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1. Haynes, Kelli Welch. The Importance of Professional Values From Radiologic Technologists' Perspective.
Degree: 2018, University of Louisiana at Monroe
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10749823
Subjects/Keywords: Curriculum development
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Haynes, K. W. (2018). The Importance of Professional Values From Radiologic Technologists' Perspective. (Thesis). University of Louisiana at Monroe. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10749823
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):
Haynes, Kelli Welch. “The Importance of Professional Values From Radiologic Technologists' Perspective.” 2018. Thesis, University of Louisiana at Monroe. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10749823.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Haynes, Kelli Welch. “The Importance of Professional Values From Radiologic Technologists' Perspective.” 2018. Web. 22 Feb 2019.
Vancouver:
Haynes KW. The Importance of Professional Values From Radiologic Technologists' Perspective. [Internet] [Thesis]. University of Louisiana at Monroe; 2018. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10749823.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Haynes KW. The Importance of Professional Values From Radiologic Technologists' Perspective. [Thesis]. University of Louisiana at Monroe; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10749823
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
2. Krist, Nicole. Examining Tutor Teaching Practices| Supports and Challenges Encountered to Prepare Students for Standardized Testing.
Degree: 2018, Piedmont College
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10930955
Subjects/Keywords: Curriculum development
Record Details
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APA (6th Edition):
Krist, N. (2018). Examining Tutor Teaching Practices| Supports and Challenges Encountered to Prepare Students for Standardized Testing. (Thesis). Piedmont College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10930955
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):
Krist, Nicole. “Examining Tutor Teaching Practices| Supports and Challenges Encountered to Prepare Students for Standardized Testing.” 2018. Thesis, Piedmont College. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10930955.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Krist, Nicole. “Examining Tutor Teaching Practices| Supports and Challenges Encountered to Prepare Students for Standardized Testing.” 2018. Web. 22 Feb 2019.
Vancouver:
Krist N. Examining Tutor Teaching Practices| Supports and Challenges Encountered to Prepare Students for Standardized Testing. [Internet] [Thesis]. Piedmont College; 2018. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10930955.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Krist N. Examining Tutor Teaching Practices| Supports and Challenges Encountered to Prepare Students for Standardized Testing. [Thesis]. Piedmont College; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10930955
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Open Universiteit Nederland
3. Kleijn-Warmerdam, Janine. Curriculum ontwerp: het Overbruggen van het 'Gat' tussen Theorie en Praktijk in het Middelbaar Beroepsonderwijs .
Degree: 2012, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/4247
Subjects/Keywords: Curriculum; curriculum development; Onderwijswetenschappen
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APA (6th Edition):
Kleijn-Warmerdam, J. (2012). Curriculum ontwerp: het Overbruggen van het 'Gat' tussen Theorie en Praktijk in het Middelbaar Beroepsonderwijs . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/4247
Chicago Manual of Style (16th Edition):
Kleijn-Warmerdam, Janine. “Curriculum ontwerp: het Overbruggen van het 'Gat' tussen Theorie en Praktijk in het Middelbaar Beroepsonderwijs .” 2012. Masters Thesis, Open Universiteit Nederland. Accessed February 22, 2019. http://hdl.handle.net/1820/4247.
MLA Handbook (7th Edition):
Kleijn-Warmerdam, Janine. “Curriculum ontwerp: het Overbruggen van het 'Gat' tussen Theorie en Praktijk in het Middelbaar Beroepsonderwijs .” 2012. Web. 22 Feb 2019.
Vancouver:
Kleijn-Warmerdam J. Curriculum ontwerp: het Overbruggen van het 'Gat' tussen Theorie en Praktijk in het Middelbaar Beroepsonderwijs . [Internet] [Masters thesis]. Open Universiteit Nederland; 2012. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/1820/4247.
Council of Science Editors:
Kleijn-Warmerdam J. Curriculum ontwerp: het Overbruggen van het 'Gat' tussen Theorie en Praktijk in het Middelbaar Beroepsonderwijs . [Masters Thesis]. Open Universiteit Nederland; 2012. Available from: http://hdl.handle.net/1820/4247
4. Vargo-Warran, Jamie L. A quantitative study of nursing faculty's personal and professional use of technology.
Degree: 2016, University of Phoenix
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10155693
Subjects/Keywords: Nursing; Curriculum development
Record Details
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APA (6th Edition):
Vargo-Warran, J. L. (2016). A quantitative study of nursing faculty's personal and professional use of technology. (Thesis). University of Phoenix. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10155693
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):
Vargo-Warran, Jamie L. “A quantitative study of nursing faculty's personal and professional use of technology.” 2016. Thesis, University of Phoenix. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10155693.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Vargo-Warran, Jamie L. “A quantitative study of nursing faculty's personal and professional use of technology.” 2016. Web. 22 Feb 2019.
Vancouver:
Vargo-Warran JL. A quantitative study of nursing faculty's personal and professional use of technology. [Internet] [Thesis]. University of Phoenix; 2016. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10155693.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Vargo-Warran JL. A quantitative study of nursing faculty's personal and professional use of technology. [Thesis]. University of Phoenix; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10155693
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Illinois – Chicago
5. Fierro, Jr., Raymond. Professional Development Curriculum as a Shaping Force for Police Training.
Degree: 2017, University of Illinois – Chicago
URL: http://hdl.handle.net/10027/21835
Subjects/Keywords: Professional Development; Curriculum
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Fierro, Jr., R. (2017). Professional Development Curriculum as a Shaping Force for Police Training. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21835
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):
Fierro, Jr., Raymond. “Professional Development Curriculum as a Shaping Force for Police Training.” 2017. Thesis, University of Illinois – Chicago. Accessed February 22, 2019. http://hdl.handle.net/10027/21835.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Fierro, Jr., Raymond. “Professional Development Curriculum as a Shaping Force for Police Training.” 2017. Web. 22 Feb 2019.
Vancouver:
Fierro, Jr. R. Professional Development Curriculum as a Shaping Force for Police Training. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10027/21835.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Fierro, Jr. R. Professional Development Curriculum as a Shaping Force for Police Training. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21835
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
6. Bernier, Andrew N. Designing a Systems Based Curriculum to Develop 21st Century Sustainability Literacy and Communication Skills.
Degree: 2015, Prescott College
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3714364
Subjects/Keywords: Sustainability; Curriculum development
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Bernier, A. N. (2015). Designing a Systems Based Curriculum to Develop 21st Century Sustainability Literacy and Communication Skills. (Thesis). Prescott College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3714364
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):
Bernier, Andrew N. “Designing a Systems Based Curriculum to Develop 21st Century Sustainability Literacy and Communication Skills.” 2015. Thesis, Prescott College. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3714364.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bernier, Andrew N. “Designing a Systems Based Curriculum to Develop 21st Century Sustainability Literacy and Communication Skills.” 2015. Web. 22 Feb 2019.
Vancouver:
Bernier AN. Designing a Systems Based Curriculum to Develop 21st Century Sustainability Literacy and Communication Skills. [Internet] [Thesis]. Prescott College; 2015. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3714364.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bernier AN. Designing a Systems Based Curriculum to Develop 21st Century Sustainability Literacy and Communication Skills. [Thesis]. Prescott College; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3714364
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Kansas
7. Alhumaid, Khadija Farhan. PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES.
Degree: EdD, Curriculum and Teaching, 2014, University of Kansas
URL: http://hdl.handle.net/1808/15141
Subjects/Keywords: Education; Curriculum development
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Alhumaid, K. F. (2014). PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15141
Chicago Manual of Style (16th Edition):
Alhumaid, Khadija Farhan. “PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES.” 2014. Doctoral Dissertation, University of Kansas. Accessed February 22, 2019. http://hdl.handle.net/1808/15141.
MLA Handbook (7th Edition):
Alhumaid, Khadija Farhan. “PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES.” 2014. Web. 22 Feb 2019.
Vancouver:
Alhumaid KF. PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES. [Internet] [Doctoral dissertation]. University of Kansas; 2014. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/1808/15141.
Council of Science Editors:
Alhumaid KF. PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES. [Doctoral Dissertation]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/15141
8. Ehrmann, Joseph. Predicting Instructional Alignment from Professional Learning Community Alignment Practices Using the Surveys of Enacted Curriculum.
Degree: 2017, Northern Illinois University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10604143
Subjects/Keywords: Education; Curriculum development
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Ehrmann, J. (2017). Predicting Instructional Alignment from Professional Learning Community Alignment Practices Using the Surveys of Enacted Curriculum. (Thesis). Northern Illinois University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10604143
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):
Ehrmann, Joseph. “Predicting Instructional Alignment from Professional Learning Community Alignment Practices Using the Surveys of Enacted Curriculum.” 2017. Thesis, Northern Illinois University. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10604143.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ehrmann, Joseph. “Predicting Instructional Alignment from Professional Learning Community Alignment Practices Using the Surveys of Enacted Curriculum.” 2017. Web. 22 Feb 2019.
Vancouver:
Ehrmann J. Predicting Instructional Alignment from Professional Learning Community Alignment Practices Using the Surveys of Enacted Curriculum. [Internet] [Thesis]. Northern Illinois University; 2017. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10604143.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ehrmann J. Predicting Instructional Alignment from Professional Learning Community Alignment Practices Using the Surveys of Enacted Curriculum. [Thesis]. Northern Illinois University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10604143
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
9. Ward, Kimberly Lynn Stevens. A Narrative Study of Foster Youth Perceptions of Learning Climate through a Self Determination Lens.
Degree: 2018, Mercer University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10785320
Subjects/Keywords: Education; Curriculum development
Record Details
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APA (6th Edition):
Ward, K. L. S. (2018). A Narrative Study of Foster Youth Perceptions of Learning Climate through a Self Determination Lens. (Thesis). Mercer University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10785320
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):
Ward, Kimberly Lynn Stevens. “A Narrative Study of Foster Youth Perceptions of Learning Climate through a Self Determination Lens.” 2018. Thesis, Mercer University. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10785320.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ward, Kimberly Lynn Stevens. “A Narrative Study of Foster Youth Perceptions of Learning Climate through a Self Determination Lens.” 2018. Web. 22 Feb 2019.
Vancouver:
Ward KLS. A Narrative Study of Foster Youth Perceptions of Learning Climate through a Self Determination Lens. [Internet] [Thesis]. Mercer University; 2018. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785320.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ward KLS. A Narrative Study of Foster Youth Perceptions of Learning Climate through a Self Determination Lens. [Thesis]. Mercer University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785320
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
North-West University
10. Mokua, Beauty. An evaluation of the curriculum development role of teachers as key agents in curriculum change / B. Mokua .
Degree: 2010, North-West University
URL: http://hdl.handle.net/10394/4863
Subjects/Keywords: Evaluation; Curriculum; Curriculum Development; Curriculum Change; Change Agents; Empowerment; Professional Development
Record Details
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APA (6th Edition):
Mokua, B. (2010). An evaluation of the curriculum development role of teachers as key agents in curriculum change / B. Mokua . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4863
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):
Mokua, Beauty. “An evaluation of the curriculum development role of teachers as key agents in curriculum change / B. Mokua .” 2010. Thesis, North-West University. Accessed February 22, 2019. http://hdl.handle.net/10394/4863.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mokua, Beauty. “An evaluation of the curriculum development role of teachers as key agents in curriculum change / B. Mokua .” 2010. Web. 22 Feb 2019.
Vancouver:
Mokua B. An evaluation of the curriculum development role of teachers as key agents in curriculum change / B. Mokua . [Internet] [Thesis]. North-West University; 2010. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10394/4863.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mokua B. An evaluation of the curriculum development role of teachers as key agents in curriculum change / B. Mokua . [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/4863
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Kansas
11. Alharbi, Fahad Abdullah. The Perceptions of Professors from Different Disciplines at Taibah University Regarding Undergraduate Students’ Writing.
Degree: EdD, Curriculum and Teaching, 2017, University of Kansas
URL: http://hdl.handle.net/1808/26904
Subjects/Keywords: Curriculum development; Curriculum; EAP; ESP; Language
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Alharbi, F. A. (2017). The Perceptions of Professors from Different Disciplines at Taibah University Regarding Undergraduate Students’ Writing. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26904
Chicago Manual of Style (16th Edition):
Alharbi, Fahad Abdullah. “The Perceptions of Professors from Different Disciplines at Taibah University Regarding Undergraduate Students’ Writing.” 2017. Doctoral Dissertation, University of Kansas. Accessed February 22, 2019. http://hdl.handle.net/1808/26904.
MLA Handbook (7th Edition):
Alharbi, Fahad Abdullah. “The Perceptions of Professors from Different Disciplines at Taibah University Regarding Undergraduate Students’ Writing.” 2017. Web. 22 Feb 2019.
Vancouver:
Alharbi FA. The Perceptions of Professors from Different Disciplines at Taibah University Regarding Undergraduate Students’ Writing. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/1808/26904.
Council of Science Editors:
Alharbi FA. The Perceptions of Professors from Different Disciplines at Taibah University Regarding Undergraduate Students’ Writing. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26904
University of Washington
12. de la Cruz, David. Reifying Optimism, Solidarity and Empathy: Articulating Curriculum as Basis for Land-Based Youth Leadership.
Degree: 2017, University of Washington
URL: http://hdl.handle.net/1773/40615
Subjects/Keywords: curriculum; education; environmental; Curriculum development; Landscape architecture
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
de la Cruz, D. (2017). Reifying Optimism, Solidarity and Empathy: Articulating Curriculum as Basis for Land-Based Youth Leadership. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/40615
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):
de la Cruz, David. “Reifying Optimism, Solidarity and Empathy: Articulating Curriculum as Basis for Land-Based Youth Leadership.” 2017. Thesis, University of Washington. Accessed February 22, 2019. http://hdl.handle.net/1773/40615.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
de la Cruz, David. “Reifying Optimism, Solidarity and Empathy: Articulating Curriculum as Basis for Land-Based Youth Leadership.” 2017. Web. 22 Feb 2019.
Vancouver:
de la Cruz D. Reifying Optimism, Solidarity and Empathy: Articulating Curriculum as Basis for Land-Based Youth Leadership. [Internet] [Thesis]. University of Washington; 2017. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/1773/40615.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
de la Cruz D. Reifying Optimism, Solidarity and Empathy: Articulating Curriculum as Basis for Land-Based Youth Leadership. [Thesis]. University of Washington; 2017. Available from: http://hdl.handle.net/1773/40615
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Arizona
13. Knox, Corey J. Curricular Framing of An Environmental Contamination Curriculum: Power, Positionality, and Intention .
Degree: 2018, University of Arizona
URL: http://hdl.handle.net/10150/628415
Subjects/Keywords: Curriculum; Curriculum Development; Environmental Justice; Water Contamination
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Knox, C. J. (2018). Curricular Framing of An Environmental Contamination Curriculum: Power, Positionality, and Intention . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/628415
Chicago Manual of Style (16th Edition):
Knox, Corey J. “Curricular Framing of An Environmental Contamination Curriculum: Power, Positionality, and Intention .” 2018. Doctoral Dissertation, University of Arizona. Accessed February 22, 2019. http://hdl.handle.net/10150/628415.
MLA Handbook (7th Edition):
Knox, Corey J. “Curricular Framing of An Environmental Contamination Curriculum: Power, Positionality, and Intention .” 2018. Web. 22 Feb 2019.
Vancouver:
Knox CJ. Curricular Framing of An Environmental Contamination Curriculum: Power, Positionality, and Intention . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/10150/628415.
Council of Science Editors:
Knox CJ. Curricular Framing of An Environmental Contamination Curriculum: Power, Positionality, and Intention . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628415
University of Pennsylvania
14. Gonzalez, Reyes Mata. Improving undergraduate higher education through curriculum reform.
Degree: 2015, University of Pennsylvania
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3721035
Subjects/Keywords: Curriculum development; Higher education
Record Details
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APA (6th Edition):
Gonzalez, R. M. (2015). Improving undergraduate higher education through curriculum reform. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3721035
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):
Gonzalez, Reyes Mata. “Improving undergraduate higher education through curriculum reform.” 2015. Thesis, University of Pennsylvania. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3721035.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gonzalez, Reyes Mata. “Improving undergraduate higher education through curriculum reform.” 2015. Web. 22 Feb 2019.
Vancouver:
Gonzalez RM. Improving undergraduate higher education through curriculum reform. [Internet] [Thesis]. University of Pennsylvania; 2015. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3721035.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gonzalez RM. Improving undergraduate higher education through curriculum reform. [Thesis]. University of Pennsylvania; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3721035
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
15. Ryan, Medeina. Centralizing Polyvictims Utilizing Metaphor and Inclusion| A Trauma-Aware Curriculum for Facilitators and Educators.
Degree: 2017, Prescott College
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10246742
Subjects/Keywords: Neurosciences; Curriculum development; Epidemiology
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Ryan, M. (2017). Centralizing Polyvictims Utilizing Metaphor and Inclusion| A Trauma-Aware Curriculum for Facilitators and Educators. (Thesis). Prescott College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10246742
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):
Ryan, Medeina. “Centralizing Polyvictims Utilizing Metaphor and Inclusion| A Trauma-Aware Curriculum for Facilitators and Educators.” 2017. Thesis, Prescott College. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10246742.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ryan, Medeina. “Centralizing Polyvictims Utilizing Metaphor and Inclusion| A Trauma-Aware Curriculum for Facilitators and Educators.” 2017. Web. 22 Feb 2019.
Vancouver:
Ryan M. Centralizing Polyvictims Utilizing Metaphor and Inclusion| A Trauma-Aware Curriculum for Facilitators and Educators. [Internet] [Thesis]. Prescott College; 2017. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10246742.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ryan M. Centralizing Polyvictims Utilizing Metaphor and Inclusion| A Trauma-Aware Curriculum for Facilitators and Educators. [Thesis]. Prescott College; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10246742
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
16. Gonzales, Molly. Examining institutional career preparation| Student perceptions of their workplace readiness and the role of the university in student career development.
Degree: 2017, Pepperdine University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10258395
Subjects/Keywords: Curriculum development; Higher education
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APA (6th Edition):
Gonzales, M. (2017). Examining institutional career preparation| Student perceptions of their workplace readiness and the role of the university in student career development. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10258395
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):
Gonzales, Molly. “Examining institutional career preparation| Student perceptions of their workplace readiness and the role of the university in student career development.” 2017. Thesis, Pepperdine University. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10258395.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gonzales, Molly. “Examining institutional career preparation| Student perceptions of their workplace readiness and the role of the university in student career development.” 2017. Web. 22 Feb 2019.
Vancouver:
Gonzales M. Examining institutional career preparation| Student perceptions of their workplace readiness and the role of the university in student career development. [Internet] [Thesis]. Pepperdine University; 2017. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10258395.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gonzales M. Examining institutional career preparation| Student perceptions of their workplace readiness and the role of the university in student career development. [Thesis]. Pepperdine University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10258395
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
17. McLaren, Graham. The Wild Food Challenge| A Case Study of a Self-initiated Experiential Education Project.
Degree: 2016, Prescott College
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10003293
Subjects/Keywords: Pedagogy; Health education; Curriculum development
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APA (6th Edition):
McLaren, G. (2016). The Wild Food Challenge| A Case Study of a Self-initiated Experiential Education Project. (Thesis). Prescott College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10003293
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):
McLaren, Graham. “The Wild Food Challenge| A Case Study of a Self-initiated Experiential Education Project.” 2016. Thesis, Prescott College. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10003293.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
McLaren, Graham. “The Wild Food Challenge| A Case Study of a Self-initiated Experiential Education Project.” 2016. Web. 22 Feb 2019.
Vancouver:
McLaren G. The Wild Food Challenge| A Case Study of a Self-initiated Experiential Education Project. [Internet] [Thesis]. Prescott College; 2016. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10003293.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
McLaren G. The Wild Food Challenge| A Case Study of a Self-initiated Experiential Education Project. [Thesis]. Prescott College; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10003293
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Georgia
18. Bennett, Ralph M. Teacher participation in curriculum development : a history of the idea and practice, 1890-1940.
Degree: EdD, Educational Leadership, 2002, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/bennett_ralph_m_200208_edd
Subjects/Keywords: Curriculum development
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Bennett, R. M. (2002). Teacher participation in curriculum development : a history of the idea and practice, 1890-1940. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bennett_ralph_m_200208_edd
Chicago Manual of Style (16th Edition):
Bennett, Ralph M. “Teacher participation in curriculum development : a history of the idea and practice, 1890-1940.” 2002. Doctoral Dissertation, University of Georgia. Accessed February 22, 2019. http://purl.galileo.usg.edu/uga_etd/bennett_ralph_m_200208_edd.
MLA Handbook (7th Edition):
Bennett, Ralph M. “Teacher participation in curriculum development : a history of the idea and practice, 1890-1940.” 2002. Web. 22 Feb 2019.
Vancouver:
Bennett RM. Teacher participation in curriculum development : a history of the idea and practice, 1890-1940. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2019 Feb 22]. Available from: http://purl.galileo.usg.edu/uga_etd/bennett_ralph_m_200208_edd.
Council of Science Editors:
Bennett RM. Teacher participation in curriculum development : a history of the idea and practice, 1890-1940. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/bennett_ralph_m_200208_edd
19. Hess, Carolyn. The Responsive Parenting Program| A parenting support curriculum for vulnerable families.
Degree: 2016, California State University, Long Beach
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10105278
Subjects/Keywords: Adult education; Curriculum development
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Hess, C. (2016). The Responsive Parenting Program| A parenting support curriculum for vulnerable families. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10105278
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):
Hess, Carolyn. “The Responsive Parenting Program| A parenting support curriculum for vulnerable families.” 2016. Thesis, California State University, Long Beach. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10105278.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hess, Carolyn. “The Responsive Parenting Program| A parenting support curriculum for vulnerable families.” 2016. Web. 22 Feb 2019.
Vancouver:
Hess C. The Responsive Parenting Program| A parenting support curriculum for vulnerable families. [Internet] [Thesis]. California State University, Long Beach; 2016. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10105278.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hess C. The Responsive Parenting Program| A parenting support curriculum for vulnerable families. [Thesis]. California State University, Long Beach; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10105278
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
20. Wheeler, Christopher. Finding the Little 'c' in Physics| A Multiple Case Study Examining the Development of Creative Activities in the Physics Classroom.
Degree: 2016, Piedmont College
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10106807
Subjects/Keywords: Science education; Curriculum development
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Wheeler, C. (2016). Finding the Little 'c' in Physics| A Multiple Case Study Examining the Development of Creative Activities in the Physics Classroom. (Thesis). Piedmont College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10106807
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):
Wheeler, Christopher. “Finding the Little 'c' in Physics| A Multiple Case Study Examining the Development of Creative Activities in the Physics Classroom.” 2016. Thesis, Piedmont College. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10106807.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wheeler, Christopher. “Finding the Little 'c' in Physics| A Multiple Case Study Examining the Development of Creative Activities in the Physics Classroom.” 2016. Web. 22 Feb 2019.
Vancouver:
Wheeler C. Finding the Little 'c' in Physics| A Multiple Case Study Examining the Development of Creative Activities in the Physics Classroom. [Internet] [Thesis]. Piedmont College; 2016. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10106807.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wheeler C. Finding the Little 'c' in Physics| A Multiple Case Study Examining the Development of Creative Activities in the Physics Classroom. [Thesis]. Piedmont College; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10106807
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
21. Williams, Cynthia Renee. A Study of the Perceived Value of the National Association of Schools of Art and Design (Nasad) Accreditation by Fashion Students In Fashion Programs at Public and Private Colleges.
Degree: 2018, Pepperdine University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10788330
Subjects/Keywords: Fashion; Educational administration; Curriculum development
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Williams, C. R. (2018). A Study of the Perceived Value of the National Association of Schools of Art and Design (Nasad) Accreditation by Fashion Students In Fashion Programs at Public and Private Colleges. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10788330
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):
Williams, Cynthia Renee. “A Study of the Perceived Value of the National Association of Schools of Art and Design (Nasad) Accreditation by Fashion Students In Fashion Programs at Public and Private Colleges.” 2018. Thesis, Pepperdine University. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10788330.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Williams, Cynthia Renee. “A Study of the Perceived Value of the National Association of Schools of Art and Design (Nasad) Accreditation by Fashion Students In Fashion Programs at Public and Private Colleges.” 2018. Web. 22 Feb 2019.
Vancouver:
Williams CR. A Study of the Perceived Value of the National Association of Schools of Art and Design (Nasad) Accreditation by Fashion Students In Fashion Programs at Public and Private Colleges. [Internet] [Thesis]. Pepperdine University; 2018. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10788330.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Williams CR. A Study of the Perceived Value of the National Association of Schools of Art and Design (Nasad) Accreditation by Fashion Students In Fashion Programs at Public and Private Colleges. [Thesis]. Pepperdine University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10788330
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
22. Jeffery, Mary M. The Relation between Student Engagement and Reading Attitude in an Online High School Learning Environment.
Degree: 2017, Aurora University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10598792
Subjects/Keywords: Education; Secondary education; Curriculum development
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Jeffery, M. M. (2017). The Relation between Student Engagement and Reading Attitude in an Online High School Learning Environment. (Thesis). Aurora University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10598792
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):
Jeffery, Mary M. “The Relation between Student Engagement and Reading Attitude in an Online High School Learning Environment.” 2017. Thesis, Aurora University. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10598792.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Jeffery, Mary M. “The Relation between Student Engagement and Reading Attitude in an Online High School Learning Environment.” 2017. Web. 22 Feb 2019.
Vancouver:
Jeffery MM. The Relation between Student Engagement and Reading Attitude in an Online High School Learning Environment. [Internet] [Thesis]. Aurora University; 2017. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10598792.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Jeffery MM. The Relation between Student Engagement and Reading Attitude in an Online High School Learning Environment. [Thesis]. Aurora University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10598792
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
23. Purohit, Kiran Dilip. Science Teacher Decision-Making in a Climate of Heightened Accountability| A Rhizomatic Case Study Analysis of Two Science Departments in New York City.
Degree: 2017, Teachers College, Columbia University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10278301
Subjects/Keywords: Education; Science education; Curriculum development
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Purohit, K. D. (2017). Science Teacher Decision-Making in a Climate of Heightened Accountability| A Rhizomatic Case Study Analysis of Two Science Departments in New York City. (Thesis). Teachers College, Columbia University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10278301
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):
Purohit, Kiran Dilip. “Science Teacher Decision-Making in a Climate of Heightened Accountability| A Rhizomatic Case Study Analysis of Two Science Departments in New York City.” 2017. Thesis, Teachers College, Columbia University. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10278301.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Purohit, Kiran Dilip. “Science Teacher Decision-Making in a Climate of Heightened Accountability| A Rhizomatic Case Study Analysis of Two Science Departments in New York City.” 2017. Web. 22 Feb 2019.
Vancouver:
Purohit KD. Science Teacher Decision-Making in a Climate of Heightened Accountability| A Rhizomatic Case Study Analysis of Two Science Departments in New York City. [Internet] [Thesis]. Teachers College, Columbia University; 2017. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10278301.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Purohit KD. Science Teacher Decision-Making in a Climate of Heightened Accountability| A Rhizomatic Case Study Analysis of Two Science Departments in New York City. [Thesis]. Teachers College, Columbia University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10278301
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
24. Cook, Rebecca. The Impact of the Implementation of the International Baccalaureate Diploma Program on High School Teachers.
Degree: 2017, University of La Verne
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10601352
Subjects/Keywords: Educational leadership; Curriculum development
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Cook, R. (2017). The Impact of the Implementation of the International Baccalaureate Diploma Program on High School Teachers. (Thesis). University of La Verne. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10601352
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):
Cook, Rebecca. “The Impact of the Implementation of the International Baccalaureate Diploma Program on High School Teachers.” 2017. Thesis, University of La Verne. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10601352.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cook, Rebecca. “The Impact of the Implementation of the International Baccalaureate Diploma Program on High School Teachers.” 2017. Web. 22 Feb 2019.
Vancouver:
Cook R. The Impact of the Implementation of the International Baccalaureate Diploma Program on High School Teachers. [Internet] [Thesis]. University of La Verne; 2017. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10601352.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cook R. The Impact of the Implementation of the International Baccalaureate Diploma Program on High School Teachers. [Thesis]. University of La Verne; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10601352
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
25. Campbell, William James. "When Mathematical Activity Moves You"| An Exploration of the Design and Use of Purposefully Embodied Mathematical Activities, Models, Contexts, and Environments.
Degree: 2017, University of Colorado at Boulder
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10288604
Subjects/Keywords: Mathematics education; Curriculum development
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Campbell, W. J. (2017). "When Mathematical Activity Moves You"| An Exploration of the Design and Use of Purposefully Embodied Mathematical Activities, Models, Contexts, and Environments. (Thesis). University of Colorado at Boulder. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10288604
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):
Campbell, William James. “"When Mathematical Activity Moves You"| An Exploration of the Design and Use of Purposefully Embodied Mathematical Activities, Models, Contexts, and Environments.” 2017. Thesis, University of Colorado at Boulder. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10288604.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Campbell, William James. “"When Mathematical Activity Moves You"| An Exploration of the Design and Use of Purposefully Embodied Mathematical Activities, Models, Contexts, and Environments.” 2017. Web. 22 Feb 2019.
Vancouver:
Campbell WJ. "When Mathematical Activity Moves You"| An Exploration of the Design and Use of Purposefully Embodied Mathematical Activities, Models, Contexts, and Environments. [Internet] [Thesis]. University of Colorado at Boulder; 2017. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10288604.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Campbell WJ. "When Mathematical Activity Moves You"| An Exploration of the Design and Use of Purposefully Embodied Mathematical Activities, Models, Contexts, and Environments. [Thesis]. University of Colorado at Boulder; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10288604
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
26. Wood, Elizabeth D. A Study of the Effect of Grouping Students and Results on the Ohio Achievement Assessment for Reading.
Degree: 2017, Capella University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10618292
Subjects/Keywords: Instructional design; Education; Curriculum development
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Wood, E. D. (2017). A Study of the Effect of Grouping Students and Results on the Ohio Achievement Assessment for Reading. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10618292
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):
Wood, Elizabeth D. “A Study of the Effect of Grouping Students and Results on the Ohio Achievement Assessment for Reading.” 2017. Thesis, Capella University. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10618292.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wood, Elizabeth D. “A Study of the Effect of Grouping Students and Results on the Ohio Achievement Assessment for Reading.” 2017. Web. 22 Feb 2019.
Vancouver:
Wood ED. A Study of the Effect of Grouping Students and Results on the Ohio Achievement Assessment for Reading. [Internet] [Thesis]. Capella University; 2017. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10618292.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wood ED. A Study of the Effect of Grouping Students and Results on the Ohio Achievement Assessment for Reading. [Thesis]. Capella University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10618292
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
27. Camposeo, Piera. Investigating Teacher and Administrator Response to a Care-Based Curriculum Implementation.
Degree: 2017, State University of New York at Albany
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10621549
Subjects/Keywords: Education; Curriculum development; Educational philosophy
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Camposeo, P. (2017). Investigating Teacher and Administrator Response to a Care-Based Curriculum Implementation. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10621549
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):
Camposeo, Piera. “Investigating Teacher and Administrator Response to a Care-Based Curriculum Implementation.” 2017. Thesis, State University of New York at Albany. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10621549.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Camposeo, Piera. “Investigating Teacher and Administrator Response to a Care-Based Curriculum Implementation.” 2017. Web. 22 Feb 2019.
Vancouver:
Camposeo P. Investigating Teacher and Administrator Response to a Care-Based Curriculum Implementation. [Internet] [Thesis]. State University of New York at Albany; 2017. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10621549.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Camposeo P. Investigating Teacher and Administrator Response to a Care-Based Curriculum Implementation. [Thesis]. State University of New York at Albany; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10621549
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Washington State University
28. Attwood, Adam Imbrogno. Aesthetic literacy through the avant-garde| Establishing an aesthetically responsive curriculum.
Degree: 2015, Washington State University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3715154
Subjects/Keywords: Teacher education; Aesthetics; Curriculum development
Record Details
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APA (6th Edition):
Attwood, A. I. (2015). Aesthetic literacy through the avant-garde| Establishing an aesthetically responsive curriculum. (Thesis). Washington State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3715154
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):
Attwood, Adam Imbrogno. “Aesthetic literacy through the avant-garde| Establishing an aesthetically responsive curriculum.” 2015. Thesis, Washington State University. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3715154.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Attwood, Adam Imbrogno. “Aesthetic literacy through the avant-garde| Establishing an aesthetically responsive curriculum.” 2015. Web. 22 Feb 2019.
Vancouver:
Attwood AI. Aesthetic literacy through the avant-garde| Establishing an aesthetically responsive curriculum. [Internet] [Thesis]. Washington State University; 2015. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3715154.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Attwood AI. Aesthetic literacy through the avant-garde| Establishing an aesthetically responsive curriculum. [Thesis]. Washington State University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3715154
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Washington State University
29. Crowell, Mary L. Facilitating difficult knowledge in the classroom| Intimate transgressive pedagogy from a psychoanalytic and poststructural feminist framework.
Degree: 2015, Washington State University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3715181
Subjects/Keywords: Pedagogy; Teacher education; Curriculum development
Record Details
Similar Records
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Crowell, M. L. (2015). Facilitating difficult knowledge in the classroom| Intimate transgressive pedagogy from a psychoanalytic and poststructural feminist framework. (Thesis). Washington State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3715181
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):
Crowell, Mary L. “Facilitating difficult knowledge in the classroom| Intimate transgressive pedagogy from a psychoanalytic and poststructural feminist framework.” 2015. Thesis, Washington State University. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3715181.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Crowell, Mary L. “Facilitating difficult knowledge in the classroom| Intimate transgressive pedagogy from a psychoanalytic and poststructural feminist framework.” 2015. Web. 22 Feb 2019.
Vancouver:
Crowell ML. Facilitating difficult knowledge in the classroom| Intimate transgressive pedagogy from a psychoanalytic and poststructural feminist framework. [Internet] [Thesis]. Washington State University; 2015. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3715181.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Crowell ML. Facilitating difficult knowledge in the classroom| Intimate transgressive pedagogy from a psychoanalytic and poststructural feminist framework. [Thesis]. Washington State University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3715181
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
30. Hill, Landon. Unique forms of knowledge and curriculum in hip-hop pedagogy.
Degree: 2015, California State University, Long Beach
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1596975
Subjects/Keywords: Multicultural Education; Curriculum development
Record Details
Similar Records
❌
APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Hill, L. (2015). Unique forms of knowledge and curriculum in hip-hop pedagogy. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1596975
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):
Hill, Landon. “Unique forms of knowledge and curriculum in hip-hop pedagogy.” 2015. Thesis, California State University, Long Beach. Accessed February 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1596975.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hill, Landon. “Unique forms of knowledge and curriculum in hip-hop pedagogy.” 2015. Web. 22 Feb 2019.
Vancouver:
Hill L. Unique forms of knowledge and curriculum in hip-hop pedagogy. [Internet] [Thesis]. California State University, Long Beach; 2015. [cited 2019 Feb 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1596975.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hill L. Unique forms of knowledge and curriculum in hip-hop pedagogy. [Thesis]. California State University, Long Beach; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1596975
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation