Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I. [Internet] [Thesis]. Florida International University; 2016. [cited 2019 Jul 16]. Available from: http://digitalcommons.fiu.edu/etd/3046 ; 10.25148/etd.FIDC001188 ; FIDC001188.

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

Council of Science Editors:

Munoz LR. Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I. [Thesis]. Florida International University; 2016. Available from: http://digitalcommons.fiu.edu/etd/3046 ; 10.25148/etd.FIDC001188 ; FIDC001188

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

10. Kessler, Andrea. The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of New England

  Interprofessional education (IPE) is a global initiative to prepare pre-licensure health professional students for health care team collaboration (WHO, 2010). However, many barriers limit… (more)

Subjects/Keywords: Educational Leadership; Higher Education; Higher Education and Teaching; Scholarship of Teaching and Learning

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APA (6th Edition):

Kessler, A. (2017). The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/118

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):

Kessler, Andrea. “The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education.” 2017. Thesis, University of New England. Accessed July 16, 2019. https://dune.une.edu/theses/118.

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

MLA Handbook (7th Edition):

Kessler, Andrea. “The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education.” 2017. Web. 16 Jul 2019.

Vancouver:

Kessler A. The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education. [Internet] [Thesis]. University of New England; 2017. [cited 2019 Jul 16]. Available from: https://dune.une.edu/theses/118.

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

Council of Science Editors:

Kessler A. The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education. [Thesis]. University of New England; 2017. Available from: https://dune.une.edu/theses/118

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


University of Miami

11. Grinberg Konigsberg, Mijal. Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations.

Degree: Doctor of Education (EdD), Educational and Psychological Studies (Education), 2014, University of Miami

 Student faculty evaluations from an undergraduate music business related program at a private Mexican institution were analyzed using quantitative and qualitative methods with the purpose… (more)

Subjects/Keywords: music business; teaching; effective teaching; effective instruction; student ratings; student faculty evaluations; Mexico

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APA (6th Edition):

Grinberg Konigsberg, M. (2014). Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1331

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):

Grinberg Konigsberg, Mijal. “Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations.” 2014. Thesis, University of Miami. Accessed July 16, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/1331.

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

MLA Handbook (7th Edition):

Grinberg Konigsberg, Mijal. “Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations.” 2014. Web. 16 Jul 2019.

Vancouver:

Grinberg Konigsberg M. Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations. [Internet] [Thesis]. University of Miami; 2014. [cited 2019 Jul 16]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1331.

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

Council of Science Editors:

Grinberg Konigsberg M. Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations. [Thesis]. University of Miami; 2014. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1331

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

12. Hawley, Diana. Teachers Adapting Common Core Informational-text Writing Instruction for Students With Mild to Moderate Disabilities.

Degree: Doctor of Education (EdD), Learning and Instruction, 2014, University of San Francisco

  With the adoption of the Common Core State Standards, students must now become skilled at using different types of writing to help them critique… (more)

Subjects/Keywords: Coaching; Common Core; Elementary Education; Qualitative; Special Education; Writing; Elementary Education and Teaching; Reading and Language; Special Education and Teaching

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

APA (6th Edition):

Hawley, D. (2014). Teachers Adapting Common Core Informational-text Writing Instruction for Students With Mild to Moderate Disabilities. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/118

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):

Hawley, Diana. “Teachers Adapting Common Core Informational-text Writing Instruction for Students With Mild to Moderate Disabilities.” 2014. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/diss/118.

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

MLA Handbook (7th Edition):

Hawley, Diana. “Teachers Adapting Common Core Informational-text Writing Instruction for Students With Mild to Moderate Disabilities.” 2014. Web. 16 Jul 2019.

Vancouver:

Hawley D. Teachers Adapting Common Core Informational-text Writing Instruction for Students With Mild to Moderate Disabilities. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/diss/118.

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

Council of Science Editors:

Hawley D. Teachers Adapting Common Core Informational-text Writing Instruction for Students With Mild to Moderate Disabilities. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/118

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


Bowling Green State University

13. Theis, Jennifer Lee. Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots.

Degree: Doctor of Education (EdD), Leadership Studies, 2016, Bowling Green State University

 The purpose of this study was to examine the relationship of technology use and facilitation of inquiry-based teaching across the curriculum through the implementation of… (more)

Subjects/Keywords: Elementary Education; Education; Educational Technology; Technology; Teaching; Education; One-to-One; Technology; Inquiry-Based Learning; Inquiry-Based Teaching

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

APA (6th Edition):

Theis, J. L. (2016). Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056561

Chicago Manual of Style (16th Edition):

Theis, Jennifer Lee. “Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots.” 2016. Doctoral Dissertation, Bowling Green State University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056561.

MLA Handbook (7th Edition):

Theis, Jennifer Lee. “Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots.” 2016. Web. 16 Jul 2019.

Vancouver:

Theis JL. Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots. [Internet] [Doctoral dissertation]. Bowling Green State University; 2016. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056561.

Council of Science Editors:

Theis JL. Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots. [Doctoral Dissertation]. Bowling Green State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056561


Montana Tech

14. Skinner, Timothy Eaton. Presidential Award winners in mathematics at the secondary level: Classroom management beliefs and career stages.

Degree: Doctor of Education (EdD), 2000, Montana Tech

Subjects/Keywords: Mathematics Study and teaching.; Teaching Awards.; Classroom management.

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

APA (6th Edition):

Skinner, T. E. (2000). Presidential Award winners in mathematics at the secondary level: Classroom management beliefs and career stages. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/10594

Chicago Manual of Style (16th Edition):

Skinner, Timothy Eaton. “Presidential Award winners in mathematics at the secondary level: Classroom management beliefs and career stages.” 2000. Doctoral Dissertation, Montana Tech. Accessed July 16, 2019. https://scholarworks.umt.edu/etd/10594.

MLA Handbook (7th Edition):

Skinner, Timothy Eaton. “Presidential Award winners in mathematics at the secondary level: Classroom management beliefs and career stages.” 2000. Web. 16 Jul 2019.

Vancouver:

Skinner TE. Presidential Award winners in mathematics at the secondary level: Classroom management beliefs and career stages. [Internet] [Doctoral dissertation]. Montana Tech; 2000. [cited 2019 Jul 16]. Available from: https://scholarworks.umt.edu/etd/10594.

Council of Science Editors:

Skinner TE. Presidential Award winners in mathematics at the secondary level: Classroom management beliefs and career stages. [Doctoral Dissertation]. Montana Tech; 2000. Available from: https://scholarworks.umt.edu/etd/10594


Montana Tech

15. Liauh, Yirng-Hurng Emma. A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS.

Degree: Doctor of Education (EdD), 2011, Montana Tech

  The mix-method research aimed to investigate the attitudes toward the implementation of Exit English Examination (EEE) from the perspectives of English faculties and their… (more)

Subjects/Keywords: assessment and testing; exit English examinations; high-stakes testing; teaching effectiveness; teaching to the test; Technological and Vocational Educational System

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

APA (6th Edition):

Liauh, Y. E. (2011). A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/1331

Chicago Manual of Style (16th Edition):

Liauh, Yirng-Hurng Emma. “A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS.” 2011. Doctoral Dissertation, Montana Tech. Accessed July 16, 2019. https://scholarworks.umt.edu/etd/1331.

MLA Handbook (7th Edition):

Liauh, Yirng-Hurng Emma. “A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS.” 2011. Web. 16 Jul 2019.

Vancouver:

Liauh YE. A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS. [Internet] [Doctoral dissertation]. Montana Tech; 2011. [cited 2019 Jul 16]. Available from: https://scholarworks.umt.edu/etd/1331.

Council of Science Editors:

Liauh YE. A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS. [Doctoral Dissertation]. Montana Tech; 2011. Available from: https://scholarworks.umt.edu/etd/1331

16. Aguada-Hallberg, Laura. Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of New England

  This study sought to examine the extent that social-emotional learning of teachers and students impacts students’ transition from middle school to high school. Existing… (more)

Subjects/Keywords: Education; Educational Leadership; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching

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APA (6th Edition):

Aguada-Hallberg, L. (2015). Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/43

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):

Aguada-Hallberg, Laura. “Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School.” 2015. Thesis, University of New England. Accessed July 16, 2019. https://dune.une.edu/theses/43.

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

MLA Handbook (7th Edition):

Aguada-Hallberg, Laura. “Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School.” 2015. Web. 16 Jul 2019.

Vancouver:

Aguada-Hallberg L. Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School. [Internet] [Thesis]. University of New England; 2015. [cited 2019 Jul 16]. Available from: https://dune.une.edu/theses/43.

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

Council of Science Editors:

Aguada-Hallberg L. Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School. [Thesis]. University of New England; 2015. Available from: https://dune.une.edu/theses/43

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

17. Granados, Renee. A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules.

Degree: Doctor of Education (EdD), Learning and Instruction, 2013, University of San Francisco

  A Comparison of Two Teaching Methods for Pediatrics: Multimedia and Text-based Modules to Teach Pediatric Medication Administration Nurse educators are in a position to… (more)

Subjects/Keywords: calculation skills; medication administration; pediatrics; teaching; Mathematics; Nursing

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APA (6th Edition):

Granados, R. (2013). A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/77

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):

Granados, Renee. “A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules.” 2013. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/diss/77.

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

MLA Handbook (7th Edition):

Granados, Renee. “A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules.” 2013. Web. 16 Jul 2019.

Vancouver:

Granados R. A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/diss/77.

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

Council of Science Editors:

Granados R. A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/77

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


Bowling Green State University

18. Wohlgamuth, Kelly J. An Examination of Resident Educators and the Role of Self-Efficacy on Teaching in Collaborative Inclusive Settings.

Degree: Doctor of Education (EdD), Leadership Studies, 2016, Bowling Green State University

 The purpose of this quantitative study was to examine the perceived teacher efficacy in co-teaching in inclusive classrooms among Resident Educators in Ohio. Novice teachers… (more)

Subjects/Keywords: Education; Resident Educators; Inclusion; Self-Efficacy; Co-teaching

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APA (6th Edition):

Wohlgamuth, K. J. (2016). An Examination of Resident Educators and the Role of Self-Efficacy on Teaching in Collaborative Inclusive Settings. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056459

Chicago Manual of Style (16th Edition):

Wohlgamuth, Kelly J. “An Examination of Resident Educators and the Role of Self-Efficacy on Teaching in Collaborative Inclusive Settings.” 2016. Doctoral Dissertation, Bowling Green State University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056459.

MLA Handbook (7th Edition):

Wohlgamuth, Kelly J. “An Examination of Resident Educators and the Role of Self-Efficacy on Teaching in Collaborative Inclusive Settings.” 2016. Web. 16 Jul 2019.

Vancouver:

Wohlgamuth KJ. An Examination of Resident Educators and the Role of Self-Efficacy on Teaching in Collaborative Inclusive Settings. [Internet] [Doctoral dissertation]. Bowling Green State University; 2016. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056459.

Council of Science Editors:

Wohlgamuth KJ. An Examination of Resident Educators and the Role of Self-Efficacy on Teaching in Collaborative Inclusive Settings. [Doctoral Dissertation]. Bowling Green State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056459


Ohio University

19. Rader-Brown, Lucy M. To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2010, Ohio University

  Using responses from a survey of elementary teachers from the state of Ohio, this study analyzed the influences of teachers' professional training (both pre-service… (more)

Subjects/Keywords: Teaching; Instructional Strategies; English Language Learners; Content Area Teachers

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APA (6th Edition):

Rader-Brown, L. M. (2010). To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246

Chicago Manual of Style (16th Edition):

Rader-Brown, Lucy M. “To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?.” 2010. Doctoral Dissertation, Ohio University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246.

MLA Handbook (7th Edition):

Rader-Brown, Lucy M. “To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?.” 2010. Web. 16 Jul 2019.

Vancouver:

Rader-Brown LM. To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?. [Internet] [Doctoral dissertation]. Ohio University; 2010. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246.

Council of Science Editors:

Rader-Brown LM. To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?. [Doctoral Dissertation]. Ohio University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246

20. Rodezno, Napoleon. Practising inclusion within the regular school setting: students with special needs and their Aprender experience.

Degree: Doctor of Education (EdD), 2008, Australian Catholic University

 The experiences of students with special needs attending regular schools, their involvement and achievement within their school setting, and the theoretical underpinnings directing and determining… (more)

Subjects/Keywords: Special Education and Teaching

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

APA (6th Edition):

Rodezno, N. (2008). Practising inclusion within the regular school setting: students with special needs and their Aprender experience. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/254

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

Chicago Manual of Style (16th Edition):

Rodezno, Napoleon. “Practising inclusion within the regular school setting: students with special needs and their Aprender experience.” 2008. Thesis, Australian Catholic University. Accessed July 16, 2019. https://researchbank.acu.edu.au/theses/254.

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

MLA Handbook (7th Edition):

Rodezno, Napoleon. “Practising inclusion within the regular school setting: students with special needs and their Aprender experience.” 2008. Web. 16 Jul 2019.

Vancouver:

Rodezno N. Practising inclusion within the regular school setting: students with special needs and their Aprender experience. [Internet] [Thesis]. Australian Catholic University; 2008. [cited 2019 Jul 16]. Available from: https://researchbank.acu.edu.au/theses/254.

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

Council of Science Editors:

Rodezno N. Practising inclusion within the regular school setting: students with special needs and their Aprender experience. [Thesis]. Australian Catholic University; 2008. Available from: https://researchbank.acu.edu.au/theses/254

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

21. Carroll, Maureen. Imagination for better not worse: The Hobbit in the primary classroom.

Degree: Doctor of Education (EdD), 2004, Australian Catholic University

 This thesis argues for the power of story and, in particular, the story of The Hobbit by J.R.R. Tolkien to help build optimism and hope.… (more)

Subjects/Keywords: Elementary Education and Teaching; Fiction

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APA (6th Edition):

Carroll, M. (2004). Imagination for better not worse: The Hobbit in the primary classroom. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/91

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):

Carroll, Maureen. “Imagination for better not worse: The Hobbit in the primary classroom.” 2004. Thesis, Australian Catholic University. Accessed July 16, 2019. https://researchbank.acu.edu.au/theses/91.

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

MLA Handbook (7th Edition):

Carroll, Maureen. “Imagination for better not worse: The Hobbit in the primary classroom.” 2004. Web. 16 Jul 2019.

Vancouver:

Carroll M. Imagination for better not worse: The Hobbit in the primary classroom. [Internet] [Thesis]. Australian Catholic University; 2004. [cited 2019 Jul 16]. Available from: https://researchbank.acu.edu.au/theses/91.

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

Council of Science Editors:

Carroll M. Imagination for better not worse: The Hobbit in the primary classroom. [Thesis]. Australian Catholic University; 2004. Available from: https://researchbank.acu.edu.au/theses/91

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


Montana Tech

22. Billstein, Rick. SURVEY OF THE MATHEMATICS PROGRAM AT THE UNIVERSITY OF MONTANA.

Degree: Doctor of Education (EdD), 1972, Montana Tech

Subjects/Keywords: Mathematics Study and teaching.

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

APA (6th Edition):

Billstein, R. (1972). SURVEY OF THE MATHEMATICS PROGRAM AT THE UNIVERSITY OF MONTANA. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/9788

Chicago Manual of Style (16th Edition):

Billstein, Rick. “SURVEY OF THE MATHEMATICS PROGRAM AT THE UNIVERSITY OF MONTANA.” 1972. Doctoral Dissertation, Montana Tech. Accessed July 16, 2019. https://scholarworks.umt.edu/etd/9788.

MLA Handbook (7th Edition):

Billstein, Rick. “SURVEY OF THE MATHEMATICS PROGRAM AT THE UNIVERSITY OF MONTANA.” 1972. Web. 16 Jul 2019.

Vancouver:

Billstein R. SURVEY OF THE MATHEMATICS PROGRAM AT THE UNIVERSITY OF MONTANA. [Internet] [Doctoral dissertation]. Montana Tech; 1972. [cited 2019 Jul 16]. Available from: https://scholarworks.umt.edu/etd/9788.

Council of Science Editors:

Billstein R. SURVEY OF THE MATHEMATICS PROGRAM AT THE UNIVERSITY OF MONTANA. [Doctoral Dissertation]. Montana Tech; 1972. Available from: https://scholarworks.umt.edu/etd/9788


Montana Tech

23. Carparelli, Peter L. THE VERBAL LOGIC OF SELECTED HIGH SCHOOL SCIENCE TEACHERS.

Degree: Doctor of Education (EdD), 1979, Montana Tech

Subjects/Keywords: Teaching.; Logic.; Thought and thinking.

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

APA (6th Edition):

Carparelli, P. L. (1979). THE VERBAL LOGIC OF SELECTED HIGH SCHOOL SCIENCE TEACHERS. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/10033

Chicago Manual of Style (16th Edition):

Carparelli, Peter L. “THE VERBAL LOGIC OF SELECTED HIGH SCHOOL SCIENCE TEACHERS.” 1979. Doctoral Dissertation, Montana Tech. Accessed July 16, 2019. https://scholarworks.umt.edu/etd/10033.

MLA Handbook (7th Edition):

Carparelli, Peter L. “THE VERBAL LOGIC OF SELECTED HIGH SCHOOL SCIENCE TEACHERS.” 1979. Web. 16 Jul 2019.

Vancouver:

Carparelli PL. THE VERBAL LOGIC OF SELECTED HIGH SCHOOL SCIENCE TEACHERS. [Internet] [Doctoral dissertation]. Montana Tech; 1979. [cited 2019 Jul 16]. Available from: https://scholarworks.umt.edu/etd/10033.

Council of Science Editors:

Carparelli PL. THE VERBAL LOGIC OF SELECTED HIGH SCHOOL SCIENCE TEACHERS. [Doctoral Dissertation]. Montana Tech; 1979. Available from: https://scholarworks.umt.edu/etd/10033


Montana Tech

24. Hille, Robert Lawrence. AN EXPERIMENTAL STUDY TO DETERMINE THE EFFECTIVENESS OF TEACHING ALPHABETIC LETTER COMBINATIONS IN BEGINNING TYPEWRITING USING A SLIDE PROJECTOR-TACHISTOSCOPE DEVICE.

Degree: Doctor of Education (EdD), 1977, Montana Tech

Subjects/Keywords: Typewriting Study and teaching.

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

APA (6th Edition):

Hille, R. L. (1977). AN EXPERIMENTAL STUDY TO DETERMINE THE EFFECTIVENESS OF TEACHING ALPHABETIC LETTER COMBINATIONS IN BEGINNING TYPEWRITING USING A SLIDE PROJECTOR-TACHISTOSCOPE DEVICE. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/9977

Chicago Manual of Style (16th Edition):

Hille, Robert Lawrence. “AN EXPERIMENTAL STUDY TO DETERMINE THE EFFECTIVENESS OF TEACHING ALPHABETIC LETTER COMBINATIONS IN BEGINNING TYPEWRITING USING A SLIDE PROJECTOR-TACHISTOSCOPE DEVICE.” 1977. Doctoral Dissertation, Montana Tech. Accessed July 16, 2019. https://scholarworks.umt.edu/etd/9977.

MLA Handbook (7th Edition):

Hille, Robert Lawrence. “AN EXPERIMENTAL STUDY TO DETERMINE THE EFFECTIVENESS OF TEACHING ALPHABETIC LETTER COMBINATIONS IN BEGINNING TYPEWRITING USING A SLIDE PROJECTOR-TACHISTOSCOPE DEVICE.” 1977. Web. 16 Jul 2019.

Vancouver:

Hille RL. AN EXPERIMENTAL STUDY TO DETERMINE THE EFFECTIVENESS OF TEACHING ALPHABETIC LETTER COMBINATIONS IN BEGINNING TYPEWRITING USING A SLIDE PROJECTOR-TACHISTOSCOPE DEVICE. [Internet] [Doctoral dissertation]. Montana Tech; 1977. [cited 2019 Jul 16]. Available from: https://scholarworks.umt.edu/etd/9977.

Council of Science Editors:

Hille RL. AN EXPERIMENTAL STUDY TO DETERMINE THE EFFECTIVENESS OF TEACHING ALPHABETIC LETTER COMBINATIONS IN BEGINNING TYPEWRITING USING A SLIDE PROJECTOR-TACHISTOSCOPE DEVICE. [Doctoral Dissertation]. Montana Tech; 1977. Available from: https://scholarworks.umt.edu/etd/9977


Montana Tech

25. Smith, Gary James. THE DEVELOPMENT OF A SURVEY INSTRUMENT FOR FIRST-GRADE MATHEMATICS BASED ON SELECTED PIAGETIAN TASKS.

Degree: Doctor of Education (EdD), 1973, Montana Tech

Subjects/Keywords: Mathematics Study and teaching (Elementary)

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

APA (6th Edition):

Smith, G. J. (1973). THE DEVELOPMENT OF A SURVEY INSTRUMENT FOR FIRST-GRADE MATHEMATICS BASED ON SELECTED PIAGETIAN TASKS. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/9842

Chicago Manual of Style (16th Edition):

Smith, Gary James. “THE DEVELOPMENT OF A SURVEY INSTRUMENT FOR FIRST-GRADE MATHEMATICS BASED ON SELECTED PIAGETIAN TASKS.” 1973. Doctoral Dissertation, Montana Tech. Accessed July 16, 2019. https://scholarworks.umt.edu/etd/9842.

MLA Handbook (7th Edition):

Smith, Gary James. “THE DEVELOPMENT OF A SURVEY INSTRUMENT FOR FIRST-GRADE MATHEMATICS BASED ON SELECTED PIAGETIAN TASKS.” 1973. Web. 16 Jul 2019.

Vancouver:

Smith GJ. THE DEVELOPMENT OF A SURVEY INSTRUMENT FOR FIRST-GRADE MATHEMATICS BASED ON SELECTED PIAGETIAN TASKS. [Internet] [Doctoral dissertation]. Montana Tech; 1973. [cited 2019 Jul 16]. Available from: https://scholarworks.umt.edu/etd/9842.

Council of Science Editors:

Smith GJ. THE DEVELOPMENT OF A SURVEY INSTRUMENT FOR FIRST-GRADE MATHEMATICS BASED ON SELECTED PIAGETIAN TASKS. [Doctoral Dissertation]. Montana Tech; 1973. Available from: https://scholarworks.umt.edu/etd/9842


Montana Tech

26. Riar, Kuldip Singh. AN EXPERIMENTAL STUDY IN TEACHING BEGINNING TYPEWRITING BY USING COMBINATIONS OF ALPHABETIC LETTERS AS TYPED BY EXPERT TYPISTS.

Degree: Doctor of Education (EdD), 1974, Montana Tech

Subjects/Keywords: Typewriting Study and teaching.

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

APA (6th Edition):

Riar, K. S. (1974). AN EXPERIMENTAL STUDY IN TEACHING BEGINNING TYPEWRITING BY USING COMBINATIONS OF ALPHABETIC LETTERS AS TYPED BY EXPERT TYPISTS. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/9861

Chicago Manual of Style (16th Edition):

Riar, Kuldip Singh. “AN EXPERIMENTAL STUDY IN TEACHING BEGINNING TYPEWRITING BY USING COMBINATIONS OF ALPHABETIC LETTERS AS TYPED BY EXPERT TYPISTS.” 1974. Doctoral Dissertation, Montana Tech. Accessed July 16, 2019. https://scholarworks.umt.edu/etd/9861.

MLA Handbook (7th Edition):

Riar, Kuldip Singh. “AN EXPERIMENTAL STUDY IN TEACHING BEGINNING TYPEWRITING BY USING COMBINATIONS OF ALPHABETIC LETTERS AS TYPED BY EXPERT TYPISTS.” 1974. Web. 16 Jul 2019.

Vancouver:

Riar KS. AN EXPERIMENTAL STUDY IN TEACHING BEGINNING TYPEWRITING BY USING COMBINATIONS OF ALPHABETIC LETTERS AS TYPED BY EXPERT TYPISTS. [Internet] [Doctoral dissertation]. Montana Tech; 1974. [cited 2019 Jul 16]. Available from: https://scholarworks.umt.edu/etd/9861.

Council of Science Editors:

Riar KS. AN EXPERIMENTAL STUDY IN TEACHING BEGINNING TYPEWRITING BY USING COMBINATIONS OF ALPHABETIC LETTERS AS TYPED BY EXPERT TYPISTS. [Doctoral Dissertation]. Montana Tech; 1974. Available from: https://scholarworks.umt.edu/etd/9861


Montana Tech

27. Halbert, Thomas David. HIGH SCHOOL STUDENT OPINIONS CONCERNING TEACHING AND EDUCATION.

Degree: Doctor of Education (EdD), 1971, Montana Tech

Subjects/Keywords: Vocational interests.; Teaching Vocational guidance.

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APA (6th Edition):

Halbert, T. D. (1971). HIGH SCHOOL STUDENT OPINIONS CONCERNING TEACHING AND EDUCATION. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/9767

Chicago Manual of Style (16th Edition):

Halbert, Thomas David. “HIGH SCHOOL STUDENT OPINIONS CONCERNING TEACHING AND EDUCATION.” 1971. Doctoral Dissertation, Montana Tech. Accessed July 16, 2019. https://scholarworks.umt.edu/etd/9767.

MLA Handbook (7th Edition):

Halbert, Thomas David. “HIGH SCHOOL STUDENT OPINIONS CONCERNING TEACHING AND EDUCATION.” 1971. Web. 16 Jul 2019.

Vancouver:

Halbert TD. HIGH SCHOOL STUDENT OPINIONS CONCERNING TEACHING AND EDUCATION. [Internet] [Doctoral dissertation]. Montana Tech; 1971. [cited 2019 Jul 16]. Available from: https://scholarworks.umt.edu/etd/9767.

Council of Science Editors:

Halbert TD. HIGH SCHOOL STUDENT OPINIONS CONCERNING TEACHING AND EDUCATION. [Doctoral Dissertation]. Montana Tech; 1971. Available from: https://scholarworks.umt.edu/etd/9767


Montana Tech

28. White, Roy C. A STUDY ASSOCIATING SELECTED CONSERVATION UNDERSTANDINGS WITH AVAILABLE COMMUNITY RESOURCES FOR GRADES FOUR THROUGH TWELVE.

Degree: Doctor of Education (EdD), 1967, Montana Tech

Subjects/Keywords: Natural resources Study and teaching.

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APA (6th Edition):

White, R. C. (1967). A STUDY ASSOCIATING SELECTED CONSERVATION UNDERSTANDINGS WITH AVAILABLE COMMUNITY RESOURCES FOR GRADES FOUR THROUGH TWELVE. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/9643

Chicago Manual of Style (16th Edition):

White, Roy C. “A STUDY ASSOCIATING SELECTED CONSERVATION UNDERSTANDINGS WITH AVAILABLE COMMUNITY RESOURCES FOR GRADES FOUR THROUGH TWELVE.” 1967. Doctoral Dissertation, Montana Tech. Accessed July 16, 2019. https://scholarworks.umt.edu/etd/9643.

MLA Handbook (7th Edition):

White, Roy C. “A STUDY ASSOCIATING SELECTED CONSERVATION UNDERSTANDINGS WITH AVAILABLE COMMUNITY RESOURCES FOR GRADES FOUR THROUGH TWELVE.” 1967. Web. 16 Jul 2019.

Vancouver:

White RC. A STUDY ASSOCIATING SELECTED CONSERVATION UNDERSTANDINGS WITH AVAILABLE COMMUNITY RESOURCES FOR GRADES FOUR THROUGH TWELVE. [Internet] [Doctoral dissertation]. Montana Tech; 1967. [cited 2019 Jul 16]. Available from: https://scholarworks.umt.edu/etd/9643.

Council of Science Editors:

White RC. A STUDY ASSOCIATING SELECTED CONSERVATION UNDERSTANDINGS WITH AVAILABLE COMMUNITY RESOURCES FOR GRADES FOUR THROUGH TWELVE. [Doctoral Dissertation]. Montana Tech; 1967. Available from: https://scholarworks.umt.edu/etd/9643


Montana Tech

29. Dyche, Steven Emory. A FOLLOW-UP STUDY OF THE SUCCESSFUL PARTICIPANTS OF THE NATIONAL SCIENCE FOUNDATION SUMMER SEQUENTIAL INSTITUTE IN BIOLOGY AT THE UNIVERSITY OF MONTANA 1961-1971.

Degree: Doctor of Education (EdD), 1973, Montana Tech

Subjects/Keywords: Biology Study and teaching.

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

APA (6th Edition):

Dyche, S. E. (1973). A FOLLOW-UP STUDY OF THE SUCCESSFUL PARTICIPANTS OF THE NATIONAL SCIENCE FOUNDATION SUMMER SEQUENTIAL INSTITUTE IN BIOLOGY AT THE UNIVERSITY OF MONTANA 1961-1971. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/9807

Chicago Manual of Style (16th Edition):

Dyche, Steven Emory. “A FOLLOW-UP STUDY OF THE SUCCESSFUL PARTICIPANTS OF THE NATIONAL SCIENCE FOUNDATION SUMMER SEQUENTIAL INSTITUTE IN BIOLOGY AT THE UNIVERSITY OF MONTANA 1961-1971.” 1973. Doctoral Dissertation, Montana Tech. Accessed July 16, 2019. https://scholarworks.umt.edu/etd/9807.

MLA Handbook (7th Edition):

Dyche, Steven Emory. “A FOLLOW-UP STUDY OF THE SUCCESSFUL PARTICIPANTS OF THE NATIONAL SCIENCE FOUNDATION SUMMER SEQUENTIAL INSTITUTE IN BIOLOGY AT THE UNIVERSITY OF MONTANA 1961-1971.” 1973. Web. 16 Jul 2019.

Vancouver:

Dyche SE. A FOLLOW-UP STUDY OF THE SUCCESSFUL PARTICIPANTS OF THE NATIONAL SCIENCE FOUNDATION SUMMER SEQUENTIAL INSTITUTE IN BIOLOGY AT THE UNIVERSITY OF MONTANA 1961-1971. [Internet] [Doctoral dissertation]. Montana Tech; 1973. [cited 2019 Jul 16]. Available from: https://scholarworks.umt.edu/etd/9807.

Council of Science Editors:

Dyche SE. A FOLLOW-UP STUDY OF THE SUCCESSFUL PARTICIPANTS OF THE NATIONAL SCIENCE FOUNDATION SUMMER SEQUENTIAL INSTITUTE IN BIOLOGY AT THE UNIVERSITY OF MONTANA 1961-1971. [Doctoral Dissertation]. Montana Tech; 1973. Available from: https://scholarworks.umt.edu/etd/9807


Montana Tech

30. Swan, Malcolm D. AN EXPLORATORY STUDY OF SCIENCE ACHIEVEMENT AS IT RELATES TO SCIENCE CURRICULA AND PROGRAMS AT THE SIXTH-GRADE LEVEL IN MONTANA PUBLIC SCHOOLS.

Degree: Doctor of Education (EdD), 1965, Montana Tech

Subjects/Keywords: Science Study and teaching (Elementary)

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

APA (6th Edition):

Swan, M. D. (1965). AN EXPLORATORY STUDY OF SCIENCE ACHIEVEMENT AS IT RELATES TO SCIENCE CURRICULA AND PROGRAMS AT THE SIXTH-GRADE LEVEL IN MONTANA PUBLIC SCHOOLS. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/9626

Chicago Manual of Style (16th Edition):

Swan, Malcolm D. “AN EXPLORATORY STUDY OF SCIENCE ACHIEVEMENT AS IT RELATES TO SCIENCE CURRICULA AND PROGRAMS AT THE SIXTH-GRADE LEVEL IN MONTANA PUBLIC SCHOOLS.” 1965. Doctoral Dissertation, Montana Tech. Accessed July 16, 2019. https://scholarworks.umt.edu/etd/9626.

MLA Handbook (7th Edition):

Swan, Malcolm D. “AN EXPLORATORY STUDY OF SCIENCE ACHIEVEMENT AS IT RELATES TO SCIENCE CURRICULA AND PROGRAMS AT THE SIXTH-GRADE LEVEL IN MONTANA PUBLIC SCHOOLS.” 1965. Web. 16 Jul 2019.

Vancouver:

Swan MD. AN EXPLORATORY STUDY OF SCIENCE ACHIEVEMENT AS IT RELATES TO SCIENCE CURRICULA AND PROGRAMS AT THE SIXTH-GRADE LEVEL IN MONTANA PUBLIC SCHOOLS. [Internet] [Doctoral dissertation]. Montana Tech; 1965. [cited 2019 Jul 16]. Available from: https://scholarworks.umt.edu/etd/9626.

Council of Science Editors:

Swan MD. AN EXPLORATORY STUDY OF SCIENCE ACHIEVEMENT AS IT RELATES TO SCIENCE CURRICULA AND PROGRAMS AT THE SIXTH-GRADE LEVEL IN MONTANA PUBLIC SCHOOLS. [Doctoral Dissertation]. Montana Tech; 1965. Available from: https://scholarworks.umt.edu/etd/9626

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