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You searched for subject:(Effective instruction). Showing records 1 – 30 of 77 total matches.

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Utah State University

1. Hatch, Lance T. Expert Rural Elementary School Teachers' Planning for Effective Instruction.

Degree: Doctor of Education (EdD), School of Teacher Education and Leadership, 2015, Utah State University

  Learning how to plan for effective instruction is a critical part of the work performed daily by the elementary school teacher. While some new… (more)

Subjects/Keywords: Rural Elementary Teachers; Teachers' Planning; Planning for Effective Instruction; Effective Instruction; Education

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APA (6th Edition):

Hatch, L. T. (2015). Expert Rural Elementary School Teachers' Planning for Effective Instruction. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4028

Chicago Manual of Style (16th Edition):

Hatch, Lance T. “Expert Rural Elementary School Teachers' Planning for Effective Instruction.” 2015. Doctoral Dissertation, Utah State University. Accessed December 09, 2019. https://digitalcommons.usu.edu/etd/4028.

MLA Handbook (7th Edition):

Hatch, Lance T. “Expert Rural Elementary School Teachers' Planning for Effective Instruction.” 2015. Web. 09 Dec 2019.

Vancouver:

Hatch LT. Expert Rural Elementary School Teachers' Planning for Effective Instruction. [Internet] [Doctoral dissertation]. Utah State University; 2015. [cited 2019 Dec 09]. Available from: https://digitalcommons.usu.edu/etd/4028.

Council of Science Editors:

Hatch LT. Expert Rural Elementary School Teachers' Planning for Effective Instruction. [Doctoral Dissertation]. Utah State University; 2015. Available from: https://digitalcommons.usu.edu/etd/4028


University of Miami

2. Grinberg Konigsberg, Mijal. Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations.

Degree: Doctor of Education (EdD), Educational and Psychological Studies (Education), 2014, University of Miami

 Student faculty evaluations from an undergraduate music business related program at a private Mexican institution were analyzed using quantitative and qualitative methods with the purpose… (more)

Subjects/Keywords: music business; teaching; effective teaching; effective instruction; student ratings; student faculty evaluations; Mexico

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APA (6th Edition):

Grinberg Konigsberg, M. (2014). Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1331

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):

Grinberg Konigsberg, Mijal. “Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations.” 2014. Thesis, University of Miami. Accessed December 09, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/1331.

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

MLA Handbook (7th Edition):

Grinberg Konigsberg, Mijal. “Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations.” 2014. Web. 09 Dec 2019.

Vancouver:

Grinberg Konigsberg M. Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations. [Internet] [Thesis]. University of Miami; 2014. [cited 2019 Dec 09]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1331.

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

Council of Science Editors:

Grinberg Konigsberg M. Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations. [Thesis]. University of Miami; 2014. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1331

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


University of North Texas

3. Spiker, Chance W. Exploring Factors That Lead to Perceived Instructional Immediacy in Online Learning Environments.

Degree: 2014, University of North Texas

 Instructional communication research clearly indicates that instructor immediacy contributes significantly to effective instruction. However, the majority of immediacy studies have been conducted in traditional (face-to-face)… (more)

Subjects/Keywords: Instructional immediacy; online instruction; online education; Communication in education.; Web-based instruction.; Effective teaching.

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APA (6th Edition):

Spiker, C. W. (2014). Exploring Factors That Lead to Perceived Instructional Immediacy in Online Learning Environments. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699980/

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):

Spiker, Chance W. “Exploring Factors That Lead to Perceived Instructional Immediacy in Online Learning Environments.” 2014. Thesis, University of North Texas. Accessed December 09, 2019. https://digital.library.unt.edu/ark:/67531/metadc699980/.

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

MLA Handbook (7th Edition):

Spiker, Chance W. “Exploring Factors That Lead to Perceived Instructional Immediacy in Online Learning Environments.” 2014. Web. 09 Dec 2019.

Vancouver:

Spiker CW. Exploring Factors That Lead to Perceived Instructional Immediacy in Online Learning Environments. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Dec 09]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699980/.

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

Council of Science Editors:

Spiker CW. Exploring Factors That Lead to Perceived Instructional Immediacy in Online Learning Environments. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699980/

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


Arizona State University

4. Ramos, Richard Kristopher. Implementing Differentiated Instruction by Building on Multiple Ways All Students Learn.

Degree: Leadership and Innovation, 2018, Arizona State University

 This action research addressed teacher effectiveness in supporting students’ critical thinking skills by implementing differentiated instructional strategies in eight 3rd- and 4th-grade, self-contained, inclusive classrooms.… (more)

Subjects/Keywords: Educational leadership; Design Thinking; Differentiated Instruction; Effective Instruction; Influential Teacher; Mindsets; Student Thinking

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APA (6th Edition):

Ramos, R. K. (2018). Implementing Differentiated Instruction by Building on Multiple Ways All Students Learn. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/49196

Chicago Manual of Style (16th Edition):

Ramos, Richard Kristopher. “Implementing Differentiated Instruction by Building on Multiple Ways All Students Learn.” 2018. Doctoral Dissertation, Arizona State University. Accessed December 09, 2019. http://repository.asu.edu/items/49196.

MLA Handbook (7th Edition):

Ramos, Richard Kristopher. “Implementing Differentiated Instruction by Building on Multiple Ways All Students Learn.” 2018. Web. 09 Dec 2019.

Vancouver:

Ramos RK. Implementing Differentiated Instruction by Building on Multiple Ways All Students Learn. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Dec 09]. Available from: http://repository.asu.edu/items/49196.

Council of Science Editors:

Ramos RK. Implementing Differentiated Instruction by Building on Multiple Ways All Students Learn. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49196


SUNY College at Brockport

5. Suflita, Natalie. Multimodality in the Science Classroom: A Focus on Multimedia Representations and How Students Learn.

Degree: MSEd, Education and Human Development, 2012, SUNY College at Brockport

  The element of active student engagement is one crucial facet to effective pedagogy. The use of technology and other media in the classroom has… (more)

Subjects/Keywords: student engagement; effective pedagogy; technology; media; mode; science instruction; Education

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APA (6th Edition):

Suflita, N. (2012). Multimodality in the Science Classroom: A Focus on Multimedia Representations and How Students Learn. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/140

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):

Suflita, Natalie. “Multimodality in the Science Classroom: A Focus on Multimedia Representations and How Students Learn.” 2012. Thesis, SUNY College at Brockport. Accessed December 09, 2019. https://digitalcommons.brockport.edu/ehd_theses/140.

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

MLA Handbook (7th Edition):

Suflita, Natalie. “Multimodality in the Science Classroom: A Focus on Multimedia Representations and How Students Learn.” 2012. Web. 09 Dec 2019.

Vancouver:

Suflita N. Multimodality in the Science Classroom: A Focus on Multimedia Representations and How Students Learn. [Internet] [Thesis]. SUNY College at Brockport; 2012. [cited 2019 Dec 09]. Available from: https://digitalcommons.brockport.edu/ehd_theses/140.

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

Council of Science Editors:

Suflita N. Multimodality in the Science Classroom: A Focus on Multimedia Representations and How Students Learn. [Thesis]. SUNY College at Brockport; 2012. Available from: https://digitalcommons.brockport.edu/ehd_theses/140

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


University of Florida

6. Dogan, Selcuk. The Relationship between the Quality of Professional Development and Effective Instruction The Mediating Role of School-Based Professional Communities.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2017, University of Florida

 Professional learning of teachers and instruction have paramount importance if improved student performance is desired. Despite their recognized importance, there is a clear paucity of… (more)

Subjects/Keywords: community  – development  – effective  – instruction  – learning  – professional  – quality  – talis

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APA (6th Edition):

Dogan, S. (2017). The Relationship between the Quality of Professional Development and Effective Instruction The Mediating Role of School-Based Professional Communities. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0051355

Chicago Manual of Style (16th Edition):

Dogan, Selcuk. “The Relationship between the Quality of Professional Development and Effective Instruction The Mediating Role of School-Based Professional Communities.” 2017. Doctoral Dissertation, University of Florida. Accessed December 09, 2019. http://ufdc.ufl.edu/UFE0051355.

MLA Handbook (7th Edition):

Dogan, Selcuk. “The Relationship between the Quality of Professional Development and Effective Instruction The Mediating Role of School-Based Professional Communities.” 2017. Web. 09 Dec 2019.

Vancouver:

Dogan S. The Relationship between the Quality of Professional Development and Effective Instruction The Mediating Role of School-Based Professional Communities. [Internet] [Doctoral dissertation]. University of Florida; 2017. [cited 2019 Dec 09]. Available from: http://ufdc.ufl.edu/UFE0051355.

Council of Science Editors:

Dogan S. The Relationship between the Quality of Professional Development and Effective Instruction The Mediating Role of School-Based Professional Communities. [Doctoral Dissertation]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0051355


University of Zambia

7. Bahufite, Eric. Application of the constructivist methods of teaching-learning through the use of information and communication technologies(ICTs)in Zambian Schools: A case of three Secondary Schools in Lusaka .

Degree: 2015, University of Zambia

 The government educational policy in Zambia has been supportive of the use of ICT-mediated constructivist methods at all levels of education. However, little is known… (more)

Subjects/Keywords: Effective teaching; Constructivism(education) – Zambia; Education,secondary – Curricula; Educational technology; Computer – Assisted instruction

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APA (6th Edition):

Bahufite, E. (2015). Application of the constructivist methods of teaching-learning through the use of information and communication technologies(ICTs)in Zambian Schools: A case of three Secondary Schools in Lusaka . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4381

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):

Bahufite, Eric. “Application of the constructivist methods of teaching-learning through the use of information and communication technologies(ICTs)in Zambian Schools: A case of three Secondary Schools in Lusaka .” 2015. Thesis, University of Zambia. Accessed December 09, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4381.

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

MLA Handbook (7th Edition):

Bahufite, Eric. “Application of the constructivist methods of teaching-learning through the use of information and communication technologies(ICTs)in Zambian Schools: A case of three Secondary Schools in Lusaka .” 2015. Web. 09 Dec 2019.

Vancouver:

Bahufite E. Application of the constructivist methods of teaching-learning through the use of information and communication technologies(ICTs)in Zambian Schools: A case of three Secondary Schools in Lusaka . [Internet] [Thesis]. University of Zambia; 2015. [cited 2019 Dec 09]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4381.

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

Council of Science Editors:

Bahufite E. Application of the constructivist methods of teaching-learning through the use of information and communication technologies(ICTs)in Zambian Schools: A case of three Secondary Schools in Lusaka . [Thesis]. University of Zambia; 2015. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4381

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


NSYSU

8. Wen Cheng, Huan. Constructing an Effective Model of Math Remedial Instruction of Decimal Division of Sixth Grade in Elementary School by Taking Action Research.

Degree: PhD, Education, 2016, NSYSU

 The aim of this research is to conduct math remedial instruction on decimals division (RIDD) for sixth grade and solve teaching problems through action research.… (more)

Subjects/Keywords: Constructing an Effective Teaching Model; Action Research and Cycles; Math Remedial Instruction; Decimal Division

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APA (6th Edition):

Wen Cheng, H. (2016). Constructing an Effective Model of Math Remedial Instruction of Decimal Division of Sixth Grade in Elementary School by Taking Action Research. (Doctoral Dissertation). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0025116-122158

Chicago Manual of Style (16th Edition):

Wen Cheng, Huan. “Constructing an Effective Model of Math Remedial Instruction of Decimal Division of Sixth Grade in Elementary School by Taking Action Research.” 2016. Doctoral Dissertation, NSYSU. Accessed December 09, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0025116-122158.

MLA Handbook (7th Edition):

Wen Cheng, Huan. “Constructing an Effective Model of Math Remedial Instruction of Decimal Division of Sixth Grade in Elementary School by Taking Action Research.” 2016. Web. 09 Dec 2019.

Vancouver:

Wen Cheng H. Constructing an Effective Model of Math Remedial Instruction of Decimal Division of Sixth Grade in Elementary School by Taking Action Research. [Internet] [Doctoral dissertation]. NSYSU; 2016. [cited 2019 Dec 09]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0025116-122158.

Council of Science Editors:

Wen Cheng H. Constructing an Effective Model of Math Remedial Instruction of Decimal Division of Sixth Grade in Elementary School by Taking Action Research. [Doctoral Dissertation]. NSYSU; 2016. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0025116-122158


University of Maine

9. Laverty, Daniel Patrick. Investigating Teachers' Content Knowledge and Pedogogical Content Knowledge in a Middle School Physical Science Curriculum on Force and Motion.

Degree: MS, Teaching, 2015, University of Maine

  Teaching is a profession that requires the incorporation of many types of knowledge in order to create effective instructional experiences that promote student learning.… (more)

Subjects/Keywords: Student achievement; Science; Mathematics; Teacher knowledge; Effective instruction; Science and Mathematics Education

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APA (6th Edition):

Laverty, D. P. (2015). Investigating Teachers' Content Knowledge and Pedogogical Content Knowledge in a Middle School Physical Science Curriculum on Force and Motion. (Masters Thesis). University of Maine. Retrieved from https://digitalcommons.library.umaine.edu/etd/2410

Chicago Manual of Style (16th Edition):

Laverty, Daniel Patrick. “Investigating Teachers' Content Knowledge and Pedogogical Content Knowledge in a Middle School Physical Science Curriculum on Force and Motion.” 2015. Masters Thesis, University of Maine. Accessed December 09, 2019. https://digitalcommons.library.umaine.edu/etd/2410.

MLA Handbook (7th Edition):

Laverty, Daniel Patrick. “Investigating Teachers' Content Knowledge and Pedogogical Content Knowledge in a Middle School Physical Science Curriculum on Force and Motion.” 2015. Web. 09 Dec 2019.

Vancouver:

Laverty DP. Investigating Teachers' Content Knowledge and Pedogogical Content Knowledge in a Middle School Physical Science Curriculum on Force and Motion. [Internet] [Masters thesis]. University of Maine; 2015. [cited 2019 Dec 09]. Available from: https://digitalcommons.library.umaine.edu/etd/2410.

Council of Science Editors:

Laverty DP. Investigating Teachers' Content Knowledge and Pedogogical Content Knowledge in a Middle School Physical Science Curriculum on Force and Motion. [Masters Thesis]. University of Maine; 2015. Available from: https://digitalcommons.library.umaine.edu/etd/2410


University of South Carolina

10. Vincent, Angela K. Collaborating With Teachers To Create Peer Observations As A Means Of Effective Professional Development.

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

  This phenomenological, action research study engaged a sample of teachers from a large middle school in northern South Carolina in developing a protocol and… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Collaborating; Teachers; Create Peer Observations; Means; Effective; Professional Development

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APA (6th Edition):

Vincent, A. K. (2018). Collaborating With Teachers To Create Peer Observations As A Means Of Effective Professional Development. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4758

Chicago Manual of Style (16th Edition):

Vincent, Angela K. “Collaborating With Teachers To Create Peer Observations As A Means Of Effective Professional Development.” 2018. Doctoral Dissertation, University of South Carolina. Accessed December 09, 2019. https://scholarcommons.sc.edu/etd/4758.

MLA Handbook (7th Edition):

Vincent, Angela K. “Collaborating With Teachers To Create Peer Observations As A Means Of Effective Professional Development.” 2018. Web. 09 Dec 2019.

Vancouver:

Vincent AK. Collaborating With Teachers To Create Peer Observations As A Means Of Effective Professional Development. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Dec 09]. Available from: https://scholarcommons.sc.edu/etd/4758.

Council of Science Editors:

Vincent AK. Collaborating With Teachers To Create Peer Observations As A Means Of Effective Professional Development. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4758


University of Colorado

11. Davidson, Anne Oppenheim. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.

Degree: PhD, 2017, University of Colorado

 This multiple-case study examined three teachers’ formal and peripheral engagement across multiple years of a three-year, professional development project. Collaborative support focused on applying the… (more)

Subjects/Keywords: diverse learners; education; effective pedagogy; inclusive equity; instructional design; professional development; Curriculum and Instruction; Education

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APA (6th Edition):

Davidson, A. O. (2017). Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/117

Chicago Manual of Style (16th Edition):

Davidson, Anne Oppenheim. “Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.” 2017. Doctoral Dissertation, University of Colorado. Accessed December 09, 2019. https://scholar.colorado.edu/educ_gradetds/117.

MLA Handbook (7th Edition):

Davidson, Anne Oppenheim. “Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.” 2017. Web. 09 Dec 2019.

Vancouver:

Davidson AO. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2019 Dec 09]. Available from: https://scholar.colorado.edu/educ_gradetds/117.

Council of Science Editors:

Davidson AO. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/educ_gradetds/117


Queens University

12. Bhangu, Amrit. How Effective Teachers Differentiate Instruction and Interact With Students Who Engage in Off-task Behaviours in the Classroom .

Degree: Education, 2010, Queens University

 The purpose of this study was to discover and describe how two teachers effectively interacted with and differentiated instruction for students who displayed off-task behaviors… (more)

Subjects/Keywords: Off-task behaviour; Differentiated instruction; Effective teachers; Problem behaviour; Student-teacher relationship; Student-teacher interactions

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APA (6th Edition):

Bhangu, A. (2010). How Effective Teachers Differentiate Instruction and Interact With Students Who Engage in Off-task Behaviours in the Classroom . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/5991

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):

Bhangu, Amrit. “How Effective Teachers Differentiate Instruction and Interact With Students Who Engage in Off-task Behaviours in the Classroom .” 2010. Thesis, Queens University. Accessed December 09, 2019. http://hdl.handle.net/1974/5991.

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

MLA Handbook (7th Edition):

Bhangu, Amrit. “How Effective Teachers Differentiate Instruction and Interact With Students Who Engage in Off-task Behaviours in the Classroom .” 2010. Web. 09 Dec 2019.

Vancouver:

Bhangu A. How Effective Teachers Differentiate Instruction and Interact With Students Who Engage in Off-task Behaviours in the Classroom . [Internet] [Thesis]. Queens University; 2010. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1974/5991.

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

Council of Science Editors:

Bhangu A. How Effective Teachers Differentiate Instruction and Interact With Students Who Engage in Off-task Behaviours in the Classroom . [Thesis]. Queens University; 2010. Available from: http://hdl.handle.net/1974/5991

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


University of South Carolina

13. Peney, Kristin Elizabeth. A Phenomenological Look at What Motivates and Challenges Teachers to Use Outdoor Learning Activities.

Degree: Doctor of Education in Curriculum and Instruction, Educational Studies, 2019, University of South Carolina

  The specific problem of practice on which this study is focused is the lack of opportunities for students to engage in outdoor learning experiences… (more)

Subjects/Keywords: Curriculum and Instruction; Education; outdoor learning experience; effective professional development; teacher beliefs; situated learning

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APA (6th Edition):

Peney, K. E. (2019). A Phenomenological Look at What Motivates and Challenges Teachers to Use Outdoor Learning Activities. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5420

Chicago Manual of Style (16th Edition):

Peney, Kristin Elizabeth. “A Phenomenological Look at What Motivates and Challenges Teachers to Use Outdoor Learning Activities.” 2019. Doctoral Dissertation, University of South Carolina. Accessed December 09, 2019. https://scholarcommons.sc.edu/etd/5420.

MLA Handbook (7th Edition):

Peney, Kristin Elizabeth. “A Phenomenological Look at What Motivates and Challenges Teachers to Use Outdoor Learning Activities.” 2019. Web. 09 Dec 2019.

Vancouver:

Peney KE. A Phenomenological Look at What Motivates and Challenges Teachers to Use Outdoor Learning Activities. [Internet] [Doctoral dissertation]. University of South Carolina; 2019. [cited 2019 Dec 09]. Available from: https://scholarcommons.sc.edu/etd/5420.

Council of Science Editors:

Peney KE. A Phenomenological Look at What Motivates and Challenges Teachers to Use Outdoor Learning Activities. [Doctoral Dissertation]. University of South Carolina; 2019. Available from: https://scholarcommons.sc.edu/etd/5420


Louisiana State University

14. Bergeron, Marie Laurent. Effective literacy instruction in the elementary grades.

Degree: PhD, Education, 2004, Louisiana State University

 The purpose of this study was to identify elements present in effective literacy instruction, i.e., those elements that fostered reading, speaking, listening, thinking, writing, and… (more)

Subjects/Keywords: literacy instruction; effective instruction; reading; comprehension; strategies; teacher beliefs

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APA (6th Edition):

Bergeron, M. L. (2004). Effective literacy instruction in the elementary grades. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06252004-141320 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3394

Chicago Manual of Style (16th Edition):

Bergeron, Marie Laurent. “Effective literacy instruction in the elementary grades.” 2004. Doctoral Dissertation, Louisiana State University. Accessed December 09, 2019. etd-06252004-141320 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3394.

MLA Handbook (7th Edition):

Bergeron, Marie Laurent. “Effective literacy instruction in the elementary grades.” 2004. Web. 09 Dec 2019.

Vancouver:

Bergeron ML. Effective literacy instruction in the elementary grades. [Internet] [Doctoral dissertation]. Louisiana State University; 2004. [cited 2019 Dec 09]. Available from: etd-06252004-141320 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3394.

Council of Science Editors:

Bergeron ML. Effective literacy instruction in the elementary grades. [Doctoral Dissertation]. Louisiana State University; 2004. Available from: etd-06252004-141320 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3394


Virginia Tech

15. Kim, Jae Y. The Effects of Frequency and Quality of Interactions in a Computer-Based Learning System.

Degree: MS, Industrial and Systems Engineering, 1998, Virginia Tech

 The word â interactiveâ is used commonly when describing many teaching, learning, and training software. Yet, this word does not provide a clear picture to… (more)

Subjects/Keywords: Computer-Based Instruction; Effective Instruction; Measuring Interactive Learning

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

APA (6th Edition):

Kim, J. Y. (1998). The Effects of Frequency and Quality of Interactions in a Computer-Based Learning System. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/31069

Chicago Manual of Style (16th Edition):

Kim, Jae Y. “The Effects of Frequency and Quality of Interactions in a Computer-Based Learning System.” 1998. Masters Thesis, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/31069.

MLA Handbook (7th Edition):

Kim, Jae Y. “The Effects of Frequency and Quality of Interactions in a Computer-Based Learning System.” 1998. Web. 09 Dec 2019.

Vancouver:

Kim JY. The Effects of Frequency and Quality of Interactions in a Computer-Based Learning System. [Internet] [Masters thesis]. Virginia Tech; 1998. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/31069.

Council of Science Editors:

Kim JY. The Effects of Frequency and Quality of Interactions in a Computer-Based Learning System. [Masters Thesis]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/31069


University of South Florida

16. Singer, Leslie S. Effects of Interspersing Recall versus Recognition Questions with Response Cards During Lectures on Students' Academic and Participation Behaviors in a College Classroom.

Degree: 2018, University of South Florida

 Instructional design and delivery may be one tool available to teachers to increase the academic and social behaviors of all students in the classroom. Effective(more)

Subjects/Keywords: active instruction; effective instruction; multiple-choice questions; opportunities to respond; short answer questions; Behavioral Disciplines and Activities

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APA (6th Edition):

Singer, L. S. (2018). Effects of Interspersing Recall versus Recognition Questions with Response Cards During Lectures on Students' Academic and Participation Behaviors in a College Classroom. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7575

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):

Singer, Leslie S. “Effects of Interspersing Recall versus Recognition Questions with Response Cards During Lectures on Students' Academic and Participation Behaviors in a College Classroom.” 2018. Thesis, University of South Florida. Accessed December 09, 2019. https://scholarcommons.usf.edu/etd/7575.

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

MLA Handbook (7th Edition):

Singer, Leslie S. “Effects of Interspersing Recall versus Recognition Questions with Response Cards During Lectures on Students' Academic and Participation Behaviors in a College Classroom.” 2018. Web. 09 Dec 2019.

Vancouver:

Singer LS. Effects of Interspersing Recall versus Recognition Questions with Response Cards During Lectures on Students' Academic and Participation Behaviors in a College Classroom. [Internet] [Thesis]. University of South Florida; 2018. [cited 2019 Dec 09]. Available from: https://scholarcommons.usf.edu/etd/7575.

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

Council of Science Editors:

Singer LS. Effects of Interspersing Recall versus Recognition Questions with Response Cards During Lectures on Students' Academic and Participation Behaviors in a College Classroom. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7575

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


University of Arkansas

17. Alenezi, Huda. Vocabulary Instruction Practices of Highly Effective Kindergarten Teachers.

Degree: PhD, 2014, University of Arkansas

  The purpose of this qualitative study was to investigate vocabulary instruction in kindergarten classrooms by exploring and describing highly effective kindergarten teachers' practices. The… (more)

Subjects/Keywords: Education; Highly effective teachers; Kindergarten; Vocabulary instruction; Curriculum and Instruction; Elementary Education and Teaching; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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

APA (6th Edition):

Alenezi, H. (2014). Vocabulary Instruction Practices of Highly Effective Kindergarten Teachers. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1050

Chicago Manual of Style (16th Edition):

Alenezi, Huda. “Vocabulary Instruction Practices of Highly Effective Kindergarten Teachers.” 2014. Doctoral Dissertation, University of Arkansas. Accessed December 09, 2019. https://scholarworks.uark.edu/etd/1050.

MLA Handbook (7th Edition):

Alenezi, Huda. “Vocabulary Instruction Practices of Highly Effective Kindergarten Teachers.” 2014. Web. 09 Dec 2019.

Vancouver:

Alenezi H. Vocabulary Instruction Practices of Highly Effective Kindergarten Teachers. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2019 Dec 09]. Available from: https://scholarworks.uark.edu/etd/1050.

Council of Science Editors:

Alenezi H. Vocabulary Instruction Practices of Highly Effective Kindergarten Teachers. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/1050


Georgia Southern University

18. Fulcher, Melodie D. Effective Literacy Instruction Strategies among Teachers in Elementary, Middle, and Secondary Grade Ranges.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2011, Georgia Southern University

 Many studies have been completed to identify the most Effective strategies used by successful teachers. Research has determined some of the most valuable classroom practices… (more)

Subjects/Keywords: ETD; Effective; Reading; Writing; Literacy instruction; Critical theory; Critical literacy; Effective literacy teachers; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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

APA (6th Edition):

Fulcher, M. D. (2011). Effective Literacy Instruction Strategies among Teachers in Elementary, Middle, and Secondary Grade Ranges. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/534

Chicago Manual of Style (16th Edition):

Fulcher, Melodie D. “Effective Literacy Instruction Strategies among Teachers in Elementary, Middle, and Secondary Grade Ranges.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed December 09, 2019. https://digitalcommons.georgiasouthern.edu/etd/534.

MLA Handbook (7th Edition):

Fulcher, Melodie D. “Effective Literacy Instruction Strategies among Teachers in Elementary, Middle, and Secondary Grade Ranges.” 2011. Web. 09 Dec 2019.

Vancouver:

Fulcher MD. Effective Literacy Instruction Strategies among Teachers in Elementary, Middle, and Secondary Grade Ranges. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Dec 09]. Available from: https://digitalcommons.georgiasouthern.edu/etd/534.

Council of Science Editors:

Fulcher MD. Effective Literacy Instruction Strategies among Teachers in Elementary, Middle, and Secondary Grade Ranges. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/534


Indiana State University

19. Turner, Elizabeth Anne. What Effective Principals Do to Improve Instruction and Increase Student Achievement .

Degree: Indiana State University

 The purposes of this mixed method study were to (a) Examine the relationships among principal effectiveness, principal instructional leadership, and student achievement; (b) examine the… (more)

Subjects/Keywords: Effective principals; increase student achievement; improve instruction

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

APA (6th Edition):

Turner, E. A. (n.d.). What Effective Principals Do to Improve Instruction and Increase Student Achievement . (Thesis). Indiana State University. Retrieved from http://hdl.handle.net/10484/8049

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Turner, Elizabeth Anne. “What Effective Principals Do to Improve Instruction and Increase Student Achievement .” Thesis, Indiana State University. Accessed December 09, 2019. http://hdl.handle.net/10484/8049.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Turner, Elizabeth Anne. “What Effective Principals Do to Improve Instruction and Increase Student Achievement .” Web. 09 Dec 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Turner EA. What Effective Principals Do to Improve Instruction and Increase Student Achievement . [Internet] [Thesis]. Indiana State University; [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10484/8049.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Turner EA. What Effective Principals Do to Improve Instruction and Increase Student Achievement . [Thesis]. Indiana State University; Available from: http://hdl.handle.net/10484/8049

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Kennesaw State University

20. Ridley, Andrea. PLANNING TO ASSIST LOW ACHIEVERS: PERSPECTIVES OF INSTRUCTIONAL LEADERS AND TEACHERS.

Degree: Doctor of Education in Educational Leadership for Learning Dissertations, Educational Leadership, 2018, Kennesaw State University

  Is there a connection between stereotypes and the achievement gap? The issue of stereotyping is a consistent topic of concern in the United States… (more)

Subjects/Keywords: instructional strategies; effective instructional strategies; instructional leader perceptions; teacher perceptions; instructional strategies for low-achievers; stereotyping; Curriculum and Instruction

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APA (6th Edition):

Ridley, A. (2018). PLANNING TO ASSIST LOW ACHIEVERS: PERSPECTIVES OF INSTRUCTIONAL LEADERS AND TEACHERS. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/educleaddoc_etd/13

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):

Ridley, Andrea. “PLANNING TO ASSIST LOW ACHIEVERS: PERSPECTIVES OF INSTRUCTIONAL LEADERS AND TEACHERS.” 2018. Thesis, Kennesaw State University. Accessed December 09, 2019. https://digitalcommons.kennesaw.edu/educleaddoc_etd/13.

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

MLA Handbook (7th Edition):

Ridley, Andrea. “PLANNING TO ASSIST LOW ACHIEVERS: PERSPECTIVES OF INSTRUCTIONAL LEADERS AND TEACHERS.” 2018. Web. 09 Dec 2019.

Vancouver:

Ridley A. PLANNING TO ASSIST LOW ACHIEVERS: PERSPECTIVES OF INSTRUCTIONAL LEADERS AND TEACHERS. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Dec 09]. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/13.

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

Council of Science Editors:

Ridley A. PLANNING TO ASSIST LOW ACHIEVERS: PERSPECTIVES OF INSTRUCTIONAL LEADERS AND TEACHERS. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/13

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


University of South Florida

21. Glenn, Tristan L. Making a Difference in the Lives of Students: Successful Teachers of Students of Color with Disabilities or who are At-Risk of Identification of Disabilities at a High-Performing High-Poverty School.

Degree: 2013, University of South Florida

 Urban settings are described in scholarly literature as areas beset with high concentrations of poverty, high incidences of crime and violence, and are typically occupied… (more)

Subjects/Keywords: Culturally Responsive Teaching; Effective Instruction; Ethic of Care; Poverty; Students of Color; Students with Disabilities; Special Education and Teaching

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APA (6th Edition):

Glenn, T. L. (2013). Making a Difference in the Lives of Students: Successful Teachers of Students of Color with Disabilities or who are At-Risk of Identification of Disabilities at a High-Performing High-Poverty School. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/4491

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):

Glenn, Tristan L. “Making a Difference in the Lives of Students: Successful Teachers of Students of Color with Disabilities or who are At-Risk of Identification of Disabilities at a High-Performing High-Poverty School.” 2013. Thesis, University of South Florida. Accessed December 09, 2019. https://scholarcommons.usf.edu/etd/4491.

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

MLA Handbook (7th Edition):

Glenn, Tristan L. “Making a Difference in the Lives of Students: Successful Teachers of Students of Color with Disabilities or who are At-Risk of Identification of Disabilities at a High-Performing High-Poverty School.” 2013. Web. 09 Dec 2019.

Vancouver:

Glenn TL. Making a Difference in the Lives of Students: Successful Teachers of Students of Color with Disabilities or who are At-Risk of Identification of Disabilities at a High-Performing High-Poverty School. [Internet] [Thesis]. University of South Florida; 2013. [cited 2019 Dec 09]. Available from: https://scholarcommons.usf.edu/etd/4491.

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

Council of Science Editors:

Glenn TL. Making a Difference in the Lives of Students: Successful Teachers of Students of Color with Disabilities or who are At-Risk of Identification of Disabilities at a High-Performing High-Poverty School. [Thesis]. University of South Florida; 2013. Available from: https://scholarcommons.usf.edu/etd/4491

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


University of Southern Mississippi

22. Wimberly, Joy Kathleen. Generalization of Teachers' Use of Effective Instruction Delivery Following In Situ Training.

Degree: MA, Psychology, 2016, University of Southern Mississippi

  The efficacy of in situ training for increasing Head Start teachers’ use of effective instruction delivery in Head Start classrooms while evaluating concomitant increases… (more)

Subjects/Keywords: behavioral consultation; problem solving consultation; effective instruction delivery; compliance; preschool; Applied Behavior Analysis; Child Psychology; Educational Psychology; School Psychology

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

APA (6th Edition):

Wimberly, J. K. (2016). Generalization of Teachers' Use of Effective Instruction Delivery Following In Situ Training. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/269

Chicago Manual of Style (16th Edition):

Wimberly, Joy Kathleen. “Generalization of Teachers' Use of Effective Instruction Delivery Following In Situ Training.” 2016. Masters Thesis, University of Southern Mississippi. Accessed December 09, 2019. https://aquila.usm.edu/masters_theses/269.

MLA Handbook (7th Edition):

Wimberly, Joy Kathleen. “Generalization of Teachers' Use of Effective Instruction Delivery Following In Situ Training.” 2016. Web. 09 Dec 2019.

Vancouver:

Wimberly JK. Generalization of Teachers' Use of Effective Instruction Delivery Following In Situ Training. [Internet] [Masters thesis]. University of Southern Mississippi; 2016. [cited 2019 Dec 09]. Available from: https://aquila.usm.edu/masters_theses/269.

Council of Science Editors:

Wimberly JK. Generalization of Teachers' Use of Effective Instruction Delivery Following In Situ Training. [Masters Thesis]. University of Southern Mississippi; 2016. Available from: https://aquila.usm.edu/masters_theses/269


Northeastern University

23. Tannor, David O. Two-year college mathematics instructors' knowledge and self-efficacy levels for effective mathematics instruction: a mixed methods study.

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

 Many efforts have been made to reform mathematics education in the first-two years of college. These include the research-based standards outlined by the American Mathematical… (more)

Subjects/Keywords: community college; effective mathematics instruction; mathematics education; self-efficacy; two-year colleges; two-year mathematics education

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APA (6th Edition):

Tannor, D. O. (2017). Two-year college mathematics instructors' knowledge and self-efficacy levels for effective mathematics instruction: a mixed methods study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20269300

Chicago Manual of Style (16th Edition):

Tannor, David O. “Two-year college mathematics instructors' knowledge and self-efficacy levels for effective mathematics instruction: a mixed methods study.” 2017. Doctoral Dissertation, Northeastern University. Accessed December 09, 2019. http://hdl.handle.net/2047/D20269300.

MLA Handbook (7th Edition):

Tannor, David O. “Two-year college mathematics instructors' knowledge and self-efficacy levels for effective mathematics instruction: a mixed methods study.” 2017. Web. 09 Dec 2019.

Vancouver:

Tannor DO. Two-year college mathematics instructors' knowledge and self-efficacy levels for effective mathematics instruction: a mixed methods study. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2047/D20269300.

Council of Science Editors:

Tannor DO. Two-year college mathematics instructors' knowledge and self-efficacy levels for effective mathematics instruction: a mixed methods study. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20269300


Claremont Graduate University

24. Ochoa, Raul. An Immigrant’s Educational Journey: Working Toward a More Fair and Just Society in the Classroom.

Degree: Teacher Education Internship Program (MA/Credential), School of Educational Studies, 2019, Claremont Graduate University

  In Part A of this ethnography, I explain how my life experiences have shaped who I am and why I want to be a… (more)

Subjects/Keywords: culturally relevant; socio-emotional; effective teaching practices; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Secondary Education

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APA (6th Edition):

Ochoa, R. (2019). An Immigrant’s Educational Journey: Working Toward a More Fair and Just Society in the Classroom. (Masters Thesis). Claremont Graduate University. Retrieved from https://scholarship.claremont.edu/cgu_etd/128

Chicago Manual of Style (16th Edition):

Ochoa, Raul. “An Immigrant’s Educational Journey: Working Toward a More Fair and Just Society in the Classroom.” 2019. Masters Thesis, Claremont Graduate University. Accessed December 09, 2019. https://scholarship.claremont.edu/cgu_etd/128.

MLA Handbook (7th Edition):

Ochoa, Raul. “An Immigrant’s Educational Journey: Working Toward a More Fair and Just Society in the Classroom.” 2019. Web. 09 Dec 2019.

Vancouver:

Ochoa R. An Immigrant’s Educational Journey: Working Toward a More Fair and Just Society in the Classroom. [Internet] [Masters thesis]. Claremont Graduate University; 2019. [cited 2019 Dec 09]. Available from: https://scholarship.claremont.edu/cgu_etd/128.

Council of Science Editors:

Ochoa R. An Immigrant’s Educational Journey: Working Toward a More Fair and Just Society in the Classroom. [Masters Thesis]. Claremont Graduate University; 2019. Available from: https://scholarship.claremont.edu/cgu_etd/128


Florida Atlantic University

25. Atwell, David Christopher. Digital Edification: An Analysis of Technology Readiness and Concept of Ability in the School District of Palm Beach County K-12 School Leaders.

Degree: 2015, Florida Atlantic University

Summary: The purpose of this research study was to determine K-12 school leaders' concepts of ability and technology readiness. The Theories of Intelligence Scale (TIS)… (more)

Subjects/Keywords: Blended learning; Educational technology; Effective teaching; Leadership in education; Metacognition; Teachers, Training of; Web based instruction

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APA (6th Edition):

Atwell, D. C. (2015). Digital Edification: An Analysis of Technology Readiness and Concept of Ability in the School District of Palm Beach County K-12 School Leaders. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004479 ; (URL) http://purl.flvc.org/fau/fd/FA00004479

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):

Atwell, David Christopher. “Digital Edification: An Analysis of Technology Readiness and Concept of Ability in the School District of Palm Beach County K-12 School Leaders.” 2015. Thesis, Florida Atlantic University. Accessed December 09, 2019. http://purl.flvc.org/fau/fd/FA00004479 ; (URL) http://purl.flvc.org/fau/fd/FA00004479.

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

MLA Handbook (7th Edition):

Atwell, David Christopher. “Digital Edification: An Analysis of Technology Readiness and Concept of Ability in the School District of Palm Beach County K-12 School Leaders.” 2015. Web. 09 Dec 2019.

Vancouver:

Atwell DC. Digital Edification: An Analysis of Technology Readiness and Concept of Ability in the School District of Palm Beach County K-12 School Leaders. [Internet] [Thesis]. Florida Atlantic University; 2015. [cited 2019 Dec 09]. Available from: http://purl.flvc.org/fau/fd/FA00004479 ; (URL) http://purl.flvc.org/fau/fd/FA00004479.

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

Council of Science Editors:

Atwell DC. Digital Edification: An Analysis of Technology Readiness and Concept of Ability in the School District of Palm Beach County K-12 School Leaders. [Thesis]. Florida Atlantic University; 2015. Available from: http://purl.flvc.org/fau/fd/FA00004479 ; (URL) http://purl.flvc.org/fau/fd/FA00004479

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

26. Anderson, Barbara Jean Nicholson. A Survey of Characteristics of Effective Alternative Education Teachers as Perceived by Alternative Education Teachers, Administrators, and Students.

Degree: PhD, 1997, Old Dominion University

  This study sought to identify the behavior management, programming, and other teaching characteristics of alternative education teachers perceived by teachers, administrators, and students to… (more)

Subjects/Keywords: Effective teaching; Data analysis; Alternative education; Curriculum and Instruction

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APA (6th Edition):

Anderson, B. J. N. (1997). A Survey of Characteristics of Effective Alternative Education Teachers as Perceived by Alternative Education Teachers, Administrators, and Students. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780591481259 ; https://digitalcommons.odu.edu/urbanservices_education_etds/2

Chicago Manual of Style (16th Edition):

Anderson, Barbara Jean Nicholson. “A Survey of Characteristics of Effective Alternative Education Teachers as Perceived by Alternative Education Teachers, Administrators, and Students.” 1997. Doctoral Dissertation, Old Dominion University. Accessed December 09, 2019. 9780591481259 ; https://digitalcommons.odu.edu/urbanservices_education_etds/2.

MLA Handbook (7th Edition):

Anderson, Barbara Jean Nicholson. “A Survey of Characteristics of Effective Alternative Education Teachers as Perceived by Alternative Education Teachers, Administrators, and Students.” 1997. Web. 09 Dec 2019.

Vancouver:

Anderson BJN. A Survey of Characteristics of Effective Alternative Education Teachers as Perceived by Alternative Education Teachers, Administrators, and Students. [Internet] [Doctoral dissertation]. Old Dominion University; 1997. [cited 2019 Dec 09]. Available from: 9780591481259 ; https://digitalcommons.odu.edu/urbanservices_education_etds/2.

Council of Science Editors:

Anderson BJN. A Survey of Characteristics of Effective Alternative Education Teachers as Perceived by Alternative Education Teachers, Administrators, and Students. [Doctoral Dissertation]. Old Dominion University; 1997. Available from: 9780591481259 ; https://digitalcommons.odu.edu/urbanservices_education_etds/2


Northeastern University

27. Ashley, Linda Metzger. Implementation of a math workshop model in the elementary classroom: understanding how teachers differentiate instruction.

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

 The purpose of this exploratory case study was to discover the ways in which elementary teachers implement a math workshop model and differentiate math instruction(more)

Subjects/Keywords: differentiated instruction; elementary math achievement; mathematics instruction; math workshop; professional development; Mathematics; Study and teaching (Elementary); Elementary school teachers; Training of; Elementary school teachers; In-service training; Individualized instruction; Effective teaching

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

APA (6th Edition):

Ashley, L. M. (2016). Implementation of a math workshop model in the elementary classroom: understanding how teachers differentiate instruction. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20204823

Chicago Manual of Style (16th Edition):

Ashley, Linda Metzger. “Implementation of a math workshop model in the elementary classroom: understanding how teachers differentiate instruction.” 2016. Doctoral Dissertation, Northeastern University. Accessed December 09, 2019. http://hdl.handle.net/2047/D20204823.

MLA Handbook (7th Edition):

Ashley, Linda Metzger. “Implementation of a math workshop model in the elementary classroom: understanding how teachers differentiate instruction.” 2016. Web. 09 Dec 2019.

Vancouver:

Ashley LM. Implementation of a math workshop model in the elementary classroom: understanding how teachers differentiate instruction. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2047/D20204823.

Council of Science Editors:

Ashley LM. Implementation of a math workshop model in the elementary classroom: understanding how teachers differentiate instruction. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20204823


University of Wisconsin – Stout

28. Swift, Kristie M. The effect differentiated instruction in social studies has on student performance.

Degree: 2009, University of Wisconsin – Stout

Subjects/Keywords: Individualized instruction; Education – Aims and objectives; Learning strategies; Teaching – Methodology; Effective teaching – Evaluation

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APA (6th Edition):

Swift, K. M. (2009). The effect differentiated instruction in social studies has on student performance. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2009/2009swiftk.pdf ; http://digital.library.wisc.edu/1793/43347

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):

Swift, Kristie M. “The effect differentiated instruction in social studies has on student performance.” 2009. Thesis, University of Wisconsin – Stout. Accessed December 09, 2019. http://www.uwstout.edu/lib/thesis/2009/2009swiftk.pdf ; http://digital.library.wisc.edu/1793/43347.

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

MLA Handbook (7th Edition):

Swift, Kristie M. “The effect differentiated instruction in social studies has on student performance.” 2009. Web. 09 Dec 2019.

Vancouver:

Swift KM. The effect differentiated instruction in social studies has on student performance. [Internet] [Thesis]. University of Wisconsin – Stout; 2009. [cited 2019 Dec 09]. Available from: http://www.uwstout.edu/lib/thesis/2009/2009swiftk.pdf ; http://digital.library.wisc.edu/1793/43347.

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

Council of Science Editors:

Swift KM. The effect differentiated instruction in social studies has on student performance. [Thesis]. University of Wisconsin – Stout; 2009. Available from: http://www.uwstout.edu/lib/thesis/2009/2009swiftk.pdf ; http://digital.library.wisc.edu/1793/43347

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


University of Pretoria

29. Jordaan, Johannes Cornelius. Skoolbegrotings as finansiële bestuursinstrument om effektiewe onderrig en leer in openbare skole te bevorder (Afrikaans).

Degree: Education Management and Policy Studies, 2012, University of Pretoria

 AFRIKAANS: Voor 1994 was die skoolhoof aanspreeklik vir die beheer van die finansies van die skool. Met die instelling van die Suid-Afrikaanse Skolewet no. 84… (more)

Subjects/Keywords: School governing body; Budgets; Management; Effective instruction and learning; Accountability; Bestuur; Finansiële bestuur; Skoolbeheerliggaam; Aanspreeklikheid; Begroting; Effektiewe onderrig en leer; Financial committee; Financial management; Finansiële komitee; UCTD

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APA (6th Edition):

Jordaan, J. (2012). Skoolbegrotings as finansiële bestuursinstrument om effektiewe onderrig en leer in openbare skole te bevorder (Afrikaans). (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24097

Chicago Manual of Style (16th Edition):

Jordaan, Johannes. “Skoolbegrotings as finansiële bestuursinstrument om effektiewe onderrig en leer in openbare skole te bevorder (Afrikaans).” 2012. Doctoral Dissertation, University of Pretoria. Accessed December 09, 2019. http://hdl.handle.net/2263/24097.

MLA Handbook (7th Edition):

Jordaan, Johannes. “Skoolbegrotings as finansiële bestuursinstrument om effektiewe onderrig en leer in openbare skole te bevorder (Afrikaans).” 2012. Web. 09 Dec 2019.

Vancouver:

Jordaan J. Skoolbegrotings as finansiële bestuursinstrument om effektiewe onderrig en leer in openbare skole te bevorder (Afrikaans). [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2263/24097.

Council of Science Editors:

Jordaan J. Skoolbegrotings as finansiële bestuursinstrument om effektiewe onderrig en leer in openbare skole te bevorder (Afrikaans). [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/24097

30. Stage, Tracy. Oral narrative and culturally relevant literacy instruction for Hmong-speaking English language learners.

Degree: MS, Speech Pathology, 2013, California State University – Sacramento

 Research has demonstrated the overlapping and intertwining relationship between oral language, oral narrative, and developing literacy skills, as well as the importance of cultural relevance… (more)

Subjects/Keywords: Student engagement and participation; Contextualization; Effective literacy instruction

…1 Effective Literacy Instruction for English Language Learners......................... 3… …effective literacy instruction for English Language Learners (ELLs) has been well… …findings in the following areas: (a) effective literacy instruction for English… …effective literacy instruction for English monolingual children. According to Shaywitz (2004… …responses was particularly effective. Systematic instruction in phonemic awareness, letter-sound… 

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

APA (6th Edition):

Stage, T. (2013). Oral narrative and culturally relevant literacy instruction for Hmong-speaking English language learners. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/2244

Chicago Manual of Style (16th Edition):

Stage, Tracy. “Oral narrative and culturally relevant literacy instruction for Hmong-speaking English language learners.” 2013. Masters Thesis, California State University – Sacramento. Accessed December 09, 2019. http://hdl.handle.net/10211.9/2244.

MLA Handbook (7th Edition):

Stage, Tracy. “Oral narrative and culturally relevant literacy instruction for Hmong-speaking English language learners.” 2013. Web. 09 Dec 2019.

Vancouver:

Stage T. Oral narrative and culturally relevant literacy instruction for Hmong-speaking English language learners. [Internet] [Masters thesis]. California State University – Sacramento; 2013. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10211.9/2244.

Council of Science Editors:

Stage T. Oral narrative and culturally relevant literacy instruction for Hmong-speaking English language learners. [Masters Thesis]. California State University – Sacramento; 2013. Available from: http://hdl.handle.net/10211.9/2244

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