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You searched for subject:(Educational value). Showing records 1 – 30 of 137 total matches.

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University of Edinburgh

1. Abdul, Kahlid. Nature and scope of outdoor education in the city-state of Singapore.

Degree: Thesis (EdD), 2018, University of Edinburgh

 This study focuses on the analysis of collective meaning associated with secondary school-teachers' and outdoor practitioners' beliefs about the value of outdoor education in the… (more)

Subjects/Keywords: educational outdoor environment; Singapore; value; outdoor education

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APA (6th Edition):

Abdul, K. (2018). Nature and scope of outdoor education in the city-state of Singapore. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/31369

Chicago Manual of Style (16th Edition):

Abdul, Kahlid. “Nature and scope of outdoor education in the city-state of Singapore.” 2018. Doctoral Dissertation, University of Edinburgh. Accessed July 19, 2019. http://hdl.handle.net/1842/31369.

MLA Handbook (7th Edition):

Abdul, Kahlid. “Nature and scope of outdoor education in the city-state of Singapore.” 2018. Web. 19 Jul 2019.

Vancouver:

Abdul K. Nature and scope of outdoor education in the city-state of Singapore. [Internet] [Doctoral dissertation]. University of Edinburgh; 2018. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/1842/31369.

Council of Science Editors:

Abdul K. Nature and scope of outdoor education in the city-state of Singapore. [Doctoral Dissertation]. University of Edinburgh; 2018. Available from: http://hdl.handle.net/1842/31369


Georgia State University

2. Thomas, Dominique. Preparation for Bias as a Buffer Against the Effect of Racial Discrimination on Academic Attitudes of African American College Students.

Degree: MA, Psychology, 2015, Georgia State University

  Racial inequalities in the education system are an issue that has yet to be adequately addressed. Given how discriminatory experiences adversely impact African American… (more)

Subjects/Keywords: African Americans; Education; Educational value; Educational expectations; Racism; Racial socialization

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APA (6th Edition):

Thomas, D. (2015). Preparation for Bias as a Buffer Against the Effect of Racial Discrimination on Academic Attitudes of African American College Students. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_theses/134

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):

Thomas, Dominique. “Preparation for Bias as a Buffer Against the Effect of Racial Discrimination on Academic Attitudes of African American College Students.” 2015. Thesis, Georgia State University. Accessed July 19, 2019. https://scholarworks.gsu.edu/psych_theses/134.

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

MLA Handbook (7th Edition):

Thomas, Dominique. “Preparation for Bias as a Buffer Against the Effect of Racial Discrimination on Academic Attitudes of African American College Students.” 2015. Web. 19 Jul 2019.

Vancouver:

Thomas D. Preparation for Bias as a Buffer Against the Effect of Racial Discrimination on Academic Attitudes of African American College Students. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Jul 19]. Available from: https://scholarworks.gsu.edu/psych_theses/134.

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

Council of Science Editors:

Thomas D. Preparation for Bias as a Buffer Against the Effect of Racial Discrimination on Academic Attitudes of African American College Students. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/psych_theses/134

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


Texas State University – San Marcos

3. Akbuga, Enes. Motivation Intervention Through Calculus Tasks with Science and Engineering Applications.

Degree: PhD, Mathematics Education, 2018, Texas State University – San Marcos

 Although national interest has been focused on increasing STEM graduates, calculus courses still pose a challenge for most STEM major students. As recent statistics show,… (more)

Subjects/Keywords: Expectancy Value; Utility Value; Interest; Motivation; Educational Intervention; Calculus; Calculus – Study and teaching

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APA (6th Edition):

Akbuga, E. (2018). Motivation Intervention Through Calculus Tasks with Science and Engineering Applications. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7413

Chicago Manual of Style (16th Edition):

Akbuga, Enes. “Motivation Intervention Through Calculus Tasks with Science and Engineering Applications.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed July 19, 2019. https://digital.library.txstate.edu/handle/10877/7413.

MLA Handbook (7th Edition):

Akbuga, Enes. “Motivation Intervention Through Calculus Tasks with Science and Engineering Applications.” 2018. Web. 19 Jul 2019.

Vancouver:

Akbuga E. Motivation Intervention Through Calculus Tasks with Science and Engineering Applications. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Jul 19]. Available from: https://digital.library.txstate.edu/handle/10877/7413.

Council of Science Editors:

Akbuga E. Motivation Intervention Through Calculus Tasks with Science and Engineering Applications. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7413


George Mason University

4. Chirinos, David Steve. Examining Dimensions of Expectancy-Value Theory as Predictors of U.S. Latino High School Students’ Academic Behaviors and Mathematics Performance .

Degree: 2017, George Mason University

 The purpose of the present exploratory study was to examine Latino and Caucasian students’ utility value beliefs, interest value beliefs, expectancy beliefs, academic locus of… (more)

Subjects/Keywords: Educational psychology; Expectancy-Value Theory; Mathematics Performance; Self-Efficacy; Task Interest Value; Task Utility Value; U.S. Latino Students

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APA (6th Edition):

Chirinos, D. S. (2017). Examining Dimensions of Expectancy-Value Theory as Predictors of U.S. Latino High School Students’ Academic Behaviors and Mathematics Performance . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/11202

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):

Chirinos, David Steve. “Examining Dimensions of Expectancy-Value Theory as Predictors of U.S. Latino High School Students’ Academic Behaviors and Mathematics Performance .” 2017. Thesis, George Mason University. Accessed July 19, 2019. http://hdl.handle.net/1920/11202.

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

MLA Handbook (7th Edition):

Chirinos, David Steve. “Examining Dimensions of Expectancy-Value Theory as Predictors of U.S. Latino High School Students’ Academic Behaviors and Mathematics Performance .” 2017. Web. 19 Jul 2019.

Vancouver:

Chirinos DS. Examining Dimensions of Expectancy-Value Theory as Predictors of U.S. Latino High School Students’ Academic Behaviors and Mathematics Performance . [Internet] [Thesis]. George Mason University; 2017. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/1920/11202.

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

Council of Science Editors:

Chirinos DS. Examining Dimensions of Expectancy-Value Theory as Predictors of U.S. Latino High School Students’ Academic Behaviors and Mathematics Performance . [Thesis]. George Mason University; 2017. Available from: http://hdl.handle.net/1920/11202

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


Temple University

5. Perez, Anthony Charles. Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence.

Degree: PhD, 2012, Temple University

Educational Psychology

Students who initially choose STEM majors frequently switch to non-STEM majors. Additionally, there are national concerns over the paucity of homegrown scientists, and… (more)

Subjects/Keywords: Educational psychology; Cost; Identity; Motivation; Persistence in STEM; Task Value

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APA (6th Edition):

Perez, A. C. (2012). Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,213109

Chicago Manual of Style (16th Edition):

Perez, Anthony Charles. “Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence.” 2012. Doctoral Dissertation, Temple University. Accessed July 19, 2019. http://digital.library.temple.edu/u?/p245801coll10,213109.

MLA Handbook (7th Edition):

Perez, Anthony Charles. “Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence.” 2012. Web. 19 Jul 2019.

Vancouver:

Perez AC. Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Jul 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,213109.

Council of Science Editors:

Perez AC. Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,213109


Temple University

6. Hartwell, Matthew F. Relevance in the Science Classroom: A Multidimensional Analysis.

Degree: PhD, 2014, Temple University

Educational Psychology

While perceived relevance is considered a fundamental component of adaptive learning, the experience of relevance and its conceptual definition have not been well… (more)

Subjects/Keywords: Educational psychology; Science education;

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APA (6th Edition):

Hartwell, M. F. (2014). Relevance in the Science Classroom: A Multidimensional Analysis. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,264672

Chicago Manual of Style (16th Edition):

Hartwell, Matthew F. “Relevance in the Science Classroom: A Multidimensional Analysis.” 2014. Doctoral Dissertation, Temple University. Accessed July 19, 2019. http://digital.library.temple.edu/u?/p245801coll10,264672.

MLA Handbook (7th Edition):

Hartwell, Matthew F. “Relevance in the Science Classroom: A Multidimensional Analysis.” 2014. Web. 19 Jul 2019.

Vancouver:

Hartwell MF. Relevance in the Science Classroom: A Multidimensional Analysis. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2019 Jul 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,264672.

Council of Science Editors:

Hartwell MF. Relevance in the Science Classroom: A Multidimensional Analysis. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,264672


The Ohio State University

7. Gnagey, Jennifer. Three Essays on the Economics of Education.

Degree: PhD, Agricultural, Environmental and Developmental Economics, 2014, The Ohio State University

 I conduct quantitative analyses of several recent national K-12 education initiatives of which Ohio has been an early adopter. In the first chapter, I examine… (more)

Subjects/Keywords: Educational Evaluation; Economics; Education; education, value-added, STEM

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APA (6th Edition):

Gnagey, J. (2014). Three Essays on the Economics of Education. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1405433052

Chicago Manual of Style (16th Edition):

Gnagey, Jennifer. “Three Essays on the Economics of Education.” 2014. Doctoral Dissertation, The Ohio State University. Accessed July 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405433052.

MLA Handbook (7th Edition):

Gnagey, Jennifer. “Three Essays on the Economics of Education.” 2014. Web. 19 Jul 2019.

Vancouver:

Gnagey J. Three Essays on the Economics of Education. [Internet] [Doctoral dissertation]. The Ohio State University; 2014. [cited 2019 Jul 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1405433052.

Council of Science Editors:

Gnagey J. Three Essays on the Economics of Education. [Doctoral Dissertation]. The Ohio State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1405433052


Penn State University

8. Smargiassi, Charles William. Principals' Perceptions of Values and Value Conflicts in Decision-making Processes.

Degree: PhD, Educational Leadership, 2016, Penn State University

 The literature addressing values and value conflict in the principalship examines (1) the espoused or demonstrated values of administrators and their impact on decision making,… (more)

Subjects/Keywords: Values; Value Conflict; Principal; Decision-making; Educational Leadership

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APA (6th Edition):

Smargiassi, C. W. (2016). Principals' Perceptions of Values and Value Conflicts in Decision-making Processes. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/28834

Chicago Manual of Style (16th Edition):

Smargiassi, Charles William. “Principals' Perceptions of Values and Value Conflicts in Decision-making Processes.” 2016. Doctoral Dissertation, Penn State University. Accessed July 19, 2019. https://etda.libraries.psu.edu/catalog/28834.

MLA Handbook (7th Edition):

Smargiassi, Charles William. “Principals' Perceptions of Values and Value Conflicts in Decision-making Processes.” 2016. Web. 19 Jul 2019.

Vancouver:

Smargiassi CW. Principals' Perceptions of Values and Value Conflicts in Decision-making Processes. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 Jul 19]. Available from: https://etda.libraries.psu.edu/catalog/28834.

Council of Science Editors:

Smargiassi CW. Principals' Perceptions of Values and Value Conflicts in Decision-making Processes. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/28834


East Tennessee State University

9. Edwards, Bradley D. Perceived Value of Higher Education Among Police Officers.

Degree: EdD (Doctor of Education), Educational Leadership, 2017, East Tennessee State University

  The purpose of this study was to examine whether police officers perceive higher education to be important in improving their job performance and promotional… (more)

Subjects/Keywords: Curriculum; Policing Education; Police Officer; Value of Higher Education; Educational Leadership

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APA (6th Edition):

Edwards, B. D. (2017). Perceived Value of Higher Education Among Police Officers. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3285

Chicago Manual of Style (16th Edition):

Edwards, Bradley D. “Perceived Value of Higher Education Among Police Officers.” 2017. Doctoral Dissertation, East Tennessee State University. Accessed July 19, 2019. https://dc.etsu.edu/etd/3285.

MLA Handbook (7th Edition):

Edwards, Bradley D. “Perceived Value of Higher Education Among Police Officers.” 2017. Web. 19 Jul 2019.

Vancouver:

Edwards BD. Perceived Value of Higher Education Among Police Officers. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2019 Jul 19]. Available from: https://dc.etsu.edu/etd/3285.

Council of Science Editors:

Edwards BD. Perceived Value of Higher Education Among Police Officers. [Doctoral Dissertation]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3285


University of Manchester

10. Troncoso Ruiz, Patricio Eduardo. Beyond the traditional school value-added approach: Analysing complex multilevel models to inform external and internal school accountability in Chile.

Degree: 2015, University of Manchester

 In the last few decades, educational research has largely demonstrated the effects of the socio-economic background on academic performance. Traditionally, researchers have used the so-called… (more)

Subjects/Keywords: School value-added; Multilevel modelling; Chilean education system; Educational inequalities

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APA (6th Edition):

Troncoso Ruiz, P. E. (2015). Beyond the traditional school value-added approach: Analysing complex multilevel models to inform external and internal school accountability in Chile. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:278669

Chicago Manual of Style (16th Edition):

Troncoso Ruiz, Patricio Eduardo. “Beyond the traditional school value-added approach: Analysing complex multilevel models to inform external and internal school accountability in Chile.” 2015. Doctoral Dissertation, University of Manchester. Accessed July 19, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:278669.

MLA Handbook (7th Edition):

Troncoso Ruiz, Patricio Eduardo. “Beyond the traditional school value-added approach: Analysing complex multilevel models to inform external and internal school accountability in Chile.” 2015. Web. 19 Jul 2019.

Vancouver:

Troncoso Ruiz PE. Beyond the traditional school value-added approach: Analysing complex multilevel models to inform external and internal school accountability in Chile. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Jul 19]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:278669.

Council of Science Editors:

Troncoso Ruiz PE. Beyond the traditional school value-added approach: Analysing complex multilevel models to inform external and internal school accountability in Chile. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:278669


University of Arkansas

11. Dean, Jeffery Richmond. Comparing Schools: From Value Added to Sound Policy.

Degree: PhD, 2015, University of Arkansas

  Over the last twenty years, value added measures (VAMs) have proliferated in education research and policy. Whether applied to teachers, schools, or districts, VAMs… (more)

Subjects/Keywords: Education; Accountability; Value added; Educational Assessment, Evaluation, and Research; Education Policy

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APA (6th Edition):

Dean, J. R. (2015). Comparing Schools: From Value Added to Sound Policy. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1139

Chicago Manual of Style (16th Edition):

Dean, Jeffery Richmond. “Comparing Schools: From Value Added to Sound Policy.” 2015. Doctoral Dissertation, University of Arkansas. Accessed July 19, 2019. https://scholarworks.uark.edu/etd/1139.

MLA Handbook (7th Edition):

Dean, Jeffery Richmond. “Comparing Schools: From Value Added to Sound Policy.” 2015. Web. 19 Jul 2019.

Vancouver:

Dean JR. Comparing Schools: From Value Added to Sound Policy. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Jul 19]. Available from: https://scholarworks.uark.edu/etd/1139.

Council of Science Editors:

Dean JR. Comparing Schools: From Value Added to Sound Policy. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1139


University of South Carolina

12. Morris, William Samuel, Jr. Empirical Connections Between the Construct of Value, the Quality of Stability, and the Construct of Regret.

Degree: PhD, Educational Studies, 2015, University of South Carolina

  The term value is a psychological construct frequently used in the social sciences. This research addresses the issue of stability of ratings of perceived… (more)

Subjects/Keywords: Education; Educational Psychology; Cognition; Economics; Motivation; Regret; Stability; Value

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APA (6th Edition):

Morris, William Samuel, J. (2015). Empirical Connections Between the Construct of Value, the Quality of Stability, and the Construct of Regret. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/3267

Chicago Manual of Style (16th Edition):

Morris, William Samuel, Jr. “Empirical Connections Between the Construct of Value, the Quality of Stability, and the Construct of Regret.” 2015. Doctoral Dissertation, University of South Carolina. Accessed July 19, 2019. https://scholarcommons.sc.edu/etd/3267.

MLA Handbook (7th Edition):

Morris, William Samuel, Jr. “Empirical Connections Between the Construct of Value, the Quality of Stability, and the Construct of Regret.” 2015. Web. 19 Jul 2019.

Vancouver:

Morris, William Samuel J. Empirical Connections Between the Construct of Value, the Quality of Stability, and the Construct of Regret. [Internet] [Doctoral dissertation]. University of South Carolina; 2015. [cited 2019 Jul 19]. Available from: https://scholarcommons.sc.edu/etd/3267.

Council of Science Editors:

Morris, William Samuel J. Empirical Connections Between the Construct of Value, the Quality of Stability, and the Construct of Regret. [Doctoral Dissertation]. University of South Carolina; 2015. Available from: https://scholarcommons.sc.edu/etd/3267


University of Iowa

13. Cunningham, Paula Lynn. The effects of value-added modeling decisions on estimates of teacher effectiveness.

Degree: PhD, Psychological and Quantitative Foundations, 2014, University of Iowa

  This study was undertaken to evaluate the impact of modeling decisions made by those charged with implementing teacher evaluation systems that incorporate student achievement… (more)

Subjects/Keywords: publicabstract; teacher evaluation; value-added modeling; Educational Psychology

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APA (6th Edition):

Cunningham, P. L. (2014). The effects of value-added modeling decisions on estimates of teacher effectiveness. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1445

Chicago Manual of Style (16th Edition):

Cunningham, Paula Lynn. “The effects of value-added modeling decisions on estimates of teacher effectiveness.” 2014. Doctoral Dissertation, University of Iowa. Accessed July 19, 2019. https://ir.uiowa.edu/etd/1445.

MLA Handbook (7th Edition):

Cunningham, Paula Lynn. “The effects of value-added modeling decisions on estimates of teacher effectiveness.” 2014. Web. 19 Jul 2019.

Vancouver:

Cunningham PL. The effects of value-added modeling decisions on estimates of teacher effectiveness. [Internet] [Doctoral dissertation]. University of Iowa; 2014. [cited 2019 Jul 19]. Available from: https://ir.uiowa.edu/etd/1445.

Council of Science Editors:

Cunningham PL. The effects of value-added modeling decisions on estimates of teacher effectiveness. [Doctoral Dissertation]. University of Iowa; 2014. Available from: https://ir.uiowa.edu/etd/1445


Arizona State University

14. O'Brian, Joseph. The Relationship Between Learning Persistence and Equipment Design Through the Lens of Expectancy-Value Theory.

Degree: Applied Psychology, 2016, Arizona State University

 Learners' attitudes and beliefs during the initial stages of learning have a profound impact on their future decisions, practice habits, and persistence. In music education,… (more)

Subjects/Keywords: Educational psychology; Educational technology; Engineering; Educational ergonomics; Ergonomic design; Expectancy-value theory; Musical instruments; Music education; Scaled equipment

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APA (6th Edition):

O'Brian, J. (2016). The Relationship Between Learning Persistence and Equipment Design Through the Lens of Expectancy-Value Theory. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/38777

Chicago Manual of Style (16th Edition):

O'Brian, Joseph. “The Relationship Between Learning Persistence and Equipment Design Through the Lens of Expectancy-Value Theory.” 2016. Masters Thesis, Arizona State University. Accessed July 19, 2019. http://repository.asu.edu/items/38777.

MLA Handbook (7th Edition):

O'Brian, Joseph. “The Relationship Between Learning Persistence and Equipment Design Through the Lens of Expectancy-Value Theory.” 2016. Web. 19 Jul 2019.

Vancouver:

O'Brian J. The Relationship Between Learning Persistence and Equipment Design Through the Lens of Expectancy-Value Theory. [Internet] [Masters thesis]. Arizona State University; 2016. [cited 2019 Jul 19]. Available from: http://repository.asu.edu/items/38777.

Council of Science Editors:

O'Brian J. The Relationship Between Learning Persistence and Equipment Design Through the Lens of Expectancy-Value Theory. [Masters Thesis]. Arizona State University; 2016. Available from: http://repository.asu.edu/items/38777


Ohio University

15. McFarland, Kathryne L. Can Principals Identify Value-Adding Teachers? Can Principals Accurately Identify Effective Teachers as Measured by Value-Added Analysis?.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2013, Ohio University

 In a true experiment with random assignment of subjects to three treatment conditions, this study examined the accuracy of principals' judgment in identifying effective teachers.… (more)

Subjects/Keywords: Education; Education Policy; Educational Evaluation; Value Added; teacher evaluation; principal; growth data; effective teachers; value-added analysis

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APA (6th Edition):

McFarland, K. L. (2013). Can Principals Identify Value-Adding Teachers? Can Principals Accurately Identify Effective Teachers as Measured by Value-Added Analysis?. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1377251390

Chicago Manual of Style (16th Edition):

McFarland, Kathryne L. “Can Principals Identify Value-Adding Teachers? Can Principals Accurately Identify Effective Teachers as Measured by Value-Added Analysis?.” 2013. Doctoral Dissertation, Ohio University. Accessed July 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1377251390.

MLA Handbook (7th Edition):

McFarland, Kathryne L. “Can Principals Identify Value-Adding Teachers? Can Principals Accurately Identify Effective Teachers as Measured by Value-Added Analysis?.” 2013. Web. 19 Jul 2019.

Vancouver:

McFarland KL. Can Principals Identify Value-Adding Teachers? Can Principals Accurately Identify Effective Teachers as Measured by Value-Added Analysis?. [Internet] [Doctoral dissertation]. Ohio University; 2013. [cited 2019 Jul 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1377251390.

Council of Science Editors:

McFarland KL. Can Principals Identify Value-Adding Teachers? Can Principals Accurately Identify Effective Teachers as Measured by Value-Added Analysis?. [Doctoral Dissertation]. Ohio University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1377251390


University of Texas – Austin

16. Maldonado, Samuel. Effects of student performance assessment outcomes as a criterion in the teacher evaluation process.

Degree: Educational Administration, 2014, University of Texas – Austin

 The teacher evaluation processes and practices utilized in American public schools serving kindergarten through high school students have undergone continual alterations since the early 1880's.… (more)

Subjects/Keywords: Achievement; Educational value-added assessment system; Effectiveness; Process; Products; Progress; Student learning growth; Teacher appraisal and development system; Value-added analysis; Value added methods

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APA (6th Edition):

Maldonado, S. (2014). Effects of student performance assessment outcomes as a criterion in the teacher evaluation process. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32518

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):

Maldonado, Samuel. “Effects of student performance assessment outcomes as a criterion in the teacher evaluation process.” 2014. Thesis, University of Texas – Austin. Accessed July 19, 2019. http://hdl.handle.net/2152/32518.

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

MLA Handbook (7th Edition):

Maldonado, Samuel. “Effects of student performance assessment outcomes as a criterion in the teacher evaluation process.” 2014. Web. 19 Jul 2019.

Vancouver:

Maldonado S. Effects of student performance assessment outcomes as a criterion in the teacher evaluation process. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/2152/32518.

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

Council of Science Editors:

Maldonado S. Effects of student performance assessment outcomes as a criterion in the teacher evaluation process. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/32518

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


Temple University

17. Torsney, Benjamin M. MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH.

Degree: PhD, 2016, Temple University

Educational Psychology

This study examined the motivations pre-service teachers possess as they progress though a teacher education program. Using Watt and Richardson’s (2007) Factors Influencing… (more)

Subjects/Keywords: Educational psychology; Teacher education;

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

APA (6th Edition):

Torsney, B. M. (2016). MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,389371

Chicago Manual of Style (16th Edition):

Torsney, Benjamin M. “MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH.” 2016. Doctoral Dissertation, Temple University. Accessed July 19, 2019. http://digital.library.temple.edu/u?/p245801coll10,389371.

MLA Handbook (7th Edition):

Torsney, Benjamin M. “MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH.” 2016. Web. 19 Jul 2019.

Vancouver:

Torsney BM. MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jul 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,389371.

Council of Science Editors:

Torsney BM. MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,389371


University of Kansas

18. Gray, James Joseph. Are Principals Good at Identifying Effective Teachers? A Comparison of Teachers' Principal Ratings and Residual Gain on Standardized Tests.

Degree: EdD, Educational Leadership and Policy Studies, 2010, University of Kansas

 Abstract The purpose of this study was to answer the question: Are principals good at identifying effective teachers? Some studies have suggested they are not,… (more)

Subjects/Keywords: Education; Administration; Educational evaluation; Education policy; Effective; Evaluation; Principal; Ratings; Teacher; Value-added

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

APA (6th Edition):

Gray, J. J. (2010). Are Principals Good at Identifying Effective Teachers? A Comparison of Teachers' Principal Ratings and Residual Gain on Standardized Tests. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6765

Chicago Manual of Style (16th Edition):

Gray, James Joseph. “Are Principals Good at Identifying Effective Teachers? A Comparison of Teachers' Principal Ratings and Residual Gain on Standardized Tests.” 2010. Doctoral Dissertation, University of Kansas. Accessed July 19, 2019. http://hdl.handle.net/1808/6765.

MLA Handbook (7th Edition):

Gray, James Joseph. “Are Principals Good at Identifying Effective Teachers? A Comparison of Teachers' Principal Ratings and Residual Gain on Standardized Tests.” 2010. Web. 19 Jul 2019.

Vancouver:

Gray JJ. Are Principals Good at Identifying Effective Teachers? A Comparison of Teachers' Principal Ratings and Residual Gain on Standardized Tests. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/1808/6765.

Council of Science Editors:

Gray JJ. Are Principals Good at Identifying Effective Teachers? A Comparison of Teachers' Principal Ratings and Residual Gain on Standardized Tests. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6765


University of Kansas

19. Cohen, Stacy Elizabeth. MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES.

Degree: PhD, Curriculum and Teaching, 2011, University of Kansas

 This qualitative study, conducted in an urban high school, explored the motivational factors in 11 students' home and school literacy practices using expectancy-value theory as… (more)

Subjects/Keywords: Language arts; Educational psychology; Secondary education; Expectancy-value theory; High school; Literacy; Motivation; Reading; Writing

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APA (6th Edition):

Cohen, S. E. (2011). MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/8054

Chicago Manual of Style (16th Edition):

Cohen, Stacy Elizabeth. “MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES.” 2011. Doctoral Dissertation, University of Kansas. Accessed July 19, 2019. http://hdl.handle.net/1808/8054.

MLA Handbook (7th Edition):

Cohen, Stacy Elizabeth. “MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES.” 2011. Web. 19 Jul 2019.

Vancouver:

Cohen SE. MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/1808/8054.

Council of Science Editors:

Cohen SE. MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/8054

20. Nilsson, Lisa. Jämställdhet i engelska läromedel : - En läromedelsanalys av könsidentiteter och sexuella läggningar.

Degree: Education and Social Sciences, 2017, Örebro University

  This study compares two educational  materials for English education on how different  genderidentities and sexualities are represented in text and illustrations. The  curriculum  for… (more)

Subjects/Keywords: Educational materials; gender; sexuality; representation; value system; equality program; English education.; Learning; Lärande

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

APA (6th Edition):

Nilsson, L. (2017). Jämställdhet i engelska läromedel : - En läromedelsanalys av könsidentiteter och sexuella läggningar. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-60978

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):

Nilsson, Lisa. “Jämställdhet i engelska läromedel : - En läromedelsanalys av könsidentiteter och sexuella läggningar.” 2017. Thesis, Örebro University. Accessed July 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-60978.

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

MLA Handbook (7th Edition):

Nilsson, Lisa. “Jämställdhet i engelska läromedel : - En läromedelsanalys av könsidentiteter och sexuella läggningar.” 2017. Web. 19 Jul 2019.

Vancouver:

Nilsson L. Jämställdhet i engelska läromedel : - En läromedelsanalys av könsidentiteter och sexuella läggningar. [Internet] [Thesis]. Örebro University; 2017. [cited 2019 Jul 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-60978.

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

Council of Science Editors:

Nilsson L. Jämställdhet i engelska läromedel : - En läromedelsanalys av könsidentiteter och sexuella läggningar. [Thesis]. Örebro University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-60978

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

21. Fry, Thomas, Jr. Exploring the Relationship Between the TeacherInsight Score and the Teacher Growth Index.

Degree: EdD, College of Education, 2013, Ashland University

 In an attempt to ensure the hiring of the most effective teachers from the candidate pool, many school districts rely on teacher selection instruments such… (more)

Subjects/Keywords: Education; Educational Evaluation; Teaching; student growth; value-added; teacher screeners; teacher growth

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

APA (6th Edition):

Fry, Thomas, J. (2013). Exploring the Relationship Between the TeacherInsight Score and the Teacher Growth Index. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1385112313

Chicago Manual of Style (16th Edition):

Fry, Thomas, Jr. “Exploring the Relationship Between the TeacherInsight Score and the Teacher Growth Index.” 2013. Doctoral Dissertation, Ashland University. Accessed July 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1385112313.

MLA Handbook (7th Edition):

Fry, Thomas, Jr. “Exploring the Relationship Between the TeacherInsight Score and the Teacher Growth Index.” 2013. Web. 19 Jul 2019.

Vancouver:

Fry, Thomas J. Exploring the Relationship Between the TeacherInsight Score and the Teacher Growth Index. [Internet] [Doctoral dissertation]. Ashland University; 2013. [cited 2019 Jul 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1385112313.

Council of Science Editors:

Fry, Thomas J. Exploring the Relationship Between the TeacherInsight Score and the Teacher Growth Index. [Doctoral Dissertation]. Ashland University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1385112313

22. German, Julie M. Teachers' Perceptions of Self-Efficacy: The Impact of Teacher Value-Added.

Degree: EdD, College of Education, 2014, Ashland University

 This study explored the impact of Value-Added reports on teachers' perceptions of their efficacy. This research study was completed in a middle school in Ohio… (more)

Subjects/Keywords: Education; Education Policy; Educational Leadership; teacher self-efficacy; Value-Added Metric; teacher evaluation

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

APA (6th Edition):

German, J. M. (2014). Teachers' Perceptions of Self-Efficacy: The Impact of Teacher Value-Added. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1398439686

Chicago Manual of Style (16th Edition):

German, Julie M. “Teachers' Perceptions of Self-Efficacy: The Impact of Teacher Value-Added.” 2014. Doctoral Dissertation, Ashland University. Accessed July 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1398439686.

MLA Handbook (7th Edition):

German, Julie M. “Teachers' Perceptions of Self-Efficacy: The Impact of Teacher Value-Added.” 2014. Web. 19 Jul 2019.

Vancouver:

German JM. Teachers' Perceptions of Self-Efficacy: The Impact of Teacher Value-Added. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2019 Jul 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1398439686.

Council of Science Editors:

German JM. Teachers' Perceptions of Self-Efficacy: The Impact of Teacher Value-Added. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1398439686


Ohio University

23. Jones, Kristin L. A Study of Highly Effective Ohio Public Elementary School Principals' Perceptions of Personal Instructional and Pedagogical Leadership.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2016, Ohio University

 This study sought to explore the personal perceptions of the leadership behaviors of public elementary school principals in Ohio whose schools had consistently demonstrated Above… (more)

Subjects/Keywords: Education; Educational Leadership; Leadership; Pedagogical; Instructional; Value-Added; Perceptions; Multi-Methods; PIMRS

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

APA (6th Edition):

Jones, K. L. (2016). A Study of Highly Effective Ohio Public Elementary School Principals' Perceptions of Personal Instructional and Pedagogical Leadership. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459242618

Chicago Manual of Style (16th Edition):

Jones, Kristin L. “A Study of Highly Effective Ohio Public Elementary School Principals' Perceptions of Personal Instructional and Pedagogical Leadership.” 2016. Doctoral Dissertation, Ohio University. Accessed July 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459242618.

MLA Handbook (7th Edition):

Jones, Kristin L. “A Study of Highly Effective Ohio Public Elementary School Principals' Perceptions of Personal Instructional and Pedagogical Leadership.” 2016. Web. 19 Jul 2019.

Vancouver:

Jones KL. A Study of Highly Effective Ohio Public Elementary School Principals' Perceptions of Personal Instructional and Pedagogical Leadership. [Internet] [Doctoral dissertation]. Ohio University; 2016. [cited 2019 Jul 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459242618.

Council of Science Editors:

Jones KL. A Study of Highly Effective Ohio Public Elementary School Principals' Perceptions of Personal Instructional and Pedagogical Leadership. [Doctoral Dissertation]. Ohio University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459242618


University of Arkansas

24. Blackford, Kelli Lane. Measuring Teacher Effectiveness: A Comparison across VA Models Utilizing Arkansas Data.

Degree: PhD, 2016, University of Arkansas

  A shift in accountability systems from No Child Left Behind to a reauthorization of the Elementary and Secondary Education Act redefined the mandate of… (more)

Subjects/Keywords: Education; Model comparison; Teacher effectiveness; Value-added; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Blackford, K. L. (2016). Measuring Teacher Effectiveness: A Comparison across VA Models Utilizing Arkansas Data. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1545

Chicago Manual of Style (16th Edition):

Blackford, Kelli Lane. “Measuring Teacher Effectiveness: A Comparison across VA Models Utilizing Arkansas Data.” 2016. Doctoral Dissertation, University of Arkansas. Accessed July 19, 2019. https://scholarworks.uark.edu/etd/1545.

MLA Handbook (7th Edition):

Blackford, Kelli Lane. “Measuring Teacher Effectiveness: A Comparison across VA Models Utilizing Arkansas Data.” 2016. Web. 19 Jul 2019.

Vancouver:

Blackford KL. Measuring Teacher Effectiveness: A Comparison across VA Models Utilizing Arkansas Data. [Internet] [Doctoral dissertation]. University of Arkansas; 2016. [cited 2019 Jul 19]. Available from: https://scholarworks.uark.edu/etd/1545.

Council of Science Editors:

Blackford KL. Measuring Teacher Effectiveness: A Comparison across VA Models Utilizing Arkansas Data. [Doctoral Dissertation]. University of Arkansas; 2016. Available from: https://scholarworks.uark.edu/etd/1545


George Mason University

25. English, Mary C. The Role of Newly Prepared PBL Teachers' Motivational Beliefs and Perceptions of School Conditions in their Project Based Learning Implementation .

Degree: 2013, George Mason University

 The purpose of this exploratory survey study was to investigate the role of motivational beliefs and perceptions of school conditions in K-12 teachers' implementation of… (more)

Subjects/Keywords: Educational psychology; Education; Teacher education; Implementation; Motivation; PBL; Project based learning; Self-efficacy; Task value

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APA (6th Edition):

English, M. C. (2013). The Role of Newly Prepared PBL Teachers' Motivational Beliefs and Perceptions of School Conditions in their Project Based Learning Implementation . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8194

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):

English, Mary C. “The Role of Newly Prepared PBL Teachers' Motivational Beliefs and Perceptions of School Conditions in their Project Based Learning Implementation .” 2013. Thesis, George Mason University. Accessed July 19, 2019. http://hdl.handle.net/1920/8194.

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

MLA Handbook (7th Edition):

English, Mary C. “The Role of Newly Prepared PBL Teachers' Motivational Beliefs and Perceptions of School Conditions in their Project Based Learning Implementation .” 2013. Web. 19 Jul 2019.

Vancouver:

English MC. The Role of Newly Prepared PBL Teachers' Motivational Beliefs and Perceptions of School Conditions in their Project Based Learning Implementation . [Internet] [Thesis]. George Mason University; 2013. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/1920/8194.

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

Council of Science Editors:

English MC. The Role of Newly Prepared PBL Teachers' Motivational Beliefs and Perceptions of School Conditions in their Project Based Learning Implementation . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8194

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


University of Notre Dame

26. Quinn Nathaniel Lathrop. IRT and SVD: Implementing Psychometric Methods in New and Complex Situations</h1>.

Degree: PhD, Psychology, 2015, University of Notre Dame

  Most psychometric techniques used to analyze assessment data are designed to work with complete data. The rapid increase in the availability and power of… (more)

Subjects/Keywords: missing data; singular value decomposition; data mining; computation statistics; educational data; Item response theory; psychometrics

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APA (6th Edition):

Lathrop, Q. N. (2015). IRT and SVD: Implementing Psychometric Methods in New and Complex Situations</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/pz50gt56z02

Chicago Manual of Style (16th Edition):

Lathrop, Quinn Nathaniel. “IRT and SVD: Implementing Psychometric Methods in New and Complex Situations</h1>.” 2015. Doctoral Dissertation, University of Notre Dame. Accessed July 19, 2019. https://curate.nd.edu/show/pz50gt56z02.

MLA Handbook (7th Edition):

Lathrop, Quinn Nathaniel. “IRT and SVD: Implementing Psychometric Methods in New and Complex Situations</h1>.” 2015. Web. 19 Jul 2019.

Vancouver:

Lathrop QN. IRT and SVD: Implementing Psychometric Methods in New and Complex Situations</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2015. [cited 2019 Jul 19]. Available from: https://curate.nd.edu/show/pz50gt56z02.

Council of Science Editors:

Lathrop QN. IRT and SVD: Implementing Psychometric Methods in New and Complex Situations</h1>. [Doctoral Dissertation]. University of Notre Dame; 2015. Available from: https://curate.nd.edu/show/pz50gt56z02


Brigham Young University

27. Davison, Kimberlee Kaye. Propensity Score Methods as Alternatives to Value-Added Modeling for the Estimation of Teacher Contributions to Student Achievement.

Degree: PhD, 2012, Brigham Young University

 The purpose of this study was to examine the potential for using propensity score-based matching methods to estimate teacher contributions to student learning. Value-added models… (more)

Subjects/Keywords: value-added modeling; teacher accountability; teacher evaluation; propensity score analysis; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Davison, K. K. (2012). Propensity Score Methods as Alternatives to Value-Added Modeling for the Estimation of Teacher Contributions to Student Achievement. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4129&context=etd

Chicago Manual of Style (16th Edition):

Davison, Kimberlee Kaye. “Propensity Score Methods as Alternatives to Value-Added Modeling for the Estimation of Teacher Contributions to Student Achievement.” 2012. Doctoral Dissertation, Brigham Young University. Accessed July 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4129&context=etd.

MLA Handbook (7th Edition):

Davison, Kimberlee Kaye. “Propensity Score Methods as Alternatives to Value-Added Modeling for the Estimation of Teacher Contributions to Student Achievement.” 2012. Web. 19 Jul 2019.

Vancouver:

Davison KK. Propensity Score Methods as Alternatives to Value-Added Modeling for the Estimation of Teacher Contributions to Student Achievement. [Internet] [Doctoral dissertation]. Brigham Young University; 2012. [cited 2019 Jul 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4129&context=etd.

Council of Science Editors:

Davison KK. Propensity Score Methods as Alternatives to Value-Added Modeling for the Estimation of Teacher Contributions to Student Achievement. [Doctoral Dissertation]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4129&context=etd


Jönköping University

28. Oehne, Christian. University Teachers’ Perspectives on the Use of Educational Technology in the Research Supervision Process : A case-study on the supervision process of students during their final thesis at the Jönköping University in Sweden.

Degree: Informatics, 2019, Jönköping University

Educational technology has been proven to potentially impact higher education institutions, but the true extent of this potential often remains vague. In times when… (more)

Subjects/Keywords: Educational Technology; Research Supervision; TPACK; Personal Value; Higher Education; Information Systems; Systemvetenskap, informationssystem och informatik

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APA (6th Edition):

Oehne, C. (2019). University Teachers’ Perspectives on the Use of Educational Technology in the Research Supervision Process : A case-study on the supervision process of students during their final thesis at the Jönköping University in Sweden. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44520

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):

Oehne, Christian. “University Teachers’ Perspectives on the Use of Educational Technology in the Research Supervision Process : A case-study on the supervision process of students during their final thesis at the Jönköping University in Sweden.” 2019. Thesis, Jönköping University. Accessed July 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44520.

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

MLA Handbook (7th Edition):

Oehne, Christian. “University Teachers’ Perspectives on the Use of Educational Technology in the Research Supervision Process : A case-study on the supervision process of students during their final thesis at the Jönköping University in Sweden.” 2019. Web. 19 Jul 2019.

Vancouver:

Oehne C. University Teachers’ Perspectives on the Use of Educational Technology in the Research Supervision Process : A case-study on the supervision process of students during their final thesis at the Jönköping University in Sweden. [Internet] [Thesis]. Jönköping University; 2019. [cited 2019 Jul 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44520.

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

Council of Science Editors:

Oehne C. University Teachers’ Perspectives on the Use of Educational Technology in the Research Supervision Process : A case-study on the supervision process of students during their final thesis at the Jönköping University in Sweden. [Thesis]. Jönköping University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44520

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


Arizona State University

29. Rivera, Alfredo Octavio. Shifting from Management to Leadership: A Procurement Model Adaptation to Project Management.

Degree: Construction Management, 2017, Arizona State University

 The construction industry is performing poorly regarding project management and service delivery. On average, global projects are over-budget, delayed, and met with unsatisfactory results according… (more)

Subjects/Keywords: Management; Educational leadership; Higher education; adapted; best value approach; education; leadership; management; project management

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APA (6th Edition):

Rivera, A. O. (2017). Shifting from Management to Leadership: A Procurement Model Adaptation to Project Management. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/46305

Chicago Manual of Style (16th Edition):

Rivera, Alfredo Octavio. “Shifting from Management to Leadership: A Procurement Model Adaptation to Project Management.” 2017. Doctoral Dissertation, Arizona State University. Accessed July 19, 2019. http://repository.asu.edu/items/46305.

MLA Handbook (7th Edition):

Rivera, Alfredo Octavio. “Shifting from Management to Leadership: A Procurement Model Adaptation to Project Management.” 2017. Web. 19 Jul 2019.

Vancouver:

Rivera AO. Shifting from Management to Leadership: A Procurement Model Adaptation to Project Management. [Internet] [Doctoral dissertation]. Arizona State University; 2017. [cited 2019 Jul 19]. Available from: http://repository.asu.edu/items/46305.

Council of Science Editors:

Rivera AO. Shifting from Management to Leadership: A Procurement Model Adaptation to Project Management. [Doctoral Dissertation]. Arizona State University; 2017. Available from: http://repository.asu.edu/items/46305


Liberty University

30. Shugart, Kyle. The Pedagogical Influences of a Value-Added Model Evaluation System from the Perspectives of Elementary School Teachers in North Georgia: A Phenomenological Study.

Degree: 2017, Liberty University

 The purpose of this phenomenological study was to describe the pedagogical influences of the value-added model of evaluation as experienced by elementary school teachers in… (more)

Subjects/Keywords: Teacher Evaluation; Teacher Keys Evaluation System; Value-Added Model; Education; Educational Assessment, Evaluation, and Research; Educational Psychology; Elementary Education

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APA (6th Edition):

Shugart, K. (2017). The Pedagogical Influences of a Value-Added Model Evaluation System from the Perspectives of Elementary School Teachers in North Georgia: A Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1525

Chicago Manual of Style (16th Edition):

Shugart, Kyle. “The Pedagogical Influences of a Value-Added Model Evaluation System from the Perspectives of Elementary School Teachers in North Georgia: A Phenomenological Study.” 2017. Doctoral Dissertation, Liberty University. Accessed July 19, 2019. http://digitalcommons.liberty.edu/doctoral/1525.

MLA Handbook (7th Edition):

Shugart, Kyle. “The Pedagogical Influences of a Value-Added Model Evaluation System from the Perspectives of Elementary School Teachers in North Georgia: A Phenomenological Study.” 2017. Web. 19 Jul 2019.

Vancouver:

Shugart K. The Pedagogical Influences of a Value-Added Model Evaluation System from the Perspectives of Elementary School Teachers in North Georgia: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Jul 19]. Available from: http://digitalcommons.liberty.edu/doctoral/1525.

Council of Science Editors:

Shugart K. The Pedagogical Influences of a Value-Added Model Evaluation System from the Perspectives of Elementary School Teachers in North Georgia: A Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1525

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