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Degree: EdD

You searched for subject:(Analog to digital converters). Showing records 1 – 30 of 231 total matches.

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University of Kansas

1. Lopez-Boren, Deborah Myrrie. The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers.

Degree: EdD, Curriculum and Teaching, 2016, University of Kansas

 Abstract The impact of the One-to-One Initiative in secondary English Language Arts classrooms was the focus of this study. Specifically, the consequences a laptop for… (more)

Subjects/Keywords: Secondary education; Language arts; Pedagogy; digital initiative; Freire; Lyotard; mercantilism; One-to-One Initiative

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APA (6th Edition):

Lopez-Boren, D. M. (2016). The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/22006

Chicago Manual of Style (16th Edition):

Lopez-Boren, Deborah Myrrie. “The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers.” 2016. Doctoral Dissertation, University of Kansas. Accessed October 20, 2019. http://hdl.handle.net/1808/22006.

MLA Handbook (7th Edition):

Lopez-Boren, Deborah Myrrie. “The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers.” 2016. Web. 20 Oct 2019.

Vancouver:

Lopez-Boren DM. The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers. [Internet] [Doctoral dissertation]. University of Kansas; 2016. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1808/22006.

Council of Science Editors:

Lopez-Boren DM. The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers. [Doctoral Dissertation]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/22006


University of Southern California

2. Nye, Michelle R. A case study of promising practices of anti-cyberbullying efforts in a middle school.

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

 The purpose of this study was to identify systems and structures schools used to target cyberbullying within anti‐bullying efforts. The study also examined the perceived… (more)

Subjects/Keywords: cyberbullying; bullying; digital citizenship

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APA (6th Edition):

Nye, M. R. (2014). A case study of promising practices of anti-cyberbullying efforts in a middle school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377619/rec/81

Chicago Manual of Style (16th Edition):

Nye, Michelle R. “A case study of promising practices of anti-cyberbullying efforts in a middle school.” 2014. Doctoral Dissertation, University of Southern California. Accessed October 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377619/rec/81.

MLA Handbook (7th Edition):

Nye, Michelle R. “A case study of promising practices of anti-cyberbullying efforts in a middle school.” 2014. Web. 20 Oct 2019.

Vancouver:

Nye MR. A case study of promising practices of anti-cyberbullying efforts in a middle school. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Oct 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377619/rec/81.

Council of Science Editors:

Nye MR. A case study of promising practices of anti-cyberbullying efforts in a middle school. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/377619/rec/81


Texas A&M University

3. Stringer, Davina Marie. Designing a Response to Intervention Training Tool: A Mixed Methods Approach To RTI Accountibility.

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

 Response to Intervention (RTI) is a multi-tiered approach to help struggling learners, but RTI is not federally or state funded. This poses a unique and… (more)

Subjects/Keywords: Response to Intervention; teacher training

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APA (6th Edition):

Stringer, D. M. (2017). Designing a Response to Intervention Training Tool: A Mixed Methods Approach To RTI Accountibility. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165845

Chicago Manual of Style (16th Edition):

Stringer, Davina Marie. “Designing a Response to Intervention Training Tool: A Mixed Methods Approach To RTI Accountibility.” 2017. Doctoral Dissertation, Texas A&M University. Accessed October 20, 2019. http://hdl.handle.net/1969.1/165845.

MLA Handbook (7th Edition):

Stringer, Davina Marie. “Designing a Response to Intervention Training Tool: A Mixed Methods Approach To RTI Accountibility.” 2017. Web. 20 Oct 2019.

Vancouver:

Stringer DM. Designing a Response to Intervention Training Tool: A Mixed Methods Approach To RTI Accountibility. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1969.1/165845.

Council of Science Editors:

Stringer DM. Designing a Response to Intervention Training Tool: A Mixed Methods Approach To RTI Accountibility. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165845


Virginia Tech

4. Skelding-Dills, Kathleen Ann. Response to Intervention (RtI) in a High School: A Case Study of Implementation.

Degree: EdD, Educational Leadership and Policy Studies, 2013, Virginia Tech

 Response to Intervention\'s (RtI) original design was implemented as a kindergarten through third grade intervention for struggling readers. Therefore, it is difficult to conceptualize RtI… (more)

Subjects/Keywords: Secondary Response To Intervention (RtI)

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APA (6th Edition):

Skelding-Dills, K. A. (2013). Response to Intervention (RtI) in a High School: A Case Study of Implementation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/23695

Chicago Manual of Style (16th Edition):

Skelding-Dills, Kathleen Ann. “Response to Intervention (RtI) in a High School: A Case Study of Implementation.” 2013. Doctoral Dissertation, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/23695.

MLA Handbook (7th Edition):

Skelding-Dills, Kathleen Ann. “Response to Intervention (RtI) in a High School: A Case Study of Implementation.” 2013. Web. 20 Oct 2019.

Vancouver:

Skelding-Dills KA. Response to Intervention (RtI) in a High School: A Case Study of Implementation. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/23695.

Council of Science Editors:

Skelding-Dills KA. Response to Intervention (RtI) in a High School: A Case Study of Implementation. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/23695


Texas A&M University

5. Anderson, Daniel K. To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?.

Degree: EdD, Educational Administration, 2017, Texas A&M University

 Elementary school librarians and teacher-librarians are facing a new challenge in preparing students to become lifelong readers. By regularly and consistently promoting the principles of… (more)

Subjects/Keywords: Digital Readers; Librarians; E-books; E-readers

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APA (6th Edition):

Anderson, D. K. (2017). To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169573

Chicago Manual of Style (16th Edition):

Anderson, Daniel K. “To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?.” 2017. Doctoral Dissertation, Texas A&M University. Accessed October 20, 2019. http://hdl.handle.net/1969.1/169573.

MLA Handbook (7th Edition):

Anderson, Daniel K. “To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?.” 2017. Web. 20 Oct 2019.

Vancouver:

Anderson DK. To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1969.1/169573.

Council of Science Editors:

Anderson DK. To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169573


Boston University

6. Dhilla, Sarah Jean. Using Mezirow's Transformative Learning Theory to understand online instructors' construction of the virtual teaching experience.

Degree: EdD, Education, 2016, Boston University

 This qualitative study examines expert instructors’ lived experienced with online pedagogy in order to (1) understand how teaching in a virtual environment influences pedagogical style,… (more)

Subjects/Keywords: Higher education; Critical digital pedagogy; Digital pedagogical development; Online faculty development; Vulnerability

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APA (6th Edition):

Dhilla, S. J. (2016). Using Mezirow's Transformative Learning Theory to understand online instructors' construction of the virtual teaching experience. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/17109

Chicago Manual of Style (16th Edition):

Dhilla, Sarah Jean. “Using Mezirow's Transformative Learning Theory to understand online instructors' construction of the virtual teaching experience.” 2016. Doctoral Dissertation, Boston University. Accessed October 20, 2019. http://hdl.handle.net/2144/17109.

MLA Handbook (7th Edition):

Dhilla, Sarah Jean. “Using Mezirow's Transformative Learning Theory to understand online instructors' construction of the virtual teaching experience.” 2016. Web. 20 Oct 2019.

Vancouver:

Dhilla SJ. Using Mezirow's Transformative Learning Theory to understand online instructors' construction of the virtual teaching experience. [Internet] [Doctoral dissertation]. Boston University; 2016. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2144/17109.

Council of Science Editors:

Dhilla SJ. Using Mezirow's Transformative Learning Theory to understand online instructors' construction of the virtual teaching experience. [Doctoral Dissertation]. Boston University; 2016. Available from: http://hdl.handle.net/2144/17109


University of Louisville

7. Christian, Carol Jean. An investigation of a middle-high school system as a learning organization during the implementation of a grade eight to grade nine transition program.

Degree: EdD, Department of Leadership, Foundations, and Human Resource Education, 2011, University of Louisville

 This study investigated the impact of articulation activities and the extent to which the Grant County Kentucky school district operated as a learning organization during… (more)

Subjects/Keywords: Middle to high school transitions; Articulation activities

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APA (6th Edition):

Christian, C. J. (2011). An investigation of a middle-high school system as a learning organization during the implementation of a grade eight to grade nine transition program. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/250 ; https://ir.library.louisville.edu/etd/250

Chicago Manual of Style (16th Edition):

Christian, Carol Jean. “An investigation of a middle-high school system as a learning organization during the implementation of a grade eight to grade nine transition program.” 2011. Doctoral Dissertation, University of Louisville. Accessed October 20, 2019. 10.18297/etd/250 ; https://ir.library.louisville.edu/etd/250.

MLA Handbook (7th Edition):

Christian, Carol Jean. “An investigation of a middle-high school system as a learning organization during the implementation of a grade eight to grade nine transition program.” 2011. Web. 20 Oct 2019.

Vancouver:

Christian CJ. An investigation of a middle-high school system as a learning organization during the implementation of a grade eight to grade nine transition program. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2019 Oct 20]. Available from: 10.18297/etd/250 ; https://ir.library.louisville.edu/etd/250.

Council of Science Editors:

Christian CJ. An investigation of a middle-high school system as a learning organization during the implementation of a grade eight to grade nine transition program. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/250 ; https://ir.library.louisville.edu/etd/250


University of Southern California

8. Veith, Velma. Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates.

Degree: EdD, Education, 2013, University of Southern California

 English as a Second Language (ESL) learners’ access and achievement in Algebra I was examined to determine whether ESL students continue to be denied equal… (more)

Subjects/Keywords: English learners; opportunity-to-learn; algebra I

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APA (6th Edition):

Veith, V. (2013). Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/238132/rec/601

Chicago Manual of Style (16th Edition):

Veith, Velma. “Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates.” 2013. Doctoral Dissertation, University of Southern California. Accessed October 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/238132/rec/601.

MLA Handbook (7th Edition):

Veith, Velma. “Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates.” 2013. Web. 20 Oct 2019.

Vancouver:

Veith V. Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Oct 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/238132/rec/601.

Council of Science Editors:

Veith V. Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/238132/rec/601


Virginia Tech

9. Collins, Keith Ryan. The Development and Implementation of Response to Intervention in an Elementary School Setting.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

 RTI has gained popularity in recent years. RTI uses research-based instruction, data based decisions, and early interventions to identify and remediate students early. However, little… (more)

Subjects/Keywords: Response to Intervention; RTI; Reading Grouping

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APA (6th Edition):

Collins, K. R. (2014). The Development and Implementation of Response to Intervention in an Elementary School Setting. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71326

Chicago Manual of Style (16th Edition):

Collins, Keith Ryan. “The Development and Implementation of Response to Intervention in an Elementary School Setting.” 2014. Doctoral Dissertation, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/71326.

MLA Handbook (7th Edition):

Collins, Keith Ryan. “The Development and Implementation of Response to Intervention in an Elementary School Setting.” 2014. Web. 20 Oct 2019.

Vancouver:

Collins KR. The Development and Implementation of Response to Intervention in an Elementary School Setting. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/71326.

Council of Science Editors:

Collins KR. The Development and Implementation of Response to Intervention in an Elementary School Setting. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/71326


University of Kansas

10. Hogle, Julie Ann. Teachers' Perceived Knowledge about Response to Interventions.

Degree: EdD, Curriculum and Teaching, 2018, University of Kansas

 Abstract Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning needs. RtI has several core components… (more)

Subjects/Keywords: Elementary education; perceived knowledge; Response to Intervention

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APA (6th Edition):

Hogle, J. A. (2018). Teachers' Perceived Knowledge about Response to Interventions. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27559

Chicago Manual of Style (16th Edition):

Hogle, Julie Ann. “Teachers' Perceived Knowledge about Response to Interventions.” 2018. Doctoral Dissertation, University of Kansas. Accessed October 20, 2019. http://hdl.handle.net/1808/27559.

MLA Handbook (7th Edition):

Hogle, Julie Ann. “Teachers' Perceived Knowledge about Response to Interventions.” 2018. Web. 20 Oct 2019.

Vancouver:

Hogle JA. Teachers' Perceived Knowledge about Response to Interventions. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1808/27559.

Council of Science Editors:

Hogle JA. Teachers' Perceived Knowledge about Response to Interventions. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27559


University of Illinois – Urbana-Champaign

11. Frohning Kinley, Dana Kay. The policy consequences of Garcetti v. Ceballos for personnel management in public schools.

Degree: EdD, Ed Organization and Leadership, 2017, University of Illinois – Urbana-Champaign

 Arthur Goldberg, former United States Secretary of Labor and Associate Justice of the United States Supreme Court, once said, the concept of management rights is… (more)

Subjects/Keywords: Pursuant to duty; Matters of public concern

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APA (6th Edition):

Frohning Kinley, D. K. (2017). The policy consequences of Garcetti v. Ceballos for personnel management in public schools. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97302

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):

Frohning Kinley, Dana Kay. “The policy consequences of Garcetti v. Ceballos for personnel management in public schools.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed October 20, 2019. http://hdl.handle.net/2142/97302.

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

MLA Handbook (7th Edition):

Frohning Kinley, Dana Kay. “The policy consequences of Garcetti v. Ceballos for personnel management in public schools.” 2017. Web. 20 Oct 2019.

Vancouver:

Frohning Kinley DK. The policy consequences of Garcetti v. Ceballos for personnel management in public schools. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2142/97302.

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

Council of Science Editors:

Frohning Kinley DK. The policy consequences of Garcetti v. Ceballos for personnel management in public schools. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97302

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


University of Illinois – Urbana-Champaign

12. Nadrozny, Trevor. Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice.

Degree: EdD, Ed Organization and Leadership, 2017, University of Illinois – Urbana-Champaign

 The achievement gap between white and black students has been studied extensively, but little has been done to design policies and implement practices to challenge… (more)

Subjects/Keywords: Response to intervention; Social justice leadership

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APA (6th Edition):

Nadrozny, T. (2017). Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99370

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):

Nadrozny, Trevor. “Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed October 20, 2019. http://hdl.handle.net/2142/99370.

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

MLA Handbook (7th Edition):

Nadrozny, Trevor. “Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice.” 2017. Web. 20 Oct 2019.

Vancouver:

Nadrozny T. Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2142/99370.

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

Council of Science Editors:

Nadrozny T. Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99370

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


Boston College

13. Potenziano, Phillip John; Allwarden, Ann; Talukdar White, Sujan. Opportunity to Learn: The Role of Structures and Routines in Understanding and Addressing Educational Inequities.

Degree: EdD, Educational Leadership and Higher Education, 2014, Boston College

 As district- and school-level leaders face increasing pressure from federal, state, and local accountability mandates there has been increased dependence on using and analyzing student… (more)

Subjects/Keywords: Distributed Leadership; Opportunity to Learn; Routines; Structures

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APA (6th Edition):

Potenziano, Phillip John; Allwarden, Ann; Talukdar White, S. (2014). Opportunity to Learn: The Role of Structures and Routines in Understanding and Addressing Educational Inequities. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101425

Chicago Manual of Style (16th Edition):

Potenziano, Phillip John; Allwarden, Ann; Talukdar White, Sujan. “Opportunity to Learn: The Role of Structures and Routines in Understanding and Addressing Educational Inequities.” 2014. Doctoral Dissertation, Boston College. Accessed October 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101425.

MLA Handbook (7th Edition):

Potenziano, Phillip John; Allwarden, Ann; Talukdar White, Sujan. “Opportunity to Learn: The Role of Structures and Routines in Understanding and Addressing Educational Inequities.” 2014. Web. 20 Oct 2019.

Vancouver:

Potenziano, Phillip John; Allwarden, Ann; Talukdar White S. Opportunity to Learn: The Role of Structures and Routines in Understanding and Addressing Educational Inequities. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2019 Oct 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101425.

Council of Science Editors:

Potenziano, Phillip John; Allwarden, Ann; Talukdar White S. Opportunity to Learn: The Role of Structures and Routines in Understanding and Addressing Educational Inequities. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101425


University of South Carolina

14. McGlohorn, Amy Roberts. Implementation of a Response to Intervention Block.

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

  The location of this study is Bulldog Elementary School (BES) (pseudonym) in Suburban School District (SSD) (pseudonym). According to the Read to Succeed Act… (more)

Subjects/Keywords: Curriculum and Instruction; Education; reading; Response to Intervention; Read to Succeed; intervention block

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APA (6th Edition):

McGlohorn, A. R. (2018). Implementation of a Response to Intervention Block. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4664

Chicago Manual of Style (16th Edition):

McGlohorn, Amy Roberts. “Implementation of a Response to Intervention Block.” 2018. Doctoral Dissertation, University of South Carolina. Accessed October 20, 2019. https://scholarcommons.sc.edu/etd/4664.

MLA Handbook (7th Edition):

McGlohorn, Amy Roberts. “Implementation of a Response to Intervention Block.” 2018. Web. 20 Oct 2019.

Vancouver:

McGlohorn AR. Implementation of a Response to Intervention Block. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Oct 20]. Available from: https://scholarcommons.sc.edu/etd/4664.

Council of Science Editors:

McGlohorn AR. Implementation of a Response to Intervention Block. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4664

15. Staniszewski, Catherine Grace. How elementary school teachers make sense of personalizing instructional practices in digital learning environments.

Degree: EdD, Educational Leadership, 2016, University of Georgia

 In response to the recent push for personalized digital learning environments in American education, this study describes eight upper elementary school teachers’ understanding and implementation… (more)

Subjects/Keywords: Digital Learning Environment; Digital Means; Personalized Learning

…adjusting their instructional practices to support personalized digital learning? What does it… …mean to personalize teaching using digital tools? What types of support do educators need to… …and immediate access to digital information, individualization or differentiation alone is… …Consequently, merely providing students and teachers with access to digital means to enhance student… …engagement, motivation and achievement is not enough. If digital tools are to be used to improve… 

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APA (6th Edition):

Staniszewski, C. G. (2016). How elementary school teachers make sense of personalizing instructional practices in digital learning environments. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/staniszewski_catherine_g_201608_edd

Chicago Manual of Style (16th Edition):

Staniszewski, Catherine Grace. “How elementary school teachers make sense of personalizing instructional practices in digital learning environments.” 2016. Doctoral Dissertation, University of Georgia. Accessed October 20, 2019. http://purl.galileo.usg.edu/uga_etd/staniszewski_catherine_g_201608_edd.

MLA Handbook (7th Edition):

Staniszewski, Catherine Grace. “How elementary school teachers make sense of personalizing instructional practices in digital learning environments.” 2016. Web. 20 Oct 2019.

Vancouver:

Staniszewski CG. How elementary school teachers make sense of personalizing instructional practices in digital learning environments. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2019 Oct 20]. Available from: http://purl.galileo.usg.edu/uga_etd/staniszewski_catherine_g_201608_edd.

Council of Science Editors:

Staniszewski CG. How elementary school teachers make sense of personalizing instructional practices in digital learning environments. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/staniszewski_catherine_g_201608_edd


University of Florida

16. Bassell, Kellie A. Digital Story Analysis Utilizing the Advancing Care Excellence for Seniors Framework.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2013, University of Florida

 The purpose of this study was to explore the effectiveness of using digital storytelling as an end of rotation assignment, in a long-term care setting,… (more)

Subjects/Keywords: Digital images; Geriatrics; Health care industry; Learning; Nurses; Nursing; Nursing education; Nursing students; Older adults; Storytelling; digital  – geriatrics  – storytelling

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APA (6th Edition):

Bassell, K. A. (2013). Digital Story Analysis Utilizing the Advancing Care Excellence for Seniors Framework. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045654

Chicago Manual of Style (16th Edition):

Bassell, Kellie A. “Digital Story Analysis Utilizing the Advancing Care Excellence for Seniors Framework.” 2013. Doctoral Dissertation, University of Florida. Accessed October 20, 2019. http://ufdc.ufl.edu/UFE0045654.

MLA Handbook (7th Edition):

Bassell, Kellie A. “Digital Story Analysis Utilizing the Advancing Care Excellence for Seniors Framework.” 2013. Web. 20 Oct 2019.

Vancouver:

Bassell KA. Digital Story Analysis Utilizing the Advancing Care Excellence for Seniors Framework. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2019 Oct 20]. Available from: http://ufdc.ufl.edu/UFE0045654.

Council of Science Editors:

Bassell KA. Digital Story Analysis Utilizing the Advancing Care Excellence for Seniors Framework. [Doctoral Dissertation]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045654


Northeastern University

17. Martin, Ellen Marie (Peterson). Digital natives and digital immigrants: teaching with technology.

Degree: EdD, School of Education, 2011, Northeastern University

 Education is witnessing an increasing demand for technology use in the classroom. At the same time, new teachers are entering the profession in high numbers,… (more)

Subjects/Keywords: education; educational technology; educational administration; teacher education; digital immigrants; digital natives; new teachers; situated learning; technology; Education

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APA (6th Edition):

Martin, E. M. (. (2011). Digital natives and digital immigrants: teaching with technology. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002139

Chicago Manual of Style (16th Edition):

Martin, Ellen Marie (Peterson). “Digital natives and digital immigrants: teaching with technology.” 2011. Doctoral Dissertation, Northeastern University. Accessed October 20, 2019. http://hdl.handle.net/2047/d20002139.

MLA Handbook (7th Edition):

Martin, Ellen Marie (Peterson). “Digital natives and digital immigrants: teaching with technology.” 2011. Web. 20 Oct 2019.

Vancouver:

Martin EM(. Digital natives and digital immigrants: teaching with technology. [Internet] [Doctoral dissertation]. Northeastern University; 2011. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2047/d20002139.

Council of Science Editors:

Martin EM(. Digital natives and digital immigrants: teaching with technology. [Doctoral Dissertation]. Northeastern University; 2011. Available from: http://hdl.handle.net/2047/d20002139


Northeastern University

18. Heidenrich, Carol Ann. Student technology use for powerful learning.

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

 Technology has evolved as a valuable information and communication tool. In our knowledge and information society, students with information and communication technology (ICT) competence will… (more)

Subjects/Keywords: 21st-century skills; computer equity (digital divide); digital literacy (competence); powerful learning; technology tools; Curriculum and Instruction; Education; Educational Methods

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APA (6th Edition):

Heidenrich, C. A. (2013). Student technology use for powerful learning. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003328

Chicago Manual of Style (16th Edition):

Heidenrich, Carol Ann. “Student technology use for powerful learning.” 2013. Doctoral Dissertation, Northeastern University. Accessed October 20, 2019. http://hdl.handle.net/2047/d20003328.

MLA Handbook (7th Edition):

Heidenrich, Carol Ann. “Student technology use for powerful learning.” 2013. Web. 20 Oct 2019.

Vancouver:

Heidenrich CA. Student technology use for powerful learning. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2047/d20003328.

Council of Science Editors:

Heidenrich CA. Student technology use for powerful learning. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003328


University of Ballarat

19. Gracie, Neil. Men's perceptions of health: Implications for the delivery of health education programs in Victoria.

Degree: EdD, 2009, University of Ballarat

The key issue of concern behind this study was that there have been recent concerns about the gender-based discrepancies in morbidity and mortality rates amongst… (more)

Subjects/Keywords: Men; Health; Health services; Health behavior; Victoria; Australian Digital Thesis

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

APA (6th Edition):

Gracie, N. (2009). Men's perceptions of health: Implications for the delivery of health education programs in Victoria. (Doctoral Dissertation). University of Ballarat. Retrieved from http://researchonline.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/41141 ; http://innopac.ballarat.edu.au/record=b1521827

Chicago Manual of Style (16th Edition):

Gracie, Neil. “Men's perceptions of health: Implications for the delivery of health education programs in Victoria.” 2009. Doctoral Dissertation, University of Ballarat. Accessed October 20, 2019. http://researchonline.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/41141 ; http://innopac.ballarat.edu.au/record=b1521827.

MLA Handbook (7th Edition):

Gracie, Neil. “Men's perceptions of health: Implications for the delivery of health education programs in Victoria.” 2009. Web. 20 Oct 2019.

Vancouver:

Gracie N. Men's perceptions of health: Implications for the delivery of health education programs in Victoria. [Internet] [Doctoral dissertation]. University of Ballarat; 2009. [cited 2019 Oct 20]. Available from: http://researchonline.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/41141 ; http://innopac.ballarat.edu.au/record=b1521827.

Council of Science Editors:

Gracie N. Men's perceptions of health: Implications for the delivery of health education programs in Victoria. [Doctoral Dissertation]. University of Ballarat; 2009. Available from: http://researchonline.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/41141 ; http://innopac.ballarat.edu.au/record=b1521827


University of Southern California

20. Laanui, Arnold, Jr. Digital semiotics and dimensions of student fit: how online reputation and e-pinion influence college admission.

Degree: EdD, Education, 2014, University of Southern California

 Every Fall, millions of graduating high school seniors apply for admissions to college. While on the path to enrollment, college admissions officers across the country… (more)

Subjects/Keywords: online reputation; semiotics; digital semiotics; college admission; student fit; e‐pinion

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APA (6th Edition):

Laanui, Arnold, J. (2014). Digital semiotics and dimensions of student fit: how online reputation and e-pinion influence college admission. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/427410/rec/2000

Chicago Manual of Style (16th Edition):

Laanui, Arnold, Jr. “Digital semiotics and dimensions of student fit: how online reputation and e-pinion influence college admission.” 2014. Doctoral Dissertation, University of Southern California. Accessed October 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/427410/rec/2000.

MLA Handbook (7th Edition):

Laanui, Arnold, Jr. “Digital semiotics and dimensions of student fit: how online reputation and e-pinion influence college admission.” 2014. Web. 20 Oct 2019.

Vancouver:

Laanui, Arnold J. Digital semiotics and dimensions of student fit: how online reputation and e-pinion influence college admission. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Oct 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/427410/rec/2000.

Council of Science Editors:

Laanui, Arnold J. Digital semiotics and dimensions of student fit: how online reputation and e-pinion influence college admission. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/427410/rec/2000


University of Southern California

21. Schild, Jonathan Brandon. Digital teacher evaluations: principal expectations of usefulness and their impact on teaching.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 Principals are charged with the responsibility of conducting teacher evaluations that lead to improved instructional practices, as well as using information gathered during the process… (more)

Subjects/Keywords: digital teacher evaluations; value-added models; data-driven decision making

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APA (6th Edition):

Schild, J. B. (2013). Digital teacher evaluations: principal expectations of usefulness and their impact on teaching. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/226156/rec/2003

Chicago Manual of Style (16th Edition):

Schild, Jonathan Brandon. “Digital teacher evaluations: principal expectations of usefulness and their impact on teaching.” 2013. Doctoral Dissertation, University of Southern California. Accessed October 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/226156/rec/2003.

MLA Handbook (7th Edition):

Schild, Jonathan Brandon. “Digital teacher evaluations: principal expectations of usefulness and their impact on teaching.” 2013. Web. 20 Oct 2019.

Vancouver:

Schild JB. Digital teacher evaluations: principal expectations of usefulness and their impact on teaching. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Oct 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/226156/rec/2003.

Council of Science Editors:

Schild JB. Digital teacher evaluations: principal expectations of usefulness and their impact on teaching. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/226156/rec/2003


Texas A&M University

22. Baker, Sarah Elizabeth. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

 The intent of this mixed methods study was to explore what middle school English Language Arts (ELA) teachers believe are the necessary digital literacies required… (more)

Subjects/Keywords: digital literacy; middle school; English language arts classrooms; ELA teachers; literacy

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APA (6th Edition):

Baker, S. E. (2018). Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173862

Chicago Manual of Style (16th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Doctoral Dissertation, Texas A&M University. Accessed October 20, 2019. http://hdl.handle.net/1969.1/173862.

MLA Handbook (7th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Web. 20 Oct 2019.

Vancouver:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1969.1/173862.

Council of Science Editors:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173862


Texas A&M University

23. Baker, Sarah Elizabeth. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

 The intent of this mixed methods study was to explore what middle school English Language Arts (ELA) teachers believe are the necessary digital literacies required… (more)

Subjects/Keywords: digital literacy; middle school; English language arts classrooms; ELA teachers; literacy

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

APA (6th Edition):

Baker, S. E. (2018). Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173767

Chicago Manual of Style (16th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Doctoral Dissertation, Texas A&M University. Accessed October 20, 2019. http://hdl.handle.net/1969.1/173767.

MLA Handbook (7th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Web. 20 Oct 2019.

Vancouver:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1969.1/173767.

Council of Science Editors:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173767


University of Southern California

24. Hallowell, Ronan. Teaching and learning with digital media: learning ecologies and digital pedagogies.

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

 This study highlights ways in which educators can employ extant pedagogical knowledge and develop innovative instructional practices that leverage the shift from print‐based literacy to… (more)

Subjects/Keywords: digital media and learning; scholarly multimedia; technology and society; educational technology

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APA (6th Edition):

Hallowell, R. (2014). Teaching and learning with digital media: learning ecologies and digital pedagogies. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/453909/rec/6356

Chicago Manual of Style (16th Edition):

Hallowell, Ronan. “Teaching and learning with digital media: learning ecologies and digital pedagogies.” 2014. Doctoral Dissertation, University of Southern California. Accessed October 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/453909/rec/6356.

MLA Handbook (7th Edition):

Hallowell, Ronan. “Teaching and learning with digital media: learning ecologies and digital pedagogies.” 2014. Web. 20 Oct 2019.

Vancouver:

Hallowell R. Teaching and learning with digital media: learning ecologies and digital pedagogies. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Oct 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/453909/rec/6356.

Council of Science Editors:

Hallowell R. Teaching and learning with digital media: learning ecologies and digital pedagogies. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/453909/rec/6356


Northeastern University

25. Matas, Jared. The impact of digital education on learning and teaching.

Degree: EdD, School of Education, 2014, Northeastern University

 The purpose of this study was to identify how teachers can transform teaching and learning by integrating 21st century digital technology. In this paper, teacher… (more)

Subjects/Keywords: digital education; teacher action research; technology integration; TPACK; Education; Educational Methods

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APA (6th Edition):

Matas, J. (2014). The impact of digital education on learning and teaching. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20005000

Chicago Manual of Style (16th Edition):

Matas, Jared. “The impact of digital education on learning and teaching.” 2014. Masters Thesis, Northeastern University. Accessed October 20, 2019. http://hdl.handle.net/2047/d20005000.

MLA Handbook (7th Edition):

Matas, Jared. “The impact of digital education on learning and teaching.” 2014. Web. 20 Oct 2019.

Vancouver:

Matas J. The impact of digital education on learning and teaching. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2047/d20005000.

Council of Science Editors:

Matas J. The impact of digital education on learning and teaching. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20005000


Northeastern University

26. Throop, Michael E. Introducing digital technology tools into a traditional liberal arts program: an exploratory case study.

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

 A liberal arts education prepares students for a successful career by providing the tools for critical thinking, performance in a team setting, and drawing awareness… (more)

Subjects/Keywords: digital pedagogy; blended learning; liberal arts; instructional technology; TPACK

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APA (6th Edition):

Throop, M. E. (2018). Introducing digital technology tools into a traditional liberal arts program: an exploratory case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20281359

Chicago Manual of Style (16th Edition):

Throop, Michael E. “Introducing digital technology tools into a traditional liberal arts program: an exploratory case study.” 2018. Doctoral Dissertation, Northeastern University. Accessed October 20, 2019. http://hdl.handle.net/2047/D20281359.

MLA Handbook (7th Edition):

Throop, Michael E. “Introducing digital technology tools into a traditional liberal arts program: an exploratory case study.” 2018. Web. 20 Oct 2019.

Vancouver:

Throop ME. Introducing digital technology tools into a traditional liberal arts program: an exploratory case study. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2047/D20281359.

Council of Science Editors:

Throop ME. Introducing digital technology tools into a traditional liberal arts program: an exploratory case study. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20281359


University of Southern California

27. Chiang, Nan Nan. Perception of barriers: the experiences of lecturers in adapting to changing institutional expectations in upgraded private technological university in Taiwan.

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

 In 1996, the Ministry of Education in Taiwan adopted a policy to allow technical and vocational junior colleges to become four-year colleges. In order to… (more)

Subjects/Keywords: technological and vocational higher education in Taiwan; research productivity; barriers of promotion to higher rank; adapting to changes

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APA (6th Edition):

Chiang, N. N. (2011). Perception of barriers: the experiences of lecturers in adapting to changing institutional expectations in upgraded private technological university in Taiwan. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/434875/rec/4968

Chicago Manual of Style (16th Edition):

Chiang, Nan Nan. “Perception of barriers: the experiences of lecturers in adapting to changing institutional expectations in upgraded private technological university in Taiwan.” 2011. Doctoral Dissertation, University of Southern California. Accessed October 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/434875/rec/4968.

MLA Handbook (7th Edition):

Chiang, Nan Nan. “Perception of barriers: the experiences of lecturers in adapting to changing institutional expectations in upgraded private technological university in Taiwan.” 2011. Web. 20 Oct 2019.

Vancouver:

Chiang NN. Perception of barriers: the experiences of lecturers in adapting to changing institutional expectations in upgraded private technological university in Taiwan. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Oct 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/434875/rec/4968.

Council of Science Editors:

Chiang NN. Perception of barriers: the experiences of lecturers in adapting to changing institutional expectations in upgraded private technological university in Taiwan. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/434875/rec/4968


University of South Carolina

28. Allan, Audrey C. A Causal-Comparative Model for the Examination of the Relationship of Middle School Level Instructional Scheduling and Social Studies Achievement.

Degree: EdD, Instruction and Teacher Education, 2010, University of South Carolina

  Social studies at the middle-level is a marginalized discipline in South Carolina. Although integrated into the state's accountability testing agenda and weighted equally with… (more)

Subjects/Keywords: Curriculum and Instruction; Education; allocated time to learn; high-stakes testing; middle-level; opportunity to learn; scheduled time; social studies

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APA (6th Edition):

Allan, A. C. (2010). A Causal-Comparative Model for the Examination of the Relationship of Middle School Level Instructional Scheduling and Social Studies Achievement. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/307

Chicago Manual of Style (16th Edition):

Allan, Audrey C. “A Causal-Comparative Model for the Examination of the Relationship of Middle School Level Instructional Scheduling and Social Studies Achievement.” 2010. Doctoral Dissertation, University of South Carolina. Accessed October 20, 2019. https://scholarcommons.sc.edu/etd/307.

MLA Handbook (7th Edition):

Allan, Audrey C. “A Causal-Comparative Model for the Examination of the Relationship of Middle School Level Instructional Scheduling and Social Studies Achievement.” 2010. Web. 20 Oct 2019.

Vancouver:

Allan AC. A Causal-Comparative Model for the Examination of the Relationship of Middle School Level Instructional Scheduling and Social Studies Achievement. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2019 Oct 20]. Available from: https://scholarcommons.sc.edu/etd/307.

Council of Science Editors:

Allan AC. A Causal-Comparative Model for the Examination of the Relationship of Middle School Level Instructional Scheduling and Social Studies Achievement. [Doctoral Dissertation]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/307


University of Georgia

29. Luckie, Lynda Ann East. Student achievement and teacher training in the Opening Eyes to Mathematics program.

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

 The purpose of this study was to determine if there is a significant difference in the class average achievement scores of two groups of teachers… (more)

Subjects/Keywords: Opening Eyes to Mathematics program

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APA (6th Edition):

Luckie, L. A. E. (2004). Student achievement and teacher training in the Opening Eyes to Mathematics program. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/luckie_lynda_a_200408_edd

Chicago Manual of Style (16th Edition):

Luckie, Lynda Ann East. “Student achievement and teacher training in the Opening Eyes to Mathematics program.” 2004. Doctoral Dissertation, University of Georgia. Accessed October 20, 2019. http://purl.galileo.usg.edu/uga_etd/luckie_lynda_a_200408_edd.

MLA Handbook (7th Edition):

Luckie, Lynda Ann East. “Student achievement and teacher training in the Opening Eyes to Mathematics program.” 2004. Web. 20 Oct 2019.

Vancouver:

Luckie LAE. Student achievement and teacher training in the Opening Eyes to Mathematics program. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Oct 20]. Available from: http://purl.galileo.usg.edu/uga_etd/luckie_lynda_a_200408_edd.

Council of Science Editors:

Luckie LAE. Student achievement and teacher training in the Opening Eyes to Mathematics program. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/luckie_lynda_a_200408_edd


University of Cincinnati

30. Eckler, Jennifer w. Naturalistic Study of Students with Emotional/Behavioral Problems at the Secondary Level.

Degree: EdD, Education : Special Education, 2010, University of Cincinnati

 The purpose of this research study is to increase the knowledge base on adolescent students who are exhibiting behavioral/emotional problems. These students continue to be… (more)

Subjects/Keywords: Special Education; naturalistic study; behavior with secondary students; opportunities to respond

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APA (6th Edition):

Eckler, J. w. (2010). Naturalistic Study of Students with Emotional/Behavioral Problems at the Secondary Level. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277205810

Chicago Manual of Style (16th Edition):

Eckler, Jennifer w. “Naturalistic Study of Students with Emotional/Behavioral Problems at the Secondary Level.” 2010. Doctoral Dissertation, University of Cincinnati. Accessed October 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277205810.

MLA Handbook (7th Edition):

Eckler, Jennifer w. “Naturalistic Study of Students with Emotional/Behavioral Problems at the Secondary Level.” 2010. Web. 20 Oct 2019.

Vancouver:

Eckler Jw. Naturalistic Study of Students with Emotional/Behavioral Problems at the Secondary Level. [Internet] [Doctoral dissertation]. University of Cincinnati; 2010. [cited 2019 Oct 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277205810.

Council of Science Editors:

Eckler Jw. Naturalistic Study of Students with Emotional/Behavioral Problems at the Secondary Level. [Doctoral Dissertation]. University of Cincinnati; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277205810

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