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Degree: EdD

You searched for subject:(Adaptative software development ASD ). Showing records 1 – 30 of 707 total matches.

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Virginia Tech

1. Watkins, Pamela Lawrence. Evaluating IEPs of Elementary School Students with Autism Spectrum Disorder.

Degree: EdD, Education, Vocational-Technical, 2018, Virginia Tech

 The prevalence of Autism Spectrum Disorder (ASD) has increased 54.7% from 2000 to 2016 nationally (CDC, 2016), and comparably, 52.38% in the district where this… (more)

Subjects/Keywords: autism; ASD; IEP

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APA (6th Edition):

Watkins, P. L. (2018). Evaluating IEPs of Elementary School Students with Autism Spectrum Disorder. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/82932

Chicago Manual of Style (16th Edition):

Watkins, Pamela Lawrence. “Evaluating IEPs of Elementary School Students with Autism Spectrum Disorder.” 2018. Doctoral Dissertation, Virginia Tech. Accessed March 19, 2019. http://hdl.handle.net/10919/82932.

MLA Handbook (7th Edition):

Watkins, Pamela Lawrence. “Evaluating IEPs of Elementary School Students with Autism Spectrum Disorder.” 2018. Web. 19 Mar 2019.

Vancouver:

Watkins PL. Evaluating IEPs of Elementary School Students with Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10919/82932.

Council of Science Editors:

Watkins PL. Evaluating IEPs of Elementary School Students with Autism Spectrum Disorder. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/82932


University of Toledo

2. Reffert, Lori A. Autism Education and Early Intervention: What Experts Recommend and How Parents and Public Schools Provide.

Degree: EdD, Educational Administration and Supervision, 2008, University of Toledo

  Autism is a lifetime neurobiological disorder that is not curable. Children are being diagnosed with this affliction at an alarming rate, which is greatly… (more)

Subjects/Keywords: Education; Elementary Education; School Administration; Special Education; Speech Therapy; Teacher Education; autism; autism early intervention; autism early education; autism and public schools; autism and services; ASD; ABA; TEACCH; DTT

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APA (6th Edition):

Reffert, L. A. (2008). Autism Education and Early Intervention: What Experts Recommend and How Parents and Public Schools Provide. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1209000648

Chicago Manual of Style (16th Edition):

Reffert, Lori A. “Autism Education and Early Intervention: What Experts Recommend and How Parents and Public Schools Provide.” 2008. Doctoral Dissertation, University of Toledo. Accessed March 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1209000648.

MLA Handbook (7th Edition):

Reffert, Lori A. “Autism Education and Early Intervention: What Experts Recommend and How Parents and Public Schools Provide.” 2008. Web. 19 Mar 2019.

Vancouver:

Reffert LA. Autism Education and Early Intervention: What Experts Recommend and How Parents and Public Schools Provide. [Internet] [Doctoral dissertation]. University of Toledo; 2008. [cited 2019 Mar 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1209000648.

Council of Science Editors:

Reffert LA. Autism Education and Early Intervention: What Experts Recommend and How Parents and Public Schools Provide. [Doctoral Dissertation]. University of Toledo; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1209000648


University of Georgia

3. Tucker, Barbara Graham. Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study.

Degree: EdD, Adult Education, 2015, University of Georgia

 In order to understand the self-directed learning of faculty for professional development in an access college in the U.S. and its relationship to the organization,… (more)

Subjects/Keywords: Faculty development

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APA (6th Edition):

Tucker, B. G. (2015). Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/tucker_barbara_g_201505_edd

Chicago Manual of Style (16th Edition):

Tucker, Barbara Graham. “Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study.” 2015. Doctoral Dissertation, University of Georgia. Accessed March 19, 2019. http://purl.galileo.usg.edu/uga_etd/tucker_barbara_g_201505_edd.

MLA Handbook (7th Edition):

Tucker, Barbara Graham. “Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study.” 2015. Web. 19 Mar 2019.

Vancouver:

Tucker BG. Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Mar 19]. Available from: http://purl.galileo.usg.edu/uga_etd/tucker_barbara_g_201505_edd.

Council of Science Editors:

Tucker BG. Understanding self-directed faculty development in the open access college: an Appreciative Inquiry Action Research case study. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/tucker_barbara_g_201505_edd


University of Georgia

4. Humphrey, Dennis Leroy. Career development of African American male high school principals.

Degree: EdD, Adult Education, 2007, University of Georgia

 The purpose of this study was to undersetlaonpd metnhte ocfa rAeferri cdeanv American male high school principals. eTsheraerec hpe quertisnteinotn sr were addressed in this… (more)

Subjects/Keywords: Career development

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APA (6th Edition):

Humphrey, D. L. (2007). Career development of African American male high school principals. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/humphrey_dennis_l_200712_edd

Chicago Manual of Style (16th Edition):

Humphrey, Dennis Leroy. “Career development of African American male high school principals.” 2007. Doctoral Dissertation, University of Georgia. Accessed March 19, 2019. http://purl.galileo.usg.edu/uga_etd/humphrey_dennis_l_200712_edd.

MLA Handbook (7th Edition):

Humphrey, Dennis Leroy. “Career development of African American male high school principals.” 2007. Web. 19 Mar 2019.

Vancouver:

Humphrey DL. Career development of African American male high school principals. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Mar 19]. Available from: http://purl.galileo.usg.edu/uga_etd/humphrey_dennis_l_200712_edd.

Council of Science Editors:

Humphrey DL. Career development of African American male high school principals. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/humphrey_dennis_l_200712_edd


University of Southern California

5. Whittenburg, Jo Ben. Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions.

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

 Adaptive e-learning programs represent a potentially powerful technological tool that educators could be utilizing in efforts to provide personalized instruction to students. However, to date,… (more)

Subjects/Keywords: e-learning; adaptive software; personalized learning

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APA (6th Edition):

Whittenburg, J. B. (2011). Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/653670/rec/510

Chicago Manual of Style (16th Edition):

Whittenburg, Jo Ben. “Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions.” 2011. Doctoral Dissertation, University of Southern California. Accessed March 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/653670/rec/510.

MLA Handbook (7th Edition):

Whittenburg, Jo Ben. “Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions.” 2011. Web. 19 Mar 2019.

Vancouver:

Whittenburg JB. Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Mar 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/653670/rec/510.

Council of Science Editors:

Whittenburg JB. Adapting to adaptive e-learning: Utilizing adaptive e-learning programs within educational institutions. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/653670/rec/510


University of Southern California

6. Meadows, Farah Melissa. No student leader left behind: developing student leadership programs for marginalized students in secondary schools.

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

 The purpose of this study was twofold. First, it sought to add to the body of research and literature on youth leadership development in secondary… (more)

Subjects/Keywords: leadership; youth development; youth leadership development

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APA (6th Edition):

Meadows, F. M. (2012). No student leader left behind: developing student leadership programs for marginalized students in secondary schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4418

Chicago Manual of Style (16th Edition):

Meadows, Farah Melissa. “No student leader left behind: developing student leadership programs for marginalized students in secondary schools.” 2012. Doctoral Dissertation, University of Southern California. Accessed March 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4418.

MLA Handbook (7th Edition):

Meadows, Farah Melissa. “No student leader left behind: developing student leadership programs for marginalized students in secondary schools.” 2012. Web. 19 Mar 2019.

Vancouver:

Meadows FM. No student leader left behind: developing student leadership programs for marginalized students in secondary schools. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Mar 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4418.

Council of Science Editors:

Meadows FM. No student leader left behind: developing student leadership programs for marginalized students in secondary schools. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/102113/rec/4418


University of Georgia

7. Carter, Angela Danielle. Building novice capacity through action learning coaching.

Degree: EdD, Adult Education, 2015, University of Georgia

 Even now, with the ever increasing pace of business and the critical need for competent human resource development (HRD) practice apparent, Watkins’ (1990) description of… (more)

Subjects/Keywords: Human Resource Development

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APA (6th Edition):

Carter, A. D. (2015). Building novice capacity through action learning coaching. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/carter_angela_d_201505_edd

Chicago Manual of Style (16th Edition):

Carter, Angela Danielle. “Building novice capacity through action learning coaching.” 2015. Doctoral Dissertation, University of Georgia. Accessed March 19, 2019. http://purl.galileo.usg.edu/uga_etd/carter_angela_d_201505_edd.

MLA Handbook (7th Edition):

Carter, Angela Danielle. “Building novice capacity through action learning coaching.” 2015. Web. 19 Mar 2019.

Vancouver:

Carter AD. Building novice capacity through action learning coaching. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Mar 19]. Available from: http://purl.galileo.usg.edu/uga_etd/carter_angela_d_201505_edd.

Council of Science Editors:

Carter AD. Building novice capacity through action learning coaching. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/carter_angela_d_201505_edd


University of Georgia

8. LeMoine, Lisa. Identification of predictors of educators' technology implementation.

Degree: EdD, Occupational Studies, 2007, University of Georgia

 New national reform movements and state-driven policies and standards have resulted in an increased demand for professional development at the local level, specifically in technology… (more)

Subjects/Keywords: Technology-professional development

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APA (6th Edition):

LeMoine, L. (2007). Identification of predictors of educators' technology implementation. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lemoine_lisa_w_200712_edd

Chicago Manual of Style (16th Edition):

LeMoine, Lisa. “Identification of predictors of educators' technology implementation.” 2007. Doctoral Dissertation, University of Georgia. Accessed March 19, 2019. http://purl.galileo.usg.edu/uga_etd/lemoine_lisa_w_200712_edd.

MLA Handbook (7th Edition):

LeMoine, Lisa. “Identification of predictors of educators' technology implementation.” 2007. Web. 19 Mar 2019.

Vancouver:

LeMoine L. Identification of predictors of educators' technology implementation. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Mar 19]. Available from: http://purl.galileo.usg.edu/uga_etd/lemoine_lisa_w_200712_edd.

Council of Science Editors:

LeMoine L. Identification of predictors of educators' technology implementation. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/lemoine_lisa_w_200712_edd


University of Kansas

9. Alhumaid, Khadija Farhan. PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES.

Degree: EdD, Curriculum and Teaching, 2014, University of Kansas

 Abstract This study examined the perspectives and usage of technology by Arabic language teachers' in various schools all across The United Arab Emirates. Barriers to… (more)

Subjects/Keywords: Education; Curriculum development

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APA (6th Edition):

Alhumaid, K. F. (2014). PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15141

Chicago Manual of Style (16th Edition):

Alhumaid, Khadija Farhan. “PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES.” 2014. Doctoral Dissertation, University of Kansas. Accessed March 19, 2019. http://hdl.handle.net/1808/15141.

MLA Handbook (7th Edition):

Alhumaid, Khadija Farhan. “PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES.” 2014. Web. 19 Mar 2019.

Vancouver:

Alhumaid KF. PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES. [Internet] [Doctoral dissertation]. University of Kansas; 2014. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1808/15141.

Council of Science Editors:

Alhumaid KF. PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES. [Doctoral Dissertation]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/15141


Penn State University

10. Brunner, Rhonda Aileen. The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District.

Degree: EdD, Educational Leadership, 2009, Penn State University

 Abstract Only a few studies link characteristics of professional development with teachers’ instruction and student achievement; however, over the past decade, considerable literature has emerged… (more)

Subjects/Keywords: professional development; literacy

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APA (6th Edition):

Brunner, R. A. (2009). The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9971

Chicago Manual of Style (16th Edition):

Brunner, Rhonda Aileen. “The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District.” 2009. Doctoral Dissertation, Penn State University. Accessed March 19, 2019. https://etda.libraries.psu.edu/catalog/9971.

MLA Handbook (7th Edition):

Brunner, Rhonda Aileen. “The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District.” 2009. Web. 19 Mar 2019.

Vancouver:

Brunner RA. The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Mar 19]. Available from: https://etda.libraries.psu.edu/catalog/9971.

Council of Science Editors:

Brunner RA. The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9971

11. Ritzenthaler, Mark D. Integrating Technology into Classroom Instruction.

Degree: EdD, College of Education, 2009, Ashland University

 Technology has become increasingly saturated into the very fabric of students' daily lives. They are exposed to and use technology in every facet of their… (more)

Subjects/Keywords: Computer Science; Education; Educational Evaluation; Educational Software; Technology; computer science; education; educational evaluation; educational software; technology

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APA (6th Edition):

Ritzenthaler, M. D. (2009). Integrating Technology into Classroom Instruction. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1245087949

Chicago Manual of Style (16th Edition):

Ritzenthaler, Mark D. “Integrating Technology into Classroom Instruction.” 2009. Doctoral Dissertation, Ashland University. Accessed March 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1245087949.

MLA Handbook (7th Edition):

Ritzenthaler, Mark D. “Integrating Technology into Classroom Instruction.” 2009. Web. 19 Mar 2019.

Vancouver:

Ritzenthaler MD. Integrating Technology into Classroom Instruction. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2019 Mar 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1245087949.

Council of Science Editors:

Ritzenthaler MD. Integrating Technology into Classroom Instruction. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1245087949


University of Cincinnati

12. Todd, Anita M. Measuring the Effect of an Online Learning Community on Engineering Cooperative Education Students' Perceived and Measured Learning.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2013, University of Cincinnati

 This quasi-experimental, static-group comparison study of two non-equivalent groups examined how Work-Integrated Learning (WIL) community participation of at-work, cooperative education students affected student perceived performance,… (more)

Subjects/Keywords: Educational Software; cooperative education; experiential education; learning; online; community

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APA (6th Edition):

Todd, A. M. (2013). Measuring the Effect of an Online Learning Community on Engineering Cooperative Education Students' Perceived and Measured Learning. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377866613

Chicago Manual of Style (16th Edition):

Todd, Anita M. “Measuring the Effect of an Online Learning Community on Engineering Cooperative Education Students' Perceived and Measured Learning.” 2013. Doctoral Dissertation, University of Cincinnati. Accessed March 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377866613.

MLA Handbook (7th Edition):

Todd, Anita M. “Measuring the Effect of an Online Learning Community on Engineering Cooperative Education Students' Perceived and Measured Learning.” 2013. Web. 19 Mar 2019.

Vancouver:

Todd AM. Measuring the Effect of an Online Learning Community on Engineering Cooperative Education Students' Perceived and Measured Learning. [Internet] [Doctoral dissertation]. University of Cincinnati; 2013. [cited 2019 Mar 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377866613.

Council of Science Editors:

Todd AM. Measuring the Effect of an Online Learning Community on Engineering Cooperative Education Students' Perceived and Measured Learning. [Doctoral Dissertation]. University of Cincinnati; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377866613


University of Georgia

13. Bennett, Ralph M. Teacher participation in curriculum development : a history of the idea and practice, 1890-1940.

Degree: EdD, Educational Leadership, 2002, University of Georgia

 Recent reform proposals have recommended greater teacher participation in the decision-making process. Curriculum and instruction are areas which are frequently suggested as appropriate for teacher… (more)

Subjects/Keywords: Curriculum development

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APA (6th Edition):

Bennett, R. M. (2002). Teacher participation in curriculum development : a history of the idea and practice, 1890-1940. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bennett_ralph_m_200208_edd

Chicago Manual of Style (16th Edition):

Bennett, Ralph M. “Teacher participation in curriculum development : a history of the idea and practice, 1890-1940.” 2002. Doctoral Dissertation, University of Georgia. Accessed March 19, 2019. http://purl.galileo.usg.edu/uga_etd/bennett_ralph_m_200208_edd.

MLA Handbook (7th Edition):

Bennett, Ralph M. “Teacher participation in curriculum development : a history of the idea and practice, 1890-1940.” 2002. Web. 19 Mar 2019.

Vancouver:

Bennett RM. Teacher participation in curriculum development : a history of the idea and practice, 1890-1940. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2019 Mar 19]. Available from: http://purl.galileo.usg.edu/uga_etd/bennett_ralph_m_200208_edd.

Council of Science Editors:

Bennett RM. Teacher participation in curriculum development : a history of the idea and practice, 1890-1940. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/bennett_ralph_m_200208_edd


University of Georgia

14. Bohannon, Richard Randall. Understanding decisions made during the initial stages of OD interventions.

Degree: EdD, Adult Education, 2003, University of Georgia

 Competitive pressures, technological advances, mergers and acquisitions, and global expansion fuel the need for organizations to initiate successful change. The failed rate of change initiatives… (more)

Subjects/Keywords: Organizational development

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APA (6th Edition):

Bohannon, R. R. (2003). Understanding decisions made during the initial stages of OD interventions. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bohannon_richard_r_200308_edd

Chicago Manual of Style (16th Edition):

Bohannon, Richard Randall. “Understanding decisions made during the initial stages of OD interventions.” 2003. Doctoral Dissertation, University of Georgia. Accessed March 19, 2019. http://purl.galileo.usg.edu/uga_etd/bohannon_richard_r_200308_edd.

MLA Handbook (7th Edition):

Bohannon, Richard Randall. “Understanding decisions made during the initial stages of OD interventions.” 2003. Web. 19 Mar 2019.

Vancouver:

Bohannon RR. Understanding decisions made during the initial stages of OD interventions. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2019 Mar 19]. Available from: http://purl.galileo.usg.edu/uga_etd/bohannon_richard_r_200308_edd.

Council of Science Editors:

Bohannon RR. Understanding decisions made during the initial stages of OD interventions. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/bohannon_richard_r_200308_edd


University of Georgia

15. Flynt, Steven William. The impact of a science professional development program on student achievement in high school.

Degree: EdD, Educational Leadership, 2004, University of Georgia

 The purpose of this study was to determine the effectiveness of a science professional development program as it related to Dacula High School’s student scores… (more)

Subjects/Keywords: professional development

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APA (6th Edition):

Flynt, S. W. (2004). The impact of a science professional development program on student achievement in high school. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/flynt_steven_w_200405_edd

Chicago Manual of Style (16th Edition):

Flynt, Steven William. “The impact of a science professional development program on student achievement in high school.” 2004. Doctoral Dissertation, University of Georgia. Accessed March 19, 2019. http://purl.galileo.usg.edu/uga_etd/flynt_steven_w_200405_edd.

MLA Handbook (7th Edition):

Flynt, Steven William. “The impact of a science professional development program on student achievement in high school.” 2004. Web. 19 Mar 2019.

Vancouver:

Flynt SW. The impact of a science professional development program on student achievement in high school. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Mar 19]. Available from: http://purl.galileo.usg.edu/uga_etd/flynt_steven_w_200405_edd.

Council of Science Editors:

Flynt SW. The impact of a science professional development program on student achievement in high school. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/flynt_steven_w_200405_edd


Penn State University

16. Martin, Rachel J. A Study of Teachers' and Administrators' Perceptions of Collaborative Teacher Teams as a Strategy for Professional Development.

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

 Abstract Only a few studies have questioned teachers’ perceptions of collaborative professional development work at the elementary level; however there is considerable literature on collaborative… (more)

Subjects/Keywords: Collaboration; professional development; teachers' perceptions

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

APA (6th Edition):

Martin, R. J. (2015). A Study of Teachers' and Administrators' Perceptions of Collaborative Teacher Teams as a Strategy for Professional Development. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/26402

Chicago Manual of Style (16th Edition):

Martin, Rachel J. “A Study of Teachers' and Administrators' Perceptions of Collaborative Teacher Teams as a Strategy for Professional Development.” 2015. Doctoral Dissertation, Penn State University. Accessed March 19, 2019. https://etda.libraries.psu.edu/catalog/26402.

MLA Handbook (7th Edition):

Martin, Rachel J. “A Study of Teachers' and Administrators' Perceptions of Collaborative Teacher Teams as a Strategy for Professional Development.” 2015. Web. 19 Mar 2019.

Vancouver:

Martin RJ. A Study of Teachers' and Administrators' Perceptions of Collaborative Teacher Teams as a Strategy for Professional Development. [Internet] [Doctoral dissertation]. Penn State University; 2015. [cited 2019 Mar 19]. Available from: https://etda.libraries.psu.edu/catalog/26402.

Council of Science Editors:

Martin RJ. A Study of Teachers' and Administrators' Perceptions of Collaborative Teacher Teams as a Strategy for Professional Development. [Doctoral Dissertation]. Penn State University; 2015. Available from: https://etda.libraries.psu.edu/catalog/26402


University of Southern California

17. Kruizinga, Kristin Dawn. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.

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

 One of the most influential factors affecting students’ academic performance consists of the pedagogical practices enacted within the classroom. Efforts to enhance teachers’ instructional practices… (more)

Subjects/Keywords: professional development; professional learning

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APA (6th Edition):

Kruizinga, K. D. (2012). Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3626

Chicago Manual of Style (16th Edition):

Kruizinga, Kristin Dawn. “Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.” 2012. Doctoral Dissertation, University of Southern California. Accessed March 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3626.

MLA Handbook (7th Edition):

Kruizinga, Kristin Dawn. “Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.” 2012. Web. 19 Mar 2019.

Vancouver:

Kruizinga KD. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Mar 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3626.

Council of Science Editors:

Kruizinga KD. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3626


Oregon State University

18. Braden, Gary Edgar. Relationships of self-directive group play, self-concept and social behavior in first grade children.

Degree: EdD, Education, 1972, Oregon State University

 The purpose of this study was to investigate the relationship between self-directive play and social behavior and between self-directive play and self-concept in matched pairs… (more)

Subjects/Keywords: Child development

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APA (6th Edition):

Braden, G. E. (1972). Relationships of self-directive group play, self-concept and social behavior in first grade children. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/45091

Chicago Manual of Style (16th Edition):

Braden, Gary Edgar. “Relationships of self-directive group play, self-concept and social behavior in first grade children.” 1972. Doctoral Dissertation, Oregon State University. Accessed March 19, 2019. http://hdl.handle.net/1957/45091.

MLA Handbook (7th Edition):

Braden, Gary Edgar. “Relationships of self-directive group play, self-concept and social behavior in first grade children.” 1972. Web. 19 Mar 2019.

Vancouver:

Braden GE. Relationships of self-directive group play, self-concept and social behavior in first grade children. [Internet] [Doctoral dissertation]. Oregon State University; 1972. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1957/45091.

Council of Science Editors:

Braden GE. Relationships of self-directive group play, self-concept and social behavior in first grade children. [Doctoral Dissertation]. Oregon State University; 1972. Available from: http://hdl.handle.net/1957/45091


University of Oklahoma

19. SHIPLEY, TERESA. A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM.

Degree: EdD, 2017, University of Oklahoma

 This process evaluation examines the Youth Philanthropy Initiative (YPI) program in Tulsa, Oklahoma and whether the implementation of this experience is meeting the basic psychological… (more)

Subjects/Keywords: YOUTH DEVELOPMENT PROGRAM PROCESS EVALUATION

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

APA (6th Edition):

SHIPLEY, T. (2017). A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50873

Chicago Manual of Style (16th Edition):

SHIPLEY, TERESA. “A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed March 19, 2019. http://hdl.handle.net/11244/50873.

MLA Handbook (7th Edition):

SHIPLEY, TERESA. “A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM.” 2017. Web. 19 Mar 2019.

Vancouver:

SHIPLEY T. A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/11244/50873.

Council of Science Editors:

SHIPLEY T. A PROCESS EVALUATION OF THE YOUTH PHILANTHROPY INITIATIVE, A LEADERSHIP DEVELOPMENT PROGRAM. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50873


University of Oklahoma

20. Nelson, Todd. THE EFFECT OF THE CARRERA ADOLESCENT PREGNANCY PREVENTION PROGRAM ON STUDENT ACHIEVEMENT.

Degree: EdD, 2017, University of Oklahoma

 This study evaluates the effect of the Carrera Adolescent Pregnancy Prevention Program, as implemented at a mid-sized, urban-suburban school system, on student achievement. The Carrera… (more)

Subjects/Keywords: student schievement intervention youth development

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

APA (6th Edition):

Nelson, T. (2017). THE EFFECT OF THE CARRERA ADOLESCENT PREGNANCY PREVENTION PROGRAM ON STUDENT ACHIEVEMENT. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50900

Chicago Manual of Style (16th Edition):

Nelson, Todd. “THE EFFECT OF THE CARRERA ADOLESCENT PREGNANCY PREVENTION PROGRAM ON STUDENT ACHIEVEMENT.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed March 19, 2019. http://hdl.handle.net/11244/50900.

MLA Handbook (7th Edition):

Nelson, Todd. “THE EFFECT OF THE CARRERA ADOLESCENT PREGNANCY PREVENTION PROGRAM ON STUDENT ACHIEVEMENT.” 2017. Web. 19 Mar 2019.

Vancouver:

Nelson T. THE EFFECT OF THE CARRERA ADOLESCENT PREGNANCY PREVENTION PROGRAM ON STUDENT ACHIEVEMENT. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/11244/50900.

Council of Science Editors:

Nelson T. THE EFFECT OF THE CARRERA ADOLESCENT PREGNANCY PREVENTION PROGRAM ON STUDENT ACHIEVEMENT. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50900


West Virginia University

21. Little, Laura Janes. Multimedia -assisted reading in Spanish and its relationship with the cognitive control of field dependence and field independence.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2001, West Virginia University

 This study examines the influence of the cognitive controls of field independence and field dependence on the use of a multimedia-assisted reading program and reading… (more)

Subjects/Keywords: Curriculum development

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

APA (6th Edition):

Little, L. J. (2001). Multimedia -assisted reading in Spanish and its relationship with the cognitive control of field dependence and field independence. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2346

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):

Little, Laura Janes. “Multimedia -assisted reading in Spanish and its relationship with the cognitive control of field dependence and field independence.” 2001. Thesis, West Virginia University. Accessed March 19, 2019. https://researchrepository.wvu.edu/etd/2346.

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

MLA Handbook (7th Edition):

Little, Laura Janes. “Multimedia -assisted reading in Spanish and its relationship with the cognitive control of field dependence and field independence.” 2001. Web. 19 Mar 2019.

Vancouver:

Little LJ. Multimedia -assisted reading in Spanish and its relationship with the cognitive control of field dependence and field independence. [Internet] [Thesis]. West Virginia University; 2001. [cited 2019 Mar 19]. Available from: https://researchrepository.wvu.edu/etd/2346.

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

Council of Science Editors:

Little LJ. Multimedia -assisted reading in Spanish and its relationship with the cognitive control of field dependence and field independence. [Thesis]. West Virginia University; 2001. Available from: https://researchrepository.wvu.edu/etd/2346

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


West Virginia University

22. Sayers, Katina L. Viewing themes of teaching and learning with a phenomenological lens.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2004, West Virginia University

 The purpose of this qualitative study is to explore understandings pre-service teachers, in-service teachers, and college faculty hold towards learning and teaching, the types of… (more)

Subjects/Keywords: Curriculum development

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

APA (6th Edition):

Sayers, K. L. (2004). Viewing themes of teaching and learning with a phenomenological lens. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2572

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):

Sayers, Katina L. “Viewing themes of teaching and learning with a phenomenological lens.” 2004. Thesis, West Virginia University. Accessed March 19, 2019. https://researchrepository.wvu.edu/etd/2572.

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

MLA Handbook (7th Edition):

Sayers, Katina L. “Viewing themes of teaching and learning with a phenomenological lens.” 2004. Web. 19 Mar 2019.

Vancouver:

Sayers KL. Viewing themes of teaching and learning with a phenomenological lens. [Internet] [Thesis]. West Virginia University; 2004. [cited 2019 Mar 19]. Available from: https://researchrepository.wvu.edu/etd/2572.

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

Council of Science Editors:

Sayers KL. Viewing themes of teaching and learning with a phenomenological lens. [Thesis]. West Virginia University; 2004. Available from: https://researchrepository.wvu.edu/etd/2572

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


West Virginia University

23. Fisher, Cathy Ann Burnett. Effects of the emphasis on achieving adequate yearly progress on teachers and administrators at schools under the constraints of No Child Left Behind.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2010, West Virginia University

 The purpose of this research was to study the effects of the emphasis on achieving Adequate Yearly Progress at elementary schools under the regulations of… (more)

Subjects/Keywords: Educational tests & measurements; Curriculum development

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APA (6th Edition):

Fisher, C. A. B. (2010). Effects of the emphasis on achieving adequate yearly progress on teachers and administrators at schools under the constraints of No Child Left Behind. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2946

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):

Fisher, Cathy Ann Burnett. “Effects of the emphasis on achieving adequate yearly progress on teachers and administrators at schools under the constraints of No Child Left Behind.” 2010. Thesis, West Virginia University. Accessed March 19, 2019. https://researchrepository.wvu.edu/etd/2946.

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

MLA Handbook (7th Edition):

Fisher, Cathy Ann Burnett. “Effects of the emphasis on achieving adequate yearly progress on teachers and administrators at schools under the constraints of No Child Left Behind.” 2010. Web. 19 Mar 2019.

Vancouver:

Fisher CAB. Effects of the emphasis on achieving adequate yearly progress on teachers and administrators at schools under the constraints of No Child Left Behind. [Internet] [Thesis]. West Virginia University; 2010. [cited 2019 Mar 19]. Available from: https://researchrepository.wvu.edu/etd/2946.

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

Council of Science Editors:

Fisher CAB. Effects of the emphasis on achieving adequate yearly progress on teachers and administrators at schools under the constraints of No Child Left Behind. [Thesis]. West Virginia University; 2010. Available from: https://researchrepository.wvu.edu/etd/2946

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


West Virginia University

24. Hubler-Larimore, Lucretia Marie. Pedagogical Practices: Nurturing and Maintaining Democratic Habits.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2011, West Virginia University

 This case study examined the pedagogical practices of four teachers of one public elementary school whose mission seeks to nurture and maintain democratic habits for… (more)

Subjects/Keywords: Curriculum development; Teacher education

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APA (6th Edition):

Hubler-Larimore, L. M. (2011). Pedagogical Practices: Nurturing and Maintaining Democratic Habits. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3555

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):

Hubler-Larimore, Lucretia Marie. “Pedagogical Practices: Nurturing and Maintaining Democratic Habits.” 2011. Thesis, West Virginia University. Accessed March 19, 2019. https://researchrepository.wvu.edu/etd/3555.

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

MLA Handbook (7th Edition):

Hubler-Larimore, Lucretia Marie. “Pedagogical Practices: Nurturing and Maintaining Democratic Habits.” 2011. Web. 19 Mar 2019.

Vancouver:

Hubler-Larimore LM. Pedagogical Practices: Nurturing and Maintaining Democratic Habits. [Internet] [Thesis]. West Virginia University; 2011. [cited 2019 Mar 19]. Available from: https://researchrepository.wvu.edu/etd/3555.

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

Council of Science Editors:

Hubler-Larimore LM. Pedagogical Practices: Nurturing and Maintaining Democratic Habits. [Thesis]. West Virginia University; 2011. Available from: https://researchrepository.wvu.edu/etd/3555

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


West Virginia University

25. Oonge, Harrison Ntabo. Access, Retention, and Progression of Marginalized Students in Kisii Schools, Kenya.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2013, West Virginia University

 This study examined how teachers perceive Free Primary Education had influenced access, retention and progression of marginalized students in primary schools in Kisii County, Kenya.… (more)

Subjects/Keywords: Curriculum development; Educational administration

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APA (6th Edition):

Oonge, H. N. (2013). Access, Retention, and Progression of Marginalized Students in Kisii Schools, Kenya. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3633

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):

Oonge, Harrison Ntabo. “Access, Retention, and Progression of Marginalized Students in Kisii Schools, Kenya.” 2013. Thesis, West Virginia University. Accessed March 19, 2019. https://researchrepository.wvu.edu/etd/3633.

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

MLA Handbook (7th Edition):

Oonge, Harrison Ntabo. “Access, Retention, and Progression of Marginalized Students in Kisii Schools, Kenya.” 2013. Web. 19 Mar 2019.

Vancouver:

Oonge HN. Access, Retention, and Progression of Marginalized Students in Kisii Schools, Kenya. [Internet] [Thesis]. West Virginia University; 2013. [cited 2019 Mar 19]. Available from: https://researchrepository.wvu.edu/etd/3633.

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

Council of Science Editors:

Oonge HN. Access, Retention, and Progression of Marginalized Students in Kisii Schools, Kenya. [Thesis]. West Virginia University; 2013. Available from: https://researchrepository.wvu.edu/etd/3633

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


West Virginia University

26. Walsh, Susan F. Modifying risk perceptions of Japanese university students using a culturally compatible mode of instruction.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 1999, West Virginia University

 Japanese university students who come to the United States present a particular challenge to universities to teach them about their risks to personal property. The… (more)

Subjects/Keywords: Curriculum development

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APA (6th Edition):

Walsh, S. F. (1999). Modifying risk perceptions of Japanese university students using a culturally compatible mode of instruction. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3674

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):

Walsh, Susan F. “Modifying risk perceptions of Japanese university students using a culturally compatible mode of instruction.” 1999. Thesis, West Virginia University. Accessed March 19, 2019. https://researchrepository.wvu.edu/etd/3674.

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

MLA Handbook (7th Edition):

Walsh, Susan F. “Modifying risk perceptions of Japanese university students using a culturally compatible mode of instruction.” 1999. Web. 19 Mar 2019.

Vancouver:

Walsh SF. Modifying risk perceptions of Japanese university students using a culturally compatible mode of instruction. [Internet] [Thesis]. West Virginia University; 1999. [cited 2019 Mar 19]. Available from: https://researchrepository.wvu.edu/etd/3674.

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

Council of Science Editors:

Walsh SF. Modifying risk perceptions of Japanese university students using a culturally compatible mode of instruction. [Thesis]. West Virginia University; 1999. Available from: https://researchrepository.wvu.edu/etd/3674

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


West Virginia University

27. Cox, Katherine Eddy. Success from the voices of educators.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2009, West Virginia University

 This study examines teachers' conceptions of success through interviews of fourteen educators from a rural county in a Mid-Atlantic state. The results find that the… (more)

Subjects/Keywords: Curriculum development

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APA (6th Edition):

Cox, K. E. (2009). Success from the voices of educators. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2892

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):

Cox, Katherine Eddy. “Success from the voices of educators.” 2009. Thesis, West Virginia University. Accessed March 19, 2019. https://researchrepository.wvu.edu/etd/2892.

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

MLA Handbook (7th Edition):

Cox, Katherine Eddy. “Success from the voices of educators.” 2009. Web. 19 Mar 2019.

Vancouver:

Cox KE. Success from the voices of educators. [Internet] [Thesis]. West Virginia University; 2009. [cited 2019 Mar 19]. Available from: https://researchrepository.wvu.edu/etd/2892.

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

Council of Science Editors:

Cox KE. Success from the voices of educators. [Thesis]. West Virginia University; 2009. Available from: https://researchrepository.wvu.edu/etd/2892

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


Texas A&M University

28. Bailey, Joni L. FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION.

Degree: EdD, Curriculum and Instruction, 2017, Texas A&M University

 The purpose of this study was to impact teachers’ understanding of fact fluency and students’ opportunities to practice their mathematics facts in two third-grade, two… (more)

Subjects/Keywords: fact fluency; mathematics; professional development

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APA (6th Edition):

Bailey, J. L. (2017). FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169588

Chicago Manual of Style (16th Edition):

Bailey, Joni L. “FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION.” 2017. Doctoral Dissertation, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/169588.

MLA Handbook (7th Edition):

Bailey, Joni L. “FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION.” 2017. Web. 19 Mar 2019.

Vancouver:

Bailey JL. FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/169588.

Council of Science Editors:

Bailey JL. FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169588


Duquesne University

29. Pulkowski, Cynthia. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2014, Duquesne University

 Over the past few decades, stakeholders in education have placed significant emphasis on student achievement. Educational reform in the United States and internationally has set… (more)

Subjects/Keywords: coaching; community; development; professional; teacher

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

APA (6th Edition):

Pulkowski, C. (2014). Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1066

Chicago Manual of Style (16th Edition):

Pulkowski, Cynthia. “Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.” 2014. Doctoral Dissertation, Duquesne University. Accessed March 19, 2019. https://dsc.duq.edu/etd/1066.

MLA Handbook (7th Edition):

Pulkowski, Cynthia. “Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.” 2014. Web. 19 Mar 2019.

Vancouver:

Pulkowski C. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. [Internet] [Doctoral dissertation]. Duquesne University; 2014. [cited 2019 Mar 19]. Available from: https://dsc.duq.edu/etd/1066.

Council of Science Editors:

Pulkowski C. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. [Doctoral Dissertation]. Duquesne University; 2014. Available from: https://dsc.duq.edu/etd/1066


Duquesne University

30. Pustorino, Alia M. Differences in Perceptions of Student Experiences Between Residential and Commuter Sub-Populations in Higher Education.

Degree: EdD, Instructional Leadership Excellence (ILEAD), 2014, Duquesne University

 The landscape of higher education has been altered considerably over the past forty years as institutions have been asked to demonstrate that education programs offer… (more)

Subjects/Keywords: perceptions; student development; student life

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APA (6th Edition):

Pustorino, A. M. (2014). Differences in Perceptions of Student Experiences Between Residential and Commuter Sub-Populations in Higher Education. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1071

Chicago Manual of Style (16th Edition):

Pustorino, Alia M. “Differences in Perceptions of Student Experiences Between Residential and Commuter Sub-Populations in Higher Education.” 2014. Doctoral Dissertation, Duquesne University. Accessed March 19, 2019. https://dsc.duq.edu/etd/1071.

MLA Handbook (7th Edition):

Pustorino, Alia M. “Differences in Perceptions of Student Experiences Between Residential and Commuter Sub-Populations in Higher Education.” 2014. Web. 19 Mar 2019.

Vancouver:

Pustorino AM. Differences in Perceptions of Student Experiences Between Residential and Commuter Sub-Populations in Higher Education. [Internet] [Doctoral dissertation]. Duquesne University; 2014. [cited 2019 Mar 19]. Available from: https://dsc.duq.edu/etd/1071.

Council of Science Editors:

Pustorino AM. Differences in Perceptions of Student Experiences Between Residential and Commuter Sub-Populations in Higher Education. [Doctoral Dissertation]. Duquesne University; 2014. Available from: https://dsc.duq.edu/etd/1071

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