Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Classroom instruction). Showing records 1 – 30 of 241 total matches.

[1] [2] [3] [4] [5] [6] [7] [8] [9]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

▼ Search Limiters


California State University – Sacramento

1. Udasco, Chantal Michelle. Cognitive and emotional intelligence through music.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 The project was an alternative culminating experience for a Master of Arts in Education: Curriculum and Instruction with an Elective Emphasis on the Arts in… (more)

Subjects/Keywords: Elementary education; Music instruction; Classroom instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Udasco, C. M. (2010). Cognitive and emotional intelligence through music. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/446

Chicago Manual of Style (16th Edition):

Udasco, Chantal Michelle. “Cognitive and emotional intelligence through music.” 2010. Masters Thesis, California State University – Sacramento. Accessed July 20, 2019. http://hdl.handle.net/10211.9/446.

MLA Handbook (7th Edition):

Udasco, Chantal Michelle. “Cognitive and emotional intelligence through music.” 2010. Web. 20 Jul 2019.

Vancouver:

Udasco CM. Cognitive and emotional intelligence through music. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10211.9/446.

Council of Science Editors:

Udasco CM. Cognitive and emotional intelligence through music. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/446


Addis Ababa University

2. Mekonen, Gatiso. Teachers’ Utilization of Learners’ Achievement Data in Improving Classroom Instruction in Primary Schools of Kutcha Woreda in Southern Nations, Nationalities and People’s Region .

Degree: 2015, Addis Ababa University

 The purpose of this study was to assess the teachers’ utilization of learners’ achievement data to improve classroom instruction in primary schools of Kucha Woreda… (more)

Subjects/Keywords: Achievement data to improve classroom instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mekonen, G. (2015). Teachers’ Utilization of Learners’ Achievement Data in Improving Classroom Instruction in Primary Schools of Kutcha Woreda in Southern Nations, Nationalities and People’s Region . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7355

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):

Mekonen, Gatiso. “Teachers’ Utilization of Learners’ Achievement Data in Improving Classroom Instruction in Primary Schools of Kutcha Woreda in Southern Nations, Nationalities and People’s Region .” 2015. Thesis, Addis Ababa University. Accessed July 20, 2019. http://etd.aau.edu.et/dspace/handle/123456789/7355.

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

MLA Handbook (7th Edition):

Mekonen, Gatiso. “Teachers’ Utilization of Learners’ Achievement Data in Improving Classroom Instruction in Primary Schools of Kutcha Woreda in Southern Nations, Nationalities and People’s Region .” 2015. Web. 20 Jul 2019.

Vancouver:

Mekonen G. Teachers’ Utilization of Learners’ Achievement Data in Improving Classroom Instruction in Primary Schools of Kutcha Woreda in Southern Nations, Nationalities and People’s Region . [Internet] [Thesis]. Addis Ababa University; 2015. [cited 2019 Jul 20]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7355.

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

Council of Science Editors:

Mekonen G. Teachers’ Utilization of Learners’ Achievement Data in Improving Classroom Instruction in Primary Schools of Kutcha Woreda in Southern Nations, Nationalities and People’s Region . [Thesis]. Addis Ababa University; 2015. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7355

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


University of Edinburgh

3. Hunt, Christopher George. Centrifugal and centripetal forces in the discourse of early years reading instruction.

Degree: 2010, University of Edinburgh

 This thesis reports on a research project investigating how a sample of eight teachers of P2 children in Scotland encouraged dialogic interaction in their reading… (more)

Subjects/Keywords: 371.3; classroom discourse; reading instruction; literacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hunt, C. G. (2010). Centrifugal and centripetal forces in the discourse of early years reading instruction. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5835

Chicago Manual of Style (16th Edition):

Hunt, Christopher George. “Centrifugal and centripetal forces in the discourse of early years reading instruction.” 2010. Doctoral Dissertation, University of Edinburgh. Accessed July 20, 2019. http://hdl.handle.net/1842/5835.

MLA Handbook (7th Edition):

Hunt, Christopher George. “Centrifugal and centripetal forces in the discourse of early years reading instruction.” 2010. Web. 20 Jul 2019.

Vancouver:

Hunt CG. Centrifugal and centripetal forces in the discourse of early years reading instruction. [Internet] [Doctoral dissertation]. University of Edinburgh; 2010. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1842/5835.

Council of Science Editors:

Hunt CG. Centrifugal and centripetal forces in the discourse of early years reading instruction. [Doctoral Dissertation]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5835


Montana Tech

4. Silva, Polwatte Krishantha. CLASSROOM MODIFICATIONS WITH IMPROVED ACOUSTICS MODELED FOR CEHIC, A SCHOOL FOR THE DEAF, IN KELANIYA, SRI LANKA.

Degree: MEd, 2015, Montana Tech

  The purpose of this study was to model a typical classroom in a school for the Deaf inKelaniya,Sri Lanka. Intense effort by teachers provides… (more)

Subjects/Keywords: Classroom Acoustics; noise reverberation; Curriculum and Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Silva, P. K. (2015). CLASSROOM MODIFICATIONS WITH IMPROVED ACOUSTICS MODELED FOR CEHIC, A SCHOOL FOR THE DEAF, IN KELANIYA, SRI LANKA. (Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/4386

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):

Silva, Polwatte Krishantha. “CLASSROOM MODIFICATIONS WITH IMPROVED ACOUSTICS MODELED FOR CEHIC, A SCHOOL FOR THE DEAF, IN KELANIYA, SRI LANKA.” 2015. Thesis, Montana Tech. Accessed July 20, 2019. https://scholarworks.umt.edu/etd/4386.

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

MLA Handbook (7th Edition):

Silva, Polwatte Krishantha. “CLASSROOM MODIFICATIONS WITH IMPROVED ACOUSTICS MODELED FOR CEHIC, A SCHOOL FOR THE DEAF, IN KELANIYA, SRI LANKA.” 2015. Web. 20 Jul 2019.

Vancouver:

Silva PK. CLASSROOM MODIFICATIONS WITH IMPROVED ACOUSTICS MODELED FOR CEHIC, A SCHOOL FOR THE DEAF, IN KELANIYA, SRI LANKA. [Internet] [Thesis]. Montana Tech; 2015. [cited 2019 Jul 20]. Available from: https://scholarworks.umt.edu/etd/4386.

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

Council of Science Editors:

Silva PK. CLASSROOM MODIFICATIONS WITH IMPROVED ACOUSTICS MODELED FOR CEHIC, A SCHOOL FOR THE DEAF, IN KELANIYA, SRI LANKA. [Thesis]. Montana Tech; 2015. Available from: https://scholarworks.umt.edu/etd/4386

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


Kennesaw State University

5. Cauley, Helen M. Common Errors of Two Contemporary Classrooms: A Capstone.

Degree: MAPW, English, 2012, Kennesaw State University

The work covers the issue of common of grammatical errors made by first-year writing students. Includes a case study, results, and analysis. Advisors/Committee Members: Dr. Mary Lou Odom, Dr. Margaret Walters.

Subjects/Keywords: case study; writing students; grammar errors; classroom instruction; Curriculum and Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cauley, H. M. (2012). Common Errors of Two Contemporary Classrooms: A Capstone. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/507

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):

Cauley, Helen M. “Common Errors of Two Contemporary Classrooms: A Capstone.” 2012. Thesis, Kennesaw State University. Accessed July 20, 2019. https://digitalcommons.kennesaw.edu/etd/507.

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

MLA Handbook (7th Edition):

Cauley, Helen M. “Common Errors of Two Contemporary Classrooms: A Capstone.” 2012. Web. 20 Jul 2019.

Vancouver:

Cauley HM. Common Errors of Two Contemporary Classrooms: A Capstone. [Internet] [Thesis]. Kennesaw State University; 2012. [cited 2019 Jul 20]. Available from: https://digitalcommons.kennesaw.edu/etd/507.

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

Council of Science Editors:

Cauley HM. Common Errors of Two Contemporary Classrooms: A Capstone. [Thesis]. Kennesaw State University; 2012. Available from: https://digitalcommons.kennesaw.edu/etd/507

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


California State University – Sacramento

6. Hubbard, Danielle A. A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 This study was conducted to establish the effectiveness of utilizing differentiated instruction among English Language Learners at the secondary level in an English language arts… (more)

Subjects/Keywords: English language learners; Gender development; Differentiated instruction; Classroom instruction; Learning styles

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hubbard, D. A. (2010). A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/687

Chicago Manual of Style (16th Edition):

Hubbard, Danielle A. “A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender.” 2010. Masters Thesis, California State University – Sacramento. Accessed July 20, 2019. http://hdl.handle.net/10211.9/687.

MLA Handbook (7th Edition):

Hubbard, Danielle A. “A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender.” 2010. Web. 20 Jul 2019.

Vancouver:

Hubbard DA. A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10211.9/687.

Council of Science Editors:

Hubbard DA. A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/687


University of Southern California

7. Prepose, Lauren Sachiko. Online, flipped, and traditional instruction: a comparison of student performance in higher education.

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

 Evolutionary changes in educational technology are leading to revolutionary changes in the nature of higher education. This revolution is prompting many higher education institutions to… (more)

Subjects/Keywords: flipped classroom; online instruction; blended or hybrid instruction; traditional instruction; student performance outcomes; higher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Prepose, L. S. (2015). Online, flipped, and traditional instruction: a comparison of student performance in higher education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/570066/rec/4572

Chicago Manual of Style (16th Edition):

Prepose, Lauren Sachiko. “Online, flipped, and traditional instruction: a comparison of student performance in higher education.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/570066/rec/4572.

MLA Handbook (7th Edition):

Prepose, Lauren Sachiko. “Online, flipped, and traditional instruction: a comparison of student performance in higher education.” 2015. Web. 20 Jul 2019.

Vancouver:

Prepose LS. Online, flipped, and traditional instruction: a comparison of student performance in higher education. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Jul 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/570066/rec/4572.

Council of Science Editors:

Prepose LS. Online, flipped, and traditional instruction: a comparison of student performance in higher education. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/570066/rec/4572


Curtin University of Technology

8. Alberth. How effective are technology-enhanced teaching techniques in the EFL classroom? .

Degree: 2010, Curtin University of Technology

 The past decade has seen almost exponential growth in online course offerings across the globe and online courses have now become ubiquitous. However, our current… (more)

Subjects/Keywords: EFL classroom; 'online’ versus traditional ‘face-to-face' classroom instruction; Technology-enhanced teaching techniques

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Alberth. (2010). How effective are technology-enhanced teaching techniques in the EFL classroom? . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/1398

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

Chicago Manual of Style (16th Edition):

Alberth. “How effective are technology-enhanced teaching techniques in the EFL classroom? .” 2010. Thesis, Curtin University of Technology. Accessed July 20, 2019. http://hdl.handle.net/20.500.11937/1398.

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

MLA Handbook (7th Edition):

Alberth. “How effective are technology-enhanced teaching techniques in the EFL classroom? .” 2010. Web. 20 Jul 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Alberth. How effective are technology-enhanced teaching techniques in the EFL classroom? . [Internet] [Thesis]. Curtin University of Technology; 2010. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/20.500.11937/1398.

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

Council of Science Editors:

Alberth. How effective are technology-enhanced teaching techniques in the EFL classroom? . [Thesis]. Curtin University of Technology; 2010. Available from: http://hdl.handle.net/20.500.11937/1398

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


University of Edinburgh

9. DeMarco Berman, Stephanie Rose. Incremental socioeconomic inequalities : differences in language and lessons in five Massachusetts high schools.

Degree: PhD, 2018, University of Edinburgh

 This study is inspired by a desire to revisit Anyon's Social Class and the Hidden Curriculum of Work (1980) in a more contemporary context, one… (more)

Subjects/Keywords: reflexive interviews; teacher talk; classroom instruction; diversity; socioeconomic background; classroom differences; Jean Anyon

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

DeMarco Berman, S. R. (2018). Incremental socioeconomic inequalities : differences in language and lessons in five Massachusetts high schools. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/31441

Chicago Manual of Style (16th Edition):

DeMarco Berman, Stephanie Rose. “Incremental socioeconomic inequalities : differences in language and lessons in five Massachusetts high schools.” 2018. Doctoral Dissertation, University of Edinburgh. Accessed July 20, 2019. http://hdl.handle.net/1842/31441.

MLA Handbook (7th Edition):

DeMarco Berman, Stephanie Rose. “Incremental socioeconomic inequalities : differences in language and lessons in five Massachusetts high schools.” 2018. Web. 20 Jul 2019.

Vancouver:

DeMarco Berman SR. Incremental socioeconomic inequalities : differences in language and lessons in five Massachusetts high schools. [Internet] [Doctoral dissertation]. University of Edinburgh; 2018. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1842/31441.

Council of Science Editors:

DeMarco Berman SR. Incremental socioeconomic inequalities : differences in language and lessons in five Massachusetts high schools. [Doctoral Dissertation]. University of Edinburgh; 2018. Available from: http://hdl.handle.net/1842/31441


Colorado State University

10. Milholland, Eric Stanley. Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A.

Degree: PhD, Education, 2015, Colorado State University

 This study examined five instructors who have employed Classroom Response Systems (CRS) for a minimum of five years. Instructors were asked their initial pedagogical goals… (more)

Subjects/Keywords: Classroom Discussion; Contingent Teaching; Student Engagement; Classroom Response Systems (CRS); Active Learning; Peer Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Milholland, E. S. (2015). Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/166970

Chicago Manual of Style (16th Edition):

Milholland, Eric Stanley. “Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A.” 2015. Doctoral Dissertation, Colorado State University. Accessed July 20, 2019. http://hdl.handle.net/10217/166970.

MLA Handbook (7th Edition):

Milholland, Eric Stanley. “Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A.” 2015. Web. 20 Jul 2019.

Vancouver:

Milholland ES. Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10217/166970.

Council of Science Editors:

Milholland ES. Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/166970


Brigham Young University

11. Sorensen, Marjean. A Closer Look at One Elementary School's Use of Informational Text in Classroom Instruction.

Degree: MA, 2009, Brigham Young University

  The purpose of this action research study was to explore the use of informational text in kindergarten through sixth grade classrooms in one elementary… (more)

Subjects/Keywords: informational text; text; classroom instruction; classroom; instruction; elementary school; grades kindergarten through sixth; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sorensen, M. (2009). A Closer Look at One Elementary School's Use of Informational Text in Classroom Instruction. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3015&context=etd

Chicago Manual of Style (16th Edition):

Sorensen, Marjean. “A Closer Look at One Elementary School's Use of Informational Text in Classroom Instruction.” 2009. Masters Thesis, Brigham Young University. Accessed July 20, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3015&context=etd.

MLA Handbook (7th Edition):

Sorensen, Marjean. “A Closer Look at One Elementary School's Use of Informational Text in Classroom Instruction.” 2009. Web. 20 Jul 2019.

Vancouver:

Sorensen M. A Closer Look at One Elementary School's Use of Informational Text in Classroom Instruction. [Internet] [Masters thesis]. Brigham Young University; 2009. [cited 2019 Jul 20]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3015&context=etd.

Council of Science Editors:

Sorensen M. A Closer Look at One Elementary School's Use of Informational Text in Classroom Instruction. [Masters Thesis]. Brigham Young University; 2009. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3015&context=etd

12. Howe, Lucinda. An Exploratory Case Study Of Upper Elementary And Middle Level Science Instruction Impacting Traditionally Underserved Students.

Degree: PhD, Educational Administration and Policy Studies, 2012, U of Denver

  This is an exploratory case study looking at the practices in one Colorado K-8 school that had students performing at or above the 75th… (more)

Subjects/Keywords: aligned curriculum; classroom environment; constructivist science instruction; inquiry-based science instruction; state standards

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Howe, L. (2012). An Exploratory Case Study Of Upper Elementary And Middle Level Science Instruction Impacting Traditionally Underserved Students. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/826

Chicago Manual of Style (16th Edition):

Howe, Lucinda. “An Exploratory Case Study Of Upper Elementary And Middle Level Science Instruction Impacting Traditionally Underserved Students.” 2012. Doctoral Dissertation, U of Denver. Accessed July 20, 2019. https://digitalcommons.du.edu/etd/826.

MLA Handbook (7th Edition):

Howe, Lucinda. “An Exploratory Case Study Of Upper Elementary And Middle Level Science Instruction Impacting Traditionally Underserved Students.” 2012. Web. 20 Jul 2019.

Vancouver:

Howe L. An Exploratory Case Study Of Upper Elementary And Middle Level Science Instruction Impacting Traditionally Underserved Students. [Internet] [Doctoral dissertation]. U of Denver; 2012. [cited 2019 Jul 20]. Available from: https://digitalcommons.du.edu/etd/826.

Council of Science Editors:

Howe L. An Exploratory Case Study Of Upper Elementary And Middle Level Science Instruction Impacting Traditionally Underserved Students. [Doctoral Dissertation]. U of Denver; 2012. Available from: https://digitalcommons.du.edu/etd/826


Virginia Tech

13. Glore, Nolan David. Virtual Clicker - A Tool for Classroom Interaction and Assessment.

Degree: MS, Electrical and Computer Engineering, 2011, Virginia Tech

 Actively engaging students in the classroom and promoting their interaction, both amongst themselves and with the instructor, is an important aspect to student learning. Research… (more)

Subjects/Keywords: Tablet PC; Computer-aided instruction; Learner-centered instruction; Active learning; Classroom assessment

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Glore, N. D. (2011). Virtual Clicker - A Tool for Classroom Interaction and Assessment. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/36054

Chicago Manual of Style (16th Edition):

Glore, Nolan David. “Virtual Clicker - A Tool for Classroom Interaction and Assessment.” 2011. Masters Thesis, Virginia Tech. Accessed July 20, 2019. http://hdl.handle.net/10919/36054.

MLA Handbook (7th Edition):

Glore, Nolan David. “Virtual Clicker - A Tool for Classroom Interaction and Assessment.” 2011. Web. 20 Jul 2019.

Vancouver:

Glore ND. Virtual Clicker - A Tool for Classroom Interaction and Assessment. [Internet] [Masters thesis]. Virginia Tech; 2011. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10919/36054.

Council of Science Editors:

Glore ND. Virtual Clicker - A Tool for Classroom Interaction and Assessment. [Masters Thesis]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/36054


University of Pretoria

14. Sutton, Sindi. Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction.

Degree: MEd, Humanities Education, 2017, University of Pretoria

 Education in South Africa has experienced many changes since the dawn of democracy in 1994. The demographic composition of schools has changed dramatically as urbanisation… (more)

Subjects/Keywords: Classroom communication; Communicative dispositions; Language of instruction; Teaching traits; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sutton, S. (2017). Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/62907

Chicago Manual of Style (16th Edition):

Sutton, Sindi. “Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction.” 2017. Masters Thesis, University of Pretoria. Accessed July 20, 2019. http://hdl.handle.net/2263/62907.

MLA Handbook (7th Edition):

Sutton, Sindi. “Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction.” 2017. Web. 20 Jul 2019.

Vancouver:

Sutton S. Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/2263/62907.

Council of Science Editors:

Sutton S. Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/62907


University of Canterbury

15. Carson, Karyn Louise. Efficient and Effective Classroom Phonological Awareness Practices to Improve Reading Achievement.

Degree: School of Literacies and Arts, 2012, University of Canterbury

 International studies of reading achievement demonstrate that significant inequalities in reading outcomes continue to exist among some of the world’s wealthiest countries, despite strong investment… (more)

Subjects/Keywords: Phonological Awareness; Computer-Based Assessment; Classroom Phonological Awareness Instruction; Reading Outcomes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Carson, K. L. (2012). Efficient and Effective Classroom Phonological Awareness Practices to Improve Reading Achievement. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/6683

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):

Carson, Karyn Louise. “Efficient and Effective Classroom Phonological Awareness Practices to Improve Reading Achievement.” 2012. Thesis, University of Canterbury. Accessed July 20, 2019. http://hdl.handle.net/10092/6683.

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

MLA Handbook (7th Edition):

Carson, Karyn Louise. “Efficient and Effective Classroom Phonological Awareness Practices to Improve Reading Achievement.” 2012. Web. 20 Jul 2019.

Vancouver:

Carson KL. Efficient and Effective Classroom Phonological Awareness Practices to Improve Reading Achievement. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10092/6683.

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

Council of Science Editors:

Carson KL. Efficient and Effective Classroom Phonological Awareness Practices to Improve Reading Achievement. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/6683

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


Louisiana State University

16. Brinkley, Shara. Investigation of a classroom-based reading intervention strategy for older elementary students with poor decoding skills.

Degree: PhD, Communication Sciences and Disorders, 2010, Louisiana State University

 Using a response to intervention framework, this study investigates the efficacy of a classroom-based intervention for struggling readers with decoding deficits in the upper elementary… (more)

Subjects/Keywords: classroom-based; decoding; poor readers; older readers; reading instruction; intervention; reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Brinkley, S. (2010). Investigation of a classroom-based reading intervention strategy for older elementary students with poor decoding skills. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04222010-135546 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1882

Chicago Manual of Style (16th Edition):

Brinkley, Shara. “Investigation of a classroom-based reading intervention strategy for older elementary students with poor decoding skills.” 2010. Doctoral Dissertation, Louisiana State University. Accessed July 20, 2019. etd-04222010-135546 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1882.

MLA Handbook (7th Edition):

Brinkley, Shara. “Investigation of a classroom-based reading intervention strategy for older elementary students with poor decoding skills.” 2010. Web. 20 Jul 2019.

Vancouver:

Brinkley S. Investigation of a classroom-based reading intervention strategy for older elementary students with poor decoding skills. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2019 Jul 20]. Available from: etd-04222010-135546 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1882.

Council of Science Editors:

Brinkley S. Investigation of a classroom-based reading intervention strategy for older elementary students with poor decoding skills. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-04222010-135546 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1882


UCLA

17. Walls, Laura. Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language.

Degree: Applied Linguistics, 2013, UCLA

 This study investigates the dynamics in the Spanish classroom between heritage language learner (HLL) dyads, second language learner (L2L) dyads, and mixed HLL-L2L dyads. Specifically,… (more)

Subjects/Keywords: Linguistics; Foreign language instruction; Language; classroom interaction; collaborative writing; heritage language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Walls, L. (2013). Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/1jh3s74t

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):

Walls, Laura. “Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language.” 2013. Thesis, UCLA. Accessed July 20, 2019. http://www.escholarship.org/uc/item/1jh3s74t.

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

MLA Handbook (7th Edition):

Walls, Laura. “Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language.” 2013. Web. 20 Jul 2019.

Vancouver:

Walls L. Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Jul 20]. Available from: http://www.escholarship.org/uc/item/1jh3s74t.

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

Council of Science Editors:

Walls L. Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/1jh3s74t

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


University of South Carolina

18. Plyler, Lockey. Problem-Solving In An Early Childhood Mathematics Classroom.

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

  Problem-solving occurs when mathematical tasks create opportunities that provide challenges for increasing students' mathematical understanding and development. This research study determined the influence of… (more)

Subjects/Keywords: Curriculum and Instruction; Problem-Solving; Early Childhood; Mathematics; Classroom

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Plyler, L. (2018). Problem-Solving In An Early Childhood Mathematics Classroom. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5020

Chicago Manual of Style (16th Edition):

Plyler, Lockey. “Problem-Solving In An Early Childhood Mathematics Classroom.” 2018. Doctoral Dissertation, University of South Carolina. Accessed July 20, 2019. https://scholarcommons.sc.edu/etd/5020.

MLA Handbook (7th Edition):

Plyler, Lockey. “Problem-Solving In An Early Childhood Mathematics Classroom.” 2018. Web. 20 Jul 2019.

Vancouver:

Plyler L. Problem-Solving In An Early Childhood Mathematics Classroom. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Jul 20]. Available from: https://scholarcommons.sc.edu/etd/5020.

Council of Science Editors:

Plyler L. Problem-Solving In An Early Childhood Mathematics Classroom. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/5020


University of South Carolina

19. A. Gray, Christine. The Impact of Applying the First Two Steps of Polya’s Four ProblemSolving Steps in an Advanced Mathematics Classroom.

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

  The teacher-researcher spent eight weeks as a participant observer in an advanced high school mathematics class in a small town in the southeast. The… (more)

Subjects/Keywords: Curriculum and Instruction; Polya’s; ProblemSolving; Advanced Mathematics; Classroom

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

A. Gray, C. (2018). The Impact of Applying the First Two Steps of Polya’s Four ProblemSolving Steps in an Advanced Mathematics Classroom. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5037

Chicago Manual of Style (16th Edition):

A. Gray, Christine. “The Impact of Applying the First Two Steps of Polya’s Four ProblemSolving Steps in an Advanced Mathematics Classroom.” 2018. Doctoral Dissertation, University of South Carolina. Accessed July 20, 2019. https://scholarcommons.sc.edu/etd/5037.

MLA Handbook (7th Edition):

A. Gray, Christine. “The Impact of Applying the First Two Steps of Polya’s Four ProblemSolving Steps in an Advanced Mathematics Classroom.” 2018. Web. 20 Jul 2019.

Vancouver:

A. Gray C. The Impact of Applying the First Two Steps of Polya’s Four ProblemSolving Steps in an Advanced Mathematics Classroom. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Jul 20]. Available from: https://scholarcommons.sc.edu/etd/5037.

Council of Science Editors:

A. Gray C. The Impact of Applying the First Two Steps of Polya’s Four ProblemSolving Steps in an Advanced Mathematics Classroom. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/5037


Boise State University

20. Yu, Eun Kyoung. Introducing Dialogue Back Into the Classroom: Blending Narrative Storytelling in Social Studies.

Degree: 2011, Boise State University

 The purpose of this study was to investigate influences of Blending Narrative Storytelling (BNS) on collaborators’ perceptions of learning in social studies (i.e., U.S. History)… (more)

Subjects/Keywords: Curriculum and Instruction; Multicultural Literacy; Classroom Dialogue/Storytelling; Social Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Yu, E. K. (2011). Introducing Dialogue Back Into the Classroom: Blending Narrative Storytelling in Social Studies. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/219

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):

Yu, Eun Kyoung. “Introducing Dialogue Back Into the Classroom: Blending Narrative Storytelling in Social Studies.” 2011. Thesis, Boise State University. Accessed July 20, 2019. https://scholarworks.boisestate.edu/td/219.

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

MLA Handbook (7th Edition):

Yu, Eun Kyoung. “Introducing Dialogue Back Into the Classroom: Blending Narrative Storytelling in Social Studies.” 2011. Web. 20 Jul 2019.

Vancouver:

Yu EK. Introducing Dialogue Back Into the Classroom: Blending Narrative Storytelling in Social Studies. [Internet] [Thesis]. Boise State University; 2011. [cited 2019 Jul 20]. Available from: https://scholarworks.boisestate.edu/td/219.

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

Council of Science Editors:

Yu EK. Introducing Dialogue Back Into the Classroom: Blending Narrative Storytelling in Social Studies. [Thesis]. Boise State University; 2011. Available from: https://scholarworks.boisestate.edu/td/219

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


Kristianstad University

21. Peters, Ida. Det flippade klassrummet : ur ett elevperspektiv.

Degree: Education and Environment, 2014, Kristianstad University

  Studien, som utfördes på en kommunal gymnasial och vuxenutbildning, syftar till att undersöka elevers uttryckta uppfattningar av fenomenet "det flippade klassrummet". Det flippade klassrummet… (more)

Subjects/Keywords: Flipped classroom; flippat klassrum; peer instruction; fenomenografi; elevperspektiv

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Peters, I. (2014). Det flippade klassrummet : ur ett elevperspektiv. (Thesis). Kristianstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13239

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):

Peters, Ida. “Det flippade klassrummet : ur ett elevperspektiv.” 2014. Thesis, Kristianstad University. Accessed July 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13239.

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

MLA Handbook (7th Edition):

Peters, Ida. “Det flippade klassrummet : ur ett elevperspektiv.” 2014. Web. 20 Jul 2019.

Vancouver:

Peters I. Det flippade klassrummet : ur ett elevperspektiv. [Internet] [Thesis]. Kristianstad University; 2014. [cited 2019 Jul 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13239.

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

Council of Science Editors:

Peters I. Det flippade klassrummet : ur ett elevperspektiv. [Thesis]. Kristianstad University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13239

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


University of South Africa

22. Stoltz, Jacqueline Margaret. Promoting reading development of beginner readers in the Umlazi District of KwaZulu Natal.

Degree: 2016, University of South Africa

 The teacher‘s knowledge and instructional expertise are vital for the reading development of beginner readers. This study investigated the daily activities of teachers and learners,… (more)

Subjects/Keywords: Beginner reading instruction; Grade 1; Classroom ethnography; Kwazulu Natal

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Stoltz, J. M. (2016). Promoting reading development of beginner readers in the Umlazi District of KwaZulu Natal. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22260

Chicago Manual of Style (16th Edition):

Stoltz, Jacqueline Margaret. “Promoting reading development of beginner readers in the Umlazi District of KwaZulu Natal.” 2016. Masters Thesis, University of South Africa. Accessed July 20, 2019. http://hdl.handle.net/10500/22260.

MLA Handbook (7th Edition):

Stoltz, Jacqueline Margaret. “Promoting reading development of beginner readers in the Umlazi District of KwaZulu Natal.” 2016. Web. 20 Jul 2019.

Vancouver:

Stoltz JM. Promoting reading development of beginner readers in the Umlazi District of KwaZulu Natal. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10500/22260.

Council of Science Editors:

Stoltz JM. Promoting reading development of beginner readers in the Umlazi District of KwaZulu Natal. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22260


Utah State University

23. Child, Angela R. Explicit Instruction Elements in Core Reading Programs.

Degree: PhD, School of Teacher Education and Leadership, 2012, Utah State University

Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called… (more)

Subjects/Keywords: instruction; core reading; classroom; teacher; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Child, A. R. (2012). Explicit Instruction Elements in Core Reading Programs. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1176

Chicago Manual of Style (16th Edition):

Child, Angela R. “Explicit Instruction Elements in Core Reading Programs.” 2012. Doctoral Dissertation, Utah State University. Accessed July 20, 2019. https://digitalcommons.usu.edu/etd/1176.

MLA Handbook (7th Edition):

Child, Angela R. “Explicit Instruction Elements in Core Reading Programs.” 2012. Web. 20 Jul 2019.

Vancouver:

Child AR. Explicit Instruction Elements in Core Reading Programs. [Internet] [Doctoral dissertation]. Utah State University; 2012. [cited 2019 Jul 20]. Available from: https://digitalcommons.usu.edu/etd/1176.

Council of Science Editors:

Child AR. Explicit Instruction Elements in Core Reading Programs. [Doctoral Dissertation]. Utah State University; 2012. Available from: https://digitalcommons.usu.edu/etd/1176


University of South Carolina

24. Burgess, Stephanie L. The Impact of Capturing Kids' Hearts on New Teachers’ Perceptions of Classroom Management.

Degree: EdD, Educational Studies, 2017, University of South Carolina

  The present action research study explored how incorporating the classroom management model of Capturing Kids’ Hearts (CKH) impacted first year teachers’ perceptions of classroom(more)

Subjects/Keywords: Curriculum and Instruction; Education; Classroom Management; New Teachers’ Perceptions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Burgess, S. L. (2017). The Impact of Capturing Kids' Hearts on New Teachers’ Perceptions of Classroom Management. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4208

Chicago Manual of Style (16th Edition):

Burgess, Stephanie L. “The Impact of Capturing Kids' Hearts on New Teachers’ Perceptions of Classroom Management.” 2017. Doctoral Dissertation, University of South Carolina. Accessed July 20, 2019. https://scholarcommons.sc.edu/etd/4208.

MLA Handbook (7th Edition):

Burgess, Stephanie L. “The Impact of Capturing Kids' Hearts on New Teachers’ Perceptions of Classroom Management.” 2017. Web. 20 Jul 2019.

Vancouver:

Burgess SL. The Impact of Capturing Kids' Hearts on New Teachers’ Perceptions of Classroom Management. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Jul 20]. Available from: https://scholarcommons.sc.edu/etd/4208.

Council of Science Editors:

Burgess SL. The Impact of Capturing Kids' Hearts on New Teachers’ Perceptions of Classroom Management. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4208


University of South Carolina

25. Leo, Cassondra. Flipped Classroom Pedagogical Model and Middle-Level Mathematics Achievment: An Action Research Study.

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

  Flipped Classroom Pedagogical Model and Middle-Level Mathematics Achievement: An Action Research Study describes an integers and rational numbers unit (TIRN) over a sixweek period… (more)

Subjects/Keywords: Curriculum and Instruction; Education; active teaching pedagogy; flipped classroom pedagogical model

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Leo, C. (2017). Flipped Classroom Pedagogical Model and Middle-Level Mathematics Achievment: An Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4304

Chicago Manual of Style (16th Edition):

Leo, Cassondra. “Flipped Classroom Pedagogical Model and Middle-Level Mathematics Achievment: An Action Research Study.” 2017. Doctoral Dissertation, University of South Carolina. Accessed July 20, 2019. https://scholarcommons.sc.edu/etd/4304.

MLA Handbook (7th Edition):

Leo, Cassondra. “Flipped Classroom Pedagogical Model and Middle-Level Mathematics Achievment: An Action Research Study.” 2017. Web. 20 Jul 2019.

Vancouver:

Leo C. Flipped Classroom Pedagogical Model and Middle-Level Mathematics Achievment: An Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Jul 20]. Available from: https://scholarcommons.sc.edu/etd/4304.

Council of Science Editors:

Leo C. Flipped Classroom Pedagogical Model and Middle-Level Mathematics Achievment: An Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4304


Utah State University

26. Adams, Janet. What is the Lived Experience of the Learners in a Coteaching Classroom?.

Degree: Doctor of Education (EdD), Education, 2012, Utah State University

  The purpose of this study was to describe the lived experiences of the learners in a fifth-grade coteaching classroom. Because the practice of coteaching… (more)

Subjects/Keywords: Experience; Learners; Coteaching; Classroom; Curriculum and Instruction; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Adams, J. (2012). What is the Lived Experience of the Learners in a Coteaching Classroom?. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1233

Chicago Manual of Style (16th Edition):

Adams, Janet. “What is the Lived Experience of the Learners in a Coteaching Classroom?.” 2012. Doctoral Dissertation, Utah State University. Accessed July 20, 2019. https://digitalcommons.usu.edu/etd/1233.

MLA Handbook (7th Edition):

Adams, Janet. “What is the Lived Experience of the Learners in a Coteaching Classroom?.” 2012. Web. 20 Jul 2019.

Vancouver:

Adams J. What is the Lived Experience of the Learners in a Coteaching Classroom?. [Internet] [Doctoral dissertation]. Utah State University; 2012. [cited 2019 Jul 20]. Available from: https://digitalcommons.usu.edu/etd/1233.

Council of Science Editors:

Adams J. What is the Lived Experience of the Learners in a Coteaching Classroom?. [Doctoral Dissertation]. Utah State University; 2012. Available from: https://digitalcommons.usu.edu/etd/1233


Utah State University

27. Westenskow, Arla. Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives.

Degree: PhD, School of Teacher Education and Leadership, 2012, Utah State University

  This study identified variations in the learning trajectories of Tier II students when learning equivalent fraction concepts using physical and virtual manipulatives. The study… (more)

Subjects/Keywords: learning trajectories; math education; classroom education; Curriculum and Instruction; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Westenskow, A. (2012). Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1368

Chicago Manual of Style (16th Edition):

Westenskow, Arla. “Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives.” 2012. Doctoral Dissertation, Utah State University. Accessed July 20, 2019. https://digitalcommons.usu.edu/etd/1368.

MLA Handbook (7th Edition):

Westenskow, Arla. “Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives.” 2012. Web. 20 Jul 2019.

Vancouver:

Westenskow A. Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives. [Internet] [Doctoral dissertation]. Utah State University; 2012. [cited 2019 Jul 20]. Available from: https://digitalcommons.usu.edu/etd/1368.

Council of Science Editors:

Westenskow A. Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives. [Doctoral Dissertation]. Utah State University; 2012. Available from: https://digitalcommons.usu.edu/etd/1368

28. Nurse, Rachelle. Computer-assisted versus traditional classroom instruction to promote change in the nursing management of the second stage of labor.

Degree: PhD, Nursing, 2010, Texas Woman's University

 The purpose of this study was to compare knowledge acquisition and retention, modification in clinical practice and learner satisfaction when using computer-assisted (CAI) and traditional… (more)

Subjects/Keywords: Health and environmental sciences; Classroom instruction; Computer-assisted instruction; Nursing management; Second stage labor; Medicine; Educational technology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Nurse, R. (2010). Computer-assisted versus traditional classroom instruction to promote change in the nursing management of the second stage of labor. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/11170

Chicago Manual of Style (16th Edition):

Nurse, Rachelle. “Computer-assisted versus traditional classroom instruction to promote change in the nursing management of the second stage of labor.” 2010. Doctoral Dissertation, Texas Woman's University. Accessed July 20, 2019. http://hdl.handle.net/11274/11170.

MLA Handbook (7th Edition):

Nurse, Rachelle. “Computer-assisted versus traditional classroom instruction to promote change in the nursing management of the second stage of labor.” 2010. Web. 20 Jul 2019.

Vancouver:

Nurse R. Computer-assisted versus traditional classroom instruction to promote change in the nursing management of the second stage of labor. [Internet] [Doctoral dissertation]. Texas Woman's University; 2010. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/11274/11170.

Council of Science Editors:

Nurse R. Computer-assisted versus traditional classroom instruction to promote change in the nursing management of the second stage of labor. [Doctoral Dissertation]. Texas Woman's University; 2010. Available from: http://hdl.handle.net/11274/11170


SUNY College at Brockport

29. Taylor, Amber Gail. Spelling Instruction and Young Learners' Literacy Development.

Degree: MSEd, Education and Human Development, 2012, SUNY College at Brockport

  For several decades, in schools across the United States, spelling instruction has been and continues to be a fundamental component of the English Language… (more)

Subjects/Keywords: Writing instruction; spelling; instruction practice; classroom strategy; home-school connection; Education; Elementary Education; Language and Literacy Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Taylor, A. G. (2012). Spelling Instruction and Young Learners' Literacy Development. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/856

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):

Taylor, Amber Gail. “Spelling Instruction and Young Learners' Literacy Development.” 2012. Thesis, SUNY College at Brockport. Accessed July 20, 2019. https://digitalcommons.brockport.edu/ehd_theses/856.

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

MLA Handbook (7th Edition):

Taylor, Amber Gail. “Spelling Instruction and Young Learners' Literacy Development.” 2012. Web. 20 Jul 2019.

Vancouver:

Taylor AG. Spelling Instruction and Young Learners' Literacy Development. [Internet] [Thesis]. SUNY College at Brockport; 2012. [cited 2019 Jul 20]. Available from: https://digitalcommons.brockport.edu/ehd_theses/856.

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

Council of Science Editors:

Taylor AG. Spelling Instruction and Young Learners' Literacy Development. [Thesis]. SUNY College at Brockport; 2012. Available from: https://digitalcommons.brockport.edu/ehd_theses/856

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


University of Louisville

30. Compton, Tamela N. Access to culturally responsive teaching for English language learners : mainstream teacher perceptions and practice on inclusion.

Degree: EdD, 2018, University of Louisville

  This dissertation was designed to inform educators, practitioners, and policy makers on equity-based instruction for ELLs by examining secondary teachers’ perceptions and practice on… (more)

Subjects/Keywords: inclusion; english language learners; instruction; culturally responsive teaching; mainstream classroom; teacher perceptions; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Compton, T. N. (2018). Access to culturally responsive teaching for English language learners : mainstream teacher perceptions and practice on inclusion. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2949 ; https://ir.library.louisville.edu/etd/2949

Chicago Manual of Style (16th Edition):

Compton, Tamela N. “Access to culturally responsive teaching for English language learners : mainstream teacher perceptions and practice on inclusion.” 2018. Doctoral Dissertation, University of Louisville. Accessed July 20, 2019. 10.18297/etd/2949 ; https://ir.library.louisville.edu/etd/2949.

MLA Handbook (7th Edition):

Compton, Tamela N. “Access to culturally responsive teaching for English language learners : mainstream teacher perceptions and practice on inclusion.” 2018. Web. 20 Jul 2019.

Vancouver:

Compton TN. Access to culturally responsive teaching for English language learners : mainstream teacher perceptions and practice on inclusion. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2019 Jul 20]. Available from: 10.18297/etd/2949 ; https://ir.library.louisville.edu/etd/2949.

Council of Science Editors:

Compton TN. Access to culturally responsive teaching for English language learners : mainstream teacher perceptions and practice on inclusion. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/2949 ; https://ir.library.louisville.edu/etd/2949

[1] [2] [3] [4] [5] [6] [7] [8] [9]

.