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

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University of North Texas

1. Abu Dawood, Sumayah Mohammadlutfi. Students' Attitudes toward Educational Gamification in Online Learning Environments.

Degree: 2019, University of North Texas

 This study explored undergraduate and graduate students' attitudes toward the pleasurability of educational gamification in online learning environments. The study is a sequential explanatory mixed-methods… (more)

Subjects/Keywords: Gamification; Online Learning; Pleasurability; Playful Experiences; SDT; Motivation; PLEX; PLLEX; Situated Learning; Game-Based Learning; Multimedia Affordances; Mixed-Methods; Explanatory; Pleasurable Learning Experiences Scale; Education, Technology; Education, Curriculum and Instruction; Education, Tests and Measurements

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APA (6th Edition):

Abu Dawood, S. M. (2019). Students' Attitudes toward Educational Gamification in Online Learning Environments. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1505265/

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):

Abu Dawood, Sumayah Mohammadlutfi. “Students' Attitudes toward Educational Gamification in Online Learning Environments.” 2019. Thesis, University of North Texas. Accessed October 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505265/.

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

MLA Handbook (7th Edition):

Abu Dawood, Sumayah Mohammadlutfi. “Students' Attitudes toward Educational Gamification in Online Learning Environments.” 2019. Web. 17 Oct 2019.

Vancouver:

Abu Dawood SM. Students' Attitudes toward Educational Gamification in Online Learning Environments. [Internet] [Thesis]. University of North Texas; 2019. [cited 2019 Oct 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505265/.

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

Council of Science Editors:

Abu Dawood SM. Students' Attitudes toward Educational Gamification in Online Learning Environments. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505265/

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


University of Toledo

2. Aguiton, Rhonda Lisa. A Descriptive Study of Teacher Candidates’ Reflective Thinking During Literacy Tutoring Clinical Experiences.

Degree: PhD, Curriculum and Instruction, 2018, University of Toledo

 Teacher preparation programs have been under scrutiny for years. The National Council for Accreditation of Teacher Education (NCATE) (2010) identified a gap between the preparation… (more)

Subjects/Keywords: Teacher Education; Curriculum Development; Education; Teaching; Literacy; Reflective thinking; teacher education program; teacher candidates; clinical experiences; school district-university partnerships; literacy acquisition; meaningful feedback; community of practice; Dewey; Schon; reflective practice; field-based course

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APA (6th Edition):

Aguiton, R. L. (2018). A Descriptive Study of Teacher Candidates’ Reflective Thinking During Literacy Tutoring Clinical Experiences. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525124978865095

Chicago Manual of Style (16th Edition):

Aguiton, Rhonda Lisa. “A Descriptive Study of Teacher Candidates’ Reflective Thinking During Literacy Tutoring Clinical Experiences.” 2018. Doctoral Dissertation, University of Toledo. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525124978865095.

MLA Handbook (7th Edition):

Aguiton, Rhonda Lisa. “A Descriptive Study of Teacher Candidates’ Reflective Thinking During Literacy Tutoring Clinical Experiences.” 2018. Web. 17 Oct 2019.

Vancouver:

Aguiton RL. A Descriptive Study of Teacher Candidates’ Reflective Thinking During Literacy Tutoring Clinical Experiences. [Internet] [Doctoral dissertation]. University of Toledo; 2018. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525124978865095.

Council of Science Editors:

Aguiton RL. A Descriptive Study of Teacher Candidates’ Reflective Thinking During Literacy Tutoring Clinical Experiences. [Doctoral Dissertation]. University of Toledo; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525124978865095


Boise State University

3. 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 October 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 Oct 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 Oct 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


University of Ottawa

4. 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 October 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 Oct 2019.

Vancouver:

Lagarde N. Indigenous Worldviews: Teachers’ Experience with Native Studies in Ontario . [Internet] [Thesis]. University of Ottawa; 2018. [cited 2019 Oct 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

5. 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 October 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 Oct 2019.

Vancouver:

W. Hartell A. Audio Books’ Impact On Students’ Reading Experiences. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Oct 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 Carolina

6. 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 October 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 Oct 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 Oct 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


University of South Carolina

7. 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 October 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 Oct 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 Oct 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


Marshall University

8. White, Kimberly Ann. Exploring the Perspectives and Experiences of Physicians in WV who Prescribe Medication-Assisted Treatment (MAT) to Patients with Opioid use Disorder (OUD).

Degree: 2018, Marshall University

 This qualitative study explores the lived experiences of six physicians in West Virginia who treat patients with opioid use disorder using Buprenorphine, often referred to… (more)

Subjects/Keywords: Applied Research; Behavioral Health; Collaborative Ethnography; Medication-Assisted Treatment (MAT); Physicians' Experiences; Social Work; <; p>; Opioid abuse  – Treatment  – West Virginia.<; /p>;

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APA (6th Edition):

White, K. A. (2018). Exploring the Perspectives and Experiences of Physicians in WV who Prescribe Medication-Assisted Treatment (MAT) to Patients with Opioid use Disorder (OUD). (Thesis). Marshall University. Retrieved from https://mds.marshall.edu/etd/1163

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):

White, Kimberly Ann. “Exploring the Perspectives and Experiences of Physicians in WV who Prescribe Medication-Assisted Treatment (MAT) to Patients with Opioid use Disorder (OUD).” 2018. Thesis, Marshall University. Accessed October 17, 2019. https://mds.marshall.edu/etd/1163.

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

MLA Handbook (7th Edition):

White, Kimberly Ann. “Exploring the Perspectives and Experiences of Physicians in WV who Prescribe Medication-Assisted Treatment (MAT) to Patients with Opioid use Disorder (OUD).” 2018. Web. 17 Oct 2019.

Vancouver:

White KA. Exploring the Perspectives and Experiences of Physicians in WV who Prescribe Medication-Assisted Treatment (MAT) to Patients with Opioid use Disorder (OUD). [Internet] [Thesis]. Marshall University; 2018. [cited 2019 Oct 17]. Available from: https://mds.marshall.edu/etd/1163.

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

Council of Science Editors:

White KA. Exploring the Perspectives and Experiences of Physicians in WV who Prescribe Medication-Assisted Treatment (MAT) to Patients with Opioid use Disorder (OUD). [Thesis]. Marshall University; 2018. Available from: https://mds.marshall.edu/etd/1163

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


Northeastern University

9. 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 October 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 Oct 2019.

Vancouver:

Bosco AF. Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Oct 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


Universidade do Estado do Rio de Janeiro

10. 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 October 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 Oct 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 Oct 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 ;


Liberty University

11. Snow, Victor. A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students.

Degree: 2017, Liberty University

 Teachers worldwide are adapting to meet educational needs caused by increased immigration. Germany has many immigrant students and ranks high in international education. This case… (more)

Subjects/Keywords: Culturally Relevant Pedagogy; Education in Germany; Multicultural Education; Preservice Teacher Training; Refugee and Immigrant Education; Teacher Experiences; Bilingual, Multilingual, and Multicultural Education; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Snow, V. (2017). A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1511

Chicago Manual of Style (16th Edition):

Snow, Victor. “A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students.” 2017. Doctoral Dissertation, Liberty University. Accessed October 17, 2019. http://digitalcommons.liberty.edu/doctoral/1511.

MLA Handbook (7th Edition):

Snow, Victor. “A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students.” 2017. Web. 17 Oct 2019.

Vancouver:

Snow V. A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Oct 17]. Available from: http://digitalcommons.liberty.edu/doctoral/1511.

Council of Science Editors:

Snow V. A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1511


University of South Africa

12. 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 October 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 Oct 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 Oct 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 Kansas

13. 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 October 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 Oct 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 Oct 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


Liberty University

14. 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 October 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 Oct 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 Oct 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 New Mexico

15. 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 October 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 Oct 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 Oct 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


Liberty University

16. 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 October 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 Oct 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 Oct 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

17. 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 October 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 Oct 2019.

Vancouver:

Bylund S. Dans i förskolan : Förskollärares erfarenheter av dans och dans som verktyg för lärande. [Internet] [Thesis]. Södertörn University; 2017. [cited 2019 Oct 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


University of South Africa

18. 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 October 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 Oct 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 Oct 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


Liberty University

19. McElhaney, Christine. Pre-Service Elementary School Teachers’ Perceptions of Mathematics Education Experiences: A Phenomenological Study.

Degree: 2016, Liberty University

 The purpose of this phenomenological study was to examine the perceptions about mathematics of pre-service elementary school teachers at a small private university in the… (more)

Subjects/Keywords: Mathematical Experiences; Mathematical Perceptions; Mathematics Experiences; Mathematics Methods Courses; Pre-Service Elementary School Teachers; Pre-Service Teachers; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Science and Mathematics Education

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APA (6th Edition):

McElhaney, C. (2016). Pre-Service Elementary School Teachers’ Perceptions of Mathematics Education Experiences: A Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1151

Chicago Manual of Style (16th Edition):

McElhaney, Christine. “Pre-Service Elementary School Teachers’ Perceptions of Mathematics Education Experiences: A Phenomenological Study.” 2016. Doctoral Dissertation, Liberty University. Accessed October 17, 2019. http://digitalcommons.liberty.edu/doctoral/1151.

MLA Handbook (7th Edition):

McElhaney, Christine. “Pre-Service Elementary School Teachers’ Perceptions of Mathematics Education Experiences: A Phenomenological Study.” 2016. Web. 17 Oct 2019.

Vancouver:

McElhaney C. Pre-Service Elementary School Teachers’ Perceptions of Mathematics Education Experiences: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Oct 17]. Available from: http://digitalcommons.liberty.edu/doctoral/1151.

Council of Science Editors:

McElhaney C. Pre-Service Elementary School Teachers’ Perceptions of Mathematics Education Experiences: A Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1151


University of South Africa

20. 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 October 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 Oct 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 Oct 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

21. 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 October 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 Oct 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 Oct 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

22. Kershaw, Lorraine H. Journeys towards expertise in technology-supported teaching.

Degree: 2016, Edith Cowan University

 Expertise in technology-supported teaching needs to be understood from multi-dimensional perspectives and influences, if raising teacher quality is a desired goal of education services. This… (more)

Subjects/Keywords: Pedagogical practices; learning experiences; expert teaching; primary teaching; collaboration; pathways; Curriculum and Instruction; Educational Methods; Instructional Media Design

…pedagogical practices, learning experiences and personal characteristics and how their decisions… …challenges afforded by technologies to practices and approaches to learning. Particular experiences… …curriculum resource teacher, 2) engaging in collaborative activities and feeling part of a… …learning experiences, characteristics, influences, descriptors, pathways, continuum vii TABLE… …38 Learning experiences… 

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APA (6th Edition):

Kershaw, L. H. (2016). Journeys towards expertise in technology-supported teaching. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/1776

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):

Kershaw, Lorraine H. “Journeys towards expertise in technology-supported teaching.” 2016. Thesis, Edith Cowan University. Accessed October 17, 2019. http://ro.ecu.edu.au/theses/1776.

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

MLA Handbook (7th Edition):

Kershaw, Lorraine H. “Journeys towards expertise in technology-supported teaching.” 2016. Web. 17 Oct 2019.

Vancouver:

Kershaw LH. Journeys towards expertise in technology-supported teaching. [Internet] [Thesis]. Edith Cowan University; 2016. [cited 2019 Oct 17]. Available from: http://ro.ecu.edu.au/theses/1776.

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

Council of Science Editors:

Kershaw LH. Journeys towards expertise in technology-supported teaching. [Thesis]. Edith Cowan University; 2016. Available from: http://ro.ecu.edu.au/theses/1776

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


University of Canterbury

23. Yasaki W. The nature of experience and learning for Japanese girls in a high school basketball club: The nature of experience and learning for Japanese girls in a highschool basketball club.

Degree: 2016, University of Canterbury

 This article draws on a study that inquires into what keeps girls aged 13-16 years in a high school basketball club in Japan with a… (more)

Subjects/Keywords: basketball club; japanese adolescent girls; learning experiences; ethnography; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130210 - Physical Education and Development Curriculum and Pedagogy; Field of Research::13 - Education::1303 - Specialist Studies in Education::130308 - Gender, Sexuality and Education; Field of Research::13 - Education::1303 - Specialist Studies in Education::130302 - Comparative and Cross-Cultural Education; Field of Research::13 - Education::1301 - Education Systems::130106 - Secondary Education; Field of Research::16 - Studies in Human Society::1601 - Anthropology::160104 - Social and Cultural Anthropology

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APA (6th Edition):

W, Y. (2016). The nature of experience and learning for Japanese girls in a high school basketball club: The nature of experience and learning for Japanese girls in a highschool basketball club. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15168

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):

W, Yasaki. “The nature of experience and learning for Japanese girls in a high school basketball club: The nature of experience and learning for Japanese girls in a highschool basketball club.” 2016. Thesis, University of Canterbury. Accessed October 17, 2019. http://hdl.handle.net/10092/15168.

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

MLA Handbook (7th Edition):

W, Yasaki. “The nature of experience and learning for Japanese girls in a high school basketball club: The nature of experience and learning for Japanese girls in a highschool basketball club.” 2016. Web. 17 Oct 2019.

Vancouver:

W Y. The nature of experience and learning for Japanese girls in a high school basketball club: The nature of experience and learning for Japanese girls in a highschool basketball club. [Internet] [Thesis]. University of Canterbury; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10092/15168.

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

Council of Science Editors:

W Y. The nature of experience and learning for Japanese girls in a high school basketball club: The nature of experience and learning for Japanese girls in a highschool basketball club. [Thesis]. University of Canterbury; 2016. Available from: http://hdl.handle.net/10092/15168

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


Liberty University

24. Green, Becky. 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: lived experiences; retention; self-esteem; social promotion; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Psychology; Other Education; Other Teacher Education and Professional Development; Social and Philosophical Foundations of Education

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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/1108

Chicago Manual of Style (16th Edition):

Green, Becky. “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 October 17, 2019. http://digitalcommons.liberty.edu/doctoral/1108.

MLA Handbook (7th Edition):

Green, Becky. “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 Oct 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 Oct 17]. Available from: http://digitalcommons.liberty.edu/doctoral/1108.

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/1108


Liberty University

25. 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 October 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 Oct 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 Oct 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

26. Bell-Nolan, Mary E. Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2015, Kent State University

 The teaching of writing in elementary school settings has been well documented through research. However, when it comes to secondary schools settings, the literature reveals… (more)

Subjects/Keywords: Education; Teaching; Teacher Education; Secondary Education; School Administration; Minority and Ethnic Groups; Literacy; Language Arts; Higher Education; Educational Leadership; Curriculum Development; African American Studies; Writing Instruction; Common Core Standards; Urban Teachers; Teachers Tensions; Teachers Beliefs, Teachers Experiences, Interpretative Qualitative Study; Social Constructivist; Writing; Ohio Teachers Evaluation System; Writing Tensions; Teaching; OTES; WAC

curriculum, teachers’ experiences in writing instruction, and tensions that emerge while… …on teachers’ beliefs and experiences in writing, writing across the curriculum, writing… …beliefs and experiences about writing, writing across the curriculum, writing instructional… …1 Author’s Experiences… …19 Teachers’ Beliefs and Experiences About Writing… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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APA (6th Edition):

Bell-Nolan, M. E. (2015). Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1437157556

Chicago Manual of Style (16th Edition):

Bell-Nolan, Mary E. “Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School.” 2015. Doctoral Dissertation, Kent State University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1437157556.

MLA Handbook (7th Edition):

Bell-Nolan, Mary E. “Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School.” 2015. Web. 17 Oct 2019.

Vancouver:

Bell-Nolan ME. Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School. [Internet] [Doctoral dissertation]. Kent State University; 2015. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1437157556.

Council of Science Editors:

Bell-Nolan ME. Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School. [Doctoral Dissertation]. Kent State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1437157556


Florida International University

27. Ottati, Daniela F. Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University.

Degree: PhD, Curriculum and Instruction, 2015, Florida International University

  The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the… (more)

Subjects/Keywords: teaching; learning; geography; education; qualitative; attitudes; experiences; literacy; interviews; undergraduates; Curriculum and Instruction; Elementary Education and Teaching; Geographic Information Sciences; Geography; Higher Education and Teaching; Human Geography; Junior High, Intermediate, Middle School Education and Teaching; Physical and Environmental Geography; Secondary Education and Teaching

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APA (6th Edition):

Ottati, D. F. (2015). Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University. (Doctoral Dissertation). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1851 ; 10.25148/etd.FI15032148 ; FI15032148

Chicago Manual of Style (16th Edition):

Ottati, Daniela F. “Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University.” 2015. Doctoral Dissertation, Florida International University. Accessed October 17, 2019. http://digitalcommons.fiu.edu/etd/1851 ; 10.25148/etd.FI15032148 ; FI15032148.

MLA Handbook (7th Edition):

Ottati, Daniela F. “Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University.” 2015. Web. 17 Oct 2019.

Vancouver:

Ottati DF. Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University. [Internet] [Doctoral dissertation]. Florida International University; 2015. [cited 2019 Oct 17]. Available from: http://digitalcommons.fiu.edu/etd/1851 ; 10.25148/etd.FI15032148 ; FI15032148.

Council of Science Editors:

Ottati DF. Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University. [Doctoral Dissertation]. Florida International University; 2015. Available from: http://digitalcommons.fiu.edu/etd/1851 ; 10.25148/etd.FI15032148 ; FI15032148


University of South Florida

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

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 October 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 Oct 2019.

Vancouver:

Rosa L. Parental Deportation and Cape Verdean Youth Experiences: A Case Study. [Internet] [Thesis]. University of South Florida; 2015. [cited 2019 Oct 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


Virginia Commonwealth University

29. 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

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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 October 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 Oct 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 Oct 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


University of KwaZulu-Natal

30. [No author]. Exploring teachers' experiences of teaching CAPS life skills (physical education) in the foundation phase.

Degree: 2015, University of KwaZulu-Natal

 Despite the government efforts to make sure that the implementation of the curriculum (CAPS) becomes successful in South Africa, some of the schools especially the… (more)

Subjects/Keywords: Life skills  – Study and teaching (Elementary)  – South Africa  – Mpumalanga.; Curriculum change  – South Africa  – Mpumalanga.; Rural schools  – Curricula  – South Africa  – Mpumalanga.; Physical education and training  – Study and teaching  – South Africa  – Mpumalanga.; Education.; Curriculum Assessment Policy Statements.; Teachers' experiences.

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

APA (6th Edition):

author], [. (2015). Exploring teachers' experiences of teaching CAPS life skills (physical education) in the foundation phase. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13875

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):

author], [No. “Exploring teachers' experiences of teaching CAPS life skills (physical education) in the foundation phase. ” 2015. Thesis, University of KwaZulu-Natal. Accessed October 17, 2019. http://hdl.handle.net/10413/13875.

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

MLA Handbook (7th Edition):

author], [No. “Exploring teachers' experiences of teaching CAPS life skills (physical education) in the foundation phase. ” 2015. Web. 17 Oct 2019.

Vancouver:

author] [. Exploring teachers' experiences of teaching CAPS life skills (physical education) in the foundation phase. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10413/13875.

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

Council of Science Editors:

author] [. Exploring teachers' experiences of teaching CAPS life skills (physical education) in the foundation phase. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13875

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

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