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Dept: School of Education

You searched for subject:(Education accountability United States). Showing records 1 – 30 of 1447 total matches.

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1. Stachler, Wendi Marie Mizer. Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm.

Degree: MS, School of Education, 2012, North Dakota State University

 The purpose of this study was to determine the sustainability of professional development – teacher utilization of the Science-in-CTE pedagogical model and science-enhanced CTE lessons – one… (more)

Subjects/Keywords: Technical education  – Curricula  – United States.; Career education  – Curricula  – United States.; Career development  – United States.; Science teachers  – In-service training  – United States.

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

APA (6th Edition):

Stachler, W. M. M. (2012). Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm. (Masters Thesis). North Dakota State University. Retrieved from http://hdl.handle.net/10365/26644

Chicago Manual of Style (16th Edition):

Stachler, Wendi Marie Mizer. “Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm.” 2012. Masters Thesis, North Dakota State University. Accessed November 20, 2019. http://hdl.handle.net/10365/26644.

MLA Handbook (7th Edition):

Stachler, Wendi Marie Mizer. “Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm.” 2012. Web. 20 Nov 2019.

Vancouver:

Stachler WMM. Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm. [Internet] [Masters thesis]. North Dakota State University; 2012. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10365/26644.

Council of Science Editors:

Stachler WMM. Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm. [Masters Thesis]. North Dakota State University; 2012. Available from: http://hdl.handle.net/10365/26644


Northeastern University

2. Galligan, Mark Neal. Debating the study of the past:: a historical analysis of American history curriculum and instruction between 1890 and 1920.

Degree: EdD, School of Education, 2014, Northeastern University

 This paper presents the research design, rationale, and the results of a historical document-based research project to answer the following two-part question: How do popular… (more)

Subjects/Keywords: American Historical Association; American history curriculum; Curriculum evaluation; Curriculum frameworks; historical understanding; National Education Association; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; United States History

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APA (6th Edition):

Galligan, M. N. (2014). Debating the study of the past:: a historical analysis of American history curriculum and instruction between 1890 and 1920. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20004970

Chicago Manual of Style (16th Edition):

Galligan, Mark Neal. “Debating the study of the past:: a historical analysis of American history curriculum and instruction between 1890 and 1920.” 2014. Masters Thesis, Northeastern University. Accessed November 20, 2019. http://hdl.handle.net/2047/d20004970.

MLA Handbook (7th Edition):

Galligan, Mark Neal. “Debating the study of the past:: a historical analysis of American history curriculum and instruction between 1890 and 1920.” 2014. Web. 20 Nov 2019.

Vancouver:

Galligan MN. Debating the study of the past:: a historical analysis of American history curriculum and instruction between 1890 and 1920. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2047/d20004970.

Council of Science Editors:

Galligan MN. Debating the study of the past:: a historical analysis of American history curriculum and instruction between 1890 and 1920. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20004970


Northeastern University

3. Puhlick, Matthew P.W. Testing! testing! 1, 2, 3... redefining who we leave behind: standardized tests and high achieving students.

Degree: EdD, School of Education, 2016, Northeastern University

 This study uses alignment theories and a general qualitative approach to explore and understand teacher descriptions of the effects state-wide standardized tests have had on… (more)

Subjects/Keywords: accountability; classroom practices; high achieving; standardized tests; student learning; Educational tests and measurements; Educational accountability; Gifted children; Education; Academic achievement; Motivation in education; Curriculum planning

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APA (6th Edition):

Puhlick, M. P. W. (2016). Testing! testing! 1, 2, 3... redefining who we leave behind: standardized tests and high achieving students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20209183

Chicago Manual of Style (16th Edition):

Puhlick, Matthew P W. “Testing! testing! 1, 2, 3... redefining who we leave behind: standardized tests and high achieving students.” 2016. Doctoral Dissertation, Northeastern University. Accessed November 20, 2019. http://hdl.handle.net/2047/D20209183.

MLA Handbook (7th Edition):

Puhlick, Matthew P W. “Testing! testing! 1, 2, 3... redefining who we leave behind: standardized tests and high achieving students.” 2016. Web. 20 Nov 2019.

Vancouver:

Puhlick MPW. Testing! testing! 1, 2, 3... redefining who we leave behind: standardized tests and high achieving students. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2047/D20209183.

Council of Science Editors:

Puhlick MPW. Testing! testing! 1, 2, 3... redefining who we leave behind: standardized tests and high achieving students. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20209183


Northeastern University

4. Reagan, Brian K. The changing role of the high school principal: instructional leadership in an era of increased accountability.

Degree: EdD, School of Education, 2016, Northeastern University

 There is an abundance of literature supporting the notion that the principalship, particularly the public secondary school principalship, has become so complex in recent years… (more)

Subjects/Keywords: accountability; instructional leadership; mandates; principal; principalship; secondary education; High school principals; Teacher-principal relationships; School of Education; Educational accountability; Educational tests and measurements; Educational change

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APA (6th Edition):

Reagan, B. K. (2016). The changing role of the high school principal: instructional leadership in an era of increased accountability. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20201630

Chicago Manual of Style (16th Edition):

Reagan, Brian K. “The changing role of the high school principal: instructional leadership in an era of increased accountability.” 2016. Doctoral Dissertation, Northeastern University. Accessed November 20, 2019. http://hdl.handle.net/2047/D20201630.

MLA Handbook (7th Edition):

Reagan, Brian K. “The changing role of the high school principal: instructional leadership in an era of increased accountability.” 2016. Web. 20 Nov 2019.

Vancouver:

Reagan BK. The changing role of the high school principal: instructional leadership in an era of increased accountability. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2047/D20201630.

Council of Science Editors:

Reagan BK. The changing role of the high school principal: instructional leadership in an era of increased accountability. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20201630


Northeastern University

5. Parker, Cynthia Lynne. Online student engagement: perceptions of the impact on student learning and effective practices.

Degree: EdD, School of Education, 2016, Northeastern University

 In the current environment focused on quality, documenting online program quality has become an imperative for higher education leaders. Student engagement is considered an essential… (more)

Subjects/Keywords: academic challenge; accountability; learning outcomes; online education; student engagement; Education, Higher; Effect of technological innovations on; Internet in higher education; Distance education; Active learning; Motivation in education; Academic achievement

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APA (6th Edition):

Parker, C. L. (2016). Online student engagement: perceptions of the impact on student learning and effective practices. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20197880

Chicago Manual of Style (16th Edition):

Parker, Cynthia Lynne. “Online student engagement: perceptions of the impact on student learning and effective practices.” 2016. Doctoral Dissertation, Northeastern University. Accessed November 20, 2019. http://hdl.handle.net/2047/D20197880.

MLA Handbook (7th Edition):

Parker, Cynthia Lynne. “Online student engagement: perceptions of the impact on student learning and effective practices.” 2016. Web. 20 Nov 2019.

Vancouver:

Parker CL. Online student engagement: perceptions of the impact on student learning and effective practices. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2047/D20197880.

Council of Science Editors:

Parker CL. Online student engagement: perceptions of the impact on student learning and effective practices. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20197880


Northeastern University

6. Vardas, Melissa Anne. The influence of federally mandated educational policy on educators.

Degree: EdD, School of Education, 2014, Northeastern University

 The researcher sought to explain how mandated federal policy that impacts education affects educators' practice. Educators are often left out of the conversation when policy… (more)

Subjects/Keywords: common core; eduction reform; No Child Left Behind; teacher evaluation; Education Policy; Educational change; Educational accountability; Curriculum change; Education; Standards; Common Core State Standards (Education); Teachers; Rating of; Teacher effectiveness

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APA (6th Edition):

Vardas, M. A. (2014). The influence of federally mandated educational policy on educators. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128421

Chicago Manual of Style (16th Edition):

Vardas, Melissa Anne. “The influence of federally mandated educational policy on educators.” 2014. Doctoral Dissertation, Northeastern University. Accessed November 20, 2019. http://hdl.handle.net/2047/d20128421.

MLA Handbook (7th Edition):

Vardas, Melissa Anne. “The influence of federally mandated educational policy on educators.” 2014. Web. 20 Nov 2019.

Vancouver:

Vardas MA. The influence of federally mandated educational policy on educators. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2047/d20128421.

Council of Science Editors:

Vardas MA. The influence of federally mandated educational policy on educators. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128421


Northeastern University

7. Jilani, Iram Jamil Shaikh. Muslim American identity under siege: Muslim students' perspectives of American high schools.

Degree: EdD, School of Education, 2015, Northeastern University

 Muslim students journey through American public schools with the understanding that their religious identity differs vastly from the hegemonic culture that umbrellas the schooling experience.… (more)

Subjects/Keywords: American Muslim; identity; Islam; Islamic idenity; Muslim; Muslim students; Ethnic identity; Muslim youth; United States; Muslim students; Conduct of life; Muslim students; United States; High school students; Acculturation

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APA (6th Edition):

Jilani, I. J. S. (2015). Muslim American identity under siege: Muslim students' perspectives of American high schools. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20193921

Chicago Manual of Style (16th Edition):

Jilani, Iram Jamil Shaikh. “Muslim American identity under siege: Muslim students' perspectives of American high schools.” 2015. Doctoral Dissertation, Northeastern University. Accessed November 20, 2019. http://hdl.handle.net/2047/D20193921.

MLA Handbook (7th Edition):

Jilani, Iram Jamil Shaikh. “Muslim American identity under siege: Muslim students' perspectives of American high schools.” 2015. Web. 20 Nov 2019.

Vancouver:

Jilani IJS. Muslim American identity under siege: Muslim students' perspectives of American high schools. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2047/D20193921.

Council of Science Editors:

Jilani IJS. Muslim American identity under siege: Muslim students' perspectives of American high schools. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20193921


Deakin University

8. Alhammadi, Muna. Students with vision impairments in the UAE higher education system.

Degree: School of Education, 2014, Deakin University

 Students with vision impairments are facing significant challenges accessing the physical, educational and social environments in the UAE higher education system. This thesis highlighted this… (more)

Subjects/Keywords: special needs education; vision impaired students; United Arab Emirates; higher education; support services

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APA (6th Edition):

Alhammadi, M. (2014). Students with vision impairments in the UAE higher education system. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30073004

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):

Alhammadi, Muna. “Students with vision impairments in the UAE higher education system.” 2014. Thesis, Deakin University. Accessed November 20, 2019. http://hdl.handle.net/10536/DRO/DU:30073004.

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

MLA Handbook (7th Edition):

Alhammadi, Muna. “Students with vision impairments in the UAE higher education system.” 2014. Web. 20 Nov 2019.

Vancouver:

Alhammadi M. Students with vision impairments in the UAE higher education system. [Internet] [Thesis]. Deakin University; 2014. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10536/DRO/DU:30073004.

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

Council of Science Editors:

Alhammadi M. Students with vision impairments in the UAE higher education system. [Thesis]. Deakin University; 2014. Available from: http://hdl.handle.net/10536/DRO/DU:30073004

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


Northeastern University

9. Evans, Kathleen S. Exploring strategies that enhance assessment in student affairs.

Degree: EdD, School of Education, 2016, Northeastern University

 As the educational accountability movement has swept the nation, higher educational professionals have sought to effectively respond to demands to provide evidence of the outcomes… (more)

Subjects/Keywords: assessment committees; assessment in higher education; assessment in student affairs; culture of assessment; culture of evidence; Student affairs services; Evaluation; Student affairs administrators; Organizational effectiveness; Organizational behavior; Educational accountability; Educational change

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APA (6th Edition):

Evans, K. S. (2016). Exploring strategies that enhance assessment in student affairs. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20206451

Chicago Manual of Style (16th Edition):

Evans, Kathleen S. “Exploring strategies that enhance assessment in student affairs.” 2016. Doctoral Dissertation, Northeastern University. Accessed November 20, 2019. http://hdl.handle.net/2047/D20206451.

MLA Handbook (7th Edition):

Evans, Kathleen S. “Exploring strategies that enhance assessment in student affairs.” 2016. Web. 20 Nov 2019.

Vancouver:

Evans KS. Exploring strategies that enhance assessment in student affairs. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2047/D20206451.

Council of Science Editors:

Evans KS. Exploring strategies that enhance assessment in student affairs. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20206451


University of Queensland

10. Pitkin, Sally. The complexities and tensions of school governance: a case study of the governing body of an Australian independent school.

Degree: School of Education, 2012, University of Queensland

Subjects/Keywords: Schools; Governance; Boards; Independent schools; Culture; Context; Stakeholders; Bourdieu; Accountability; 1303 Specialist Studies in Education

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APA (6th Edition):

Pitkin, S. (2012). The complexities and tensions of school governance: a case study of the governing body of an Australian independent school. (Thesis). University of Queensland. Retrieved from http://espace.library.uq.edu.au/view/UQ:284274

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):

Pitkin, Sally. “The complexities and tensions of school governance: a case study of the governing body of an Australian independent school.” 2012. Thesis, University of Queensland. Accessed November 20, 2019. http://espace.library.uq.edu.au/view/UQ:284274.

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

MLA Handbook (7th Edition):

Pitkin, Sally. “The complexities and tensions of school governance: a case study of the governing body of an Australian independent school.” 2012. Web. 20 Nov 2019.

Vancouver:

Pitkin S. The complexities and tensions of school governance: a case study of the governing body of an Australian independent school. [Internet] [Thesis]. University of Queensland; 2012. [cited 2019 Nov 20]. Available from: http://espace.library.uq.edu.au/view/UQ:284274.

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

Council of Science Editors:

Pitkin S. The complexities and tensions of school governance: a case study of the governing body of an Australian independent school. [Thesis]. University of Queensland; 2012. Available from: http://espace.library.uq.edu.au/view/UQ:284274

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


Northeastern University

11. Story, Jill Taylor. An interpretative phenomenological analysis exploring teacher experiences of educator evaluation in Massachusetts.

Degree: EdD, School of Education, 2017, Northeastern University

 Public education reforms that attempt to more accurately determine the impact of individual teachers on student learning outcomes have resulted in recent changes to educator… (more)

Subjects/Keywords: educator evaluation; educator performance rating; effective teaching practices; teacher accountability

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APA (6th Edition):

Story, J. T. (2017). An interpretative phenomenological analysis exploring teacher experiences of educator evaluation in Massachusetts. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20269157

Chicago Manual of Style (16th Edition):

Story, Jill Taylor. “An interpretative phenomenological analysis exploring teacher experiences of educator evaluation in Massachusetts.” 2017. Doctoral Dissertation, Northeastern University. Accessed November 20, 2019. http://hdl.handle.net/2047/D20269157.

MLA Handbook (7th Edition):

Story, Jill Taylor. “An interpretative phenomenological analysis exploring teacher experiences of educator evaluation in Massachusetts.” 2017. Web. 20 Nov 2019.

Vancouver:

Story JT. An interpretative phenomenological analysis exploring teacher experiences of educator evaluation in Massachusetts. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2047/D20269157.

Council of Science Editors:

Story JT. An interpretative phenomenological analysis exploring teacher experiences of educator evaluation in Massachusetts. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20269157


Northeastern University

12. Kay, Kathleen. Experiences with grade repetition: a narrative inquiry using a resiliency lens.

Degree: EdD, School of Education, 2017, Northeastern University

 For decades, retention has been a common practice implemented as an intervention for the at-risk or underperforming student (Alexander, Entwisle, & Dauber, 2003; Jimerson, Pletcher,… (more)

Subjects/Keywords: academic resilience; accountability; grade repetition; readiness; retention; social promotion

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APA (6th Edition):

Kay, K. (2017). Experiences with grade repetition: a narrative inquiry using a resiliency lens. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20266373

Chicago Manual of Style (16th Edition):

Kay, Kathleen. “Experiences with grade repetition: a narrative inquiry using a resiliency lens.” 2017. Doctoral Dissertation, Northeastern University. Accessed November 20, 2019. http://hdl.handle.net/2047/D20266373.

MLA Handbook (7th Edition):

Kay, Kathleen. “Experiences with grade repetition: a narrative inquiry using a resiliency lens.” 2017. Web. 20 Nov 2019.

Vancouver:

Kay K. Experiences with grade repetition: a narrative inquiry using a resiliency lens. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2047/D20266373.

Council of Science Editors:

Kay K. Experiences with grade repetition: a narrative inquiry using a resiliency lens. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20266373


Northeastern University

13. Lally, Nancy J. Teachers' perceptions of the implementation of a tiered model of instruction in reading in full day kindergarten: a case study.

Degree: EdD, School of Education, 2017, Northeastern University

 This descriptive case study examined educators' perceptions of the effect of tiered instruction on the reading achievement of kindergarten students. The purpose was to explore… (more)

Subjects/Keywords: accountability; educators' perceptions; full day kindergarten; response to intervention; student achievement; tiered reading instruction

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APA (6th Edition):

Lally, N. J. (2017). Teachers' perceptions of the implementation of a tiered model of instruction in reading in full day kindergarten: a case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20256361

Chicago Manual of Style (16th Edition):

Lally, Nancy J. “Teachers' perceptions of the implementation of a tiered model of instruction in reading in full day kindergarten: a case study.” 2017. Doctoral Dissertation, Northeastern University. Accessed November 20, 2019. http://hdl.handle.net/2047/D20256361.

MLA Handbook (7th Edition):

Lally, Nancy J. “Teachers' perceptions of the implementation of a tiered model of instruction in reading in full day kindergarten: a case study.” 2017. Web. 20 Nov 2019.

Vancouver:

Lally NJ. Teachers' perceptions of the implementation of a tiered model of instruction in reading in full day kindergarten: a case study. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2047/D20256361.

Council of Science Editors:

Lally NJ. Teachers' perceptions of the implementation of a tiered model of instruction in reading in full day kindergarten: a case study. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20256361


Northeastern University

14. Saban, George. Analyzing a dynamic curriculum change process to bridge the skills gap.

Degree: EdD, School of Education, 2016, Northeastern University

 This research study provides a detailed account of how one college went about making continuous changes to their video game curriculum to generate a program… (more)

Subjects/Keywords: bridging; dynamic curriculum; knowledge creation; organizational learning; skills gap; work-ready graduates; Education, Higher; Curricula; Planning; Curriculum change; Software engineering; Study and teaching (Higher); Technical education; Video games; Design; Video games; Programming |z Northeastern States; Soft skills; Study and teaching (Higher)

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APA (6th Edition):

Saban, G. (2016). Analyzing a dynamic curriculum change process to bridge the skills gap. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20209298

Chicago Manual of Style (16th Edition):

Saban, George. “Analyzing a dynamic curriculum change process to bridge the skills gap.” 2016. Doctoral Dissertation, Northeastern University. Accessed November 20, 2019. http://hdl.handle.net/2047/D20209298.

MLA Handbook (7th Edition):

Saban, George. “Analyzing a dynamic curriculum change process to bridge the skills gap.” 2016. Web. 20 Nov 2019.

Vancouver:

Saban G. Analyzing a dynamic curriculum change process to bridge the skills gap. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2047/D20209298.

Council of Science Editors:

Saban G. Analyzing a dynamic curriculum change process to bridge the skills gap. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20209298


University of Cape Town

15. Arnold, Luke. The affordances and potentials of mobile digital devices to teach English: a South African case study.

Degree: MEd, School of Education, 2018, University of Cape Town

 In this paper I attempt to explore the complexities involved in using digital technologies to teach English as home language in a South African private… (more)

Subjects/Keywords: education

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APA (6th Edition):

Arnold, L. (2018). The affordances and potentials of mobile digital devices to teach English: a South African case study. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/29500

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):

Arnold, Luke. “The affordances and potentials of mobile digital devices to teach English: a South African case study.” 2018. Thesis, University of Cape Town. Accessed November 20, 2019. http://hdl.handle.net/11427/29500.

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

MLA Handbook (7th Edition):

Arnold, Luke. “The affordances and potentials of mobile digital devices to teach English: a South African case study.” 2018. Web. 20 Nov 2019.

Vancouver:

Arnold L. The affordances and potentials of mobile digital devices to teach English: a South African case study. [Internet] [Thesis]. University of Cape Town; 2018. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11427/29500.

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

Council of Science Editors:

Arnold L. The affordances and potentials of mobile digital devices to teach English: a South African case study. [Thesis]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/29500

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


University of Cape Town

16. Pearton, Nicola. An investigation into the relationship between student identity and academic literacy at a private higher education institution.

Degree: MEd, School of Education, 2018, University of Cape Town

 Although academic development programmes have been well researched in the South African context, much of the research has focused on programmes at mainstream public universities… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Pearton, N. (2018). An investigation into the relationship between student identity and academic literacy at a private higher education institution. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/29697

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):

Pearton, Nicola. “An investigation into the relationship between student identity and academic literacy at a private higher education institution.” 2018. Thesis, University of Cape Town. Accessed November 20, 2019. http://hdl.handle.net/11427/29697.

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

MLA Handbook (7th Edition):

Pearton, Nicola. “An investigation into the relationship between student identity and academic literacy at a private higher education institution.” 2018. Web. 20 Nov 2019.

Vancouver:

Pearton N. An investigation into the relationship between student identity and academic literacy at a private higher education institution. [Internet] [Thesis]. University of Cape Town; 2018. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11427/29697.

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

Council of Science Editors:

Pearton N. An investigation into the relationship between student identity and academic literacy at a private higher education institution. [Thesis]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/29697

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


University of Cape Town

17. Ha, Bokju. Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy.

Degree: MEd, School of Education, 2018, University of Cape Town

 Diffractive methodology has been developed by Donna Haraway and Karen Barad as a methodology to read two (or more) different thoughts or works without criticism.… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Ha, B. (2018). Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/29872

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):

Ha, Bokju. “Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy.” 2018. Thesis, University of Cape Town. Accessed November 20, 2019. http://hdl.handle.net/11427/29872.

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

MLA Handbook (7th Edition):

Ha, Bokju. “Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy.” 2018. Web. 20 Nov 2019.

Vancouver:

Ha B. Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy. [Internet] [Thesis]. University of Cape Town; 2018. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11427/29872.

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

Council of Science Editors:

Ha B. Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy. [Thesis]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/29872

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


University of Cape Town

18. Giorza, Theresa Magdalen. Making kin and taking care: intra-active learning with time, space and matter in a Johannesburg preschool.

Degree: PhD, School of Education, 2018, University of Cape Town

 This research explores the lives and learning of a group of Grade R children and their human and non-human collaborators, (myself included) paying particular attention… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Giorza, T. M. (2018). Making kin and taking care: intra-active learning with time, space and matter in a Johannesburg preschool. (Doctoral Dissertation). University of Cape Town. Retrieved from http://hdl.handle.net/11427/29666

Chicago Manual of Style (16th Edition):

Giorza, Theresa Magdalen. “Making kin and taking care: intra-active learning with time, space and matter in a Johannesburg preschool.” 2018. Doctoral Dissertation, University of Cape Town. Accessed November 20, 2019. http://hdl.handle.net/11427/29666.

MLA Handbook (7th Edition):

Giorza, Theresa Magdalen. “Making kin and taking care: intra-active learning with time, space and matter in a Johannesburg preschool.” 2018. Web. 20 Nov 2019.

Vancouver:

Giorza TM. Making kin and taking care: intra-active learning with time, space and matter in a Johannesburg preschool. [Internet] [Doctoral dissertation]. University of Cape Town; 2018. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11427/29666.

Council of Science Editors:

Giorza TM. Making kin and taking care: intra-active learning with time, space and matter in a Johannesburg preschool. [Doctoral Dissertation]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/29666


University of Cape Town

19. Peers, Joanne. Reconceptualising quality through pedagogical documentation in early years education in South Africa.

Degree: MEd, School of Education, 2018, University of Cape Town

 I invite readers to an interest in re-conceptualise-ing quality through pedagogical documentation in early years education in South Africa. Children in South Africa are entangled… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Peers, J. (2018). Reconceptualising quality through pedagogical documentation in early years education in South Africa. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/29843

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):

Peers, Joanne. “Reconceptualising quality through pedagogical documentation in early years education in South Africa.” 2018. Thesis, University of Cape Town. Accessed November 20, 2019. http://hdl.handle.net/11427/29843.

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

MLA Handbook (7th Edition):

Peers, Joanne. “Reconceptualising quality through pedagogical documentation in early years education in South Africa.” 2018. Web. 20 Nov 2019.

Vancouver:

Peers J. Reconceptualising quality through pedagogical documentation in early years education in South Africa. [Internet] [Thesis]. University of Cape Town; 2018. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11427/29843.

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

Council of Science Editors:

Peers J. Reconceptualising quality through pedagogical documentation in early years education in South Africa. [Thesis]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/29843

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


University of Cape Town

20. Luckay, Melanie B. Implementation of social constructivist learning environments in grade 9 natural science in the Western Cape Province, South Africa.

Degree: Image, School of Education, 2010, University of Cape Town

 This study monitored the transformation of Grade 9 Natural Science classrooms toward social constructivist learning environments in three contexts described by socio-economic status (SES) (i.e.,… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Luckay, M. B. (2010). Implementation of social constructivist learning environments in grade 9 natural science in the Western Cape Province, South Africa. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/14752

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):

Luckay, Melanie B. “Implementation of social constructivist learning environments in grade 9 natural science in the Western Cape Province, South Africa.” 2010. Thesis, University of Cape Town. Accessed November 20, 2019. http://hdl.handle.net/11427/14752.

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

MLA Handbook (7th Edition):

Luckay, Melanie B. “Implementation of social constructivist learning environments in grade 9 natural science in the Western Cape Province, South Africa.” 2010. Web. 20 Nov 2019.

Vancouver:

Luckay MB. Implementation of social constructivist learning environments in grade 9 natural science in the Western Cape Province, South Africa. [Internet] [Thesis]. University of Cape Town; 2010. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11427/14752.

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

Council of Science Editors:

Luckay MB. Implementation of social constructivist learning environments in grade 9 natural science in the Western Cape Province, South Africa. [Thesis]. University of Cape Town; 2010. Available from: http://hdl.handle.net/11427/14752

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


University of Cape Town

21. Meinert, Leigh. A study of academic resilience amongst first generation university students in South Africa.

Degree: Image, School of Education, 2013, University of Cape Town

 This study adopts a sociological approach to the issue of academic resilience amongst first generation university students in a developing world context. As suggested in… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Meinert, L. (2013). A study of academic resilience amongst first generation university students in South Africa. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/14003

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):

Meinert, Leigh. “A study of academic resilience amongst first generation university students in South Africa.” 2013. Thesis, University of Cape Town. Accessed November 20, 2019. http://hdl.handle.net/11427/14003.

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

MLA Handbook (7th Edition):

Meinert, Leigh. “A study of academic resilience amongst first generation university students in South Africa.” 2013. Web. 20 Nov 2019.

Vancouver:

Meinert L. A study of academic resilience amongst first generation university students in South Africa. [Internet] [Thesis]. University of Cape Town; 2013. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11427/14003.

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

Council of Science Editors:

Meinert L. A study of academic resilience amongst first generation university students in South Africa. [Thesis]. University of Cape Town; 2013. Available from: http://hdl.handle.net/11427/14003

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


University of Cape Town

22. Ithindi, Elina Tangeni. An investigation of mobile-mediated social learning using socio-constructivism: a case study of convergence of informal and formal learning at the Polytechnic of Namibia.

Degree: Image, School of Education, 2014, University of Cape Town

 Mobile phones are hardly used for teaching and learning in the study setting, the Polytechnic of Namibia. Formal learning that is widespread in the study… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Ithindi, E. T. (2014). An investigation of mobile-mediated social learning using socio-constructivism: a case study of convergence of informal and formal learning at the Polytechnic of Namibia. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/12967

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):

Ithindi, Elina Tangeni. “An investigation of mobile-mediated social learning using socio-constructivism: a case study of convergence of informal and formal learning at the Polytechnic of Namibia.” 2014. Thesis, University of Cape Town. Accessed November 20, 2019. http://hdl.handle.net/11427/12967.

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

MLA Handbook (7th Edition):

Ithindi, Elina Tangeni. “An investigation of mobile-mediated social learning using socio-constructivism: a case study of convergence of informal and formal learning at the Polytechnic of Namibia.” 2014. Web. 20 Nov 2019.

Vancouver:

Ithindi ET. An investigation of mobile-mediated social learning using socio-constructivism: a case study of convergence of informal and formal learning at the Polytechnic of Namibia. [Internet] [Thesis]. University of Cape Town; 2014. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11427/12967.

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

Council of Science Editors:

Ithindi ET. An investigation of mobile-mediated social learning using socio-constructivism: a case study of convergence of informal and formal learning at the Polytechnic of Namibia. [Thesis]. University of Cape Town; 2014. Available from: http://hdl.handle.net/11427/12967

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


University of Cape Town

23. Moore, Colleen Patricia. Constituting grammar and its pedagogy : the reform of the South African English Home Language intermediate phase curriculum between 1997 and 2012.

Degree: Image, School of Education, 2014, University of Cape Town

 Post-apartheid curriculum reform in South Africa has impacted the constitution and organisation of English language knowledge, including grammatical knowledge and its pedagogy. Additionally, changes in… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Moore, C. P. (2014). Constituting grammar and its pedagogy : the reform of the South African English Home Language intermediate phase curriculum between 1997 and 2012. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/13353

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):

Moore, Colleen Patricia. “Constituting grammar and its pedagogy : the reform of the South African English Home Language intermediate phase curriculum between 1997 and 2012.” 2014. Thesis, University of Cape Town. Accessed November 20, 2019. http://hdl.handle.net/11427/13353.

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

MLA Handbook (7th Edition):

Moore, Colleen Patricia. “Constituting grammar and its pedagogy : the reform of the South African English Home Language intermediate phase curriculum between 1997 and 2012.” 2014. Web. 20 Nov 2019.

Vancouver:

Moore CP. Constituting grammar and its pedagogy : the reform of the South African English Home Language intermediate phase curriculum between 1997 and 2012. [Internet] [Thesis]. University of Cape Town; 2014. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11427/13353.

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

Council of Science Editors:

Moore CP. Constituting grammar and its pedagogy : the reform of the South African English Home Language intermediate phase curriculum between 1997 and 2012. [Thesis]. University of Cape Town; 2014. Available from: http://hdl.handle.net/11427/13353

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


University of Cape Town

24. Carder, Rebecca Jean. The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies.

Degree: Image, School of Education, 2015, University of Cape Town

 This study examines how two Grade 6 Natural Science teachers in two low SES schools in the Western Cape teach Natural Science, and what relation… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Carder, R. J. (2015). The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/13652

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):

Carder, Rebecca Jean. “The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies.” 2015. Thesis, University of Cape Town. Accessed November 20, 2019. http://hdl.handle.net/11427/13652.

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

MLA Handbook (7th Edition):

Carder, Rebecca Jean. “The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies.” 2015. Web. 20 Nov 2019.

Vancouver:

Carder RJ. The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11427/13652.

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

Council of Science Editors:

Carder RJ. The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/13652

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


University of Cape Town

25. Kontle, Bitha. An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools.

Degree: Image, School of Education, 2017, University of Cape Town

 In this study, I undertook to investigate how the requirements of formative and summative assessment influence the practices of teachers of art, craft and design… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Kontle, B. (2017). An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/27349

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):

Kontle, Bitha. “An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools.” 2017. Thesis, University of Cape Town. Accessed November 20, 2019. http://hdl.handle.net/11427/27349.

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

MLA Handbook (7th Edition):

Kontle, Bitha. “An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools.” 2017. Web. 20 Nov 2019.

Vancouver:

Kontle B. An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools. [Internet] [Thesis]. University of Cape Town; 2017. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11427/27349.

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

Council of Science Editors:

Kontle B. An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools. [Thesis]. University of Cape Town; 2017. Available from: http://hdl.handle.net/11427/27349

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


University of Cape Town

26. Coombes, Mary. Undertaking hifth at a Qur'anic school for girls in Cape Town: a case study.

Degree: Image, School of Education, 2013, University of Cape Town

 This small-scale case study focuses on the language and literacy practices that constitute hifth (the memorisation of the Qur'an) as it is practised at a… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Coombes, M. (2013). Undertaking hifth at a Qur'anic school for girls in Cape Town: a case study. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/12357

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):

Coombes, Mary. “Undertaking hifth at a Qur'anic school for girls in Cape Town: a case study.” 2013. Thesis, University of Cape Town. Accessed November 20, 2019. http://hdl.handle.net/11427/12357.

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

MLA Handbook (7th Edition):

Coombes, Mary. “Undertaking hifth at a Qur'anic school for girls in Cape Town: a case study.” 2013. Web. 20 Nov 2019.

Vancouver:

Coombes M. Undertaking hifth at a Qur'anic school for girls in Cape Town: a case study. [Internet] [Thesis]. University of Cape Town; 2013. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11427/12357.

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

Council of Science Editors:

Coombes M. Undertaking hifth at a Qur'anic school for girls in Cape Town: a case study. [Thesis]. University of Cape Town; 2013. Available from: http://hdl.handle.net/11427/12357

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


University of Cape Town

27. Bresnihan, Sive. Listening to experience: the narratives of a Zimbabwean migrant living and working in Cape Town.

Degree: Image, School of Education, 2012, University of Cape Town

 This study explored the experiences of Tendai, a 50 year old migrant from Zimbabwe currently living and working in Cape Town. The approach adopted was… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Bresnihan, S. (2012). Listening to experience: the narratives of a Zimbabwean migrant living and working in Cape Town. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/12095

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):

Bresnihan, Sive. “Listening to experience: the narratives of a Zimbabwean migrant living and working in Cape Town.” 2012. Thesis, University of Cape Town. Accessed November 20, 2019. http://hdl.handle.net/11427/12095.

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

MLA Handbook (7th Edition):

Bresnihan, Sive. “Listening to experience: the narratives of a Zimbabwean migrant living and working in Cape Town.” 2012. Web. 20 Nov 2019.

Vancouver:

Bresnihan S. Listening to experience: the narratives of a Zimbabwean migrant living and working in Cape Town. [Internet] [Thesis]. University of Cape Town; 2012. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11427/12095.

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

Council of Science Editors:

Bresnihan S. Listening to experience: the narratives of a Zimbabwean migrant living and working in Cape Town. [Thesis]. University of Cape Town; 2012. Available from: http://hdl.handle.net/11427/12095

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


University of Cape Town

28. Reynolds, Rose-Anne. Shifting family bilingualism: two South African case studies.

Degree: Image, School of Education, 2013, University of Cape Town

 This ethnographic, sociolinguistic study describes the home language practices of two Afrikaans/English bilingual families, living in two middle-class English-dominant neighbourhoods, with the youngest children attending… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Reynolds, R. (2013). Shifting family bilingualism: two South African case studies. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/14008

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):

Reynolds, Rose-Anne. “Shifting family bilingualism: two South African case studies.” 2013. Thesis, University of Cape Town. Accessed November 20, 2019. http://hdl.handle.net/11427/14008.

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

MLA Handbook (7th Edition):

Reynolds, Rose-Anne. “Shifting family bilingualism: two South African case studies.” 2013. Web. 20 Nov 2019.

Vancouver:

Reynolds R. Shifting family bilingualism: two South African case studies. [Internet] [Thesis]. University of Cape Town; 2013. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11427/14008.

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

Council of Science Editors:

Reynolds R. Shifting family bilingualism: two South African case studies. [Thesis]. University of Cape Town; 2013. Available from: http://hdl.handle.net/11427/14008

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


University of Cape Town

29. Araujo, Magberto Rocha. If you have the word in Portuguese why are you going to use it in English? Language ideologies of Brazilian Portuguese speaker studying English as a foreign language in Cape Town.

Degree: Image, School of Education, 2015, University of Cape Town

 This study aims to contribute to the ongoing debate about the spread of English in Brazil. Brazilian Portuguese is the official and by far most… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Araujo, M. R. (2015). If you have the word in Portuguese why are you going to use it in English? Language ideologies of Brazilian Portuguese speaker studying English as a foreign language in Cape Town. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/13653

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):

Araujo, Magberto Rocha. “If you have the word in Portuguese why are you going to use it in English? Language ideologies of Brazilian Portuguese speaker studying English as a foreign language in Cape Town.” 2015. Thesis, University of Cape Town. Accessed November 20, 2019. http://hdl.handle.net/11427/13653.

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

MLA Handbook (7th Edition):

Araujo, Magberto Rocha. “If you have the word in Portuguese why are you going to use it in English? Language ideologies of Brazilian Portuguese speaker studying English as a foreign language in Cape Town.” 2015. Web. 20 Nov 2019.

Vancouver:

Araujo MR. If you have the word in Portuguese why are you going to use it in English? Language ideologies of Brazilian Portuguese speaker studying English as a foreign language in Cape Town. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11427/13653.

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

Council of Science Editors:

Araujo MR. If you have the word in Portuguese why are you going to use it in English? Language ideologies of Brazilian Portuguese speaker studying English as a foreign language in Cape Town. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/13653

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


University of Cape Town

30. Mbembi-Mafandala, Joel. Congolese migrant learners' language, literacy and learning in a primary school in Cape Town.

Degree: Image, School of Education, 2015, University of Cape Town

 When children whose first or home language is a minority language begin their school careers, they are commonly taught through the medium of a majority… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Mbembi-Mafandala, J. (2015). Congolese migrant learners' language, literacy and learning in a primary school in Cape Town. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/13719

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):

Mbembi-Mafandala, Joel. “Congolese migrant learners' language, literacy and learning in a primary school in Cape Town.” 2015. Thesis, University of Cape Town. Accessed November 20, 2019. http://hdl.handle.net/11427/13719.

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

MLA Handbook (7th Edition):

Mbembi-Mafandala, Joel. “Congolese migrant learners' language, literacy and learning in a primary school in Cape Town.” 2015. Web. 20 Nov 2019.

Vancouver:

Mbembi-Mafandala J. Congolese migrant learners' language, literacy and learning in a primary school in Cape Town. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11427/13719.

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

Council of Science Editors:

Mbembi-Mafandala J. Congolese migrant learners' language, literacy and learning in a primary school in Cape Town. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/13719

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

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