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You searched for subject:(Children s rights Study AND teaching Elementary Ontario ). Showing records 1 – 30 of 17860 total matches.

[1] [2] [3] [4] [5] … [596]

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Ryerson University

1. Kassam, Nabeela Karim. Merging the local and the global: a thematic analysis of rights-based picture books to facilitate a critical understanding of diverse childhood contexts in Ontario elementary school settings.

Degree: 2015, Ryerson University

 This study examines the importance of explicitly introducing children's rights in elementary educational classrooms in Ontario through the medium of rights-based picture books. Children's rights(more)

Subjects/Keywords: Picture books for children  – Educational aspects.; Children's rights  – Study and teaching (Elementary)  – Ontario.; Picture books for children  – Social aspects.; United Nations Convention on the Rights of the Child.; Inclusive education  – Study and teaching (Elementary)  – Ontario.; Multicultural education|xStudy and teaching (Elementary)  – Ontario.

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APA (6th Edition):

Kassam, N. K. (2015). Merging the local and the global: a thematic analysis of rights-based picture books to facilitate a critical understanding of diverse childhood contexts in Ontario elementary school settings. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6525

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):

Kassam, Nabeela Karim. “Merging the local and the global: a thematic analysis of rights-based picture books to facilitate a critical understanding of diverse childhood contexts in Ontario elementary school settings.” 2015. Thesis, Ryerson University. Accessed December 13, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A6525.

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

MLA Handbook (7th Edition):

Kassam, Nabeela Karim. “Merging the local and the global: a thematic analysis of rights-based picture books to facilitate a critical understanding of diverse childhood contexts in Ontario elementary school settings.” 2015. Web. 13 Dec 2019.

Vancouver:

Kassam NK. Merging the local and the global: a thematic analysis of rights-based picture books to facilitate a critical understanding of diverse childhood contexts in Ontario elementary school settings. [Internet] [Thesis]. Ryerson University; 2015. [cited 2019 Dec 13]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6525.

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

Council of Science Editors:

Kassam NK. Merging the local and the global: a thematic analysis of rights-based picture books to facilitate a critical understanding of diverse childhood contexts in Ontario elementary school settings. [Thesis]. Ryerson University; 2015. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6525

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


Ryerson University

2. Terzopoulos, Tatyana. Informational video storytelling for children by children: exploring new directions in learning and making media in the classroom.

Degree: 2017, Ryerson University

 This research makes a case for the importance of children-specific non-fiction media content in a digital age. Drawing from my professional experience making children’s television,… (more)

Subjects/Keywords: Mass media in education.; Video recordings  – Production and direction.; Mass media and children.; Digital media  – Social aspects  – Canada.; Mass media  – Study and teaching (Elementary)  – Ontario.

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

APA (6th Edition):

Terzopoulos, T. (2017). Informational video storytelling for children by children: exploring new directions in learning and making media in the classroom. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6813

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):

Terzopoulos, Tatyana. “Informational video storytelling for children by children: exploring new directions in learning and making media in the classroom.” 2017. Thesis, Ryerson University. Accessed December 13, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A6813.

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

MLA Handbook (7th Edition):

Terzopoulos, Tatyana. “Informational video storytelling for children by children: exploring new directions in learning and making media in the classroom.” 2017. Web. 13 Dec 2019.

Vancouver:

Terzopoulos T. Informational video storytelling for children by children: exploring new directions in learning and making media in the classroom. [Internet] [Thesis]. Ryerson University; 2017. [cited 2019 Dec 13]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6813.

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

Council of Science Editors:

Terzopoulos T. Informational video storytelling for children by children: exploring new directions in learning and making media in the classroom. [Thesis]. Ryerson University; 2017. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6813

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


Stellenbosch University

3. Kidd, Nita. A levelled literacy intervention for foundation phase learners.

Degree: MEd, Curriculum Studies, 2011, Stellenbosch University

ENGLISH ABSTRACT: It is clear from a recent study done by the Western Cape Education Department that the quality of literacy instruction in primary schools… (more)

Subjects/Keywords: Education; Reading comprehension  – Study and teaching (Elementary); School children  – Study and teaching (Elementary)

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APA (6th Edition):

Kidd, N. (2011). A levelled literacy intervention for foundation phase learners. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/6682

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):

Kidd, Nita. “A levelled literacy intervention for foundation phase learners.” 2011. Thesis, Stellenbosch University. Accessed December 13, 2019. http://hdl.handle.net/10019.1/6682.

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

MLA Handbook (7th Edition):

Kidd, Nita. “A levelled literacy intervention for foundation phase learners.” 2011. Web. 13 Dec 2019.

Vancouver:

Kidd N. A levelled literacy intervention for foundation phase learners. [Internet] [Thesis]. Stellenbosch University; 2011. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10019.1/6682.

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

Council of Science Editors:

Kidd N. A levelled literacy intervention for foundation phase learners. [Thesis]. Stellenbosch University; 2011. Available from: http://hdl.handle.net/10019.1/6682

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


Ryerson University

4. Gray, Jennifer Caroline. “The many tinted woods”: building online teacher resources with photography collections.

Degree: 2016, Ryerson University

 This thesis aims to answer the question: how can photography collections be used as interpretative tools to build visual and media literacy skills through creative… (more)

Subjects/Keywords: History  – Study and teaching (Elementary)  – Computer network resources.; Art Gallery of Ontario  – Photograph collections.; Education, Elementary  – Curricula  – Ontario.; Photography in education.; Social sciences  – Study and teaching (Elementary)  – Computer network resources.; Geography  – Study and teaching (Elementary)  – Computer network resources.; Science  – Study and teaching (Elementary) – Computer network resources.

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APA (6th Edition):

Gray, J. C. (2016). “The many tinted woods”: building online teacher resources with photography collections. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A5637

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):

Gray, Jennifer Caroline. ““The many tinted woods”: building online teacher resources with photography collections.” 2016. Thesis, Ryerson University. Accessed December 13, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A5637.

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

MLA Handbook (7th Edition):

Gray, Jennifer Caroline. ““The many tinted woods”: building online teacher resources with photography collections.” 2016. Web. 13 Dec 2019.

Vancouver:

Gray JC. “The many tinted woods”: building online teacher resources with photography collections. [Internet] [Thesis]. Ryerson University; 2016. [cited 2019 Dec 13]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A5637.

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

Council of Science Editors:

Gray JC. “The many tinted woods”: building online teacher resources with photography collections. [Thesis]. Ryerson University; 2016. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A5637

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


Nelson Mandela Metropolitan University

5. Zaram, Gyang Nyam. An experimental study of self-regulated learning with mathematically gifted pupils in Nigerian primary schools.

Degree: 2017, Nelson Mandela Metropolitan University

 The purpose of this study was to determine whether gifted pupils can master an enriched advanced level curriculum in mathematics using self-regulated learning strategies. A… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary)  – Nigeria; Numeracy  – Study and teaching (Elementary)  – Nigeria; Gifted children  – Education  – Curricula; Gifted children  – Nigeria

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

APA (6th Edition):

Zaram, G. N. (2017). An experimental study of self-regulated learning with mathematically gifted pupils in Nigerian primary schools. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/13381

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):

Zaram, Gyang Nyam. “An experimental study of self-regulated learning with mathematically gifted pupils in Nigerian primary schools.” 2017. Thesis, Nelson Mandela Metropolitan University. Accessed December 13, 2019. http://hdl.handle.net/10948/13381.

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

MLA Handbook (7th Edition):

Zaram, Gyang Nyam. “An experimental study of self-regulated learning with mathematically gifted pupils in Nigerian primary schools.” 2017. Web. 13 Dec 2019.

Vancouver:

Zaram GN. An experimental study of self-regulated learning with mathematically gifted pupils in Nigerian primary schools. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2017. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10948/13381.

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

Council of Science Editors:

Zaram GN. An experimental study of self-regulated learning with mathematically gifted pupils in Nigerian primary schools. [Thesis]. Nelson Mandela Metropolitan University; 2017. Available from: http://hdl.handle.net/10948/13381

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


Central Connecticut State University

6. Keithan, Christopher George, 1981-. Effect of motivational music on physical activity levels of second grade physical education students.

Degree: Department of Physical Education and Human Performance, 2010, Central Connecticut State University

 Music can be used as a motivational tool to increase levels of physical activity. The study was designed to determine the differences in physical activity… (more)

Subjects/Keywords: Physical education for children – Study and teaching (Elementary); Music – Physiological effect

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APA (6th Edition):

Keithan, Christopher George, 1. (2010). Effect of motivational music on physical activity levels of second grade physical education students. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1298

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):

Keithan, Christopher George, 1981-. “Effect of motivational music on physical activity levels of second grade physical education students.” 2010. Thesis, Central Connecticut State University. Accessed December 13, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1298.

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

MLA Handbook (7th Edition):

Keithan, Christopher George, 1981-. “Effect of motivational music on physical activity levels of second grade physical education students.” 2010. Web. 13 Dec 2019.

Vancouver:

Keithan, Christopher George 1. Effect of motivational music on physical activity levels of second grade physical education students. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2019 Dec 13]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1298.

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

Council of Science Editors:

Keithan, Christopher George 1. Effect of motivational music on physical activity levels of second grade physical education students. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1298

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


Central Connecticut State University

7. Mader, Catherine M., 1982-. Comparing methods of teaching nutrition among elementary school children.

Degree: Department of Physical Education and Human Performance, 2010, Central Connecticut State University

 There are many factors that contribute to the nutrition choices children make. This experimental study was designed to compare the existing method of teaching the… (more)

Subjects/Keywords: Nutrition – Study and teaching (Elementary); Decision making in children

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APA (6th Edition):

Mader, Catherine M., 1. (2010). Comparing methods of teaching nutrition among elementary school children. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1618

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):

Mader, Catherine M., 1982-. “Comparing methods of teaching nutrition among elementary school children.” 2010. Thesis, Central Connecticut State University. Accessed December 13, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1618.

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

MLA Handbook (7th Edition):

Mader, Catherine M., 1982-. “Comparing methods of teaching nutrition among elementary school children.” 2010. Web. 13 Dec 2019.

Vancouver:

Mader, Catherine M. 1. Comparing methods of teaching nutrition among elementary school children. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2019 Dec 13]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1618.

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

Council of Science Editors:

Mader, Catherine M. 1. Comparing methods of teaching nutrition among elementary school children. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1618

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


University of Zambia

8. Lukama, Kamalata. Relationship between phonological awareness and reading ability in selected Primary Schools in Solwezi District .

Degree: 2016, University of Zambia

 The purpose of the study was to establish the relationship between phonological awareness knowledge and reading ability in a transparent orthography. A sample comprising of… (more)

Subjects/Keywords: Language awareness in Children; Phonetics-Study and Teaching(Elementary); Reading

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APA (6th Edition):

Lukama, K. (2016). Relationship between phonological awareness and reading ability in selected Primary Schools in Solwezi District . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5035

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):

Lukama, Kamalata. “Relationship between phonological awareness and reading ability in selected Primary Schools in Solwezi District .” 2016. Thesis, University of Zambia. Accessed December 13, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/5035.

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

MLA Handbook (7th Edition):

Lukama, Kamalata. “Relationship between phonological awareness and reading ability in selected Primary Schools in Solwezi District .” 2016. Web. 13 Dec 2019.

Vancouver:

Lukama K. Relationship between phonological awareness and reading ability in selected Primary Schools in Solwezi District . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Dec 13]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5035.

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

Council of Science Editors:

Lukama K. Relationship between phonological awareness and reading ability in selected Primary Schools in Solwezi District . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5035

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


Brock University

9. Jones, Donald Murray. Values and the classroom teacher .

Degree: Department of Graduate and Undergraduate Studies in Education, 1990, Brock University

 This is a descriptive study of elementary school teachers' perceptions of values transmitted in classrooms. Through circulation of a survey to teachers in Public and… (more)

Subjects/Keywords: Values – Study and teaching (Elementary) – Ontario – Golden; Elementary school teachers – Ontario – Golden Horseshoe.

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APA (6th Edition):

Jones, D. M. (1990). Values and the classroom teacher . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/2220

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):

Jones, Donald Murray. “Values and the classroom teacher .” 1990. Thesis, Brock University. Accessed December 13, 2019. http://hdl.handle.net/10464/2220.

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

MLA Handbook (7th Edition):

Jones, Donald Murray. “Values and the classroom teacher .” 1990. Web. 13 Dec 2019.

Vancouver:

Jones DM. Values and the classroom teacher . [Internet] [Thesis]. Brock University; 1990. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10464/2220.

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

Council of Science Editors:

Jones DM. Values and the classroom teacher . [Thesis]. Brock University; 1990. Available from: http://hdl.handle.net/10464/2220

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


Rhodes University

10. Ndongeni, Siviwe Lungelwa. Examining the nature of the relationship between learners' conceptual understanding and their mathematical dispositions in the context of multiplication.

Degree: M. Ed., Faculty of Education, Education, 2014, Rhodes University

 The focus of this study is to explore three key aspects of learners’ multiplicative proficiency: the nature of learners’ conceptual understanding of multiplication, the nature… (more)

Subjects/Keywords: Multiplication  – Study and teaching (Elementary)  – South Africa; Mathematics  – Study and teaching (Elementary)  – South Africa; Problem solving in children; Multiplication  – Ability testing

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

APA (6th Edition):

Ndongeni, S. L. (2014). Examining the nature of the relationship between learners' conceptual understanding and their mathematical dispositions in the context of multiplication. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1013217

Chicago Manual of Style (16th Edition):

Ndongeni, Siviwe Lungelwa. “Examining the nature of the relationship between learners' conceptual understanding and their mathematical dispositions in the context of multiplication.” 2014. Masters Thesis, Rhodes University. Accessed December 13, 2019. http://hdl.handle.net/10962/d1013217.

MLA Handbook (7th Edition):

Ndongeni, Siviwe Lungelwa. “Examining the nature of the relationship between learners' conceptual understanding and their mathematical dispositions in the context of multiplication.” 2014. Web. 13 Dec 2019.

Vancouver:

Ndongeni SL. Examining the nature of the relationship between learners' conceptual understanding and their mathematical dispositions in the context of multiplication. [Internet] [Masters thesis]. Rhodes University; 2014. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10962/d1013217.

Council of Science Editors:

Ndongeni SL. Examining the nature of the relationship between learners' conceptual understanding and their mathematical dispositions in the context of multiplication. [Masters Thesis]. Rhodes University; 2014. Available from: http://hdl.handle.net/10962/d1013217


Cape Peninsula University of Technology

11. February, Alison Jane. The teaching of critical thinking skills in grade three classes at three primary schools in Kuilsriver .

Degree: 2012, Cape Peninsula University of Technology

 The change in focus of the curriculum policy statements since 1996 have caused many teachers to feel abandoned and helpless in their pursuit of the… (more)

Subjects/Keywords: Critical thinking  – Study and teaching (Elementary)  – South Africa; Creative thinking  – Study and teaching (Elementary)  – South Africa; Creative thinking in children  – Study and teaching (Elementary); Dissertations, Academic; MTech; Theses, dissertations, etc.

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

APA (6th Edition):

February, A. J. (2012). The teaching of critical thinking skills in grade three classes at three primary schools in Kuilsriver . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1898

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):

February, Alison Jane. “The teaching of critical thinking skills in grade three classes at three primary schools in Kuilsriver .” 2012. Thesis, Cape Peninsula University of Technology. Accessed December 13, 2019. http://etd.cput.ac.za/handle/20.500.11838/1898.

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

MLA Handbook (7th Edition):

February, Alison Jane. “The teaching of critical thinking skills in grade three classes at three primary schools in Kuilsriver .” 2012. Web. 13 Dec 2019.

Vancouver:

February AJ. The teaching of critical thinking skills in grade three classes at three primary schools in Kuilsriver . [Internet] [Thesis]. Cape Peninsula University of Technology; 2012. [cited 2019 Dec 13]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1898.

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

Council of Science Editors:

February AJ. The teaching of critical thinking skills in grade three classes at three primary schools in Kuilsriver . [Thesis]. Cape Peninsula University of Technology; 2012. Available from: http://etd.cput.ac.za/handle/20.500.11838/1898

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


University of KwaZulu-Natal

12. [No author]. The impact of a school-based physical activity intervention on learners' health behaviour.

Degree: Sport science, 2014, University of KwaZulu-Natal

 Introduction: Five percent of South African youth are obese, 20% overweight, 13% stunted and eight percent is underweight. Physical activity among children and adolescents is… (more)

Subjects/Keywords: Exercise for children – Study and teaching (Elementary) – South Africa.; Health education – Study and teaching (Elementary) – South Africa.; Children – Nutrition – Study and teaching (Elementary) – South Africa.; Physical education for children – Study and teaching (Elementary) – South Africa.; Exercise – Childhood and youth.; Sport science.

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

APA (6th Edition):

author], [. (2014). The impact of a school-based physical activity intervention on learners' health behaviour. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13848

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):

author], [No. “The impact of a school-based physical activity intervention on learners' health behaviour. ” 2014. Thesis, University of KwaZulu-Natal. Accessed December 13, 2019. http://hdl.handle.net/10413/13848.

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

MLA Handbook (7th Edition):

author], [No. “The impact of a school-based physical activity intervention on learners' health behaviour. ” 2014. Web. 13 Dec 2019.

Vancouver:

author] [. The impact of a school-based physical activity intervention on learners' health behaviour. [Internet] [Thesis]. University of KwaZulu-Natal; 2014. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10413/13848.

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

Council of Science Editors:

author] [. The impact of a school-based physical activity intervention on learners' health behaviour. [Thesis]. University of KwaZulu-Natal; 2014. Available from: http://hdl.handle.net/10413/13848

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


Brock University

13. Attenborough, Debra. Partnership for arts integration : exploring the experiences of teachers and artists working with integrated arts programs .

Degree: Department of Graduate and Undergraduate Studies in Education, 2008, Brock University

 This research acknowledges the difficulties experienced by teachers presenting integrated arts curricula. Instructional support is offered by arts organizations that provide arts partnerships with local… (more)

Subjects/Keywords: Art – Study and teaching (Elementary) – Ontario – Niagara

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APA (6th Edition):

Attenborough, D. (2008). Partnership for arts integration : exploring the experiences of teachers and artists working with integrated arts programs . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/1437

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):

Attenborough, Debra. “Partnership for arts integration : exploring the experiences of teachers and artists working with integrated arts programs .” 2008. Thesis, Brock University. Accessed December 13, 2019. http://hdl.handle.net/10464/1437.

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

MLA Handbook (7th Edition):

Attenborough, Debra. “Partnership for arts integration : exploring the experiences of teachers and artists working with integrated arts programs .” 2008. Web. 13 Dec 2019.

Vancouver:

Attenborough D. Partnership for arts integration : exploring the experiences of teachers and artists working with integrated arts programs . [Internet] [Thesis]. Brock University; 2008. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10464/1437.

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

Council of Science Editors:

Attenborough D. Partnership for arts integration : exploring the experiences of teachers and artists working with integrated arts programs . [Thesis]. Brock University; 2008. Available from: http://hdl.handle.net/10464/1437

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


Ryerson University

14. Landry, Adrienne. Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document.

Degree: 2010, Ryerson University

 This paper will evaluate the extent to which grade 9/10 Canadian and World Studies curriculum in Ontario perpetuates a monolithic, nation centered focus of citizenship… (more)

Subjects/Keywords: Multicultural education  – Ontario  – Evaluation; Social sciences  – Study and teaching (Secondary)  – Ontario; Citizenship  – Study and teaching (Secondary)  – Ontario; Curriculum evaluation  – Ontario

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APA (6th Edition):

Landry, A. (2010). Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6239

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):

Landry, Adrienne. “Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document.” 2010. Thesis, Ryerson University. Accessed December 13, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A6239.

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

MLA Handbook (7th Edition):

Landry, Adrienne. “Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document.” 2010. Web. 13 Dec 2019.

Vancouver:

Landry A. Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document. [Internet] [Thesis]. Ryerson University; 2010. [cited 2019 Dec 13]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6239.

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

Council of Science Editors:

Landry A. Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document. [Thesis]. Ryerson University; 2010. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6239

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


Portland State University

15. Waters, Anna Jeddeloh. Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication.

Degree: Doctor of Education (EdD) in Educational Leadership: Curriculum and Instruction, Curriculum & Instruction, 2013, Portland State University

  Research has identified language impairment as a pervasive disability (Bishop & Edmundson, 1987; Greenhalgh & Strong, 2001). Classroom communication behaviors have a role in… (more)

Subjects/Keywords: Specific language impairment in children  – Study and teaching (Elementary); Language disorders in children  – Study and teaching (Elementary); Communicative disorders in children  – Study and teaching (Elementary); Educational Leadership; Special Education and Teaching

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

APA (6th Edition):

Waters, A. J. (2013). Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication. (Doctoral Dissertation). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/1030

Chicago Manual of Style (16th Edition):

Waters, Anna Jeddeloh. “Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication.” 2013. Doctoral Dissertation, Portland State University. Accessed December 13, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/1030.

MLA Handbook (7th Edition):

Waters, Anna Jeddeloh. “Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication.” 2013. Web. 13 Dec 2019.

Vancouver:

Waters AJ. Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication. [Internet] [Doctoral dissertation]. Portland State University; 2013. [cited 2019 Dec 13]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/1030.

Council of Science Editors:

Waters AJ. Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication. [Doctoral Dissertation]. Portland State University; 2013. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/1030

16. Brushaber-Goulding, Melanie. Teachers' perceptions of a Positive Behavior Intervention Support Program at a small rural school.

Degree: 2015, SUNY College at Fredonia

 This study focuses on Positive Behavior Intervention Support (PBIS) and a particular implementation at a rural school district in Western New York. This study explores… (more)

Subjects/Keywords: Education  – Activity programs.; Intervention (Administrative procedure).; School children  – Discipline.; Education  – Study and teaching (Elementary); Education  – Study and teaching (Secondary)

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APA (6th Edition):

Brushaber-Goulding, M. (2015). Teachers' perceptions of a Positive Behavior Intervention Support Program at a small rural school. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65744

Chicago Manual of Style (16th Edition):

Brushaber-Goulding, Melanie. “Teachers' perceptions of a Positive Behavior Intervention Support Program at a small rural school. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed December 13, 2019. http://hdl.handle.net/1951/65744.

MLA Handbook (7th Edition):

Brushaber-Goulding, Melanie. “Teachers' perceptions of a Positive Behavior Intervention Support Program at a small rural school. ” 2015. Web. 13 Dec 2019.

Vancouver:

Brushaber-Goulding M. Teachers' perceptions of a Positive Behavior Intervention Support Program at a small rural school. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1951/65744.

Council of Science Editors:

Brushaber-Goulding M. Teachers' perceptions of a Positive Behavior Intervention Support Program at a small rural school. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65744


Utah Valley University

17. Ames, Portia A. Comparing Paper-Pencil and Digital Note Taking Strategies in Improving Expository Summary Writing of Third Grade Students.

Degree: 2014, Utah Valley University

This action research study compared note- taking strategies of traditional paper-pencil with digital forms to see if there was an effect on improving expository summary… (more)

Subjects/Keywords: Note-taking; Note-taking – Study and teaching (Elementary); writing skills; School children

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APA (6th Edition):

Ames, P. A. (2014). Comparing Paper-Pencil and Digital Note Taking Strategies in Improving Expository Summary Writing of Third Grade Students. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,657

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):

Ames, Portia A. “Comparing Paper-Pencil and Digital Note Taking Strategies in Improving Expository Summary Writing of Third Grade Students.” 2014. Thesis, Utah Valley University. Accessed December 13, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,657.

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

MLA Handbook (7th Edition):

Ames, Portia A. “Comparing Paper-Pencil and Digital Note Taking Strategies in Improving Expository Summary Writing of Third Grade Students.” 2014. Web. 13 Dec 2019.

Vancouver:

Ames PA. Comparing Paper-Pencil and Digital Note Taking Strategies in Improving Expository Summary Writing of Third Grade Students. [Internet] [Thesis]. Utah Valley University; 2014. [cited 2019 Dec 13]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,657.

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

Council of Science Editors:

Ames PA. Comparing Paper-Pencil and Digital Note Taking Strategies in Improving Expository Summary Writing of Third Grade Students. [Thesis]. Utah Valley University; 2014. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,657

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


University of Johannesburg

18. Mdaka, Basani Rose. Learners' errors and misconceptions associated with common fractions.

Degree: 2014, University of Johannesburg

M.Ed. (Mathematics Education)

This research aimed to explore errors associated with the concept of fractions displayed by Grade 5 learners. This aim specifically relates to… (more)

Subjects/Keywords: Mathematics - Study and teaching (Elementary); Mathematical ability in children - South Africa; Competency-based education

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

APA (6th Edition):

Mdaka, B. R. (2014). Learners' errors and misconceptions associated with common fractions. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8995

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):

Mdaka, Basani Rose. “Learners' errors and misconceptions associated with common fractions.” 2014. Thesis, University of Johannesburg. Accessed December 13, 2019. http://hdl.handle.net/10210/8995.

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

MLA Handbook (7th Edition):

Mdaka, Basani Rose. “Learners' errors and misconceptions associated with common fractions.” 2014. Web. 13 Dec 2019.

Vancouver:

Mdaka BR. Learners' errors and misconceptions associated with common fractions. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10210/8995.

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

Council of Science Editors:

Mdaka BR. Learners' errors and misconceptions associated with common fractions. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/8995

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


Florida Atlantic University

19. Parks, Melissa Y. The nature of elementary students' science discourse and conceptual learning.

Degree: PhD, 2011, Florida Atlantic University

Summary: This qualitative study examined the nature of 5th-grade students' oral and written discourse in relation to their conceptual learning during six science inquiry-based lessons.… (more)

Subjects/Keywords: Science – Study and teaching (Elementary) – United States; Learning, Psychology of; Cognition in children

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

APA (6th Edition):

Parks, M. Y. (2011). The nature of elementary students' science discourse and conceptual learning. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3318675

Chicago Manual of Style (16th Edition):

Parks, Melissa Y. “The nature of elementary students' science discourse and conceptual learning.” 2011. Doctoral Dissertation, Florida Atlantic University. Accessed December 13, 2019. http://purl.flvc.org/FAU/3318675.

MLA Handbook (7th Edition):

Parks, Melissa Y. “The nature of elementary students' science discourse and conceptual learning.” 2011. Web. 13 Dec 2019.

Vancouver:

Parks MY. The nature of elementary students' science discourse and conceptual learning. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2011. [cited 2019 Dec 13]. Available from: http://purl.flvc.org/FAU/3318675.

Council of Science Editors:

Parks MY. The nature of elementary students' science discourse and conceptual learning. [Doctoral Dissertation]. Florida Atlantic University; 2011. Available from: http://purl.flvc.org/FAU/3318675


Drexel University

20. Selekman, Aaron Michael. The Impact of Language Status, Gender, and Ecological Factors on Academic Success of Hispanic Children in Grades 3-5.

Degree: 2017, Drexel University

The ability to read is an essential component of the educational process and is strongly correlated with academic success. The literature reveals that, in general,… (more)

Subjects/Keywords: Educational leadership; Hispanic American children – Education (Elementary); English language – Study and teaching

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

APA (6th Edition):

Selekman, A. M. (2017). The Impact of Language Status, Gender, and Ecological Factors on Academic Success of Hispanic Children in Grades 3-5. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7506

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):

Selekman, Aaron Michael. “The Impact of Language Status, Gender, and Ecological Factors on Academic Success of Hispanic Children in Grades 3-5.” 2017. Thesis, Drexel University. Accessed December 13, 2019. http://hdl.handle.net/1860/idea:7506.

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

MLA Handbook (7th Edition):

Selekman, Aaron Michael. “The Impact of Language Status, Gender, and Ecological Factors on Academic Success of Hispanic Children in Grades 3-5.” 2017. Web. 13 Dec 2019.

Vancouver:

Selekman AM. The Impact of Language Status, Gender, and Ecological Factors on Academic Success of Hispanic Children in Grades 3-5. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1860/idea:7506.

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

Council of Science Editors:

Selekman AM. The Impact of Language Status, Gender, and Ecological Factors on Academic Success of Hispanic Children in Grades 3-5. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7506

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


Northeastern University

21. Maucione, Lisa. Teachers of struggling writers in the upper elementary grades.

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

 This descriptive case study examined how teachers in an elementary school support struggling elementary writers. This study was guided by the central question: How do… (more)

Subjects/Keywords: elementary education; struggling writers; writing instruction; writing process approach; Education; Composition (Language arts); Study and teaching (Elementary); English language; Writing; Study and teaching (Elementary); English language; Composition and exercises; Study and teaching (Elementary); Elementary school teachers; School children

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

APA (6th Edition):

Maucione, L. (2014). Teachers of struggling writers in the upper elementary grades. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128396

Chicago Manual of Style (16th Edition):

Maucione, Lisa. “Teachers of struggling writers in the upper elementary grades.” 2014. Doctoral Dissertation, Northeastern University. Accessed December 13, 2019. http://hdl.handle.net/2047/d20128396.

MLA Handbook (7th Edition):

Maucione, Lisa. “Teachers of struggling writers in the upper elementary grades.” 2014. Web. 13 Dec 2019.

Vancouver:

Maucione L. Teachers of struggling writers in the upper elementary grades. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/2047/d20128396.

Council of Science Editors:

Maucione L. Teachers of struggling writers in the upper elementary grades. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128396


Ryerson University

22. Mazharai, Leila. Pedogogical future of architecture.

Degree: 2009, Ryerson University

 "Architecture is a constant journey across the boundaries of binary realms: of science and art; visible and invisible; inside and outside. Architectural education is simply… (more)

Subjects/Keywords: Architecture  – Study and teaching  – Ontario  – Toronto; Schools of architecture  – Ontario  – Toronto

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

APA (6th Edition):

Mazharai, L. (2009). Pedogogical future of architecture. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A1383

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):

Mazharai, Leila. “Pedogogical future of architecture.” 2009. Thesis, Ryerson University. Accessed December 13, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A1383.

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

MLA Handbook (7th Edition):

Mazharai, Leila. “Pedogogical future of architecture.” 2009. Web. 13 Dec 2019.

Vancouver:

Mazharai L. Pedogogical future of architecture. [Internet] [Thesis]. Ryerson University; 2009. [cited 2019 Dec 13]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A1383.

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

Council of Science Editors:

Mazharai L. Pedogogical future of architecture. [Thesis]. Ryerson University; 2009. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A1383

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


Ryerson University

23. Nazar, Khesraw E. Opportunities And Challenges: Afghan Youth Learning English.

Degree: 2012, Ryerson University

 The focus of this study is to understand what the opportunities and or challenges are for Afghan immigrant youth in the process of acquiring the… (more)

Subjects/Keywords: Afghans  – Ontario  – Toronto; Immigrant youth  – Ontario  – Toronto; English language  – Study and teaching  – Ontario  – Foreign speakers

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APA (6th Edition):

Nazar, K. E. (2012). Opportunities And Challenges: Afghan Youth Learning English. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A1773

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):

Nazar, Khesraw E. “Opportunities And Challenges: Afghan Youth Learning English.” 2012. Thesis, Ryerson University. Accessed December 13, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A1773.

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

MLA Handbook (7th Edition):

Nazar, Khesraw E. “Opportunities And Challenges: Afghan Youth Learning English.” 2012. Web. 13 Dec 2019.

Vancouver:

Nazar KE. Opportunities And Challenges: Afghan Youth Learning English. [Internet] [Thesis]. Ryerson University; 2012. [cited 2019 Dec 13]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A1773.

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

Council of Science Editors:

Nazar KE. Opportunities And Challenges: Afghan Youth Learning English. [Thesis]. Ryerson University; 2012. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A1773

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


University of Hong Kong

24. Lin, Feng. Fostering scientific epistemology among elementary-school students through knowledge building.

Degree: PhD, 2015, University of Hong Kong

 This study examined the design, effects and processes of a computer-supported knowledge-building environment in fostering students’ epistemic views of science and science learning. Specifically, it… (more)

Subjects/Keywords: Science - Study and teaching (Elementary)

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

APA (6th Edition):

Lin, F. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Doctoral Dissertation). University of Hong Kong. Retrieved from Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259

Chicago Manual of Style (16th Edition):

Lin, Feng. “Fostering scientific epistemology among elementary-school students through knowledge building.” 2015. Doctoral Dissertation, University of Hong Kong. Accessed December 13, 2019. Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259.

MLA Handbook (7th Edition):

Lin, Feng. “Fostering scientific epistemology among elementary-school students through knowledge building.” 2015. Web. 13 Dec 2019.

Vancouver:

Lin F. Fostering scientific epistemology among elementary-school students through knowledge building. [Internet] [Doctoral dissertation]. University of Hong Kong; 2015. [cited 2019 Dec 13]. Available from: Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259.

Council of Science Editors:

Lin F. Fostering scientific epistemology among elementary-school students through knowledge building. [Doctoral Dissertation]. University of Hong Kong; 2015. Available from: Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259


Central Connecticut State University

25. Ziu-Pires, Gavriela. Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.

Degree: Department of Mathematical Sciences, 2012, Central Connecticut State University

 In this thesis, the teacher's knowledge on the types of problems that exist in mathematics is discussed. Also, this thesis identifies the teacher's awareness on… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary)

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

APA (6th Edition):

Ziu-Pires, G. (2012). Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1775

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):

Ziu-Pires, Gavriela. “Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.” 2012. Thesis, Central Connecticut State University. Accessed December 13, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1775.

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

MLA Handbook (7th Edition):

Ziu-Pires, Gavriela. “Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.” 2012. Web. 13 Dec 2019.

Vancouver:

Ziu-Pires G. Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2019 Dec 13]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1775.

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

Council of Science Editors:

Ziu-Pires G. Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1775

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


Central Connecticut State University

26. Draper, Kathryn Lynn, 1986-. Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving.

Degree: Department of Mathematical Sciences, 2012, Central Connecticut State University

This study examines the importance of using problem solving to develop a deep and complete understanding of the addition and subtraction of fractions; a concept… (more)

Subjects/Keywords: Fractions – Study and teaching (Elementary); Addition – Study and teaching (Elementary); Subtraction – Study and teaching (Elementary); Problem solving – Study and teaching (Elementary)

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APA (6th Edition):

Draper, Kathryn Lynn, 1. (2012). Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1829

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):

Draper, Kathryn Lynn, 1986-. “Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving.” 2012. Thesis, Central Connecticut State University. Accessed December 13, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1829.

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

MLA Handbook (7th Edition):

Draper, Kathryn Lynn, 1986-. “Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving.” 2012. Web. 13 Dec 2019.

Vancouver:

Draper, Kathryn Lynn 1. Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2019 Dec 13]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1829.

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

Council of Science Editors:

Draper, Kathryn Lynn 1. Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1829

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


Central Connecticut State University

27. Glaude, Jennifer Erin, 1987-. The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.

Degree: Department of Mathematical Sciences, 2013, Central Connecticut State University

The purpose of this study was to determine if teaching mathematics kinesthetically to subjects in second grade through word problems had a greater impact than… (more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary)

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

APA (6th Edition):

Glaude, Jennifer Erin, 1. (2013). The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1902

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):

Glaude, Jennifer Erin, 1987-. “The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.” 2013. Thesis, Central Connecticut State University. Accessed December 13, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1902.

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

MLA Handbook (7th Edition):

Glaude, Jennifer Erin, 1987-. “The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.” 2013. Web. 13 Dec 2019.

Vancouver:

Glaude, Jennifer Erin 1. The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2019 Dec 13]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1902.

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

Council of Science Editors:

Glaude, Jennifer Erin 1. The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1902

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


Central Connecticut State University

28. Dudley, Phoenix A. (Phoenix Ashley). An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate.

Degree: Department of Mathematical Sciences, 2017, Central Connecticut State University

This study investigates how well students in second, third, and fourth grade understand various fraction related concepts, including naming, creating, and manipulating fractions in addition… (more)

Subjects/Keywords: Fractions – Study and teaching (Elementary)

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

APA (6th Edition):

Dudley, P. A. (. A. (2017). An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2395

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):

Dudley, Phoenix A (Phoenix Ashley). “An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate.” 2017. Thesis, Central Connecticut State University. Accessed December 13, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2395.

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

MLA Handbook (7th Edition):

Dudley, Phoenix A (Phoenix Ashley). “An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate.” 2017. Web. 13 Dec 2019.

Vancouver:

Dudley PA(A. An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate. [Internet] [Thesis]. Central Connecticut State University; 2017. [cited 2019 Dec 13]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2395.

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

Council of Science Editors:

Dudley PA(A. An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate. [Thesis]. Central Connecticut State University; 2017. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2395

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

29. Bowers, Amy M. An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties.

Degree: 2010, University of Tennessee – Chattanooga

 This study examined the results of a uniquely constructed literacy assessment technique, combining Dehn’s (2006) interpretation of psychological processing assessment and the Reading Rockets (Greater… (more)

Subjects/Keywords: Literacy  – Study and teaching (Elementary)

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

APA (6th Edition):

Bowers, A. M. (2010). An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/202

Chicago Manual of Style (16th Edition):

Bowers, Amy M. “An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed December 13, 2019. https://scholar.utc.edu/theses/202.

MLA Handbook (7th Edition):

Bowers, Amy M. “An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties.” 2010. Web. 13 Dec 2019.

Vancouver:

Bowers AM. An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2019 Dec 13]. Available from: https://scholar.utc.edu/theses/202.

Council of Science Editors:

Bowers AM. An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/202


University of Victoria

30. Yeo, Michelle. Teacher conceptualizations and con(texts) of language and literacy.

Degree: Dept. of Curriculum and Instruction, 2010, University of Victoria

 There is a conceptual world surrounding literacy in schools. and we are conditioned to a particular language about literacy. This study seeks to interrogate the… (more)

Subjects/Keywords: literacy; study and teaching; elementary

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

APA (6th Edition):

Yeo, M. (2010). Teacher conceptualizations and con(texts) of language and literacy. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/2221

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):

Yeo, Michelle. “Teacher conceptualizations and con(texts) of language and literacy.” 2010. Thesis, University of Victoria. Accessed December 13, 2019. http://hdl.handle.net/1828/2221.

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

MLA Handbook (7th Edition):

Yeo, Michelle. “Teacher conceptualizations and con(texts) of language and literacy.” 2010. Web. 13 Dec 2019.

Vancouver:

Yeo M. Teacher conceptualizations and con(texts) of language and literacy. [Internet] [Thesis]. University of Victoria; 2010. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1828/2221.

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

Council of Science Editors:

Yeo M. Teacher conceptualizations and con(texts) of language and literacy. [Thesis]. University of Victoria; 2010. Available from: http://hdl.handle.net/1828/2221

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

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