subject:(Curriculum Development)

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

► Research on professional values in radiologic technologists’ is practically nonexistent. Though learning professional values is important, professional values have not been identified and articulated… (more)

▼ Research on professional values in radiologic technologists’ is practically nonexistent. Though learning professional values is important, professional values have not been identified and articulated by the radiologic technology profession. The purpose of this study was to determine radiologic technologists’ perception of professional values and determine if radiologic technologists feel it is important to articulate professional values. No original research study evaluating the perception of professional values of practicing radiologic technologists was identified. The purposeful, convenience sample of 716 American Society of Radiologic Technologists (ASRT) members represented a cross sectional view of radiologic technologists. The Radiologic Technologists’ Perceptions of Professional Values Scale (RTPPVS), adapted from the Professionalism in Physical Therapy Core Values Self-Assessment developed by the American Physical Therapy Association, was used to collect quantitative data regarding the importance of professional values from a radiologic technologists’ perspective. Results indicate that professional values are important to radiologic technologists. The RTPPVS revealed that radiologic technologists perceive the seven professional values, accountability, altruism, compassion/caring, excellence, integrity, professional duty, social responsibility, as important. Overall, altruism indicators were chosen as the most important professional value and social responsibility was chosen as the least important professional value. A sample of American Society of Radiologic Technologists members perceive it is important for the profession to explicitly articulate professional values. This research did not demonstrate a statistically significant difference among the demographic characteristics. There were no differences in perceived importance of professional values based on gender, age, state of residency, education level, years of experience, or job title. Implications for practice indicate a need for the profession to adopt and articulate professional values.

Subjects/Keywords: Curriculum development

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APA (6^th 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 (16^th 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 (7^th 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

► This qualitative multisite, multiple case study examined teacher tutor experiences and the supports and challenges they encountered while they supported and guided students with… (more)

Subjects/Keywords: Curriculum development

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APA (6^th 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 (16^th 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 (7^th 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

► Uit de literatuur blijkt dat er een groot gevaar schuilt in de aanname dat iedereen het erover eens is wat een curriculum is (Dillon, 2009;… (more)

▼ Uit de literatuur blijkt dat er een groot gevaar schuilt in de aanname dat iedereen het erover eens is wat een curriculum is (Dillon, 2009; Fraser en Bosanquet, 2006; Kirschner, Carr, & Sloep, 1999; Konings et al., 2007; Ornstein & Hunkins, 2009a; O`Neil, 2010; Stark, 2000; Stenhouse, 1975). Het begrip curriculum betekent verschillende dingen voor verschillende groepen. Een eenduidige definitie van het begrip “curriculum” formuleren lijkt dan ook een onmogelijke taak (Neary, 2003a). In de praktijk blijken docenten te worstelen met het ontwerpen en implementeren van innovatieve curricula. Dit is niet alleen een ROC leiden probleem maar een landelijk probleem (Kirschner et al., 1999). In deze exploratieve case-study wordt, met behulp van een collaboratieve ontwerpmethode, onderzocht welke gedeelde opvattingen docenten en staf hebben bij een innovatief curriculum en hoe zij de omzetting daarvan in de praktijk zien. Er is gezocht naar een oplossing waarmee zoveel mogelijk betrokkenen tevreden zijn. In dit onderzoek participeerden vierentwintig docenten en hun onderwijsmanager. Al de participanten zijn bevoegd docent met meerdere jaren onderwijservaring. Zij vormen gezamenlijk de totale populatie docenten aan de horeca en bakkerij opleidingen. Deze experts zijn in dit onderzoek betrokken in een gefaciliteerd en gestructureerd proces van ideeën generen over hoe het gewenst innovatief curriculum er uit ziet en op welke wijze zij willen samenwerken aan de omzetting daarvan in de praktijk. In de opvolgende fase heeft een subgroep van elf participanten op vrijwillige basis de gegenereerde ideeën een relatieve prioriteit gegeven op een schaal van 1 tot en met 5 en geclusterd in groepen die een overeenkomst in betekenis hebben. Tot slot is het aldus ontstane conceptueel model in subgroepjes beknopt en smart (specifiek, meetbaar, actueel, realistisch, tijdgebonden) beschreven en plenair bediscussieerd. De gebruikte methode werkt verder op de resultaten van de door Stoyanov en Kirschner (2004) gemodificeerde “concept mapping approach” (GCM) van Trochim (1989). Voor het clusteren van de gegenereerde ideeën en de data analyse is gebruik gemaakt van het “open source software programma” Websort. Het belangrijkste resultaat van dit onderzoek is de gedeelde visie op zowel “Leids Horeca en Bakkerij Curriculum” als op de wijze waarop docenten samen gaan werken aan de omzetting daarvan 4 in de praktijk. In relatie tot het geformuleerde doel zijn er tekortkomingen in de kwaliteit van de beschrijving van het curriculum. Er zal gezocht moeten worden naar mogelijkheden om het implementatie proces te ondersteunen. Curriculum development: Bridging the “Gap” between Theory and Practice in Vocational Education.

Subjects/Keywords: Curriculum; curriculum development; Onderwijswetenschappen

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

APA (6^th 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 (16^th 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 (7^th 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

► The purpose of this quantitative correlational study was to determine if there is a relationship between nursing faculty’s acceptance and intent to use technology,… (more)

Subjects/Keywords: Nursing; Curriculum development

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APA (6^th 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 (16^th 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 (7^th 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

► Perhaps like never before, policing has been thrust into the national spotlight with every aspect of police practice scrutinized for its potential consequence for the… (more)

▼ Perhaps like never before, policing has been thrust into the national spotlight with every aspect of police practice scrutinized for its potential consequence for the public welfare. Increasingly, these lines of inquiry culminate with the demand for more police training as a method to address issues within the profession and to uphold the promise to serve and protect. Yet, given the plethora of extant literature citing the disconnect between police practitioners and the training they often receive (Cordner, McDevitt, & Rosenbaum, 2012; Vodde, 2012), the calls for more training (PTF, 2015; USDOJ, 2017) must be assuaged through the incorporation of progressive training models with a focus on curriculum and instruction. This study utilized archived data in the form of completed surveys to examine the short-term impact of a progressive professional development curriculum on attitudinal scores of front-line supervisors and field training officers in a large, urban police department. Specifically, archived responses allowed for a quasi-experimental, pretest/posttest design utilizing the completed surveys as an instrument for measurement intended to show how the perceptions of police practitioners were shaped through participation in a progressive authentic leadership training program. The results of this research suggest that participants’ endorsement of key training concepts, such as practicing solid values and establishing enduring relationships (George & Sims, 2007), was positively impacted by participation in the progressive professional development leadership program, regardless of gender or rank. Additionally, participation positively impacted general views on leadership and the viability of future professional development leadership efforts. The implication from findings is that a professional development curriculum can serve as a positive shaping force for police training so that it better aligns law enforcement with a progressive model of policing in line with the expectations of a changing profession and the people it serves. Future research should continue to focus on both the short and long term efficacy of progressive curriculum models in police training which seek to advance a police practice commensurate with the public demand for crime reduction and enhanced public trust. Advisors/Committee Members: Mitchener, Carole (advisor).

Subjects/Keywords: Professional Development; Curriculum

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APA (6^th 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 (16^th 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 (7^th 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

► With increasing uncertainty regarding the health of natural ecosystems susceptible to climate change, a growing and diversifying human population is continuing to strain the… (more)

Subjects/Keywords: Sustainability; Curriculum development

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APA (6^th 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 (16^th 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 (7^th 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

► Abstract This study examined the perspectives and usage of technology by Arabic language teachers' in various schools all across The United Arab Emirates. Barriers to… (more)

▼ Abstract This study examined the perspectives and usage of technology by Arabic language teachers' in various schools all across The United Arab Emirates. Barriers to integrating technology were closely examined. Dimensions investigated included: perspectives towards computer-related activities, perspectives towards computer-related activities, perspectives towards computer competence, perspectives towards technology and general perspectives. Arabic language teachers answered questions on electronic surveys regarding their classroom practices and personal opinions and thoughts about computers and technology. The population of teachers was divided into the following categories: 1. Age 2. Years of experience 3. Gender 4. Levels of education For the purposes of this study, more experienced is defined by general teaching experience in excess of ten years, and less experienced is defined as general teaching experience of ten years and fewer. An analysis of the data showed that teachers at different levels of education and age tend to hold very different perspectives about technology integration and that the gender of teachers had no bearing on their perspectives toward technology. Teachers from all levels of education expressed a positive perspective toward technology in some respects, including the benefits that technology can offer Arabic language instruction and student learning. Teachers across all dimensions who expressed negative perspectives towards technology integration discussed, both explicitly and implicitly, the barriers that they perceived as preventing them from having a more positive perspective. These barriers were shown to originate from within the individual teacher, as well as within their environment in the school and classroom setting. For example, many of the barriers uncovered dealt with personal issues like self-esteem related to teaching and the classroom, feelings of inadequacy surrounding teaching, etc. In testing the hypotheses of the study, hypothesis one showed that overall, teachers had positive perspectives towards technology usage. Hypothesis two revealed a P-value of less than 0.001 which means that there are differences between the perspectives and usage of technology of male and female Arabic language teacher's in the UAE, with females having more positive perspectives. The third hypothesis examined the different perspectives and usage of technology between more and less experienced Arabic language teachers in the UAE. The testing of this hypothesis reported that there are differences between the perspectives of this group of Arabic language teachers, with less experienced teachers having more positive perspectives. The fourth hypothesis regarding younger and older Arabic language teachers reported that there are indeed differences in the perspectives of these two groups towards technology, with younger teachers having a more positive perspective. Lastly, the fifth hypothesis, which dealt with teachers who have different levels of education, found that are no differences between the… Advisors/Committee Members: Gonzalez, Manuela Bueno (advisor), Aust, Ronald (cmtemember), Gonzalez, Manuela (cmtemember), Mahlios, Marc (cmtemember), Bruce, Frey (cmtemember), Friedman, Reva (cmtemember).

Subjects/Keywords: Education; Curriculum development

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

APA (6^th 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 (16^th 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 (7^th 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

► Achievement data collected within a standards-based education are susceptible to validity concerns, one of which is the alignment of the standards, assessments, and instruction.… (more)

▼ Achievement data collected within a standards-based education are susceptible to validity concerns, one of which is the alignment of the standards, assessments, and instruction. While educational policies compelled by Standards-Based Reform have begun to address increasing the alignment of standards and assessments, fostering instructional alignment is overlooked. But a Professional Learning Community, which promotes a similar but internally developed standards-based education, encourages practices that foster instructional alignment through collaboration driven by norms. This dissertation used the Surveys of Enacted Curriculum data set in an exploratory quantitative methodology to link the reform efforts with the principal intention to provide educators with accepted alignment practices towards maximizing the validity of the achievement data, examining instructional practices, and ultimately increasing student learning. First, demographic data were reduced to four components that reasonably represented a professional learning community using a reviewer question reduction process and a Principal Components Analysis. Second, the components were incorporated in a fixed-effects regression model to explore the extent to which the components predict instructional alignment based on the years of experience, the grade band, and the survey year. The results varied with the model being statistically significant in all but one group and the regression coefficients and variability explained by the model were both small. However, notable finding included that the variability explained by the model was highest for the less than one year of experience group, components in English were largely positive statistically significant, components in mathematics were infrequently positive statistically significant, and a component composed of professional development questions in mathematics was a negative predictor for experienced teachers and primary teachers. While the finding indicate alignment practices can be predictive of instructional alignment, they also are suggestive that inconsistent implementation of the Professional Learning Community hinders maximizing the use of alignment practices.

Subjects/Keywords: Education; Curriculum development

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APA (6^th 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 (16^th 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 (7^th 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

► Foster youth or former foster youth face many educational, social, and emotional struggles in the classroom. Through a lens of self-determination, this study investigates… (more)

Subjects/Keywords: Education; Curriculum development

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APA (6^th 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 (16^th 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 (7^th 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

► Curriculum development and change poses a range of challenges with regard to curriculum role teachers are to play when such a change takes place. The… (more)

Subjects/Keywords: Evaluation; Curriculum; Curriculum Development; Curriculum Change; Change Agents; Empowerment; Professional Development

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APA (6^th 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 (16^th 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 (7^th 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

► Studies indicated that there should be collaboration between English and Arabic teachers and disciplinary teachers in order to design instruction that will help students improve… (more)

Subjects/Keywords: Curriculum development; Curriculum; EAP; ESP; Language

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APA (6^th 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 (16^th 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 (7^th 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

► The purpose of this thesis is to propose land-based learning tools for use in urban public-school education. The main question of this thesis is: How… (more)

▼ The purpose of this thesis is to propose land-based learning tools for use in urban public-school education. The main question of this thesis is: How can urban public-school curriculum cultivate urban land stewards with visions toward climate/environmental justice? The region of focus is the Duwamish Valley, specifically high schools in what is known as South Seattle, and within the Highline School District in particular. This curriculum is not intended to be replicable, due to its place specificity. Nonetheless, there are broader lessons learned that can be extracted to form the foundations of other place-specific curriculum elsewhere. These learning tools will address five topics – topography, land-use, demographics, movement networks, and local knowledge – with accompanying lesson plans for each. These topics are explored through creation of maps, spatializing information gathered within the classroom setting during each learning activity. A focus on land provides youth the ability to make connections between their neighborhood and the region in which they live to situate their lived experiences in the classroom setting. The activities in each lesson plan centralize the neighborhood, and the city/region in the education process using land to learn about and ground student experiences of the built environment around them. These lessons enable students to explore the built environment and the ways in which it sustains complex systems and remnants of historical ecologies, and how it has also historically hindered, and continues to stagnate, community development of historically oppressed communities. To ensure the lessons are adequately understood there will be an assessment by students, educators, and administrators for effectiveness. Further, this curriculum articulates the ways students and youth leadership can be supported and sustained for the future of communities impacted by historical processes such as, but not limited to settler-colonialism, industrialization, and global capitalism. Finally, the role of Optimism, Solidarity, and Empathy are offered as guiding values to cultivate in youth through the 4 C’s. A strong and permanent connection to land is made possible through the curriculum framework of contestation, contextualization, commitment, collaboration. These Four-C’s are the underlying themes for each proposed curriculum. Advisors/Committee Members: Hou, Jeff (advisor).

Subjects/Keywords: curriculum; education; environmental; Curriculum development; Landscape architecture

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APA (6^th 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 (16^th 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 (7^th 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

► The ability to critically analyze, understand, and take action on environmental issues in one’s community and to contribute to larger regional and global solutions, is… (more)

Subjects/Keywords: Curriculum; Curriculum Development; Environmental Justice; Water Contamination

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APA (6^th 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 (16^th 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 (7^th 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

► Employers, parents, legislators and researchers have expressed concerns that students are graduating from college at low rates, take too long to graduate, and do… (more)

▼ Employers, parents, legislators and researchers have expressed concerns that students are graduating from college at low rates, take too long to graduate, and do not possess the proper knowledge or skills to be successful at work or wherever life may take them. Many claim that the curriculum at colleges and universities no longer meets the needs of the students, employers, graduate programs, and society at large. One of the many potential solutions is reforming the undergraduate curriculum. This research examines the factors that motivated two institutions to reform their curricula in efforts to improve student success. Both of the institutions are relatively small liberal arts educational organizations, one public and the other private. Each institution has differing missions and goals and is at a different point in its development. The study attempts to describe what was important enough to motivate them to change their curricula and why it mattered. This research investigates the reforms of the two institutions in a case study manner, drawing upon published information and personal interviews to analyze what took place. The inquiry centered upon six basic questions. 1. What was the impetus for changing the curriculum? 2. What was the process used in changing the curriculum? 3. What changes were made to the curriculum? 4. What student outcomes were achieved? 5. How did the curriculum reform impact the institution? 6. What lessons were learned through the reform process? Reforming a curriculum is a long, complex process, requiring input and consensus from many stakeholders, especially faculty. The manner in which each organization gained faculty endorsement for the reform is analyzed. Actual changes made to the curricula are documented. The research explores student outcomes and the impact that the reform had on the faculty and institutions. Then the researcher attempts to obtain indications that the improvements made by the institutions are achieving the intended goals. Learning is a complex phenomenon to assess, and every organization is challenged to find a way to assess learning effectively. The research reports on what took place, what was learned, and what other potential curriculum reformers can expect if they, too, embark upon reform. The study shows that faculty and strong faculty leaders (often cited in the literature as causes of ineffectual curricula) are crucial to the reform process and without adequate assessment, the true results of a reform cannot be known. Much remains to be learned about the extent to which curriculum reform can improve higher education and in fact be a cure of societal maladies. Opportunities for improvement abound. The researcher attempts to identify similarities and differences, seeking fundamental conclusions. In this manner the study proposes to be used as a resource for other educational organizations interested in either improving or completely revamping their curricula.

Subjects/Keywords: Curriculum development; Higher education

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APA (6^th 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 (16^th 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 (7^th 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

► The radiating negative effects of oppressive systems can be halted globally by centralizing the needs of polyvictims through the trauma-aware facilitation of inclusive learning… (more)

Subjects/Keywords: Neurosciences; Curriculum development; Epidemiology

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APA (6^th 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 (16^th 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 (7^th 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

► Existing research suggests a misalignment between the preparation offered by higher education and the workplace readiness skills employers are expecting recent graduates to have… (more)

▼ Existing research suggests a misalignment between the preparation offered by higher education and the workplace readiness skills employers are expecting recent graduates to have mastered. Multiple studies completed on the topic of workplace readiness explored the views of employers, while few gathered the perspectives of students or recent graduates. This embedded mixed methods study invited both undergraduate seniors’ and recent graduates’ to participate in an online survey capturing perceptions of their own workplace readiness and their thoughts regarding the role the university should have in student career development. Current undergraduate seniors and first-year alumni of a private, 4-year non-profit university were surveyed resulting in two samples: 212 undergraduate seniors representing approximately 28% of the senior class and 42 first-year alumni representing approximately 7%. The findings of this study revealed that undergraduates and recent graduates believe the institution should support students’ workplace preparation, including technical and soft skill development. While many undergraduate students’ and recent graduates’ were pleased with their college experience, the majority cited a need for the integration of targeted career development opportunities within their coursework that aligns with current industry expectations. A triangulation of the findings, resulted in 5 conclusions: (a) alumni and seniors share similar views as to the importance of the university’s role in supporting students’ career development by integrating career-preparation programming within all areas of the student experience, (b) students expect the institution to serve as their talent scout for employers, (c) career preparation programming and academics should not be mutually exclusive of each other, (d) alumni and seniors believe college serves as a training ground for students to become independent adults, and (e) despite having personal experience within the workforce, the views of alumni and seniors were similar regarding workplace readiness. Higher education leaders are encouraged to communicate with employers for career-related trends in the industry to help inform the integration of career development programming into all aspects of student life. The study results contribute to existing literature by providing insight into the student’s perspective on workplace readiness and the university’s role in supporting students’ career development and transition into the workplace.

Subjects/Keywords: Curriculum development; Higher education

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APA (6^th 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 (16^th 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 (7^th 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

► This thesis presents findings from a narrative and phenomenological case study that examined the inspirations and motivations that led to an adolescent student’s engagement… (more)

Subjects/Keywords: Pedagogy; Health education; Curriculum development

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APA (6^th 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 (16^th 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 (7^th 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

► Recent reform proposals have recommended greater teacher participation in the decision-making process. Curriculum and instruction are areas which are frequently suggested as appropriate for teacher… (more)

▼ Recent reform proposals have recommended greater teacher participation in the decision-making process. Curriculum and instruction are areas which are frequently suggested as appropriate for teacher participation. Current discussions of teacher participation in curriculum development seldom include any historical perspective of teacher involvement in curriculum work. The implication is that there is little to learn from past practices to involve teachers in curriculum development. Reasons for this implication included: limited number of examples past efforts to advise current practice; past efforts exploited teachers rather than trying to involve them in meaningful collaboration; and, curriculum development is no longer pertinent to post-modern education. An examination of the rhetoric and practices of teacher participation in curriculum development from the period 1890 through 1940 was conducted to investigate these assertions and to ascertain any significance for current practice. Schubert's Curriculum Books: The First Eighty Years (1980) served as a guide for references to the rhetoric and practices of teacher participation in curriculum development. Books addressing curriculum and issues of teacher participation were included. Each book was reviewed for ideas, rationales, and descriptions of practice. The bibliographies of each book were reviewed for additional sources on ideas and practices in teacher participation in curriculum development. Additionally, secondary sources were obtained through searches of Dissertation Abstracts, Periodicals Content Index, Education Index, Educational Literature, 1907-1932 and ERIC records. This study found that from 1915 to 1940 the practice of teacher participation was widespread, though it never matched the rhetoric. Teachers participated at school, system, and state levels. Teachers participated from inception and even initiated curriculum work, but most often were involved in the production of the actual materials. A variety of purposes were given for participation including the promotion of professional growth and democratic ideals. Implications for present practice included making provisions for participation by all teachers (i.e., through curriculum study, action research, etc.), selecting representative teachers to conduct the actual work of production, providing for adequate support (i.e., release time, clerical help, professional resources including consultants, etc.), and organization of participants. Advisors/Committee Members: William Wraga.

Subjects/Keywords: Curriculum development

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APA (6^th 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 (16^th 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 (7^th 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

► The Responsive Parenting Program curriculum combines recent developments in neuroscience, mindfulness, child development and positive parenting to provide vulnerable families with information, guidance and… (more)

Subjects/Keywords: Adult education; Curriculum development

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APA (6^th 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 (16^th 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 (7^th 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

► This study focused on how physics teachers develop and implement activities that promote creative thinking strategies in the standards based physics classroom. A particular… (more)

Subjects/Keywords: Science education; Curriculum development

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APA (6^th 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 (16^th 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 (7^th 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

► When one thinks of the fashion industry, one might think of famous designers and celebrity fashion shows. Today, fashion is a $1.2 trillion global… (more)

▼ When one thinks of the fashion industry, one might think of famous designers and celebrity fashion shows. Today, fashion is a $1.2 trillion global industry, employing 1.9 million people in the United States, creating a positive impact on regional economies across the country (JEC, 2015; US Department of Labor, Bureau of Labor Statistics, 2017). Presently, 90% of apparel design and production has gone overseas or elsewhere in the world (Robinson, 2013). Manufacturing today requires “universal participation” (Bill, 2011); meaning garments designed in one country, made in fabric from a second country, assembled in a third country, then shipped back to the country of the original design, to be sold at retail in a matter of weeks. In the past, all one needed to know was some sewing skills, fabric knowledge and garment construction to begin a career in fashion. Today, a career in fashion requires a different set of skills, making fashion education more prevalent and crucial than ever before. The interest in a fashion career has grown over the last decades, requiring many schools once offering degrees in home economics to revisit their fashion courses, revamp their curriculum and rehire faculty with academic degrees, who are currently out in the fashion field. But do students know what actual skills are needed to transition from the classroom out into the field, or recognize good indicators of what a fashion program should offer? This study is designed to research, measure and analyze this phenomenon. This study is organized into five chapters. Chapter 1 introduces the topics of fashion education, the fashion industry, and specialized accreditation for fashion programs in the USA, including the research questions that form the foundation for this study. Chapter 2 researches the literature review of previous studies, NASAD, the only accreditation in the USA for all art anddesign programs and profiles of four colleges that offer fashion programs. Chapter 3 discusses methodology and the survey instrument used to collect data. Chapter 4 discusses the results of the survey and Chapter 5 presents conclusions and recommendations drawn from data findings.

Subjects/Keywords: Fashion; Educational administration; Curriculum development

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

APA (6^th 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 (16^th 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 (7^th 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

► The purpose of this correlational study was to examine the relation between student engagement and reading attitude in an online high school learning environment… (more)

Subjects/Keywords: Education; Secondary education; Curriculum development

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APA (6^th 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 (16^th 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 (7^th 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

► Secondary science teachers make many daily decisions in the enactment of curriculum. Although curriculum materials are widely available to address science content, practices, and… (more)

▼ Secondary science teachers make many daily decisions in the enactment of curriculum. Although curriculum materials are widely available to address science content, practices, and skills, the consideration that goes into deciding how and whether to use such materials is complicated by teachers’ beliefs about science, their understandings of school-level accountability and testing measures, and their perspectives on the adolescent students they teach. This study addresses the need to understand how teachers consider multiple forces in their enactment of science curriculum. The purpose of this study was to explore the ways that discourses around accountability, science, and science education emerge in the narratives around teachers' decision-making in secondary science classrooms. Using a case study approach, I worked at two school sites with two pairs of science teachers. We established criteria for critical incidents together, then teachers identified critical decision-making moments in their classrooms. We analyzed those incidents together using a consultancy protocol, allowing teachers to focus their thinking on reframing the incidents and imagining other possible outcomes. Using post-structuralist rhizomatics, I assembled analyses of teachers’ discussions of the critical incidents in the form of dramatization—scenes and monologues. I then developed two major interpretive strands. First, I connected teachers’ sense of having “no time” to blocs of affect tied to larger discourses of national security, teacher accountability, and the joy of scientific discovery. Second, I demonstrated how teachers’ concern in following logical pathways and sequences in science relates to the imposition of accountability measures that echo the outcomes-driven logic of the learning sciences. Across both interpretations, I found accountability to be complex, multidirectional, and unpredictable in how it works on and through teachers as they make decisions. Research in this area has important practical implications in the fields of professional development, curriculum development, and school change. As more states (including New York) adopt standards derived from the Next Generation Science Standards (NGSS), the importance of privileging teachers’ investment and critical decision-making in the process of new curriculum development is vital. I suggest that tools like video-based coaching and consultancy protocol discussions support this kind of thoughtful curricular change.

Subjects/Keywords: Education; Science education; Curriculum development

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

APA (6^th 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 (16^th 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 (7^th 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

► Purpose. The purpose of this phenomenological study was to describe the impact of the implementation of the International Baccalaureate Diploma Program (IBDP) on teachers… (more)

▼ Purpose. The purpose of this phenomenological study was to describe the impact of the implementation of the International Baccalaureate Diploma Program (IBDP) on teachers in Southern California high schools. This study examined the lived experiences of teachers who teach courses in the IBDP. Based on the literature, the specific focus was on the following themes related to the impact: content knowledge, confidence, creativity, relationships with students, and increased workload. The research provided valuable information for teachers and site and district administrators as to what to expect during and after the implementation of the IBDP. Methodology. Three schools served as the cases for this phenomenological study. There were 11 participants. The researcher conducted one-on-one semistructured interviews to explore the lived experiences of the IBDP teachers. The results were rated on a Likert scale and coded for deeper meaning. Findings. Four of the 5 themes impacted the implementation. Workload and relationships with students were highly impacted. The theme that had no impact was content knowledge. Two additional themes emerged: increased stress and the love for the IBDP program. Conclusions. The study revealed that all participants felt an impact, positive and negative, when implementing the IBDP. The data revealed that teaching the IBDP courses takes their entire person, academically and personally. The participants were completely entrenched in the program, which impacted their lives in ways they could not have predicted. Recommendations: Future studies regarding the impact of the implementation of IB should include middle school teachers who do not need to demonstrate expertise in their content area to teach. Additionally, a longitudinal study of the same participants might yield different results on the variables. This study could be replicated to include only new schools which had at least one graduating class of diploma students. The data may provide a fresh perspective as teachers will have results to refer to and reflect upon when discussing their experiences.

Subjects/Keywords: Educational leadership; Curriculum development

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APA (6^th 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 (16^th 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 (7^th 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

► This dissertation describes a mathematics curriculum and instruction design experiment involving a series of embodied mathematical activities conducted in two Colorado elementary schools Activities… (more)

Subjects/Keywords: Mathematics education; Curriculum development

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APA (6^th 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 (16^th 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 (7^th 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

► This quantitative descriptive comparative study compared test scores from the Ohio Achievement Assessment of students who were taught reading in ability grouped classrooms with… (more)

▼ This quantitative descriptive comparative study compared test scores from the Ohio Achievement Assessment of students who were taught reading in ability grouped classrooms with those who were taught in non-ability grouped classrooms. The purpose of this quantitative descriptive comparative study was to determine if a statistically significant difference existed between reading scores on the Ohio Achievement Assessments Test (OAA) of third grade students who are ability grouped and third grade students who are not ability grouped with regards to gender and ethnicity. The theories examined for this quantitative descriptive comparative study were the constructivist theory and the theory of multiple intelligences. The primary research question was whether or not there was a significant statistical difference in student test scores for the Ohio Achievement Assessment (OAA) in reading in ability grouped and non-ability grouped classrooms, with regard to gender or ethnicity. This study was a quantitative descriptive comparative design using archived data from the Ohio Department of Education and a school district located in Ohio. The study consisted of 334 student test scores, ability grouped males, females, White, Hispanic, and Black students and then the same groups for non-ability grouped students with regard to their gender and ethnicity. Descriptive statistics (standard deviation and the mean) were used to analyze the variables that were under investigation and to answer the hypotheses. Data analysis was completed using independent samples t-test to determine statistical significant difference among ability or non-ability grouped students with regard to gender. A one-way analysis of variance (ANOVA) was used to determine if a statistical significant difference existed between ability grouped and non-ability grouped students with regard to ethnicity, this resulted in a post-hoc test. It was determined that a statistical significant difference did not exist between males and females, regardless of their grouping status for reading on the Ohio Achievement Assessment. When grouping students by ability, there was a statistically significant difference in Hispanic students increase in achievement, when being compared to Black and White students. When non-ability grouped students were compared, there was not a statistically significant difference in OAA scores with regard to ethnicity. Further research is needed to provide holistic recommendations for grouping strategies across curriculum, types of schools, and age of students.

Subjects/Keywords: Instructional design; Education; Curriculum development

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

APA (6^th 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 (16^th 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 (7^th 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

► This study investigated participants’ openness to change when exposed to a teacher-led care-based innovative method of curriculum delivery, specifically the Schoolhome Instructional Design. Answers… (more)

Subjects/Keywords: Education; Curriculum development; Educational philosophy

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APA (6^th 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 (16^th 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 (7^th 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

► The purpose of this exploratory case study is to identify, develop, and posit an aesthetically responsive curriculum theory as a praxis approach for preparing… (more)

Subjects/Keywords: Teacher education; Aesthetics; Curriculum development

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APA (6^th 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 (16^th 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 (7^th 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

► This dissertation seeks to address the facilitation of difficult knowledges in the classroom. I employ constructs of poststructural feminism to critique rationalist-only frameworks that… (more)

Subjects/Keywords: Pedagogy; Teacher education; Curriculum development

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APA (6^th 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 (16^th 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 (7^th 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

► Utilizing the frameworks of critical race theory and culturally relevant pedagogy, this research illustrates ways in which hip-hop pedagogy can create a more liberating… (more)

Subjects/Keywords: Multicultural Education; Curriculum development

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APA (6^th 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 (16^th 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 (7^th 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

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Open Access Theses and Dissertations