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Degree: PhD

You searched for subject:(Curriculum Design). Showing records 1 – 30 of 103 total matches.

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Wayne State University

1. Siko, Jason Paul. Changing the way we build games: a design-based research study examining the implementation of homemade powerpoint games in the classroom.

Degree: PhD, Instructional Technology, 2012, Wayne State University

  This design-based research study examined the effects of a game design project on student test performance, with refinements made to the implementation after each… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Instructional Media Design

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APA (6th Edition):

Siko, J. P. (2012). Changing the way we build games: a design-based research study examining the implementation of homemade powerpoint games in the classroom. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/495

Chicago Manual of Style (16th Edition):

Siko, Jason Paul. “Changing the way we build games: a design-based research study examining the implementation of homemade powerpoint games in the classroom.” 2012. Doctoral Dissertation, Wayne State University. Accessed October 21, 2019. https://digitalcommons.wayne.edu/oa_dissertations/495.

MLA Handbook (7th Edition):

Siko, Jason Paul. “Changing the way we build games: a design-based research study examining the implementation of homemade powerpoint games in the classroom.” 2012. Web. 21 Oct 2019.

Vancouver:

Siko JP. Changing the way we build games: a design-based research study examining the implementation of homemade powerpoint games in the classroom. [Internet] [Doctoral dissertation]. Wayne State University; 2012. [cited 2019 Oct 21]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/495.

Council of Science Editors:

Siko JP. Changing the way we build games: a design-based research study examining the implementation of homemade powerpoint games in the classroom. [Doctoral Dissertation]. Wayne State University; 2012. Available from: https://digitalcommons.wayne.edu/oa_dissertations/495


University of Illinois – Urbana-Champaign

2. Kennett, Katrina Stearns. Experienced teachers’ planning practices: Orienting, inventing, and envisioning.

Degree: PhD, Curriculum and Instruction, 2017, University of Illinois – Urbana-Champaign

 Although every teacher plans for instruction, little is known about how this complex practice is accomplished in everyday contexts. The bulk of research on teacher… (more)

Subjects/Keywords: Teacher planning; Literate practice; Curriculum design

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APA (6th Edition):

Kennett, K. S. (2017). Experienced teachers’ planning practices: Orienting, inventing, and envisioning. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99312

Chicago Manual of Style (16th Edition):

Kennett, Katrina Stearns. “Experienced teachers’ planning practices: Orienting, inventing, and envisioning.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 21, 2019. http://hdl.handle.net/2142/99312.

MLA Handbook (7th Edition):

Kennett, Katrina Stearns. “Experienced teachers’ planning practices: Orienting, inventing, and envisioning.” 2017. Web. 21 Oct 2019.

Vancouver:

Kennett KS. Experienced teachers’ planning practices: Orienting, inventing, and envisioning. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2142/99312.

Council of Science Editors:

Kennett KS. Experienced teachers’ planning practices: Orienting, inventing, and envisioning. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99312


North Carolina State University

3. Gaffney, Amy Lynn Housley. Communicating About, In, and Through Design: A Study Exploring Communication Instruction and Design Students' Critique Performance.

Degree: PhD, Communication, Rhetoric, and Digital Media, 2010, North Carolina State University

 Communication is a skill set typically required of students as they complete their education and move into the working world. Disciplines typically require certain genres… (more)

Subjects/Keywords: communication across the curriculum; education; design

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APA (6th Edition):

Gaffney, A. L. H. (2010). Communicating About, In, and Through Design: A Study Exploring Communication Instruction and Design Students' Critique Performance. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3314

Chicago Manual of Style (16th Edition):

Gaffney, Amy Lynn Housley. “Communicating About, In, and Through Design: A Study Exploring Communication Instruction and Design Students' Critique Performance.” 2010. Doctoral Dissertation, North Carolina State University. Accessed October 21, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3314.

MLA Handbook (7th Edition):

Gaffney, Amy Lynn Housley. “Communicating About, In, and Through Design: A Study Exploring Communication Instruction and Design Students' Critique Performance.” 2010. Web. 21 Oct 2019.

Vancouver:

Gaffney ALH. Communicating About, In, and Through Design: A Study Exploring Communication Instruction and Design Students' Critique Performance. [Internet] [Doctoral dissertation]. North Carolina State University; 2010. [cited 2019 Oct 21]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3314.

Council of Science Editors:

Gaffney ALH. Communicating About, In, and Through Design: A Study Exploring Communication Instruction and Design Students' Critique Performance. [Doctoral Dissertation]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3314


University of Minnesota

4. Carufel, Robin. A Phenomenological Exploration of the Apparel Sizing Practice of Small Womenswear Businesses.

Degree: PhD, Design, 2019, University of Minnesota

 Inconsistent garment sizing has plagued the apparel industry from its inception. Solutions to the problem require large anthropometric databases and advanced skills in statistical analysis,… (more)

Subjects/Keywords: Apparel Design; Curriculum; Entrepreneurship; Phenomenology; Sizing; Theory

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APA (6th Edition):

Carufel, R. (2019). A Phenomenological Exploration of the Apparel Sizing Practice of Small Womenswear Businesses. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/202426

Chicago Manual of Style (16th Edition):

Carufel, Robin. “A Phenomenological Exploration of the Apparel Sizing Practice of Small Womenswear Businesses.” 2019. Doctoral Dissertation, University of Minnesota. Accessed October 21, 2019. http://hdl.handle.net/11299/202426.

MLA Handbook (7th Edition):

Carufel, Robin. “A Phenomenological Exploration of the Apparel Sizing Practice of Small Womenswear Businesses.” 2019. Web. 21 Oct 2019.

Vancouver:

Carufel R. A Phenomenological Exploration of the Apparel Sizing Practice of Small Womenswear Businesses. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/11299/202426.

Council of Science Editors:

Carufel R. A Phenomenological Exploration of the Apparel Sizing Practice of Small Womenswear Businesses. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/202426


Louisiana State University

5. Kilcoyne, Margaret Sepulvado. Identifying skills needed by office information systems graduates in the changing work environment: perceptions of administrative support occupations workers.

Degree: PhD, Human Resources Management, 2003, Louisiana State University

 This study sought to identify the skills that need to be taught in an associate degree program for office information systems. Specifically, the researcher sought… (more)

Subjects/Keywords: workforce; curriculum revision; curriculum design

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APA (6th Edition):

Kilcoyne, M. S. (2003). Identifying skills needed by office information systems graduates in the changing work environment: perceptions of administrative support occupations workers. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-0410103-190112 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1944

Chicago Manual of Style (16th Edition):

Kilcoyne, Margaret Sepulvado. “Identifying skills needed by office information systems graduates in the changing work environment: perceptions of administrative support occupations workers.” 2003. Doctoral Dissertation, Louisiana State University. Accessed October 21, 2019. etd-0410103-190112 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1944.

MLA Handbook (7th Edition):

Kilcoyne, Margaret Sepulvado. “Identifying skills needed by office information systems graduates in the changing work environment: perceptions of administrative support occupations workers.” 2003. Web. 21 Oct 2019.

Vancouver:

Kilcoyne MS. Identifying skills needed by office information systems graduates in the changing work environment: perceptions of administrative support occupations workers. [Internet] [Doctoral dissertation]. Louisiana State University; 2003. [cited 2019 Oct 21]. Available from: etd-0410103-190112 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1944.

Council of Science Editors:

Kilcoyne MS. Identifying skills needed by office information systems graduates in the changing work environment: perceptions of administrative support occupations workers. [Doctoral Dissertation]. Louisiana State University; 2003. Available from: etd-0410103-190112 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1944


University of Nevada – Las Vegas

6. Salinas-Grandy, Cristina. An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios.

Degree: PhD, Teaching and Learning, 2016, University of Nevada – Las Vegas

  Preparing the next generation of teachers to prepare students for the 21st Century is a challenging endeavor. Teacher candidates need to possess critical thinking… (more)

Subjects/Keywords: Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Methods; Instructional Media Design

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APA (6th Edition):

Salinas-Grandy, C. (2016). An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2899

Chicago Manual of Style (16th Edition):

Salinas-Grandy, Cristina. “An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed October 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2899.

MLA Handbook (7th Edition):

Salinas-Grandy, Cristina. “An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios.” 2016. Web. 21 Oct 2019.

Vancouver:

Salinas-Grandy C. An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2019 Oct 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2899.

Council of Science Editors:

Salinas-Grandy C. An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2899


Boston College

7. Marulcu, Ismail. Investigating the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2010, Boston College

 This mixed method study examined the impact of a LEGOTM-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines.… (more)

Subjects/Keywords: Design-based Curriculum; Elementary Science Education; Engineering Design; Fifth Grade; Scientific Inquiry; Simple Machines

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APA (6th Edition):

Marulcu, I. (2010). Investigating the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101755

Chicago Manual of Style (16th Edition):

Marulcu, Ismail. “Investigating the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines.” 2010. Doctoral Dissertation, Boston College. Accessed October 21, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101755.

MLA Handbook (7th Edition):

Marulcu, Ismail. “Investigating the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines.” 2010. Web. 21 Oct 2019.

Vancouver:

Marulcu I. Investigating the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2019 Oct 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101755.

Council of Science Editors:

Marulcu I. Investigating the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101755


Georgia State University

8. Vega, Anissa Lokey. Investigation of Alignment between Goals of Schooling Relevant to Georgia and the Georgia Performance Standards.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2010, Georgia State University

  Since the American Revolution free public education has been a discussion of political debate. The purpose that such an institution should play in society… (more)

Subjects/Keywords: history of education; purpose of schooling; public education; education in Georgia; curriculum alignment; curriculum evaluation; curriculum; performance standards; curriculum standards; instructional design; Education

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APA (6th Edition):

Vega, A. L. (2010). Investigation of Alignment between Goals of Schooling Relevant to Georgia and the Georgia Performance Standards. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/55

Chicago Manual of Style (16th Edition):

Vega, Anissa Lokey. “Investigation of Alignment between Goals of Schooling Relevant to Georgia and the Georgia Performance Standards.” 2010. Doctoral Dissertation, Georgia State University. Accessed October 21, 2019. https://scholarworks.gsu.edu/msit_diss/55.

MLA Handbook (7th Edition):

Vega, Anissa Lokey. “Investigation of Alignment between Goals of Schooling Relevant to Georgia and the Georgia Performance Standards.” 2010. Web. 21 Oct 2019.

Vancouver:

Vega AL. Investigation of Alignment between Goals of Schooling Relevant to Georgia and the Georgia Performance Standards. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2019 Oct 21]. Available from: https://scholarworks.gsu.edu/msit_diss/55.

Council of Science Editors:

Vega AL. Investigation of Alignment between Goals of Schooling Relevant to Georgia and the Georgia Performance Standards. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/msit_diss/55


University of Alberta

9. Campbell, Katy. Collaborative instructional design: a transformative social activity.

Degree: PhD, Department of Elementary Education, 1994, University of Alberta

Subjects/Keywords: Curriculum planning.; Instructional systems – Design.

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APA (6th Edition):

Campbell, K. (1994). Collaborative instructional design: a transformative social activity. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/d504rn710

Chicago Manual of Style (16th Edition):

Campbell, Katy. “Collaborative instructional design: a transformative social activity.” 1994. Doctoral Dissertation, University of Alberta. Accessed October 21, 2019. https://era.library.ualberta.ca/files/d504rn710.

MLA Handbook (7th Edition):

Campbell, Katy. “Collaborative instructional design: a transformative social activity.” 1994. Web. 21 Oct 2019.

Vancouver:

Campbell K. Collaborative instructional design: a transformative social activity. [Internet] [Doctoral dissertation]. University of Alberta; 1994. [cited 2019 Oct 21]. Available from: https://era.library.ualberta.ca/files/d504rn710.

Council of Science Editors:

Campbell K. Collaborative instructional design: a transformative social activity. [Doctoral Dissertation]. University of Alberta; 1994. Available from: https://era.library.ualberta.ca/files/d504rn710


University of Colorado

10. Severance, Samuel. Teacher and Student Supports for Implementation of the NGSS.

Degree: PhD, 2016, University of Colorado

  Severance, Samuel (PhD, Learning Sciences & Human Development, School of Education, combined with Cognitive Science, Institute of Cognitive Science). Teacher and Student Supports for… (more)

Subjects/Keywords: agency; curriculum; design; professional development; relevance; science education; Education

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APA (6th Edition):

Severance, S. (2016). Teacher and Student Supports for Implementation of the NGSS. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/84

Chicago Manual of Style (16th Edition):

Severance, Samuel. “Teacher and Student Supports for Implementation of the NGSS.” 2016. Doctoral Dissertation, University of Colorado. Accessed October 21, 2019. http://scholar.colorado.edu/educ_gradetds/84.

MLA Handbook (7th Edition):

Severance, Samuel. “Teacher and Student Supports for Implementation of the NGSS.” 2016. Web. 21 Oct 2019.

Vancouver:

Severance S. Teacher and Student Supports for Implementation of the NGSS. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2019 Oct 21]. Available from: http://scholar.colorado.edu/educ_gradetds/84.

Council of Science Editors:

Severance S. Teacher and Student Supports for Implementation of the NGSS. [Doctoral Dissertation]. University of Colorado; 2016. Available from: http://scholar.colorado.edu/educ_gradetds/84


Loughborough University

11. Ruele, Victor T. An investigation into the management of change in Design and Technology : a qualitative inquiry based on the implementation of a new curriculum for senior secondary schools in Botswana.

Degree: PhD, 2015, Loughborough University

 This thesis explored the management of change, from a British model of Design and Technology (D&T) curriculum to the Botswana model intended for senior secondary… (more)

Subjects/Keywords: 373.2; Change management; BGCSE; Design and Technology; Botswana; Curriculum development

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APA (6th Edition):

Ruele, V. T. (2015). An investigation into the management of change in Design and Technology : a qualitative inquiry based on the implementation of a new curriculum for senior secondary schools in Botswana. (Doctoral Dissertation). Loughborough University. Retrieved from https://dspace.lboro.ac.uk/2134/18058 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658269

Chicago Manual of Style (16th Edition):

Ruele, Victor T. “An investigation into the management of change in Design and Technology : a qualitative inquiry based on the implementation of a new curriculum for senior secondary schools in Botswana.” 2015. Doctoral Dissertation, Loughborough University. Accessed October 21, 2019. https://dspace.lboro.ac.uk/2134/18058 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658269.

MLA Handbook (7th Edition):

Ruele, Victor T. “An investigation into the management of change in Design and Technology : a qualitative inquiry based on the implementation of a new curriculum for senior secondary schools in Botswana.” 2015. Web. 21 Oct 2019.

Vancouver:

Ruele VT. An investigation into the management of change in Design and Technology : a qualitative inquiry based on the implementation of a new curriculum for senior secondary schools in Botswana. [Internet] [Doctoral dissertation]. Loughborough University; 2015. [cited 2019 Oct 21]. Available from: https://dspace.lboro.ac.uk/2134/18058 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658269.

Council of Science Editors:

Ruele VT. An investigation into the management of change in Design and Technology : a qualitative inquiry based on the implementation of a new curriculum for senior secondary schools in Botswana. [Doctoral Dissertation]. Loughborough University; 2015. Available from: https://dspace.lboro.ac.uk/2134/18058 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658269


Virginia Tech

12. Mahasneh, Jaser Khalaf. A Theoretical Framework for Implementing Soft Skills in Construction Education Utilizing Design for Six Sigma.

Degree: PhD, Environmental Design and Planning, 2016, Virginia Tech

 Recently, in the United States and worldwide, the excellence of soft skills competencies among entry-level employees has become a priority task of education. Construction employers… (more)

Subjects/Keywords: Soft skills; Construction; Education; Design for Six Sigma; Taxonomy; Curriculum; Framework

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APA (6th Edition):

Mahasneh, J. K. (2016). A Theoretical Framework for Implementing Soft Skills in Construction Education Utilizing Design for Six Sigma. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81455

Chicago Manual of Style (16th Edition):

Mahasneh, Jaser Khalaf. “A Theoretical Framework for Implementing Soft Skills in Construction Education Utilizing Design for Six Sigma.” 2016. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. http://hdl.handle.net/10919/81455.

MLA Handbook (7th Edition):

Mahasneh, Jaser Khalaf. “A Theoretical Framework for Implementing Soft Skills in Construction Education Utilizing Design for Six Sigma.” 2016. Web. 21 Oct 2019.

Vancouver:

Mahasneh JK. A Theoretical Framework for Implementing Soft Skills in Construction Education Utilizing Design for Six Sigma. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/81455.

Council of Science Editors:

Mahasneh JK. A Theoretical Framework for Implementing Soft Skills in Construction Education Utilizing Design for Six Sigma. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/81455


Virginia Tech

13. Mullin, Jennifer Susan. Investigations of Student and Team Creativity on an Introductory Engineering Design Project.

Degree: PhD, Engineering Education, 2010, Virginia Tech

 Engineering is widely accepted as a creative discipline. However, research focused on assessment of student creativity in engineering studies is lacking. Creativity by definition encompasses… (more)

Subjects/Keywords: creativity; engineering design curriculum; sustainability; introductory engineering course

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APA (6th Edition):

Mullin, J. S. (2010). Investigations of Student and Team Creativity on an Introductory Engineering Design Project. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26239

Chicago Manual of Style (16th Edition):

Mullin, Jennifer Susan. “Investigations of Student and Team Creativity on an Introductory Engineering Design Project.” 2010. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. http://hdl.handle.net/10919/26239.

MLA Handbook (7th Edition):

Mullin, Jennifer Susan. “Investigations of Student and Team Creativity on an Introductory Engineering Design Project.” 2010. Web. 21 Oct 2019.

Vancouver:

Mullin JS. Investigations of Student and Team Creativity on an Introductory Engineering Design Project. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/26239.

Council of Science Editors:

Mullin JS. Investigations of Student and Team Creativity on an Introductory Engineering Design Project. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26239


University of Minnesota

14. Losinski, Victoria. Educating for action: understanding the development of pharmaceutical care practitioners.

Degree: PhD, Social and Administrative Pharmacy, 2011, University of Minnesota

 Pharmaceutical care, a professional health care practice in which a practitioners works with an individual to understand the patient's medication needs and works to identify,… (more)

Subjects/Keywords: Curriculum Design; Medication Therapy Management; Pharmaceutical Care; Social and Administrative Pharmacy

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APA (6th Edition):

Losinski, V. (2011). Educating for action: understanding the development of pharmaceutical care practitioners. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/113184

Chicago Manual of Style (16th Edition):

Losinski, Victoria. “Educating for action: understanding the development of pharmaceutical care practitioners.” 2011. Doctoral Dissertation, University of Minnesota. Accessed October 21, 2019. http://purl.umn.edu/113184.

MLA Handbook (7th Edition):

Losinski, Victoria. “Educating for action: understanding the development of pharmaceutical care practitioners.” 2011. Web. 21 Oct 2019.

Vancouver:

Losinski V. Educating for action: understanding the development of pharmaceutical care practitioners. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2019 Oct 21]. Available from: http://purl.umn.edu/113184.

Council of Science Editors:

Losinski V. Educating for action: understanding the development of pharmaceutical care practitioners. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/113184


University of Minnesota

15. McFadden, Justin. Teachers as Designers: The Iterative Process of Curriculum Design Focused on STEM Integration.

Degree: PhD, Education, Curriculum and Instruction, 2015, University of Minnesota

 Curricular resources play an important role when educational reform efforts are introduced (Powell & Anderson, 2002). Taking Science to School (NRC, 2007) and more recently… (more)

Subjects/Keywords: Coaching; Curriculum Design; Elementary Science Education; STEM Education; Teacher Professional Development

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APA (6th Edition):

McFadden, J. (2015). Teachers as Designers: The Iterative Process of Curriculum Design Focused on STEM Integration. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175257

Chicago Manual of Style (16th Edition):

McFadden, Justin. “Teachers as Designers: The Iterative Process of Curriculum Design Focused on STEM Integration.” 2015. Doctoral Dissertation, University of Minnesota. Accessed October 21, 2019. http://hdl.handle.net/11299/175257.

MLA Handbook (7th Edition):

McFadden, Justin. “Teachers as Designers: The Iterative Process of Curriculum Design Focused on STEM Integration.” 2015. Web. 21 Oct 2019.

Vancouver:

McFadden J. Teachers as Designers: The Iterative Process of Curriculum Design Focused on STEM Integration. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/11299/175257.

Council of Science Editors:

McFadden J. Teachers as Designers: The Iterative Process of Curriculum Design Focused on STEM Integration. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175257


University of Nevada – Las Vegas

16. Lee, Nancy. The Effects of Self-Explanation and Reading Questions and Answers on Learning Computer Programming Language.

Degree: PhD, Educational Psychology & Higher Education, 2013, University of Nevada – Las Vegas

  The current study explored the differential effects of two learning strategies, self-explanation and reading questions and answers, on students' test performance in the computer… (more)

Subjects/Keywords: Computer Sciences; Curriculum and Instruction; Education; Educational Psychology; Instructional Media Design

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APA (6th Edition):

Lee, N. (2013). The Effects of Self-Explanation and Reading Questions and Answers on Learning Computer Programming Language. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2004

Chicago Manual of Style (16th Edition):

Lee, Nancy. “The Effects of Self-Explanation and Reading Questions and Answers on Learning Computer Programming Language.” 2013. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed October 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2004.

MLA Handbook (7th Edition):

Lee, Nancy. “The Effects of Self-Explanation and Reading Questions and Answers on Learning Computer Programming Language.” 2013. Web. 21 Oct 2019.

Vancouver:

Lee N. The Effects of Self-Explanation and Reading Questions and Answers on Learning Computer Programming Language. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2013. [cited 2019 Oct 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2004.

Council of Science Editors:

Lee N. The Effects of Self-Explanation and Reading Questions and Answers on Learning Computer Programming Language. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2013. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2004

17. Cook-Snell, Brett Howard. Questions as a Generative Strategy for Knowledge Transfer and Problem Solving.

Degree: PhD, STEM and Professional Studies, 2015, Old Dominion University

  Consistent with generative learning theory, Grabowski (1996) suggests the use of questions may serve as an effective generative strategy for learning. However, the learning… (more)

Subjects/Keywords: Knowledge management; Learning; Problem solving; Curriculum and Instruction; Instructional Media Design

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APA (6th Edition):

Cook-Snell, B. H. (2015). Questions as a Generative Strategy for Knowledge Transfer and Problem Solving. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321842807 ; https://digitalcommons.odu.edu/stemps_etds/47

Chicago Manual of Style (16th Edition):

Cook-Snell, Brett Howard. “Questions as a Generative Strategy for Knowledge Transfer and Problem Solving.” 2015. Doctoral Dissertation, Old Dominion University. Accessed October 21, 2019. 9781321842807 ; https://digitalcommons.odu.edu/stemps_etds/47.

MLA Handbook (7th Edition):

Cook-Snell, Brett Howard. “Questions as a Generative Strategy for Knowledge Transfer and Problem Solving.” 2015. Web. 21 Oct 2019.

Vancouver:

Cook-Snell BH. Questions as a Generative Strategy for Knowledge Transfer and Problem Solving. [Internet] [Doctoral dissertation]. Old Dominion University; 2015. [cited 2019 Oct 21]. Available from: 9781321842807 ; https://digitalcommons.odu.edu/stemps_etds/47.

Council of Science Editors:

Cook-Snell BH. Questions as a Generative Strategy for Knowledge Transfer and Problem Solving. [Doctoral Dissertation]. Old Dominion University; 2015. Available from: 9781321842807 ; https://digitalcommons.odu.edu/stemps_etds/47

18. Robison, Don Grady. The Effect of Preferred Visual Aesthetic on Focused Attention, Use Intention, and Persistence in an Instructional Simulation.

Degree: PhD, STEM and Professional Studies, 2015, Old Dominion University

  Three experiments were conducted investigating the motivational effects of attractive visual aesthetic on focused attention, future use intentions, and discretionary use of a desktop… (more)

Subjects/Keywords: Instructional simulation; Aesthetic; Curriculum and Instruction; Instructional Media Design

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APA (6th Edition):

Robison, D. G. (2015). The Effect of Preferred Visual Aesthetic on Focused Attention, Use Intention, and Persistence in an Instructional Simulation. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321833126 ; https://digitalcommons.odu.edu/stemps_etds/84

Chicago Manual of Style (16th Edition):

Robison, Don Grady. “The Effect of Preferred Visual Aesthetic on Focused Attention, Use Intention, and Persistence in an Instructional Simulation.” 2015. Doctoral Dissertation, Old Dominion University. Accessed October 21, 2019. 9781321833126 ; https://digitalcommons.odu.edu/stemps_etds/84.

MLA Handbook (7th Edition):

Robison, Don Grady. “The Effect of Preferred Visual Aesthetic on Focused Attention, Use Intention, and Persistence in an Instructional Simulation.” 2015. Web. 21 Oct 2019.

Vancouver:

Robison DG. The Effect of Preferred Visual Aesthetic on Focused Attention, Use Intention, and Persistence in an Instructional Simulation. [Internet] [Doctoral dissertation]. Old Dominion University; 2015. [cited 2019 Oct 21]. Available from: 9781321833126 ; https://digitalcommons.odu.edu/stemps_etds/84.

Council of Science Editors:

Robison DG. The Effect of Preferred Visual Aesthetic on Focused Attention, Use Intention, and Persistence in an Instructional Simulation. [Doctoral Dissertation]. Old Dominion University; 2015. Available from: 9781321833126 ; https://digitalcommons.odu.edu/stemps_etds/84


University of Texas – Austin

19. Crandall, Jason Robert. Flipping an LSAT course : a design study investigation of collaborative instruction and inverted curriculum in a test preparation course.

Degree: PhD, Educational Psychology, 2014, University of Texas – Austin

 A primary goal of education is not only to inform but to transform learners. As instructors shift their focus from a one-size-fits-all emphasis on content… (more)

Subjects/Keywords: Inverted curriculum; Collaboration; Design research; Adult education; Critical thinking; Group discourse

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APA (6th Edition):

Crandall, J. R. (2014). Flipping an LSAT course : a design study investigation of collaborative instruction and inverted curriculum in a test preparation course. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26031

Chicago Manual of Style (16th Edition):

Crandall, Jason Robert. “Flipping an LSAT course : a design study investigation of collaborative instruction and inverted curriculum in a test preparation course.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed October 21, 2019. http://hdl.handle.net/2152/26031.

MLA Handbook (7th Edition):

Crandall, Jason Robert. “Flipping an LSAT course : a design study investigation of collaborative instruction and inverted curriculum in a test preparation course.” 2014. Web. 21 Oct 2019.

Vancouver:

Crandall JR. Flipping an LSAT course : a design study investigation of collaborative instruction and inverted curriculum in a test preparation course. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2152/26031.

Council of Science Editors:

Crandall JR. Flipping an LSAT course : a design study investigation of collaborative instruction and inverted curriculum in a test preparation course. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26031


Loughborough University

20. Ruele, Victor T. An investigation into the management of change in Design and Technology : a qualitative inquiry based on the implementation of a new curriculum for senior secondary schools in Botswana.

Degree: PhD, 2015, Loughborough University

 This thesis explored the management of change, from a British model of Design and Technology (D&T) curriculum to the Botswana model intended for senior secondary… (more)

Subjects/Keywords: 373.2; Change management; BGCSE; Design and Technology; Botswana; Curriculum development

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APA (6th Edition):

Ruele, V. T. (2015). An investigation into the management of change in Design and Technology : a qualitative inquiry based on the implementation of a new curriculum for senior secondary schools in Botswana. (Doctoral Dissertation). Loughborough University. Retrieved from http://hdl.handle.net/2134/18058

Chicago Manual of Style (16th Edition):

Ruele, Victor T. “An investigation into the management of change in Design and Technology : a qualitative inquiry based on the implementation of a new curriculum for senior secondary schools in Botswana.” 2015. Doctoral Dissertation, Loughborough University. Accessed October 21, 2019. http://hdl.handle.net/2134/18058.

MLA Handbook (7th Edition):

Ruele, Victor T. “An investigation into the management of change in Design and Technology : a qualitative inquiry based on the implementation of a new curriculum for senior secondary schools in Botswana.” 2015. Web. 21 Oct 2019.

Vancouver:

Ruele VT. An investigation into the management of change in Design and Technology : a qualitative inquiry based on the implementation of a new curriculum for senior secondary schools in Botswana. [Internet] [Doctoral dissertation]. Loughborough University; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2134/18058.

Council of Science Editors:

Ruele VT. An investigation into the management of change in Design and Technology : a qualitative inquiry based on the implementation of a new curriculum for senior secondary schools in Botswana. [Doctoral Dissertation]. Loughborough University; 2015. Available from: http://hdl.handle.net/2134/18058


University of Minnesota

21. Ellingson, Charlene. Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

 Background/Context: Science is in the midst of reform, shifting away from teaching science and mathematics in isolation from one another, toward a model that prioritizes… (more)

Subjects/Keywords: Design Capacity Enactment Framework; Pedagogical Design Capacity; Protocols; Science; Technology; Engineering and Mathematics (STEM); STEM Curriculum Development; Teacher Design Teams

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APA (6th Edition):

Ellingson, C. (2018). Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/199085

Chicago Manual of Style (16th Edition):

Ellingson, Charlene. “Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity.” 2018. Doctoral Dissertation, University of Minnesota. Accessed October 21, 2019. http://hdl.handle.net/11299/199085.

MLA Handbook (7th Edition):

Ellingson, Charlene. “Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity.” 2018. Web. 21 Oct 2019.

Vancouver:

Ellingson C. Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/11299/199085.

Council of Science Editors:

Ellingson C. Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/199085


University of Arkansas

22. Stafford-Davis, Candace Rhnea. Multicultural Education in the Music Classroom: Definitions, Methods, and Motives.

Degree: PhD, 2011, University of Arkansas

  This study aimed to understand the multicultural teaching experiences of music teachers in the Fayetteville and Springdale public school districts through the lens of… (more)

Subjects/Keywords: Curriculum design; Multicultural; Multicultural education; Music education; Qualitative; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Music Education

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APA (6th Edition):

Stafford-Davis, C. R. (2011). Multicultural Education in the Music Classroom: Definitions, Methods, and Motives. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/95

Chicago Manual of Style (16th Edition):

Stafford-Davis, Candace Rhnea. “Multicultural Education in the Music Classroom: Definitions, Methods, and Motives.” 2011. Doctoral Dissertation, University of Arkansas. Accessed October 21, 2019. https://scholarworks.uark.edu/etd/95.

MLA Handbook (7th Edition):

Stafford-Davis, Candace Rhnea. “Multicultural Education in the Music Classroom: Definitions, Methods, and Motives.” 2011. Web. 21 Oct 2019.

Vancouver:

Stafford-Davis CR. Multicultural Education in the Music Classroom: Definitions, Methods, and Motives. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2019 Oct 21]. Available from: https://scholarworks.uark.edu/etd/95.

Council of Science Editors:

Stafford-Davis CR. Multicultural Education in the Music Classroom: Definitions, Methods, and Motives. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: https://scholarworks.uark.edu/etd/95


University of Kansas

23. Khuvasanond, Kirati. THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS.

Degree: PhD, Curriculum and Teaching, 2013, University of Kansas

 This study focused on three different techniques used for teaching vocabulary to English as Foreign Language (EFL) students in Thailand. The purpose of this study… (more)

Subjects/Keywords: Education; Curriculum development; Instructional design; Circ; Cooperative learning; Culture; Efl; Jigsaw; Vocabulary

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APA (6th Edition):

Khuvasanond, K. (2013). THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15117

Chicago Manual of Style (16th Edition):

Khuvasanond, Kirati. “THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS.” 2013. Doctoral Dissertation, University of Kansas. Accessed October 21, 2019. http://hdl.handle.net/1808/15117.

MLA Handbook (7th Edition):

Khuvasanond, Kirati. “THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS.” 2013. Web. 21 Oct 2019.

Vancouver:

Khuvasanond K. THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1808/15117.

Council of Science Editors:

Khuvasanond K. THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15117


Stellenbosch University

24. Lamprecht, Heinrich Hilgardt. Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting.

Degree: PhD, Family and Emergency Medicine, 2017, Stellenbosch University

ENGLISH SUMMARY : Background/Objective: Some clinical ultrasound training programmes provide suboptimal training that result in credentialing failure. To address this failing in our low-resourced setting,… (more)

Subjects/Keywords: Ultrasonic imaging  – Study and teaching; E-learning design; Curriculum planning; Web-based instruction; UCTD

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APA (6th Edition):

Lamprecht, H. H. (2017). Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/102762

Chicago Manual of Style (16th Edition):

Lamprecht, Heinrich Hilgardt. “Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting.” 2017. Doctoral Dissertation, Stellenbosch University. Accessed October 21, 2019. http://hdl.handle.net/10019.1/102762.

MLA Handbook (7th Edition):

Lamprecht, Heinrich Hilgardt. “Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting.” 2017. Web. 21 Oct 2019.

Vancouver:

Lamprecht HH. Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting. [Internet] [Doctoral dissertation]. Stellenbosch University; 2017. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10019.1/102762.

Council of Science Editors:

Lamprecht HH. Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting. [Doctoral Dissertation]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/102762


University of Exeter

25. Elghotmy, Heba Elsayed Abdelsalam. Investigation into the microteaching practices of Egyptian pre-service teachers of English in an EFL teacher preparation programme : implications for curriculum planning and design.

Degree: PhD, 2012, University of Exeter

 Based on an interpretive paradigm, this study aimed at probing into the perceptions of Egyptian EFL pre-service teachers and their lecturers of the new microteaching… (more)

Subjects/Keywords: 370; Education; TEFL/TESOL; Microteaching; Teacher Preparation Programmes; Curriculum Planning and Design

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APA (6th Edition):

Elghotmy, H. E. A. (2012). Investigation into the microteaching practices of Egyptian pre-service teachers of English in an EFL teacher preparation programme : implications for curriculum planning and design. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/8201

Chicago Manual of Style (16th Edition):

Elghotmy, Heba Elsayed Abdelsalam. “Investigation into the microteaching practices of Egyptian pre-service teachers of English in an EFL teacher preparation programme : implications for curriculum planning and design.” 2012. Doctoral Dissertation, University of Exeter. Accessed October 21, 2019. http://hdl.handle.net/10871/8201.

MLA Handbook (7th Edition):

Elghotmy, Heba Elsayed Abdelsalam. “Investigation into the microteaching practices of Egyptian pre-service teachers of English in an EFL teacher preparation programme : implications for curriculum planning and design.” 2012. Web. 21 Oct 2019.

Vancouver:

Elghotmy HEA. Investigation into the microteaching practices of Egyptian pre-service teachers of English in an EFL teacher preparation programme : implications for curriculum planning and design. [Internet] [Doctoral dissertation]. University of Exeter; 2012. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10871/8201.

Council of Science Editors:

Elghotmy HEA. Investigation into the microteaching practices of Egyptian pre-service teachers of English in an EFL teacher preparation programme : implications for curriculum planning and design. [Doctoral Dissertation]. University of Exeter; 2012. Available from: http://hdl.handle.net/10871/8201


University of Pretoria

26. Paile, Audrey Millicent. Language and legitimation of the intended and lived curriculum in public service leadership development.

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

 The Senior Management Service in the South African public service was established as a leadership tier made up by development-oriented individuals who are able to… (more)

Subjects/Keywords: Curriculum and instructional design and development

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APA (6th Edition):

Paile, A. M. (2017). Language and legitimation of the intended and lived curriculum in public service leadership development. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65171

Chicago Manual of Style (16th Edition):

Paile, Audrey Millicent. “Language and legitimation of the intended and lived curriculum in public service leadership development.” 2017. Doctoral Dissertation, University of Pretoria. Accessed October 21, 2019. http://hdl.handle.net/2263/65171.

MLA Handbook (7th Edition):

Paile, Audrey Millicent. “Language and legitimation of the intended and lived curriculum in public service leadership development.” 2017. Web. 21 Oct 2019.

Vancouver:

Paile AM. Language and legitimation of the intended and lived curriculum in public service leadership development. [Internet] [Doctoral dissertation]. University of Pretoria; 2017. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2263/65171.

Council of Science Editors:

Paile AM. Language and legitimation of the intended and lived curriculum in public service leadership development. [Doctoral Dissertation]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/65171

27. Finkel-Freyger, Janna. Blended Learning in Higher Education: Exploring Students' Perceptions of Course Design, Pedagogical Approaches, and Use of Technology in an Undergraduate Visual Arts Course.

Degree: PhD, Education, 2019, York University

 Arts educators have been experiencing the pressures of current and emerging technologies and technological tools that are transforming the teaching and learning process in visual… (more)

Subjects/Keywords: Curriculum development; blended learning; instructional design; student engagement; social media; e-learning; multimedia learning

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APA (6th Edition):

Finkel-Freyger, J. (2019). Blended Learning in Higher Education: Exploring Students' Perceptions of Course Design, Pedagogical Approaches, and Use of Technology in an Undergraduate Visual Arts Course. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/35870

Chicago Manual of Style (16th Edition):

Finkel-Freyger, Janna. “Blended Learning in Higher Education: Exploring Students' Perceptions of Course Design, Pedagogical Approaches, and Use of Technology in an Undergraduate Visual Arts Course.” 2019. Doctoral Dissertation, York University. Accessed October 21, 2019. http://hdl.handle.net/10315/35870.

MLA Handbook (7th Edition):

Finkel-Freyger, Janna. “Blended Learning in Higher Education: Exploring Students' Perceptions of Course Design, Pedagogical Approaches, and Use of Technology in an Undergraduate Visual Arts Course.” 2019. Web. 21 Oct 2019.

Vancouver:

Finkel-Freyger J. Blended Learning in Higher Education: Exploring Students' Perceptions of Course Design, Pedagogical Approaches, and Use of Technology in an Undergraduate Visual Arts Course. [Internet] [Doctoral dissertation]. York University; 2019. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10315/35870.

Council of Science Editors:

Finkel-Freyger J. Blended Learning in Higher Education: Exploring Students' Perceptions of Course Design, Pedagogical Approaches, and Use of Technology in an Undergraduate Visual Arts Course. [Doctoral Dissertation]. York University; 2019. Available from: http://hdl.handle.net/10315/35870


University of Minnesota

28. Pazurek-Tork, Angelica L. A phenomenological investigation of Online learners' lived experiences of engagement.

Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota

 This study examined the phenomenon of learner engagement as it was experienced by adult learners while learning online. Learner engagement has been suggested to be… (more)

Subjects/Keywords: Distance education; Educational technology; Instructional design; Learning technologies; Online learning; Phenomenology; Education, curriculum and instruction

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APA (6th Edition):

Pazurek-Tork, A. L. (2014). A phenomenological investigation of Online learners' lived experiences of engagement. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/168281

Chicago Manual of Style (16th Edition):

Pazurek-Tork, Angelica L. “A phenomenological investigation of Online learners' lived experiences of engagement.” 2014. Doctoral Dissertation, University of Minnesota. Accessed October 21, 2019. http://hdl.handle.net/11299/168281.

MLA Handbook (7th Edition):

Pazurek-Tork, Angelica L. “A phenomenological investigation of Online learners' lived experiences of engagement.” 2014. Web. 21 Oct 2019.

Vancouver:

Pazurek-Tork AL. A phenomenological investigation of Online learners' lived experiences of engagement. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/11299/168281.

Council of Science Editors:

Pazurek-Tork AL. A phenomenological investigation of Online learners' lived experiences of engagement. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/168281


University of Rochester

29. Hallmark, Elizabeth (1960 - ). Arts as collaborative inquiry : re-defining and re-centering quality arts practice in schools.

Degree: PhD, 2011, University of Rochester

 Arts educators have long been concerned about the marginalization of arts in schools. The author posits that the deepest roots of this problem come from… (more)

Subjects/Keywords: Arts integration; Collaboration; Art inquiry; Professional development; Teaching practice; Curriculum design; Expeditionary learning; Responsive classroom

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APA (6th Edition):

Hallmark, E. (. -. ). (2011). Arts as collaborative inquiry : re-defining and re-centering quality arts practice in schools. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/14131

Chicago Manual of Style (16th Edition):

Hallmark, Elizabeth (1960 - ). “Arts as collaborative inquiry : re-defining and re-centering quality arts practice in schools.” 2011. Doctoral Dissertation, University of Rochester. Accessed October 21, 2019. http://hdl.handle.net/1802/14131.

MLA Handbook (7th Edition):

Hallmark, Elizabeth (1960 - ). “Arts as collaborative inquiry : re-defining and re-centering quality arts practice in schools.” 2011. Web. 21 Oct 2019.

Vancouver:

Hallmark E(-). Arts as collaborative inquiry : re-defining and re-centering quality arts practice in schools. [Internet] [Doctoral dissertation]. University of Rochester; 2011. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1802/14131.

Council of Science Editors:

Hallmark E(-). Arts as collaborative inquiry : re-defining and re-centering quality arts practice in schools. [Doctoral Dissertation]. University of Rochester; 2011. Available from: http://hdl.handle.net/1802/14131


University of Colorado

30. Davidson, Anne Oppenheim. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.

Degree: PhD, 2017, University of Colorado

 This multiple-case study examined three teachers’ formal and peripheral engagement across multiple years of a three-year, professional development project. Collaborative support focused on applying the… (more)

Subjects/Keywords: diverse learners; education; effective pedagogy; inclusive equity; instructional design; professional development; Curriculum and Instruction; Education

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APA (6th Edition):

Davidson, A. O. (2017). Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/117

Chicago Manual of Style (16th Edition):

Davidson, Anne Oppenheim. “Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.” 2017. Doctoral Dissertation, University of Colorado. Accessed October 21, 2019. https://scholar.colorado.edu/educ_gradetds/117.

MLA Handbook (7th Edition):

Davidson, Anne Oppenheim. “Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.” 2017. Web. 21 Oct 2019.

Vancouver:

Davidson AO. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2019 Oct 21]. Available from: https://scholar.colorado.edu/educ_gradetds/117.

Council of Science Editors:

Davidson AO. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/educ_gradetds/117

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