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Degree: EdD

You searched for subject:(Curriculum Design). Showing records 1 – 17 of 17 total matches.

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Virginia Tech

1. Schulz, Jonathan Edward. Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials.

Degree: EdD, Teaching and Learning, 2011, Virginia Tech

 This design research study explored the potential of Curriculum Support Materials for promoting teaching as design. Conducted over a four-month period, the study traced the… (more)

Subjects/Keywords: curriculum support materials; elementary mathematics leadership; teaching as design

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APA (6th Edition):

Schulz, J. E. (2011). Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29707

Chicago Manual of Style (16th Edition):

Schulz, Jonathan Edward. “Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials.” 2011. Doctoral Dissertation, Virginia Tech. Accessed October 15, 2019. http://hdl.handle.net/10919/29707.

MLA Handbook (7th Edition):

Schulz, Jonathan Edward. “Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials.” 2011. Web. 15 Oct 2019.

Vancouver:

Schulz JE. Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10919/29707.

Council of Science Editors:

Schulz JE. Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/29707


University of Florida

2. Brandt, Sarah E. Universal Design for Learning as a Digital Media Design Resource for Teachers of Bilingual Deaf Students with Special Needs.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2017, University of Florida

 This instrumental case study examined universal design for learning (UDL) as a digital media design resource for teachers of bilingual Deaf students with special needs.… (more)

Subjects/Keywords: bilingual  – curriculum  – deaf  – design  – disabilities  – disability  – media  – pd  – teaching  – udl

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APA (6th Edition):

Brandt, S. E. (2017). Universal Design for Learning as a Digital Media Design Resource for Teachers of Bilingual Deaf Students with Special Needs. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0051673

Chicago Manual of Style (16th Edition):

Brandt, Sarah E. “Universal Design for Learning as a Digital Media Design Resource for Teachers of Bilingual Deaf Students with Special Needs.” 2017. Doctoral Dissertation, University of Florida. Accessed October 15, 2019. http://ufdc.ufl.edu/UFE0051673.

MLA Handbook (7th Edition):

Brandt, Sarah E. “Universal Design for Learning as a Digital Media Design Resource for Teachers of Bilingual Deaf Students with Special Needs.” 2017. Web. 15 Oct 2019.

Vancouver:

Brandt SE. Universal Design for Learning as a Digital Media Design Resource for Teachers of Bilingual Deaf Students with Special Needs. [Internet] [Doctoral dissertation]. University of Florida; 2017. [cited 2019 Oct 15]. Available from: http://ufdc.ufl.edu/UFE0051673.

Council of Science Editors:

Brandt SE. Universal Design for Learning as a Digital Media Design Resource for Teachers of Bilingual Deaf Students with Special Needs. [Doctoral Dissertation]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0051673


Northeastern University

3. Fleury, Jennifer. Outcomes in required college mathematics courses.

Degree: EdD, School of Education, 2016, Northeastern University

 The U.S. School of Education reports that college algebra has the highest failure and withdrawal rate among all postsecondary courses (Bonham & Boylan, 2011), with… (more)

Subjects/Keywords: assessment; college algebra; college mathematics; curriculum design; mathematics education; quantitative reasoning; Algebra; Study and teaching (Higher); Mathematics; Study and teaching (Higher); Curriculum planning; Curriculum change; Academic achievement; College attendance

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APA (6th Edition):

Fleury, J. (2016). Outcomes in required college mathematics courses. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20237294

Chicago Manual of Style (16th Edition):

Fleury, Jennifer. “Outcomes in required college mathematics courses.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 15, 2019. http://hdl.handle.net/2047/D20237294.

MLA Handbook (7th Edition):

Fleury, Jennifer. “Outcomes in required college mathematics courses.” 2016. Web. 15 Oct 2019.

Vancouver:

Fleury J. Outcomes in required college mathematics courses. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/2047/D20237294.

Council of Science Editors:

Fleury J. Outcomes in required college mathematics courses. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20237294


Northeastern University

4. Nolin, Katherine. An Instrumental Case Study In Instructional Design: Integrating Digital Media Objects In Alignment With Curriculum Content In The Online Higher Education Course.

Degree: EdD, School of Education, 2019, Northeastern University

 Abstract Research has shown that there is an upsurge in the demand for online courses and programs in higher education. The literature indicates that a… (more)

Subjects/Keywords: digital media; interaction; learner-centered; online course; Quality Matters; Universal Design; Instructional design; Higher education; Curriculum development

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APA (6th Edition):

Nolin, K. (2019). An Instrumental Case Study In Instructional Design: Integrating Digital Media Objects In Alignment With Curriculum Content In The Online Higher Education Course. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20324120

Chicago Manual of Style (16th Edition):

Nolin, Katherine. “An Instrumental Case Study In Instructional Design: Integrating Digital Media Objects In Alignment With Curriculum Content In The Online Higher Education Course.” 2019. Doctoral Dissertation, Northeastern University. Accessed October 15, 2019. http://hdl.handle.net/2047/D20324120.

MLA Handbook (7th Edition):

Nolin, Katherine. “An Instrumental Case Study In Instructional Design: Integrating Digital Media Objects In Alignment With Curriculum Content In The Online Higher Education Course.” 2019. Web. 15 Oct 2019.

Vancouver:

Nolin K. An Instrumental Case Study In Instructional Design: Integrating Digital Media Objects In Alignment With Curriculum Content In The Online Higher Education Course. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/2047/D20324120.

Council of Science Editors:

Nolin K. An Instrumental Case Study In Instructional Design: Integrating Digital Media Objects In Alignment With Curriculum Content In The Online Higher Education Course. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20324120


University of Southern California

5. Veas, Gabriel J. Developing an educational framework to guide the design of faith-based adult small group video curriculum programs.

Degree: EdD, Education (Psychology & Technology), 2009, University of Southern California

 One of the most important responsibilities of church leaders is to provide their parishioners with educational materials that will help them grow. Due to the… (more)

Subjects/Keywords: curriculum; mentoring; small groups; Christian education; educational psychology; multimedia; motivation; adult learners; implementation; instructional design; leadership; knowledge; discipleship

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APA (6th Edition):

Veas, G. J. (2009). Developing an educational framework to guide the design of faith-based adult small group video curriculum programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/592749/rec/1904

Chicago Manual of Style (16th Edition):

Veas, Gabriel J. “Developing an educational framework to guide the design of faith-based adult small group video curriculum programs.” 2009. Doctoral Dissertation, University of Southern California. Accessed October 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/592749/rec/1904.

MLA Handbook (7th Edition):

Veas, Gabriel J. “Developing an educational framework to guide the design of faith-based adult small group video curriculum programs.” 2009. Web. 15 Oct 2019.

Vancouver:

Veas GJ. Developing an educational framework to guide the design of faith-based adult small group video curriculum programs. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Oct 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/592749/rec/1904.

Council of Science Editors:

Veas GJ. Developing an educational framework to guide the design of faith-based adult small group video curriculum programs. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/592749/rec/1904


West Virginia University

6. Muller, Katherina C. Capturing the essence and the coalescence of presence within the community of inquiry of an online graduate course in multicultural diversity.

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

 In this study, students who are preservice and inservice teachers participated in an asynchronous online graduate course in multicultural diversity during the fall of 2008.… (more)

Subjects/Keywords: Curriculum development; Instructional design; Multicultural Education; Higher education

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APA (6th Edition):

Muller, K. C. (2009). Capturing the essence and the coalescence of presence within the community of inquiry of an online graduate course in multicultural diversity. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2929

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):

Muller, Katherina C. “Capturing the essence and the coalescence of presence within the community of inquiry of an online graduate course in multicultural diversity.” 2009. Thesis, West Virginia University. Accessed October 15, 2019. https://researchrepository.wvu.edu/etd/2929.

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

MLA Handbook (7th Edition):

Muller, Katherina C. “Capturing the essence and the coalescence of presence within the community of inquiry of an online graduate course in multicultural diversity.” 2009. Web. 15 Oct 2019.

Vancouver:

Muller KC. Capturing the essence and the coalescence of presence within the community of inquiry of an online graduate course in multicultural diversity. [Internet] [Thesis]. West Virginia University; 2009. [cited 2019 Oct 15]. Available from: https://researchrepository.wvu.edu/etd/2929.

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

Council of Science Editors:

Muller KC. Capturing the essence and the coalescence of presence within the community of inquiry of an online graduate course in multicultural diversity. [Thesis]. West Virginia University; 2009. Available from: https://researchrepository.wvu.edu/etd/2929

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


Northeastern University

7. Grant, Sarah. The Teacher Experience In Literacy Education.

Degree: EdD, School of Education, 2019, Northeastern University

 Many literacy teachers enter the field equipped with training and desire to impact their students through engaging, dynamic learning experiences. However, teachers often abandon the… (more)

Subjects/Keywords: Balanced Literacy; Goal-Orientation; Instructional decision-making; Self-Efficacy; Vulnerability; Workshop Model; Curriculum development; Instructional design; Educational leadership

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APA (6th Edition):

Grant, S. (2019). The Teacher Experience In Literacy Education. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20324110

Chicago Manual of Style (16th Edition):

Grant, Sarah. “The Teacher Experience In Literacy Education.” 2019. Doctoral Dissertation, Northeastern University. Accessed October 15, 2019. http://hdl.handle.net/2047/D20324110.

MLA Handbook (7th Edition):

Grant, Sarah. “The Teacher Experience In Literacy Education.” 2019. Web. 15 Oct 2019.

Vancouver:

Grant S. The Teacher Experience In Literacy Education. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/2047/D20324110.

Council of Science Editors:

Grant S. The Teacher Experience In Literacy Education. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20324110


University of South Carolina

8. Treado, Charles. Impact of Design Challenges Upon the Development of Critical Thinking Skills Within an Undergraduate Image Manipulation Course: A Mixed Method Action Research Study.

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

  The overarching purpose of this study was to improve upon critical thinking through the use of scenario-based design challenge interventions. The study was conducted… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Adobe Photoshop; critical thinking; design application; design challenge; graphic arts; image manipulation; reflective practice; 21st century skill sets

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APA (6th Edition):

Treado, C. (2018). Impact of Design Challenges Upon the Development of Critical Thinking Skills Within an Undergraduate Image Manipulation Course: A Mixed Method Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4883

Chicago Manual of Style (16th Edition):

Treado, Charles. “Impact of Design Challenges Upon the Development of Critical Thinking Skills Within an Undergraduate Image Manipulation Course: A Mixed Method Action Research Study.” 2018. Doctoral Dissertation, University of South Carolina. Accessed October 15, 2019. https://scholarcommons.sc.edu/etd/4883.

MLA Handbook (7th Edition):

Treado, Charles. “Impact of Design Challenges Upon the Development of Critical Thinking Skills Within an Undergraduate Image Manipulation Course: A Mixed Method Action Research Study.” 2018. Web. 15 Oct 2019.

Vancouver:

Treado C. Impact of Design Challenges Upon the Development of Critical Thinking Skills Within an Undergraduate Image Manipulation Course: A Mixed Method Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Oct 15]. Available from: https://scholarcommons.sc.edu/etd/4883.

Council of Science Editors:

Treado C. Impact of Design Challenges Upon the Development of Critical Thinking Skills Within an Undergraduate Image Manipulation Course: A Mixed Method Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4883


University of Florida

9. Walsh, Cara A. Life in School the Academic Identity Stories of Fifth Grade African American Boys.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 The vexing educational phenomenon coined the achievement gap draws much attention in America and describes a significant negative performance discrepancy between Black and White students.… (more)

Subjects/Keywords: Academic achievement; Academic education; Academic learning; Educational research; Elementary schools; Hidden curricula; High school students; Learning; Schools; Students; academic  – curriculum  – design  – hidden  – identity  – instructional  – perspective  – student

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APA (6th Edition):

Walsh, C. A. (2014). Life in School the Academic Identity Stories of Fifth Grade African American Boys. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047087

Chicago Manual of Style (16th Edition):

Walsh, Cara A. “Life in School the Academic Identity Stories of Fifth Grade African American Boys.” 2014. Doctoral Dissertation, University of Florida. Accessed October 15, 2019. http://ufdc.ufl.edu/UFE0047087.

MLA Handbook (7th Edition):

Walsh, Cara A. “Life in School the Academic Identity Stories of Fifth Grade African American Boys.” 2014. Web. 15 Oct 2019.

Vancouver:

Walsh CA. Life in School the Academic Identity Stories of Fifth Grade African American Boys. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Oct 15]. Available from: http://ufdc.ufl.edu/UFE0047087.

Council of Science Editors:

Walsh CA. Life in School the Academic Identity Stories of Fifth Grade African American Boys. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0047087


Kansas State University

10. Elliott, Ann. Developing accessible museum curriculum: the research, development and validation of a handbook for museum professionals and educators.

Degree: EdD, Department of Educational Leadership, 2007, Kansas State University

 The purpose of this study was to create a handbook for school and museum educators to support their development of curriculum materials that provide meaningful… (more)

Subjects/Keywords: Curriculum; Accessibility; Special education; Museum education; Disabilities; Universal design; Education, Special (0529)

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APA (6th Edition):

Elliott, A. (2007). Developing accessible museum curriculum: the research, development and validation of a handbook for museum professionals and educators. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/295

Chicago Manual of Style (16th Edition):

Elliott, Ann. “Developing accessible museum curriculum: the research, development and validation of a handbook for museum professionals and educators.” 2007. Doctoral Dissertation, Kansas State University. Accessed October 15, 2019. http://hdl.handle.net/2097/295.

MLA Handbook (7th Edition):

Elliott, Ann. “Developing accessible museum curriculum: the research, development and validation of a handbook for museum professionals and educators.” 2007. Web. 15 Oct 2019.

Vancouver:

Elliott A. Developing accessible museum curriculum: the research, development and validation of a handbook for museum professionals and educators. [Internet] [Doctoral dissertation]. Kansas State University; 2007. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/2097/295.

Council of Science Editors:

Elliott A. Developing accessible museum curriculum: the research, development and validation of a handbook for museum professionals and educators. [Doctoral Dissertation]. Kansas State University; 2007. Available from: http://hdl.handle.net/2097/295


Western Kentucky University

11. Smith, Tamela W. It's Not Just About the Technology: Changing the Focus from Technology to Collaboration in Videoconferencing Room Design.

Degree: EdD, Educational Leadership Doctoral Program, 2013, Western Kentucky University

  Videoconferencing technologies are being increasingly utilized in today’s business and educational environments. However, implementation rates continue to be lower than projected, and user perceptions… (more)

Subjects/Keywords: Participant Satisfaction; Transactional Distance; Change Management; Technology Implementation; Information Technology; Educational Technology; Education-Curricula; Curriculum and Instruction; Educational Leadership; Educational Methods; Instructional Media Design

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APA (6th Edition):

Smith, T. W. (2013). It's Not Just About the Technology: Changing the Focus from Technology to Collaboration in Videoconferencing Room Design. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/45

Chicago Manual of Style (16th Edition):

Smith, Tamela W. “It's Not Just About the Technology: Changing the Focus from Technology to Collaboration in Videoconferencing Room Design.” 2013. Doctoral Dissertation, Western Kentucky University. Accessed October 15, 2019. https://digitalcommons.wku.edu/diss/45.

MLA Handbook (7th Edition):

Smith, Tamela W. “It's Not Just About the Technology: Changing the Focus from Technology to Collaboration in Videoconferencing Room Design.” 2013. Web. 15 Oct 2019.

Vancouver:

Smith TW. It's Not Just About the Technology: Changing the Focus from Technology to Collaboration in Videoconferencing Room Design. [Internet] [Doctoral dissertation]. Western Kentucky University; 2013. [cited 2019 Oct 15]. Available from: https://digitalcommons.wku.edu/diss/45.

Council of Science Editors:

Smith TW. It's Not Just About the Technology: Changing the Focus from Technology to Collaboration in Videoconferencing Room Design. [Doctoral Dissertation]. Western Kentucky University; 2013. Available from: https://digitalcommons.wku.edu/diss/45


Northeastern University

12. Saban, George. Analyzing a dynamic curriculum change process to bridge the skills gap.

Degree: EdD, School of Education, 2016, Northeastern University

 This research study provides a detailed account of how one college went about making continuous changes to their video game curriculum to generate a program… (more)

Subjects/Keywords: bridging; dynamic curriculum; knowledge creation; organizational learning; skills gap; work-ready graduates; Education, Higher; Curricula; Planning; Curriculum change; Software engineering; Study and teaching (Higher); Technical education; Video games; Design; Video games; Programming |z Northeastern States; Soft skills; Study and teaching (Higher)

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APA (6th Edition):

Saban, G. (2016). Analyzing a dynamic curriculum change process to bridge the skills gap. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20209298

Chicago Manual of Style (16th Edition):

Saban, George. “Analyzing a dynamic curriculum change process to bridge the skills gap.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 15, 2019. http://hdl.handle.net/2047/D20209298.

MLA Handbook (7th Edition):

Saban, George. “Analyzing a dynamic curriculum change process to bridge the skills gap.” 2016. Web. 15 Oct 2019.

Vancouver:

Saban G. Analyzing a dynamic curriculum change process to bridge the skills gap. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/2047/D20209298.

Council of Science Editors:

Saban G. Analyzing a dynamic curriculum change process to bridge the skills gap. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20209298


University of Cincinnati

13. EHRLICH-MARTIN, SUZANNE M. A CASE STUDY OF AN AMERICAN SIGN LANGUAGE COURSE TAUGHT VIA VIDEOCONFERENCING.

Degree: EdD, Education : Curriculum and Instruction, 2006, University of Cincinnati

 This case study used a mixed-method approach to analyze students’ perceptions of their ability to learn American Sign Language in a videoconferencing-based course and investigated… (more)

Subjects/Keywords: Education, Technology; american sign language; videoconferencing; instructional methodologies; distance education; curriculum design; students' perspectives

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APA (6th Edition):

EHRLICH-MARTIN, S. M. (2006). A CASE STUDY OF AN AMERICAN SIGN LANGUAGE COURSE TAUGHT VIA VIDEOCONFERENCING. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148057666

Chicago Manual of Style (16th Edition):

EHRLICH-MARTIN, SUZANNE M. “A CASE STUDY OF AN AMERICAN SIGN LANGUAGE COURSE TAUGHT VIA VIDEOCONFERENCING.” 2006. Doctoral Dissertation, University of Cincinnati. Accessed October 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148057666.

MLA Handbook (7th Edition):

EHRLICH-MARTIN, SUZANNE M. “A CASE STUDY OF AN AMERICAN SIGN LANGUAGE COURSE TAUGHT VIA VIDEOCONFERENCING.” 2006. Web. 15 Oct 2019.

Vancouver:

EHRLICH-MARTIN SM. A CASE STUDY OF AN AMERICAN SIGN LANGUAGE COURSE TAUGHT VIA VIDEOCONFERENCING. [Internet] [Doctoral dissertation]. University of Cincinnati; 2006. [cited 2019 Oct 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148057666.

Council of Science Editors:

EHRLICH-MARTIN SM. A CASE STUDY OF AN AMERICAN SIGN LANGUAGE COURSE TAUGHT VIA VIDEOCONFERENCING. [Doctoral Dissertation]. University of Cincinnati; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148057666


Wayne State University

14. Morgan, Christine Louise. An Inquiry Into Situational Interest In A Tenth Grade History Class: Lesson Design And Implementation From Berlyne And Bergin Perspectives.

Degree: EdD, Curriculum and Instruction, 2010, Wayne State University

No Advisors/Committee Members: Leonard Kaplan, Jazlin Ebenezer.

Subjects/Keywords: Collative variables; Improved learning; Lesson design; Pedagogical change; Situational factors; Situational Interest; Curriculum and Instruction

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APA (6th Edition):

Morgan, C. L. (2010). An Inquiry Into Situational Interest In A Tenth Grade History Class: Lesson Design And Implementation From Berlyne And Bergin Perspectives. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/109

Chicago Manual of Style (16th Edition):

Morgan, Christine Louise. “An Inquiry Into Situational Interest In A Tenth Grade History Class: Lesson Design And Implementation From Berlyne And Bergin Perspectives.” 2010. Doctoral Dissertation, Wayne State University. Accessed October 15, 2019. https://digitalcommons.wayne.edu/oa_dissertations/109.

MLA Handbook (7th Edition):

Morgan, Christine Louise. “An Inquiry Into Situational Interest In A Tenth Grade History Class: Lesson Design And Implementation From Berlyne And Bergin Perspectives.” 2010. Web. 15 Oct 2019.

Vancouver:

Morgan CL. An Inquiry Into Situational Interest In A Tenth Grade History Class: Lesson Design And Implementation From Berlyne And Bergin Perspectives. [Internet] [Doctoral dissertation]. Wayne State University; 2010. [cited 2019 Oct 15]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/109.

Council of Science Editors:

Morgan CL. An Inquiry Into Situational Interest In A Tenth Grade History Class: Lesson Design And Implementation From Berlyne And Bergin Perspectives. [Doctoral Dissertation]. Wayne State University; 2010. Available from: https://digitalcommons.wayne.edu/oa_dissertations/109


North Carolina State University

15. Fire, Nancy H. A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College.

Degree: EdD, Adult and Community College Education, 2009, North Carolina State University

 ABSTRACT FIRE, NANCY H. A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College. (Under the direction of Julia Storberg-Walker.) When… (more)

Subjects/Keywords: epistemology; Native American; distance learning; online learning; Cultural Historical Activity Theory (CHAT); E-learning; rural; remote; culturally responsive curriculum; culture; adult learner; Indigenous learner; instructional design; faculty; context and learning; pedagogy; qualitative research; Native Ways of Knowing

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APA (6th Edition):

Fire, N. H. (2009). A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3554

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):

Fire, Nancy H. “A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College.” 2009. Thesis, North Carolina State University. Accessed October 15, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3554.

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

MLA Handbook (7th Edition):

Fire, Nancy H. “A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College.” 2009. Web. 15 Oct 2019.

Vancouver:

Fire NH. A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College. [Internet] [Thesis]. North Carolina State University; 2009. [cited 2019 Oct 15]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3554.

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

Council of Science Editors:

Fire NH. A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College. [Thesis]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3554

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

16. McManus, Jane M. Planning for the Twenty-First Century Classroom: Teacher Preparation and Technology.

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

 This study, framed as a qualitative study (Merriam, 2009; Stake, 2005), examined the technology preparedness and technology application of pre-service teachers during their practicum experiences… (more)

Subjects/Keywords: Teacher education; Educational technology; Instructional design; Curriculum and Instruction; Digital Literacy; English/Language Arts; Online Learning; Teacher Preparation; TPACK framework

…across the curriculum (Baker & Labbo, 2007; Petko, 2005; Rowley, Dysard, & Arnold, 2005… …in understanding how technologies should be infused into the curriculum. What technologies… …creativity, and innovation in both face-to-face and virtual environments. 2. Design and develop… …digital age learning experiences and assessments: Teachers design, develop, and evaluate… …discusses what happens when teachers are not given technology that fits with their curriculum, and… 

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

APA (6th Edition):

McManus, J. M. (2014). Planning for the Twenty-First Century Classroom: Teacher Preparation and Technology. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/18652

Chicago Manual of Style (16th Edition):

McManus, Jane M. “Planning for the Twenty-First Century Classroom: Teacher Preparation and Technology.” 2014. Doctoral Dissertation, University of Kansas. Accessed October 15, 2019. http://hdl.handle.net/1808/18652.

MLA Handbook (7th Edition):

McManus, Jane M. “Planning for the Twenty-First Century Classroom: Teacher Preparation and Technology.” 2014. Web. 15 Oct 2019.

Vancouver:

McManus JM. Planning for the Twenty-First Century Classroom: Teacher Preparation and Technology. [Internet] [Doctoral dissertation]. University of Kansas; 2014. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1808/18652.

Council of Science Editors:

McManus JM. Planning for the Twenty-First Century Classroom: Teacher Preparation and Technology. [Doctoral Dissertation]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/18652

17. Hamilton, Michael Wayne. Perceptions of Urban High School Teachers Transitioning From Traditional Instruction to Blended Learning.

Degree: EdD, Educational Leadership Doctoral Program, 2014, Western Kentucky University

  Increasing demands for technology integration at the K-12 level have led school districts to explore blended learning as an option for sustaining productive instructional… (more)

Subjects/Keywords: Blended Learning; Urban High School; Organizational Change; Phenomenology; Curriculum and Social Inquiry; Education; Educational Methods; Instructional Media Design

…91 Research Design… …students; design instruction that is rigorous, flexible, and adaptable; and focus on critical… …the instructional design toward personalized learning with teachers and students harnessing… …advanced technological tools to accomplish the shift toward personalization by design” (p. 9… …2002; Willett, 2002). Several studies identify the importance of course design and 12… 

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

APA (6th Edition):

Hamilton, M. W. (2014). Perceptions of Urban High School Teachers Transitioning From Traditional Instruction to Blended Learning. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/71

Chicago Manual of Style (16th Edition):

Hamilton, Michael Wayne. “Perceptions of Urban High School Teachers Transitioning From Traditional Instruction to Blended Learning.” 2014. Doctoral Dissertation, Western Kentucky University. Accessed October 15, 2019. https://digitalcommons.wku.edu/diss/71.

MLA Handbook (7th Edition):

Hamilton, Michael Wayne. “Perceptions of Urban High School Teachers Transitioning From Traditional Instruction to Blended Learning.” 2014. Web. 15 Oct 2019.

Vancouver:

Hamilton MW. Perceptions of Urban High School Teachers Transitioning From Traditional Instruction to Blended Learning. [Internet] [Doctoral dissertation]. Western Kentucky University; 2014. [cited 2019 Oct 15]. Available from: https://digitalcommons.wku.edu/diss/71.

Council of Science Editors:

Hamilton MW. Perceptions of Urban High School Teachers Transitioning From Traditional Instruction to Blended Learning. [Doctoral Dissertation]. Western Kentucky University; 2014. Available from: https://digitalcommons.wku.edu/diss/71

.