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You searched for subject:(Curriculum experiences). Showing records 1 – 30 of 66 total matches.

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University of South Africa

1. Hassan, Shaik Mohammad. Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape.

Degree: 2016, University of South Africa

 Mathematics has always been a problem at schools, colleges and universities and to address this problem the South African government has introduced a new subject(more)

Subjects/Keywords: Mathematical literacy; Manager’s experiences in mathematical literacy; TVET colleges; National curriculum vocational; Manager’s roles; Mathematics; Curriculum experiences; Instructional leadership; Implementation; Curriculum implementation; Curriculum management; Encounters in mathematical literacy; Participation

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APA (6th Edition):

Hassan, S. M. (2016). Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21030

Chicago Manual of Style (16th Edition):

Hassan, Shaik Mohammad. “Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape.” 2016. Masters Thesis, University of South Africa. Accessed September 17, 2019. http://hdl.handle.net/10500/21030.

MLA Handbook (7th Edition):

Hassan, Shaik Mohammad. “Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape.” 2016. Web. 17 Sep 2019.

Vancouver:

Hassan SM. Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10500/21030.

Council of Science Editors:

Hassan SM. Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21030


University of Waikato

2. Mligo, Ignasia Renatus. Impediments to Effective Enactment of Early Childhood Education Curriculum and Pedagogy in Tanzania: Issues and Experiences of Teachers in Urban and Rural Pre-Schools .

Degree: 2015, University of Waikato

 The purpose of this study was to investigate experiences, possibilities, and issues encountered by teachers in the enactment of early childhood education and care curriculum(more)

Subjects/Keywords: Early childhood curriculum enactment; Challenges and experiences in curriculum enactment; Pre-school education and pedagogy

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APA (6th Edition):

Mligo, I. R. (2015). Impediments to Effective Enactment of Early Childhood Education Curriculum and Pedagogy in Tanzania: Issues and Experiences of Teachers in Urban and Rural Pre-Schools . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/9807

Chicago Manual of Style (16th Edition):

Mligo, Ignasia Renatus. “Impediments to Effective Enactment of Early Childhood Education Curriculum and Pedagogy in Tanzania: Issues and Experiences of Teachers in Urban and Rural Pre-Schools .” 2015. Doctoral Dissertation, University of Waikato. Accessed September 17, 2019. http://hdl.handle.net/10289/9807.

MLA Handbook (7th Edition):

Mligo, Ignasia Renatus. “Impediments to Effective Enactment of Early Childhood Education Curriculum and Pedagogy in Tanzania: Issues and Experiences of Teachers in Urban and Rural Pre-Schools .” 2015. Web. 17 Sep 2019.

Vancouver:

Mligo IR. Impediments to Effective Enactment of Early Childhood Education Curriculum and Pedagogy in Tanzania: Issues and Experiences of Teachers in Urban and Rural Pre-Schools . [Internet] [Doctoral dissertation]. University of Waikato; 2015. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10289/9807.

Council of Science Editors:

Mligo IR. Impediments to Effective Enactment of Early Childhood Education Curriculum and Pedagogy in Tanzania: Issues and Experiences of Teachers in Urban and Rural Pre-Schools . [Doctoral Dissertation]. University of Waikato; 2015. Available from: http://hdl.handle.net/10289/9807


University of Ottawa

3. Lagarde, Natasha. Indigenous Worldviews: Teachers’ Experience with Native Studies in Ontario .

Degree: 2018, University of Ottawa

 This research is an analysis of Ontario teachers’ experiences with Grade 11 NDA3M Current Aboriginal Context in Canada curriculum. By deconstructing and critically analyzing the… (more)

Subjects/Keywords: Curriculum; Native Studies; Indigenous; Truth and Reconciliation Commission (TRC); Teachers' Experiences

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APA (6th Edition):

Lagarde, N. (2018). Indigenous Worldviews: Teachers’ Experience with Native Studies in Ontario . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/37834

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

Chicago Manual of Style (16th Edition):

Lagarde, Natasha. “Indigenous Worldviews: Teachers’ Experience with Native Studies in Ontario .” 2018. Thesis, University of Ottawa. Accessed September 17, 2019. http://hdl.handle.net/10393/37834.

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

MLA Handbook (7th Edition):

Lagarde, Natasha. “Indigenous Worldviews: Teachers’ Experience with Native Studies in Ontario .” 2018. Web. 17 Sep 2019.

Vancouver:

Lagarde N. Indigenous Worldviews: Teachers’ Experience with Native Studies in Ontario . [Internet] [Thesis]. University of Ottawa; 2018. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10393/37834.

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

Council of Science Editors:

Lagarde N. Indigenous Worldviews: Teachers’ Experience with Native Studies in Ontario . [Thesis]. University of Ottawa; 2018. Available from: http://hdl.handle.net/10393/37834

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


University of South Carolina

4. W. Hartell, Anne. Audio Books’ Impact On Students’ Reading Experiences.

Degree: EdD, 2018, University of South Carolina

  The purpose of this study was to investigate the impact of audio books on students’ reading experiences in a public elementary school in rural… (more)

Subjects/Keywords: Curriculum and Instruction; Audio; Books; Students; Reading; Experiences

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APA (6th Edition):

W. Hartell, A. (2018). Audio Books’ Impact On Students’ Reading Experiences. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4925

Chicago Manual of Style (16th Edition):

W. Hartell, Anne. “Audio Books’ Impact On Students’ Reading Experiences.” 2018. Doctoral Dissertation, University of South Carolina. Accessed September 17, 2019. https://scholarcommons.sc.edu/etd/4925.

MLA Handbook (7th Edition):

W. Hartell, Anne. “Audio Books’ Impact On Students’ Reading Experiences.” 2018. Web. 17 Sep 2019.

Vancouver:

W. Hartell A. Audio Books’ Impact On Students’ Reading Experiences. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Sep 17]. Available from: https://scholarcommons.sc.edu/etd/4925.

Council of Science Editors:

W. Hartell A. Audio Books’ Impact On Students’ Reading Experiences. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4925


University of South Florida

5. Rosa, Leila. Parental Deportation and Cape Verdean Youth Experiences: A Case Study.

Degree: 2015, University of South Florida

 The consistent academic underperformance of students from diverse backgrounds is a national concern and the subject of study by numerous researchers. Some scholars suggest this… (more)

Subjects/Keywords: Deportation; Youth Experiences; Curriculum and Instruction; Special Education and Teaching

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APA (6th Edition):

Rosa, L. (2015). Parental Deportation and Cape Verdean Youth Experiences: A Case Study. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5574

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

Chicago Manual of Style (16th Edition):

Rosa, Leila. “Parental Deportation and Cape Verdean Youth Experiences: A Case Study.” 2015. Thesis, University of South Florida. Accessed September 17, 2019. https://scholarcommons.usf.edu/etd/5574.

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

MLA Handbook (7th Edition):

Rosa, Leila. “Parental Deportation and Cape Verdean Youth Experiences: A Case Study.” 2015. Web. 17 Sep 2019.

Vancouver:

Rosa L. Parental Deportation and Cape Verdean Youth Experiences: A Case Study. [Internet] [Thesis]. University of South Florida; 2015. [cited 2019 Sep 17]. Available from: https://scholarcommons.usf.edu/etd/5574.

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

Council of Science Editors:

Rosa L. Parental Deportation and Cape Verdean Youth Experiences: A Case Study. [Thesis]. University of South Florida; 2015. Available from: https://scholarcommons.usf.edu/etd/5574

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

6. Splichal, Kevin L. Lived experiences of two pre-service teachers from a midwestern rural university during internships.

Degree: PhD, Curriculum and Instruction, 2015, Kansas State University

 This phenomenological study explores the lived experiences of two elementary pre-service teachers in a Mid-western rural university in an attempt to heighten the quality and… (more)

Subjects/Keywords: Pre-service teachers; Clinical based practices; Internships; Internship experiences; Phenomenology; Lived experiences; Curriculum Development (0727); Educational leadership (0449); Elementary Education (0524)

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APA (6th Edition):

Splichal, K. L. (2015). Lived experiences of two pre-service teachers from a midwestern rural university during internships. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/19151

Chicago Manual of Style (16th Edition):

Splichal, Kevin L. “Lived experiences of two pre-service teachers from a midwestern rural university during internships.” 2015. Doctoral Dissertation, Kansas State University. Accessed September 17, 2019. http://hdl.handle.net/2097/19151.

MLA Handbook (7th Edition):

Splichal, Kevin L. “Lived experiences of two pre-service teachers from a midwestern rural university during internships.” 2015. Web. 17 Sep 2019.

Vancouver:

Splichal KL. Lived experiences of two pre-service teachers from a midwestern rural university during internships. [Internet] [Doctoral dissertation]. Kansas State University; 2015. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2097/19151.

Council of Science Editors:

Splichal KL. Lived experiences of two pre-service teachers from a midwestern rural university during internships. [Doctoral Dissertation]. Kansas State University; 2015. Available from: http://hdl.handle.net/2097/19151


University of South Africa

7. Mbatha, Mvikeleni Goodwill. Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban.

Degree: 2016, University of South Africa

 The education ministry has introduced a number of important curriculum forms, including Curriculum 2005 (C2005) in 1998, the National Curriculum Statement (NCS) in 2002, and… (more)

Subjects/Keywords: Curriculum and Assessment Policy Statements; Curriculum implementation; Barriers to implementation; Teachers' experiences; Curriculum change; Revised National Curriculum Statement; Training program; CAPS user-friendliness

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APA (6th Edition):

Mbatha, M. G. (2016). Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/20076

Chicago Manual of Style (16th Edition):

Mbatha, Mvikeleni Goodwill. “Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban.” 2016. Masters Thesis, University of South Africa. Accessed September 17, 2019. http://hdl.handle.net/10500/20076.

MLA Handbook (7th Edition):

Mbatha, Mvikeleni Goodwill. “Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban.” 2016. Web. 17 Sep 2019.

Vancouver:

Mbatha MG. Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10500/20076.

Council of Science Editors:

Mbatha MG. Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/20076


University of South Africa

8. Phaiphai, Thanyani. Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit.

Degree: 2017, University of South Africa

 This research investigated issues teachers face Curriculum and Assessment Policy Statement (CAPS) implementation at Foundation Phase primary schools in Nzhelele East Circuit. Curriculum implementation promotes… (more)

Subjects/Keywords: Assessment; Change; Circuit; Constructivism; Curriculum; Curriculum advisors; District; Experiences; Foundation phase; Implementation; Management; Participants; Qualifications; Resources; Training; Workshops

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APA (6th Edition):

Phaiphai, T. (2017). Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/24233

Chicago Manual of Style (16th Edition):

Phaiphai, Thanyani. “Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit.” 2017. Masters Thesis, University of South Africa. Accessed September 17, 2019. http://hdl.handle.net/10500/24233.

MLA Handbook (7th Edition):

Phaiphai, Thanyani. “Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit.” 2017. Web. 17 Sep 2019.

Vancouver:

Phaiphai T. Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10500/24233.

Council of Science Editors:

Phaiphai T. Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24233


University of New Mexico

9. Hulse, Erin K, PhD. Experiences of Adolescents and Drama: "This is bullsh*t. I can't do it".

Degree: Language, Literacy, and Sociocultural Studies, 2017, University of New Mexico

  The purpose of this practitioner action research (PAR) study was to explore experiences of middle school students enrolled in a basic drama class, creating… (more)

Subjects/Keywords: Adolescents; drama; experiences; critical literacy; issues; Curriculum and Instruction; Curriculum and Social Inquiry; Language and Literacy Education; Theatre and Performance Studies

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APA (6th Edition):

Hulse, Erin K, P. (2017). Experiences of Adolescents and Drama: "This is bullsh*t. I can't do it". (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/educ_llss_etds/77

Chicago Manual of Style (16th Edition):

Hulse, Erin K, PhD. “Experiences of Adolescents and Drama: "This is bullsh*t. I can't do it".” 2017. Doctoral Dissertation, University of New Mexico. Accessed September 17, 2019. https://digitalrepository.unm.edu/educ_llss_etds/77.

MLA Handbook (7th Edition):

Hulse, Erin K, PhD. “Experiences of Adolescents and Drama: "This is bullsh*t. I can't do it".” 2017. Web. 17 Sep 2019.

Vancouver:

Hulse, Erin K P. Experiences of Adolescents and Drama: "This is bullsh*t. I can't do it". [Internet] [Doctoral dissertation]. University of New Mexico; 2017. [cited 2019 Sep 17]. Available from: https://digitalrepository.unm.edu/educ_llss_etds/77.

Council of Science Editors:

Hulse, Erin K P. Experiences of Adolescents and Drama: "This is bullsh*t. I can't do it". [Doctoral Dissertation]. University of New Mexico; 2017. Available from: https://digitalrepository.unm.edu/educ_llss_etds/77

10. Bylund, Sara. Dans i förskolan : Förskollärares erfarenheter av dans och dans som verktyg för lärande.

Degree: Teacher Education, 2017, Södertörn University

  The aim of this study is to analyze the experiences of preschool teachers’ on dance activities in preschool settings. My main focus lies in… (more)

Subjects/Keywords: preschool; dance; learning; preschool teachers' experiences; knowledge; interest; curriculum; Educational Sciences; Utbildningsvetenskap

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APA (6th Edition):

Bylund, S. (2017). Dans i förskolan : Förskollärares erfarenheter av dans och dans som verktyg för lärande. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34464

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

Chicago Manual of Style (16th Edition):

Bylund, Sara. “Dans i förskolan : Förskollärares erfarenheter av dans och dans som verktyg för lärande.” 2017. Thesis, Södertörn University. Accessed September 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34464.

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

MLA Handbook (7th Edition):

Bylund, Sara. “Dans i förskolan : Förskollärares erfarenheter av dans och dans som verktyg för lärande.” 2017. Web. 17 Sep 2019.

Vancouver:

Bylund S. Dans i förskolan : Förskollärares erfarenheter av dans och dans som verktyg för lärande. [Internet] [Thesis]. Södertörn University; 2017. [cited 2019 Sep 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34464.

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

Council of Science Editors:

Bylund S. Dans i förskolan : Förskollärares erfarenheter av dans och dans som verktyg för lärande. [Thesis]. Södertörn University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34464

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


Virginia Tech

11. Jones, Asia Roche'. Practices and Procedures that Influence African-American Males to Drop Out from Public School.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Virginia Tech

 The African-American male national on-time graduation rate data are evidence that systemic changes must occur to address the academic failure they experience. A significant gap in… (more)

Subjects/Keywords: African-American male; curriculum programming; discipline sanctions; dropout; instructional experiences; student-teacher relationship

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APA (6th Edition):

Jones, A. R. (2011). Practices and Procedures that Influence African-American Males to Drop Out from Public School. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26761

Chicago Manual of Style (16th Edition):

Jones, Asia Roche'. “Practices and Procedures that Influence African-American Males to Drop Out from Public School.” 2011. Doctoral Dissertation, Virginia Tech. Accessed September 17, 2019. http://hdl.handle.net/10919/26761.

MLA Handbook (7th Edition):

Jones, Asia Roche'. “Practices and Procedures that Influence African-American Males to Drop Out from Public School.” 2011. Web. 17 Sep 2019.

Vancouver:

Jones AR. Practices and Procedures that Influence African-American Males to Drop Out from Public School. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10919/26761.

Council of Science Editors:

Jones AR. Practices and Procedures that Influence African-American Males to Drop Out from Public School. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26761


Boise State University

12. Strader, Lisa. Creating a Positive Classroom Environment: A Case Study of Elementary Teachers’ Reflections on the Work of Building Student Relationships.

Degree: 2018, Boise State University

 Research suggests roughly one in four children experience one or more instances of trauma, or adverse childhood experiences (ACEs), before they turn 18; this has… (more)

Subjects/Keywords: childhood trauma; adverse childhood experiences; ACEs; classroom environment; teacher-student relationship building; Curriculum and Instruction

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APA (6th Edition):

Strader, L. (2018). Creating a Positive Classroom Environment: A Case Study of Elementary Teachers’ Reflections on the Work of Building Student Relationships. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1445

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

Chicago Manual of Style (16th Edition):

Strader, Lisa. “Creating a Positive Classroom Environment: A Case Study of Elementary Teachers’ Reflections on the Work of Building Student Relationships.” 2018. Thesis, Boise State University. Accessed September 17, 2019. https://scholarworks.boisestate.edu/td/1445.

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

MLA Handbook (7th Edition):

Strader, Lisa. “Creating a Positive Classroom Environment: A Case Study of Elementary Teachers’ Reflections on the Work of Building Student Relationships.” 2018. Web. 17 Sep 2019.

Vancouver:

Strader L. Creating a Positive Classroom Environment: A Case Study of Elementary Teachers’ Reflections on the Work of Building Student Relationships. [Internet] [Thesis]. Boise State University; 2018. [cited 2019 Sep 17]. Available from: https://scholarworks.boisestate.edu/td/1445.

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

Council of Science Editors:

Strader L. Creating a Positive Classroom Environment: A Case Study of Elementary Teachers’ Reflections on the Work of Building Student Relationships. [Thesis]. Boise State University; 2018. Available from: https://scholarworks.boisestate.edu/td/1445

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


Universidade do Estado do Rio de Janeiro

13. Helena de Oliveira Silva. Cineclube na escola: encontros com alunos de turma de aceleração e curtas-metragens no espaçotempo escolar.

Degree: Master, 2017, Universidade do Estado do Rio de Janeiro

 O presente trabalho se propõe a pensar o uso do audiovisual compondo as práticasteorias escolares e consequentemente os currículos nos espaçostempos escolares. Em consonância com… (more)

Subjects/Keywords: Espaçotempo escolar; Cotidianos; Images; School spacestimes; Daily experiences; Curriculum; EDUCACAO; Educação; Currículo; Imagens

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APA (6th Edition):

Silva, H. d. O. (2017). Cineclube na escola: encontros com alunos de turma de aceleração e curtas-metragens no espaçotempo escolar. (Masters Thesis). Universidade do Estado do Rio de Janeiro. Retrieved from http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=11872 ;

Chicago Manual of Style (16th Edition):

Silva, Helena de Oliveira. “Cineclube na escola: encontros com alunos de turma de aceleração e curtas-metragens no espaçotempo escolar.” 2017. Masters Thesis, Universidade do Estado do Rio de Janeiro. Accessed September 17, 2019. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=11872 ;.

MLA Handbook (7th Edition):

Silva, Helena de Oliveira. “Cineclube na escola: encontros com alunos de turma de aceleração e curtas-metragens no espaçotempo escolar.” 2017. Web. 17 Sep 2019.

Vancouver:

Silva HdO. Cineclube na escola: encontros com alunos de turma de aceleração e curtas-metragens no espaçotempo escolar. [Internet] [Masters thesis]. Universidade do Estado do Rio de Janeiro; 2017. [cited 2019 Sep 17]. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=11872 ;.

Council of Science Editors:

Silva HdO. Cineclube na escola: encontros com alunos de turma de aceleração e curtas-metragens no espaçotempo escolar. [Masters Thesis]. Universidade do Estado do Rio de Janeiro; 2017. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=11872 ;


University of South Carolina

14. Weissman, Rebecca. South Carolina Preschool Teachers’ Perceptions And Experiences Implementing Critical Literacy In The Preschool Classroom.

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

  Critical literacy situated within a critical theoretical and pedagogical paradigm focuses specifically on exploring the sociopolitical implications of texts and challenging information rather than… (more)

Subjects/Keywords: Curriculum and Instruction; Education; South Carolina; Preschool Teachers; Perceptions; Experiences; Critical Literacy; Preschool Classroom

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APA (6th Edition):

Weissman, R. (2018). South Carolina Preschool Teachers’ Perceptions And Experiences Implementing Critical Literacy In The Preschool Classroom. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4686

Chicago Manual of Style (16th Edition):

Weissman, Rebecca. “South Carolina Preschool Teachers’ Perceptions And Experiences Implementing Critical Literacy In The Preschool Classroom.” 2018. Doctoral Dissertation, University of South Carolina. Accessed September 17, 2019. https://scholarcommons.sc.edu/etd/4686.

MLA Handbook (7th Edition):

Weissman, Rebecca. “South Carolina Preschool Teachers’ Perceptions And Experiences Implementing Critical Literacy In The Preschool Classroom.” 2018. Web. 17 Sep 2019.

Vancouver:

Weissman R. South Carolina Preschool Teachers’ Perceptions And Experiences Implementing Critical Literacy In The Preschool Classroom. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Sep 17]. Available from: https://scholarcommons.sc.edu/etd/4686.

Council of Science Editors:

Weissman R. South Carolina Preschool Teachers’ Perceptions And Experiences Implementing Critical Literacy In The Preschool Classroom. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4686


Northeastern University

15. Bosco, Arlene F. Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis.

Degree: EdD, School of Education, 2018, Northeastern University

 Abstract Students with emotional disturbance continue to have the most dismal outcomes when compared to all other groups of students. Addressing their complex and significant… (more)

Subjects/Keywords: curriculum; students with emotional disturbance; teacher beliefs; teacher experiences; Educational psychology; Secondary education; Teacher education

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APA (6th Edition):

Bosco, A. F. (2018). Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20315061

Chicago Manual of Style (16th Edition):

Bosco, Arlene F. “Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis.” 2018. Doctoral Dissertation, Northeastern University. Accessed September 17, 2019. http://hdl.handle.net/2047/D20315061.

MLA Handbook (7th Edition):

Bosco, Arlene F. “Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis.” 2018. Web. 17 Sep 2019.

Vancouver:

Bosco AF. Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2047/D20315061.

Council of Science Editors:

Bosco AF. Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20315061


University of Manitoba

16. Kulik, Joel J. The human nature of chemistry curriculum design and development: a Canadian case study.

Degree: Curriculum, Teaching and Learning, 2014, University of Manitoba

 This thesis is a case study of the design and development of one Canadian province’s intended Grade 12 Chemistry curriculum. It explores the story associated… (more)

Subjects/Keywords: chemistry; curriculum; curriculum design; curriculum development; chemistry curriculum; chemistry curriculum development; human nature; humanity; human dynamics; chemistry education; chemistry teaching; chemistry learning; curriculum construction; curriculum process; curriculum development process; development team; tensionality; tension; influences on curriculum; factors that influence curriculum; lived experiences; stakeholders; historical; phenomenological; phenomenology; autobiography; autobiographical; political; politics; political factors; deconstruction; reconstruction

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APA (6th Edition):

Kulik, J. J. (2014). The human nature of chemistry curriculum design and development: a Canadian case study. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/23897

Chicago Manual of Style (16th Edition):

Kulik, Joel J. “The human nature of chemistry curriculum design and development: a Canadian case study.” 2014. Masters Thesis, University of Manitoba. Accessed September 17, 2019. http://hdl.handle.net/1993/23897.

MLA Handbook (7th Edition):

Kulik, Joel J. “The human nature of chemistry curriculum design and development: a Canadian case study.” 2014. Web. 17 Sep 2019.

Vancouver:

Kulik JJ. The human nature of chemistry curriculum design and development: a Canadian case study. [Internet] [Masters thesis]. University of Manitoba; 2014. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1993/23897.

Council of Science Editors:

Kulik JJ. The human nature of chemistry curriculum design and development: a Canadian case study. [Masters Thesis]. University of Manitoba; 2014. Available from: http://hdl.handle.net/1993/23897


University of Kansas

17. Alana, Alejandra Beatriz. English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy.

Degree: PhD, Curriculum and Teaching, 2017, University of Kansas

 This study set out to examine the English language-learning experiences of formerly classified ELLs, who are now teachers, as a source of personal practical knowledge… (more)

Subjects/Keywords: English as a second language; Teacher education; Curriculum development; Critical Pedagogy; English as a Second Language; Language learning experiences; Personal Practical Knowledge; Phenomenology; Teachers' experiences

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APA (6th Edition):

Alana, A. B. (2017). English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25955

Chicago Manual of Style (16th Edition):

Alana, Alejandra Beatriz. “English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy.” 2017. Doctoral Dissertation, University of Kansas. Accessed September 17, 2019. http://hdl.handle.net/1808/25955.

MLA Handbook (7th Edition):

Alana, Alejandra Beatriz. “English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy.” 2017. Web. 17 Sep 2019.

Vancouver:

Alana AB. English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1808/25955.

Council of Science Editors:

Alana AB. English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25955


University of Pretoria

18. Jonker, Carine-Mari. The experiences of students participating in an HIV/AIDS teacher education pilot programme.

Degree: Educational Psychology, 2012, University of Pretoria

 The current research study was a qualitative investigation to explore and describe how students, registered for the Education 364 module, experienced the HIV/AIDS teacher education… (more)

Subjects/Keywords: Content analysis; Experiences; Curriculum development; Heaids; Hiv; Aids; Pilot programme; Secondary data; Teachers training; Teachers; Thematic analysis; UCTD

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APA (6th Edition):

Jonker, C. (2012). The experiences of students participating in an HIV/AIDS teacher education pilot programme. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/30434

Chicago Manual of Style (16th Edition):

Jonker, Carine-Mari. “The experiences of students participating in an HIV/AIDS teacher education pilot programme.” 2012. Masters Thesis, University of Pretoria. Accessed September 17, 2019. http://hdl.handle.net/2263/30434.

MLA Handbook (7th Edition):

Jonker, Carine-Mari. “The experiences of students participating in an HIV/AIDS teacher education pilot programme.” 2012. Web. 17 Sep 2019.

Vancouver:

Jonker C. The experiences of students participating in an HIV/AIDS teacher education pilot programme. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2263/30434.

Council of Science Editors:

Jonker C. The experiences of students participating in an HIV/AIDS teacher education pilot programme. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/30434


University of Pretoria

19. [No author]. The experiences of students participating in an HIV/AIDS teacher education pilot programme .

Degree: 2012, University of Pretoria

 The current research study was a qualitative investigation to explore and describe how students, registered for the Education 364 module, experienced the HIV/AIDS teacher education… (more)

Subjects/Keywords: Content analysis; Experiences; Curriculum development; Heaids; Hiv; Aids; Pilot programme; Secondary data; Teachers training; Teachers; Thematic analysis; UCTD

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APA (6th Edition):

author], [. (2012). The experiences of students participating in an HIV/AIDS teacher education pilot programme . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-12192011-153108/

Chicago Manual of Style (16th Edition):

author], [No. “The experiences of students participating in an HIV/AIDS teacher education pilot programme .” 2012. Masters Thesis, University of Pretoria. Accessed September 17, 2019. http://upetd.up.ac.za/thesis/available/etd-12192011-153108/.

MLA Handbook (7th Edition):

author], [No. “The experiences of students participating in an HIV/AIDS teacher education pilot programme .” 2012. Web. 17 Sep 2019.

Vancouver:

author] [. The experiences of students participating in an HIV/AIDS teacher education pilot programme . [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Sep 17]. Available from: http://upetd.up.ac.za/thesis/available/etd-12192011-153108/.

Council of Science Editors:

author] [. The experiences of students participating in an HIV/AIDS teacher education pilot programme . [Masters Thesis]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-12192011-153108/


University of South Carolina

20. Kauffman,, Donham Douglas, Jr. Voices from the Middle: Examining the Lived Schooling Experiences of Black Males in a Predominantly White Middle School.

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

  Being labelled as qualifying for special assistance simply by being a Black male is common, as with five Black males at my professional educational… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Voices; Middle; Examining; Lived Schooling; Experiences; Black Males; Predominantly; White Middle School

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APA (6th Edition):

Kauffman,, Donham Douglas, J. (2018). Voices from the Middle: Examining the Lived Schooling Experiences of Black Males in a Predominantly White Middle School. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4843

Chicago Manual of Style (16th Edition):

Kauffman,, Donham Douglas, Jr. “Voices from the Middle: Examining the Lived Schooling Experiences of Black Males in a Predominantly White Middle School.” 2018. Doctoral Dissertation, University of South Carolina. Accessed September 17, 2019. https://scholarcommons.sc.edu/etd/4843.

MLA Handbook (7th Edition):

Kauffman,, Donham Douglas, Jr. “Voices from the Middle: Examining the Lived Schooling Experiences of Black Males in a Predominantly White Middle School.” 2018. Web. 17 Sep 2019.

Vancouver:

Kauffman,, Donham Douglas J. Voices from the Middle: Examining the Lived Schooling Experiences of Black Males in a Predominantly White Middle School. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Sep 17]. Available from: https://scholarcommons.sc.edu/etd/4843.

Council of Science Editors:

Kauffman,, Donham Douglas J. Voices from the Middle: Examining the Lived Schooling Experiences of Black Males in a Predominantly White Middle School. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4843


Florida International University

21. Veiga, Vivian L. The Effect of Authentic Literacy Experiences as Book Buddies with Hispanic Fourth Graders on Preservice Teachers’ Literacy Content Knowledge and Reading Maturity.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2014, Florida International University

  From a sociocultural perspective, individuals learn best from contextualized experiences. In preservice teacher education, contextualized experiences include authentic literacy experiences, which include a real… (more)

Subjects/Keywords: authentic literacy experiences; Book Buddies; Hispanic Fourth Graders; preservice teachers; Literacy Content Knowledge; Reading Maturity; Curriculum and Instruction; Education

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APA (6th Edition):

Veiga, V. L. (2014). The Effect of Authentic Literacy Experiences as Book Buddies with Hispanic Fourth Graders on Preservice Teachers’ Literacy Content Knowledge and Reading Maturity. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1634 ; 10.25148/etd.FI14110746 ; FI14110746

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

Chicago Manual of Style (16th Edition):

Veiga, Vivian L. “The Effect of Authentic Literacy Experiences as Book Buddies with Hispanic Fourth Graders on Preservice Teachers’ Literacy Content Knowledge and Reading Maturity.” 2014. Thesis, Florida International University. Accessed September 17, 2019. http://digitalcommons.fiu.edu/etd/1634 ; 10.25148/etd.FI14110746 ; FI14110746.

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

MLA Handbook (7th Edition):

Veiga, Vivian L. “The Effect of Authentic Literacy Experiences as Book Buddies with Hispanic Fourth Graders on Preservice Teachers’ Literacy Content Knowledge and Reading Maturity.” 2014. Web. 17 Sep 2019.

Vancouver:

Veiga VL. The Effect of Authentic Literacy Experiences as Book Buddies with Hispanic Fourth Graders on Preservice Teachers’ Literacy Content Knowledge and Reading Maturity. [Internet] [Thesis]. Florida International University; 2014. [cited 2019 Sep 17]. Available from: http://digitalcommons.fiu.edu/etd/1634 ; 10.25148/etd.FI14110746 ; FI14110746.

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

Council of Science Editors:

Veiga VL. The Effect of Authentic Literacy Experiences as Book Buddies with Hispanic Fourth Graders on Preservice Teachers’ Literacy Content Knowledge and Reading Maturity. [Thesis]. Florida International University; 2014. Available from: http://digitalcommons.fiu.edu/etd/1634 ; 10.25148/etd.FI14110746 ; FI14110746

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


Liberty University

22. Ackers, Sheryl. A Phenomenological Study of Collaborative Learning: Understanding the Perceptions, Values, and Experiences of Freshmen Language Arts Students, Teachers, and One Administrator.

Degree: 2017, Liberty University

 The purpose of this phenomenological study was to gain a better understanding of collaborative learning through the perceptions of freshmen Language Arts students, teachers, and… (more)

Subjects/Keywords: Collaborative Learning Models; Experiences; Freshmen; Interviews; Perceptions; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology

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APA (6th Edition):

Ackers, S. (2017). A Phenomenological Study of Collaborative Learning: Understanding the Perceptions, Values, and Experiences of Freshmen Language Arts Students, Teachers, and One Administrator. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1373

Chicago Manual of Style (16th Edition):

Ackers, Sheryl. “A Phenomenological Study of Collaborative Learning: Understanding the Perceptions, Values, and Experiences of Freshmen Language Arts Students, Teachers, and One Administrator.” 2017. Doctoral Dissertation, Liberty University. Accessed September 17, 2019. http://digitalcommons.liberty.edu/doctoral/1373.

MLA Handbook (7th Edition):

Ackers, Sheryl. “A Phenomenological Study of Collaborative Learning: Understanding the Perceptions, Values, and Experiences of Freshmen Language Arts Students, Teachers, and One Administrator.” 2017. Web. 17 Sep 2019.

Vancouver:

Ackers S. A Phenomenological Study of Collaborative Learning: Understanding the Perceptions, Values, and Experiences of Freshmen Language Arts Students, Teachers, and One Administrator. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Sep 17]. Available from: http://digitalcommons.liberty.edu/doctoral/1373.

Council of Science Editors:

Ackers S. A Phenomenological Study of Collaborative Learning: Understanding the Perceptions, Values, and Experiences of Freshmen Language Arts Students, Teachers, and One Administrator. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1373


Liberty University

23. Green, Betsy. A Qualitative Phenomenological Study of the Lived Experiences of Adults in the North Georgia Area that Were Retained in Grades K-12.

Degree: 2015, Liberty University

 The purpose of this transcendental phenomenological study was to understand the impact retention has had on the lived experiences of adults in the North Georgia… (more)

Subjects/Keywords: ived experiences; retention; self-esteem; social promotion; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology

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APA (6th Edition):

Green, B. (2015). A Qualitative Phenomenological Study of the Lived Experiences of Adults in the North Georgia Area that Were Retained in Grades K-12. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1109

Chicago Manual of Style (16th Edition):

Green, Betsy. “A Qualitative Phenomenological Study of the Lived Experiences of Adults in the North Georgia Area that Were Retained in Grades K-12.” 2015. Doctoral Dissertation, Liberty University. Accessed September 17, 2019. http://digitalcommons.liberty.edu/doctoral/1109.

MLA Handbook (7th Edition):

Green, Betsy. “A Qualitative Phenomenological Study of the Lived Experiences of Adults in the North Georgia Area that Were Retained in Grades K-12.” 2015. Web. 17 Sep 2019.

Vancouver:

Green B. A Qualitative Phenomenological Study of the Lived Experiences of Adults in the North Georgia Area that Were Retained in Grades K-12. [Internet] [Doctoral dissertation]. Liberty University; 2015. [cited 2019 Sep 17]. Available from: http://digitalcommons.liberty.edu/doctoral/1109.

Council of Science Editors:

Green B. A Qualitative Phenomenological Study of the Lived Experiences of Adults in the North Georgia Area that Were Retained in Grades K-12. [Doctoral Dissertation]. Liberty University; 2015. Available from: http://digitalcommons.liberty.edu/doctoral/1109


Montana Tech

24. Davis, Heather C. Curriculum Improvement: The Teacher Perspective on Change in the Classroom.

Degree: Doctor of Education (EdD), 2009, Montana Tech

 This study explored the curriculum change experiences of five social studies teachers, from three high schools within one school district located in a western Montana… (more)

Subjects/Keywords: curriculum change; curriculum materials; economics education; high school; qualitative case study; teacher experiences

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APA (6th Edition):

Davis, H. C. (2009). Curriculum Improvement: The Teacher Perspective on Change in the Classroom. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/286

Chicago Manual of Style (16th Edition):

Davis, Heather C. “Curriculum Improvement: The Teacher Perspective on Change in the Classroom.” 2009. Doctoral Dissertation, Montana Tech. Accessed September 17, 2019. https://scholarworks.umt.edu/etd/286.

MLA Handbook (7th Edition):

Davis, Heather C. “Curriculum Improvement: The Teacher Perspective on Change in the Classroom.” 2009. Web. 17 Sep 2019.

Vancouver:

Davis HC. Curriculum Improvement: The Teacher Perspective on Change in the Classroom. [Internet] [Doctoral dissertation]. Montana Tech; 2009. [cited 2019 Sep 17]. Available from: https://scholarworks.umt.edu/etd/286.

Council of Science Editors:

Davis HC. Curriculum Improvement: The Teacher Perspective on Change in the Classroom. [Doctoral Dissertation]. Montana Tech; 2009. Available from: https://scholarworks.umt.edu/etd/286


University of Southern California

25. Bowers, Delbert S. Recent high school graduates' perceptions on their school experiences, musical lives and curriculum relevancy.

Degree: DMA, Music Education, 2012, University of Southern California

 The purpose of this interview study was to investigate the perceived musical lives of high school students as recalled by recent high school graduates who… (more)

Subjects/Keywords: popular music; curriculum; music education; 21st century; student perceptions; school experiences; music school relevancy; music relevancy; musical lives; high school graduates; perceptions of music; music curriculum relevancy

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APA (6th Edition):

Bowers, D. S. (2012). Recent high school graduates' perceptions on their school experiences, musical lives and curriculum relevancy. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/31361/rec/5435

Chicago Manual of Style (16th Edition):

Bowers, Delbert S. “Recent high school graduates' perceptions on their school experiences, musical lives and curriculum relevancy.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/31361/rec/5435.

MLA Handbook (7th Edition):

Bowers, Delbert S. “Recent high school graduates' perceptions on their school experiences, musical lives and curriculum relevancy.” 2012. Web. 17 Sep 2019.

Vancouver:

Bowers DS. Recent high school graduates' perceptions on their school experiences, musical lives and curriculum relevancy. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Sep 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/31361/rec/5435.

Council of Science Editors:

Bowers DS. Recent high school graduates' perceptions on their school experiences, musical lives and curriculum relevancy. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/31361/rec/5435

26. Wainwright, Elizabeth N. The interpretation and delivery of the Welsh Foundation Phase and its contribution to physical literacy.

Degree: PhD, 2014, University of Bedfordshire

 The introduction of the Foundation Phase gave a unique opportunity to study the interpretation and delivery of a play-based early childhood curriculum. This new curriculum(more)

Subjects/Keywords: 372.86; physical literacy; Welsh Foundation Phase; early learning experiences; early childhood curriculum; play-based learning; physical education; X310 Academic studies in Nursery Education

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APA (6th Edition):

Wainwright, E. N. (2014). The interpretation and delivery of the Welsh Foundation Phase and its contribution to physical literacy. (Doctoral Dissertation). University of Bedfordshire. Retrieved from http://hdl.handle.net/10547/576443

Chicago Manual of Style (16th Edition):

Wainwright, Elizabeth N. “The interpretation and delivery of the Welsh Foundation Phase and its contribution to physical literacy.” 2014. Doctoral Dissertation, University of Bedfordshire. Accessed September 17, 2019. http://hdl.handle.net/10547/576443.

MLA Handbook (7th Edition):

Wainwright, Elizabeth N. “The interpretation and delivery of the Welsh Foundation Phase and its contribution to physical literacy.” 2014. Web. 17 Sep 2019.

Vancouver:

Wainwright EN. The interpretation and delivery of the Welsh Foundation Phase and its contribution to physical literacy. [Internet] [Doctoral dissertation]. University of Bedfordshire; 2014. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10547/576443.

Council of Science Editors:

Wainwright EN. The interpretation and delivery of the Welsh Foundation Phase and its contribution to physical literacy. [Doctoral Dissertation]. University of Bedfordshire; 2014. Available from: http://hdl.handle.net/10547/576443


Liberty University

27. Talley, Micole. A Phenomenological Study of Ninth Grade Students' with Disabilities Perceptions of Educational Settings.

Degree: 2017, Liberty University

 Few research studies listened to the voices of high school students with disabilities’ regarding their lived experiences during placement in an inclusion setting and a… (more)

Subjects/Keywords: Constructivist Theory; Co-Teaching; Lived Experiences; Special Education; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Psychology; Other Education

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APA (6th Edition):

Talley, M. (2017). A Phenomenological Study of Ninth Grade Students' with Disabilities Perceptions of Educational Settings. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1438

Chicago Manual of Style (16th Edition):

Talley, Micole. “A Phenomenological Study of Ninth Grade Students' with Disabilities Perceptions of Educational Settings.” 2017. Doctoral Dissertation, Liberty University. Accessed September 17, 2019. http://digitalcommons.liberty.edu/doctoral/1438.

MLA Handbook (7th Edition):

Talley, Micole. “A Phenomenological Study of Ninth Grade Students' with Disabilities Perceptions of Educational Settings.” 2017. Web. 17 Sep 2019.

Vancouver:

Talley M. A Phenomenological Study of Ninth Grade Students' with Disabilities Perceptions of Educational Settings. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Sep 17]. Available from: http://digitalcommons.liberty.edu/doctoral/1438.

Council of Science Editors:

Talley M. A Phenomenological Study of Ninth Grade Students' with Disabilities Perceptions of Educational Settings. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1438


University of South Africa

28. Zvandasara, Sakheni. Teachers’ experiences of the principal’s instructional leadership styles in primary schools in Gauteng Province.

Degree: 2016, University of South Africa

 This study explores teachers’ experiences with the principals’ instructional leadership styles in primary schools in Gauteng province. A qualitative research design was employed in the… (more)

Subjects/Keywords: Teachers experiences; Principals; Instructional leadership; Primary schools; Leadership; Teaching and learning; Management; Leadership styles; Leadership models; Educational leaders; Management challenges; Curriculum; Gauteng Province; Academic performance; Learners

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APA (6th Edition):

Zvandasara, S. (2016). Teachers’ experiences of the principal’s instructional leadership styles in primary schools in Gauteng Province. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23189

Chicago Manual of Style (16th Edition):

Zvandasara, Sakheni. “Teachers’ experiences of the principal’s instructional leadership styles in primary schools in Gauteng Province.” 2016. Masters Thesis, University of South Africa. Accessed September 17, 2019. http://hdl.handle.net/10500/23189.

MLA Handbook (7th Edition):

Zvandasara, Sakheni. “Teachers’ experiences of the principal’s instructional leadership styles in primary schools in Gauteng Province.” 2016. Web. 17 Sep 2019.

Vancouver:

Zvandasara S. Teachers’ experiences of the principal’s instructional leadership styles in primary schools in Gauteng Province. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10500/23189.

Council of Science Editors:

Zvandasara S. Teachers’ experiences of the principal’s instructional leadership styles in primary schools in Gauteng Province. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/23189

29. Simeon, Sharon Alicia. Inner City African American Girls' Learning Mathematics: Parental Influence And Classroom Experience As They Impact Mathematics Scores On The Act.

Degree: EdD, Curriculum and Instruction, 2013, Wayne State University

  The objective of this study was to discover how parents (N=47), through their input at home, influence the mathematical performance of their daughters; how… (more)

Subjects/Keywords: ACT; African; American; Experiences; Girls; Mathematics; Curriculum and Instruction

…Math at Home …...64 Appendix D Student Survey: Math Class Experiences… …Why is there such a dichotomy of feelings? It begins with my first experiences with… …mathematics experiences. The love, nurturing, and patience I experienced as a young child were… …curriculum, developed by the University of Chicago, and the math component of Success for All… …promoting quality mathematics experiences for 8 students (Madden et al 2001; Woodward… 

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

APA (6th Edition):

Simeon, S. A. (2013). Inner City African American Girls' Learning Mathematics: Parental Influence And Classroom Experience As They Impact Mathematics Scores On The Act. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/699

Chicago Manual of Style (16th Edition):

Simeon, Sharon Alicia. “Inner City African American Girls' Learning Mathematics: Parental Influence And Classroom Experience As They Impact Mathematics Scores On The Act.” 2013. Doctoral Dissertation, Wayne State University. Accessed September 17, 2019. https://digitalcommons.wayne.edu/oa_dissertations/699.

MLA Handbook (7th Edition):

Simeon, Sharon Alicia. “Inner City African American Girls' Learning Mathematics: Parental Influence And Classroom Experience As They Impact Mathematics Scores On The Act.” 2013. Web. 17 Sep 2019.

Vancouver:

Simeon SA. Inner City African American Girls' Learning Mathematics: Parental Influence And Classroom Experience As They Impact Mathematics Scores On The Act. [Internet] [Doctoral dissertation]. Wayne State University; 2013. [cited 2019 Sep 17]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/699.

Council of Science Editors:

Simeon SA. Inner City African American Girls' Learning Mathematics: Parental Influence And Classroom Experience As They Impact Mathematics Scores On The Act. [Doctoral Dissertation]. Wayne State University; 2013. Available from: https://digitalcommons.wayne.edu/oa_dissertations/699


Virginia Commonwealth University

30. Peacock, Amber R. Exploring Stakeholders' Perceptions of the Evaluation of Early Fieldwork Experience in an Undergraduate Teacher Preparation Program.

Degree: PhD, Education, 2015, Virginia Commonwealth University

  This study is a qualitative meta-evaluation of the early field experience (EFE) program at a small, private, undergraduate teacher preparation program in Virginia focusing… (more)

Subjects/Keywords: early field experiences; evaluation; preservice teachers; teacher preparation; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Higher Education and Teaching; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Peacock, A. R. (2015). Exploring Stakeholders' Perceptions of the Evaluation of Early Fieldwork Experience in an Undergraduate Teacher Preparation Program. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3996

Chicago Manual of Style (16th Edition):

Peacock, Amber R. “Exploring Stakeholders' Perceptions of the Evaluation of Early Fieldwork Experience in an Undergraduate Teacher Preparation Program.” 2015. Doctoral Dissertation, Virginia Commonwealth University. Accessed September 17, 2019. https://scholarscompass.vcu.edu/etd/3996.

MLA Handbook (7th Edition):

Peacock, Amber R. “Exploring Stakeholders' Perceptions of the Evaluation of Early Fieldwork Experience in an Undergraduate Teacher Preparation Program.” 2015. Web. 17 Sep 2019.

Vancouver:

Peacock AR. Exploring Stakeholders' Perceptions of the Evaluation of Early Fieldwork Experience in an Undergraduate Teacher Preparation Program. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2015. [cited 2019 Sep 17]. Available from: https://scholarscompass.vcu.edu/etd/3996.

Council of Science Editors:

Peacock AR. Exploring Stakeholders' Perceptions of the Evaluation of Early Fieldwork Experience in an Undergraduate Teacher Preparation Program. [Doctoral Dissertation]. Virginia Commonwealth University; 2015. Available from: https://scholarscompass.vcu.edu/etd/3996

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