Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

Dates: 2015 – 2019

You searched for subject:(Graduate teaching). Showing records 1 – 30 of 75 total matches.

[1] [2] [3]

Search Limiters

Last 2 Years | English Only

Levels

▼ Search Limiters


Oregon State University

1. Smith, Christina. Graduate Teaching Assistants (GTAs) in a Studio Learning Environment: Practices, Epistemologies, and Pedagogical Development.

Degree: PhD, 2017, Oregon State University

 Providing transformational learning opportunities for undergraduate students demands changes to teaching practices. In large-enrollment introductory courses, graduate teaching assistants (GTAs) play an important role in… (more)

Subjects/Keywords: Graduate teaching assistant

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Smith, C. (2017). Graduate Teaching Assistants (GTAs) in a Studio Learning Environment: Practices, Epistemologies, and Pedagogical Development. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/61795

Chicago Manual of Style (16th Edition):

Smith, Christina. “Graduate Teaching Assistants (GTAs) in a Studio Learning Environment: Practices, Epistemologies, and Pedagogical Development.” 2017. Doctoral Dissertation, Oregon State University. Accessed November 15, 2019. http://hdl.handle.net/1957/61795.

MLA Handbook (7th Edition):

Smith, Christina. “Graduate Teaching Assistants (GTAs) in a Studio Learning Environment: Practices, Epistemologies, and Pedagogical Development.” 2017. Web. 15 Nov 2019.

Vancouver:

Smith C. Graduate Teaching Assistants (GTAs) in a Studio Learning Environment: Practices, Epistemologies, and Pedagogical Development. [Internet] [Doctoral dissertation]. Oregon State University; 2017. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/1957/61795.

Council of Science Editors:

Smith C. Graduate Teaching Assistants (GTAs) in a Studio Learning Environment: Practices, Epistemologies, and Pedagogical Development. [Doctoral Dissertation]. Oregon State University; 2017. Available from: http://hdl.handle.net/1957/61795


University of Illinois – Chicago

2. Schroeder, Lianne. Chemistry Graduate Teaching Assistant Identity Development.

Degree: 2017, University of Illinois – Chicago

 This study was designed to better understand how new chemistry graduate students develop a teaching identity as GTAs. Utilizing two complementary conceptual frameworks, Wenger’s Community… (more)

Subjects/Keywords: Graduate Teaching Assistants; Identity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Schroeder, L. (2017). Chemistry Graduate Teaching Assistant Identity Development. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22184

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):

Schroeder, Lianne. “Chemistry Graduate Teaching Assistant Identity Development.” 2017. Thesis, University of Illinois – Chicago. Accessed November 15, 2019. http://hdl.handle.net/10027/22184.

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

MLA Handbook (7th Edition):

Schroeder, Lianne. “Chemistry Graduate Teaching Assistant Identity Development.” 2017. Web. 15 Nov 2019.

Vancouver:

Schroeder L. Chemistry Graduate Teaching Assistant Identity Development. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10027/22184.

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

Council of Science Editors:

Schroeder L. Chemistry Graduate Teaching Assistant Identity Development. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/22184

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


University of Tennessee – Knoxville

3. Francis, Tam’ra-Kay Alisia. Exploring Professional Teacher Identity Development for STEM Graduate Teaching Assistants (GTAs).

Degree: 2018, University of Tennessee – Knoxville

Graduate students are responsible for much undergraduate instruction (Boyle & Boice, 1998; Luft et al., 2004; Miller, Brickman and Oliver, 2014) and need professional learning… (more)

Subjects/Keywords: Graduate Students; Teaching Identity; Graduate Teaching Assistants; STEM; Science; Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Francis, T. A. (2018). Exploring Professional Teacher Identity Development for STEM Graduate Teaching Assistants (GTAs). (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4966

Chicago Manual of Style (16th Edition):

Francis, Tam’ra-Kay Alisia. “Exploring Professional Teacher Identity Development for STEM Graduate Teaching Assistants (GTAs).” 2018. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed November 15, 2019. https://trace.tennessee.edu/utk_graddiss/4966.

MLA Handbook (7th Edition):

Francis, Tam’ra-Kay Alisia. “Exploring Professional Teacher Identity Development for STEM Graduate Teaching Assistants (GTAs).” 2018. Web. 15 Nov 2019.

Vancouver:

Francis TA. Exploring Professional Teacher Identity Development for STEM Graduate Teaching Assistants (GTAs). [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2018. [cited 2019 Nov 15]. Available from: https://trace.tennessee.edu/utk_graddiss/4966.

Council of Science Editors:

Francis TA. Exploring Professional Teacher Identity Development for STEM Graduate Teaching Assistants (GTAs). [Doctoral Dissertation]. University of Tennessee – Knoxville; 2018. Available from: https://trace.tennessee.edu/utk_graddiss/4966


Colorado State University

4. Chambers, Serenity. Recruitment of racial/ethnic minority doctoral students in psychology : a content analysis of counseling psychology program websites.

Degree: MS(M.S.), Psychology, 2016, Colorado State University

 The presence of racial/ethnic minority student recruitment strategies on counseling psychology websites (N = 67) was assessed using a website checklist devised by the primary… (more)

Subjects/Keywords: Minority graduate students; Psychology  – Study and teaching (Graduate); Web sites

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chambers, S. (2016). Recruitment of racial/ethnic minority doctoral students in psychology : a content analysis of counseling psychology program websites. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/172807

Chicago Manual of Style (16th Edition):

Chambers, Serenity. “Recruitment of racial/ethnic minority doctoral students in psychology : a content analysis of counseling psychology program websites.” 2016. Masters Thesis, Colorado State University. Accessed November 15, 2019. http://hdl.handle.net/10217/172807.

MLA Handbook (7th Edition):

Chambers, Serenity. “Recruitment of racial/ethnic minority doctoral students in psychology : a content analysis of counseling psychology program websites.” 2016. Web. 15 Nov 2019.

Vancouver:

Chambers S. Recruitment of racial/ethnic minority doctoral students in psychology : a content analysis of counseling psychology program websites. [Internet] [Masters thesis]. Colorado State University; 2016. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10217/172807.

Council of Science Editors:

Chambers S. Recruitment of racial/ethnic minority doctoral students in psychology : a content analysis of counseling psychology program websites. [Masters Thesis]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/172807


University of Western Ontario

5. Wolf, Alex. Exploring Current Topics and Trends in Anatomy Education: A Scoping Review.

Degree: 2019, University of Western Ontario

 Within the field of health professional education, one finds that anatomy often presents students with a great deal of difficulty. The literature in this area… (more)

Subjects/Keywords: Anatomy; education; teaching; learning; undergraduate; graduate; Anatomy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wolf, A. (2019). Exploring Current Topics and Trends in Anatomy Education: A Scoping Review. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/6501

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):

Wolf, Alex. “Exploring Current Topics and Trends in Anatomy Education: A Scoping Review.” 2019. Thesis, University of Western Ontario. Accessed November 15, 2019. https://ir.lib.uwo.ca/etd/6501.

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

MLA Handbook (7th Edition):

Wolf, Alex. “Exploring Current Topics and Trends in Anatomy Education: A Scoping Review.” 2019. Web. 15 Nov 2019.

Vancouver:

Wolf A. Exploring Current Topics and Trends in Anatomy Education: A Scoping Review. [Internet] [Thesis]. University of Western Ontario; 2019. [cited 2019 Nov 15]. Available from: https://ir.lib.uwo.ca/etd/6501.

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

Council of Science Editors:

Wolf A. Exploring Current Topics and Trends in Anatomy Education: A Scoping Review. [Thesis]. University of Western Ontario; 2019. Available from: https://ir.lib.uwo.ca/etd/6501

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


Utah Valley University

6. Bracken, Deborah Rowe. Improving Pediatric Nursing Team Code Skills and Confidence Through Focused Skills Practice and Simulation: A Comparison of In-Situ and Laboratory Simulation .

Degree: 2015, Utah Valley University

Pediatric in-hospital cardiac arrests are rare. Pediatric code teams require specific training and practice to improve and maintain skills. Many pediatric code team nurses lack… (more)

Subjects/Keywords: Pediatric nursing; Nursing – Study and teaching (Graduate); Dissertations, Academic

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bracken, D. R. (2015). Improving Pediatric Nursing Team Code Skills and Confidence Through Focused Skills Practice and Simulation: A Comparison of In-Situ and Laboratory Simulation . (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,661

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):

Bracken, Deborah Rowe. “Improving Pediatric Nursing Team Code Skills and Confidence Through Focused Skills Practice and Simulation: A Comparison of In-Situ and Laboratory Simulation .” 2015. Thesis, Utah Valley University. Accessed November 15, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,661.

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

MLA Handbook (7th Edition):

Bracken, Deborah Rowe. “Improving Pediatric Nursing Team Code Skills and Confidence Through Focused Skills Practice and Simulation: A Comparison of In-Situ and Laboratory Simulation .” 2015. Web. 15 Nov 2019.

Vancouver:

Bracken DR. Improving Pediatric Nursing Team Code Skills and Confidence Through Focused Skills Practice and Simulation: A Comparison of In-Situ and Laboratory Simulation . [Internet] [Thesis]. Utah Valley University; 2015. [cited 2019 Nov 15]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,661.

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

Council of Science Editors:

Bracken DR. Improving Pediatric Nursing Team Code Skills and Confidence Through Focused Skills Practice and Simulation: A Comparison of In-Situ and Laboratory Simulation . [Thesis]. Utah Valley University; 2015. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,661

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


University of California – San Diego

7. Milbourne, Hayley Miles-Leighton. How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development.

Degree: Math & Sci Educ (Jnt Doc SDSU), 2018, University of California – San Diego

 Across the nation, there is increasing national interest in improving the way mathematics departments prepare their graduate teaching assistants (GTAs) because of their integral role… (more)

Subjects/Keywords: Mathematics education; Active Learning; Calculus; Graduate Teaching Assistants; Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Milbourne, H. M. (2018). How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/6x90r4t8

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):

Milbourne, Hayley Miles-Leighton. “How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development.” 2018. Thesis, University of California – San Diego. Accessed November 15, 2019. http://www.escholarship.org/uc/item/6x90r4t8.

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

MLA Handbook (7th Edition):

Milbourne, Hayley Miles-Leighton. “How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development.” 2018. Web. 15 Nov 2019.

Vancouver:

Milbourne HM. How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development. [Internet] [Thesis]. University of California – San Diego; 2018. [cited 2019 Nov 15]. Available from: http://www.escholarship.org/uc/item/6x90r4t8.

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

Council of Science Editors:

Milbourne HM. How Graduate Teaching Assistants Developed Their Understandings of Various Teaching Practices as They Engaged with Professional Development. [Thesis]. University of California – San Diego; 2018. Available from: http://www.escholarship.org/uc/item/6x90r4t8

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


Clemson University

8. Kardohely, Andrew. Undergraduate and Teaching Assistants"™ Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development.

Degree: MS, Biological Sciences, 2017, Clemson University

 The American economy hinges on the health and production of science, technology engineering and mathematics workforce (STEM). Although this sector of the American workforce represents… (more)

Subjects/Keywords: Biology Education; Classroom Community; Classroom Community Index; Graduate Teaching Assistants; Persistence

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kardohely, A. (2017). Undergraduate and Teaching Assistants"™ Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development. (Masters Thesis). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_theses/2705

Chicago Manual of Style (16th Edition):

Kardohely, Andrew. “Undergraduate and Teaching Assistants"™ Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development.” 2017. Masters Thesis, Clemson University. Accessed November 15, 2019. https://tigerprints.clemson.edu/all_theses/2705.

MLA Handbook (7th Edition):

Kardohely, Andrew. “Undergraduate and Teaching Assistants"™ Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development.” 2017. Web. 15 Nov 2019.

Vancouver:

Kardohely A. Undergraduate and Teaching Assistants"™ Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development. [Internet] [Masters thesis]. Clemson University; 2017. [cited 2019 Nov 15]. Available from: https://tigerprints.clemson.edu/all_theses/2705.

Council of Science Editors:

Kardohely A. Undergraduate and Teaching Assistants"™ Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development. [Masters Thesis]. Clemson University; 2017. Available from: https://tigerprints.clemson.edu/all_theses/2705


Iowa State University

9. Kreischer, Amber Lee. Parents enrolled in graduate programs and their experiences with faculty.

Degree: 2017, Iowa State University

 Parenthood and graduate school require significant investments of time and energy. Those who engage in both roles simultaneously are at risk for increased stress, feelings… (more)

Subjects/Keywords: Graduate student parents; Higher Education Administration; Higher Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kreischer, A. L. (2017). Parents enrolled in graduate programs and their experiences with faculty. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15341

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):

Kreischer, Amber Lee. “Parents enrolled in graduate programs and their experiences with faculty.” 2017. Thesis, Iowa State University. Accessed November 15, 2019. https://lib.dr.iastate.edu/etd/15341.

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

MLA Handbook (7th Edition):

Kreischer, Amber Lee. “Parents enrolled in graduate programs and their experiences with faculty.” 2017. Web. 15 Nov 2019.

Vancouver:

Kreischer AL. Parents enrolled in graduate programs and their experiences with faculty. [Internet] [Thesis]. Iowa State University; 2017. [cited 2019 Nov 15]. Available from: https://lib.dr.iastate.edu/etd/15341.

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

Council of Science Editors:

Kreischer AL. Parents enrolled in graduate programs and their experiences with faculty. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/15341

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


Kansas State University

10. Civils, Timothy H., Jr. An assessment of the Command and General Staff Officer Core Course effectiveness in developing student critical thinking.

Degree: EdD, Department of Educational Leadership, 2016, Kansas State University

 There is a need for critical thinking skills in our society. This research study examines graduate student’s growth in critical thinking after experiencing a specifically… (more)

Subjects/Keywords: Critical thinking; Graduate students; Team teaching; Dispositions; Cohorts; Adult learners

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Civils, Timothy H., J. (2016). An assessment of the Command and General Staff Officer Core Course effectiveness in developing student critical thinking. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/32481

Chicago Manual of Style (16th Edition):

Civils, Timothy H., Jr. “An assessment of the Command and General Staff Officer Core Course effectiveness in developing student critical thinking.” 2016. Doctoral Dissertation, Kansas State University. Accessed November 15, 2019. http://hdl.handle.net/2097/32481.

MLA Handbook (7th Edition):

Civils, Timothy H., Jr. “An assessment of the Command and General Staff Officer Core Course effectiveness in developing student critical thinking.” 2016. Web. 15 Nov 2019.

Vancouver:

Civils, Timothy H. J. An assessment of the Command and General Staff Officer Core Course effectiveness in developing student critical thinking. [Internet] [Doctoral dissertation]. Kansas State University; 2016. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/2097/32481.

Council of Science Editors:

Civils, Timothy H. J. An assessment of the Command and General Staff Officer Core Course effectiveness in developing student critical thinking. [Doctoral Dissertation]. Kansas State University; 2016. Available from: http://hdl.handle.net/2097/32481


Columbia University

11. Boda, Phillip Andrew. Disability Studies, Multiculturalism and Urban Science Education: A Mixed-Methods Phenomenography of Graduate Student Learning.

Degree: 2017, Columbia University

 Urban and multicultural science teacher education research seeks to educate new science teachers to more fully understand ‘Science-for-all’ and prepare them to effectively navigate urban… (more)

Subjects/Keywords: Science – Study and teaching; Teachers – Training of; Multicultural education; Graduate students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Boda, P. A. (2017). Disability Studies, Multiculturalism and Urban Science Education: A Mixed-Methods Phenomenography of Graduate Student Learning. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8D5109W

Chicago Manual of Style (16th Edition):

Boda, Phillip Andrew. “Disability Studies, Multiculturalism and Urban Science Education: A Mixed-Methods Phenomenography of Graduate Student Learning.” 2017. Doctoral Dissertation, Columbia University. Accessed November 15, 2019. https://doi.org/10.7916/D8D5109W.

MLA Handbook (7th Edition):

Boda, Phillip Andrew. “Disability Studies, Multiculturalism and Urban Science Education: A Mixed-Methods Phenomenography of Graduate Student Learning.” 2017. Web. 15 Nov 2019.

Vancouver:

Boda PA. Disability Studies, Multiculturalism and Urban Science Education: A Mixed-Methods Phenomenography of Graduate Student Learning. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2019 Nov 15]. Available from: https://doi.org/10.7916/D8D5109W.

Council of Science Editors:

Boda PA. Disability Studies, Multiculturalism and Urban Science Education: A Mixed-Methods Phenomenography of Graduate Student Learning. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8D5109W

12. Hagi-Mohamed, Anisa. Perceptions of Nonnative English-Speaking Graduate Teaching Assistants: Identity Issues, Successes, and Challenges in the Field of TESL/TESOL.

Degree: MA, English, 2018, St. Cloud State University

  Historically, the native and nonnative speaker dichotomy has been very limiting and marginalizing to an estimated 1 billion nonnative English speakers worldwide. Furthermore, the… (more)

Subjects/Keywords: native; nonnative; language identity; perceptions; TESOL; graduate teaching assistants

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hagi-Mohamed, A. (2018). Perceptions of Nonnative English-Speaking Graduate Teaching Assistants: Identity Issues, Successes, and Challenges in the Field of TESL/TESOL. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/128

Chicago Manual of Style (16th Edition):

Hagi-Mohamed, Anisa. “Perceptions of Nonnative English-Speaking Graduate Teaching Assistants: Identity Issues, Successes, and Challenges in the Field of TESL/TESOL.” 2018. Masters Thesis, St. Cloud State University. Accessed November 15, 2019. https://repository.stcloudstate.edu/engl_etds/128.

MLA Handbook (7th Edition):

Hagi-Mohamed, Anisa. “Perceptions of Nonnative English-Speaking Graduate Teaching Assistants: Identity Issues, Successes, and Challenges in the Field of TESL/TESOL.” 2018. Web. 15 Nov 2019.

Vancouver:

Hagi-Mohamed A. Perceptions of Nonnative English-Speaking Graduate Teaching Assistants: Identity Issues, Successes, and Challenges in the Field of TESL/TESOL. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2019 Nov 15]. Available from: https://repository.stcloudstate.edu/engl_etds/128.

Council of Science Editors:

Hagi-Mohamed A. Perceptions of Nonnative English-Speaking Graduate Teaching Assistants: Identity Issues, Successes, and Challenges in the Field of TESL/TESOL. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/128


The Ohio State University

13. Iommi, Morgan. Using the Integrative Model of Behavior Prediction to Understand Factors Influencing Graduate Teaching Assistants’ Teaching Development Attendance.

Degree: PhD, Communication, 2017, The Ohio State University

 This dissertation proposes a modified version of the Integrative Model of Behavior Prediction (Fishbein, 2000) to understand motivations affecting Ohio State University Graduate Teaching Assistants… (more)

Subjects/Keywords: Communication; Graduate Teaching Assistants, Teaching Development, Behavior Prediction, Integrative Model of Behavior Prediction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Iommi, M. (2017). Using the Integrative Model of Behavior Prediction to Understand Factors Influencing Graduate Teaching Assistants’ Teaching Development Attendance. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1494169702403228

Chicago Manual of Style (16th Edition):

Iommi, Morgan. “Using the Integrative Model of Behavior Prediction to Understand Factors Influencing Graduate Teaching Assistants’ Teaching Development Attendance.” 2017. Doctoral Dissertation, The Ohio State University. Accessed November 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494169702403228.

MLA Handbook (7th Edition):

Iommi, Morgan. “Using the Integrative Model of Behavior Prediction to Understand Factors Influencing Graduate Teaching Assistants’ Teaching Development Attendance.” 2017. Web. 15 Nov 2019.

Vancouver:

Iommi M. Using the Integrative Model of Behavior Prediction to Understand Factors Influencing Graduate Teaching Assistants’ Teaching Development Attendance. [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2019 Nov 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1494169702403228.

Council of Science Editors:

Iommi M. Using the Integrative Model of Behavior Prediction to Understand Factors Influencing Graduate Teaching Assistants’ Teaching Development Attendance. [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1494169702403228


Columbia University

14. Mangione, Lauren. Experiences of Science Education Graduate Students in the Critical Voices Classroom.

Degree: 2019, Columbia University

 Science teachers in the United States are not prepared to teach the students in their classrooms. Teachers are most often White females, while the children… (more)

Subjects/Keywords: Science – Study and teaching; Science teachers – Training of; Graduate students; Multicultural education; Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mangione, L. (2019). Experiences of Science Education Graduate Students in the Critical Voices Classroom. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-n90x-7a94

Chicago Manual of Style (16th Edition):

Mangione, Lauren. “Experiences of Science Education Graduate Students in the Critical Voices Classroom.” 2019. Doctoral Dissertation, Columbia University. Accessed November 15, 2019. https://doi.org/10.7916/d8-n90x-7a94.

MLA Handbook (7th Edition):

Mangione, Lauren. “Experiences of Science Education Graduate Students in the Critical Voices Classroom.” 2019. Web. 15 Nov 2019.

Vancouver:

Mangione L. Experiences of Science Education Graduate Students in the Critical Voices Classroom. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2019 Nov 15]. Available from: https://doi.org/10.7916/d8-n90x-7a94.

Council of Science Editors:

Mangione L. Experiences of Science Education Graduate Students in the Critical Voices Classroom. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-n90x-7a94


Nelson Mandela Metropolitan University

15. Mapasa, Tobeka Eugié. A framework to support inexperienced postgraduate research supervisors.

Degree: Faculty of Education, 2017, Nelson Mandela Metropolitan University

 It has been taken for granted that being able to lecture presupposes being able to supervise research students, and completing a Master’s or doctoral degree… (more)

Subjects/Keywords: Graduate students  – Supervision of; Universities and colleges  – Graduate work  – Supervision; Supervision; Research  – Study and teaching  – Supervision

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mapasa, T. E. (2017). A framework to support inexperienced postgraduate research supervisors. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/18529

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):

Mapasa, Tobeka Eugié. “A framework to support inexperienced postgraduate research supervisors.” 2017. Thesis, Nelson Mandela Metropolitan University. Accessed November 15, 2019. http://hdl.handle.net/10948/18529.

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

MLA Handbook (7th Edition):

Mapasa, Tobeka Eugié. “A framework to support inexperienced postgraduate research supervisors.” 2017. Web. 15 Nov 2019.

Vancouver:

Mapasa TE. A framework to support inexperienced postgraduate research supervisors. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2017. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10948/18529.

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

Council of Science Editors:

Mapasa TE. A framework to support inexperienced postgraduate research supervisors. [Thesis]. Nelson Mandela Metropolitan University; 2017. Available from: http://hdl.handle.net/10948/18529

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


Iowa State University

16. Langager, Aimee Nichole. Use of social media in undergraduate communication classes.

Degree: 2015, Iowa State University

 Social media are changing the scope of communication in both personal and professional spheres. Like other technologies before it, social media platforms were not created… (more)

Subjects/Keywords: Interdisciplinary Graduate Studies (Arts & Humanities); Interdisciplinary Graduate Studies; Arts & Humanities; Social media; Communication; Higher Education Administration; Higher Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Langager, A. N. (2015). Use of social media in undergraduate communication classes. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/14406

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):

Langager, Aimee Nichole. “Use of social media in undergraduate communication classes.” 2015. Thesis, Iowa State University. Accessed November 15, 2019. https://lib.dr.iastate.edu/etd/14406.

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

MLA Handbook (7th Edition):

Langager, Aimee Nichole. “Use of social media in undergraduate communication classes.” 2015. Web. 15 Nov 2019.

Vancouver:

Langager AN. Use of social media in undergraduate communication classes. [Internet] [Thesis]. Iowa State University; 2015. [cited 2019 Nov 15]. Available from: https://lib.dr.iastate.edu/etd/14406.

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

Council of Science Editors:

Langager AN. Use of social media in undergraduate communication classes. [Thesis]. Iowa State University; 2015. Available from: https://lib.dr.iastate.edu/etd/14406

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


Miami University

17. Robinson, Kirk S. How Graduate Teaching Assistants Experience Teaching Preparation for Higher Education: A Symbolic Interactionist Study.

Degree: PhD, Educational Leadership, 2017, Miami University

 Literature suggests many graduate students receive inadequate, little, or no formal preparation for teaching in higher education. Most extant research on this topic shows preparation… (more)

Subjects/Keywords: Higher Education; Pedagogy; Higher Education Administration; Educational Leadership; graduate teaching assistants; graduate student development; faculty development; college teaching preparation; ethnography; symbolic interactionism

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Robinson, K. S. (2017). How Graduate Teaching Assistants Experience Teaching Preparation for Higher Education: A Symbolic Interactionist Study. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami15112773925517

Chicago Manual of Style (16th Edition):

Robinson, Kirk S. “How Graduate Teaching Assistants Experience Teaching Preparation for Higher Education: A Symbolic Interactionist Study.” 2017. Doctoral Dissertation, Miami University. Accessed November 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami15112773925517.

MLA Handbook (7th Edition):

Robinson, Kirk S. “How Graduate Teaching Assistants Experience Teaching Preparation for Higher Education: A Symbolic Interactionist Study.” 2017. Web. 15 Nov 2019.

Vancouver:

Robinson KS. How Graduate Teaching Assistants Experience Teaching Preparation for Higher Education: A Symbolic Interactionist Study. [Internet] [Doctoral dissertation]. Miami University; 2017. [cited 2019 Nov 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami15112773925517.

Council of Science Editors:

Robinson KS. How Graduate Teaching Assistants Experience Teaching Preparation for Higher Education: A Symbolic Interactionist Study. [Doctoral Dissertation]. Miami University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami15112773925517


California State University – San Bernardino

18. Burkhart, Angelina Nicole. MASTERING THE TASK AND TENDING TO THE SELF: A GUIDE FOR THE GRADUATE TEACHING ASSOCIATE.

Degree: MAin Communication Studies, Communication Studies, 2017, California State University – San Bernardino

Graduate teaching associates (GTAs) maintain a prominent presence in higher education institutions nationwide, warranting our attention to both their instructional effectiveness and well-being. Though… (more)

Subjects/Keywords: graduate teaching associates; teacher immediacy; behavior alteration techniques; GTA socialization; GTA; GTA training; Communication

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Burkhart, A. N. (2017). MASTERING THE TASK AND TENDING TO THE SELF: A GUIDE FOR THE GRADUATE TEACHING ASSOCIATE. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/594

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):

Burkhart, Angelina Nicole. “MASTERING THE TASK AND TENDING TO THE SELF: A GUIDE FOR THE GRADUATE TEACHING ASSOCIATE.” 2017. Thesis, California State University – San Bernardino. Accessed November 15, 2019. http://scholarworks.lib.csusb.edu/etd/594.

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

MLA Handbook (7th Edition):

Burkhart, Angelina Nicole. “MASTERING THE TASK AND TENDING TO THE SELF: A GUIDE FOR THE GRADUATE TEACHING ASSOCIATE.” 2017. Web. 15 Nov 2019.

Vancouver:

Burkhart AN. MASTERING THE TASK AND TENDING TO THE SELF: A GUIDE FOR THE GRADUATE TEACHING ASSOCIATE. [Internet] [Thesis]. California State University – San Bernardino; 2017. [cited 2019 Nov 15]. Available from: http://scholarworks.lib.csusb.edu/etd/594.

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

Council of Science Editors:

Burkhart AN. MASTERING THE TASK AND TENDING TO THE SELF: A GUIDE FOR THE GRADUATE TEACHING ASSOCIATE. [Thesis]. California State University – San Bernardino; 2017. Available from: http://scholarworks.lib.csusb.edu/etd/594

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


Universidade do Rio Grande do Sul

19. Milani, Giovanna Silveira. A formação docente no Programa de Pós-Graduação stricto sensu em Administração da UFRGS sob a perspectiva de seus egressos entre 2007 e 2017.

Degree: 2018, Universidade do Rio Grande do Sul

Para atuar na docência universitária é preciso, segundo a Lei de Diretrizes e Bases da Educação 9.394, formar-se em programas de mestrado ou doutorado acadêmico.… (more)

Subjects/Keywords: Formação docente; Teaching preparation; Pós-Graduação; Stricto sensu graduate studies; Administração; Business graduation studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Milani, G. S. (2018). A formação docente no Programa de Pós-Graduação stricto sensu em Administração da UFRGS sob a perspectiva de seus egressos entre 2007 e 2017. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/179841

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):

Milani, Giovanna Silveira. “A formação docente no Programa de Pós-Graduação stricto sensu em Administração da UFRGS sob a perspectiva de seus egressos entre 2007 e 2017.” 2018. Thesis, Universidade do Rio Grande do Sul. Accessed November 15, 2019. http://hdl.handle.net/10183/179841.

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

MLA Handbook (7th Edition):

Milani, Giovanna Silveira. “A formação docente no Programa de Pós-Graduação stricto sensu em Administração da UFRGS sob a perspectiva de seus egressos entre 2007 e 2017.” 2018. Web. 15 Nov 2019.

Vancouver:

Milani GS. A formação docente no Programa de Pós-Graduação stricto sensu em Administração da UFRGS sob a perspectiva de seus egressos entre 2007 e 2017. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2018. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10183/179841.

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

Council of Science Editors:

Milani GS. A formação docente no Programa de Pós-Graduação stricto sensu em Administração da UFRGS sob a perspectiva de seus egressos entre 2007 e 2017. [Thesis]. Universidade do Rio Grande do Sul; 2018. Available from: http://hdl.handle.net/10183/179841

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


Montana Tech

20. Johnson, Leah R. Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy.

Degree: MA, 2016, Montana Tech

  The effects of providing training for Graduate Teaching Assistants (GTAs) in the implementation of immediacy behaviors on the creation of a supportive classroom environment… (more)

Subjects/Keywords: Needs Centered Training Model; Graduate Teaching Assistants; Teacher Immediacy; Supportive Classroom Environment

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johnson, L. R. (2016). Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/10673

Chicago Manual of Style (16th Edition):

Johnson, Leah R. “Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy.” 2016. Masters Thesis, Montana Tech. Accessed November 15, 2019. https://scholarworks.umt.edu/etd/10673.

MLA Handbook (7th Edition):

Johnson, Leah R. “Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy.” 2016. Web. 15 Nov 2019.

Vancouver:

Johnson LR. Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy. [Internet] [Masters thesis]. Montana Tech; 2016. [cited 2019 Nov 15]. Available from: https://scholarworks.umt.edu/etd/10673.

Council of Science Editors:

Johnson LR. Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy. [Masters Thesis]. Montana Tech; 2016. Available from: https://scholarworks.umt.edu/etd/10673


University of South Florida

21. Bryant Jr, Ezzard C. Graduate Student Perceptions of Multi-modal Tablet Use in Academic Environments.

Degree: 2016, University of South Florida

 The purpose of this study was to explore graduate student perceptions of use and the ease of use of multi-modal tablets to access electronic course… (more)

Subjects/Keywords: graduate school; higher education; personal computing; touch screen devices; Adult and Continuing Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bryant Jr, E. C. (2016). Graduate Student Perceptions of Multi-modal Tablet Use in Academic Environments. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6190

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):

Bryant Jr, Ezzard C. “Graduate Student Perceptions of Multi-modal Tablet Use in Academic Environments.” 2016. Thesis, University of South Florida. Accessed November 15, 2019. https://scholarcommons.usf.edu/etd/6190.

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

MLA Handbook (7th Edition):

Bryant Jr, Ezzard C. “Graduate Student Perceptions of Multi-modal Tablet Use in Academic Environments.” 2016. Web. 15 Nov 2019.

Vancouver:

Bryant Jr EC. Graduate Student Perceptions of Multi-modal Tablet Use in Academic Environments. [Internet] [Thesis]. University of South Florida; 2016. [cited 2019 Nov 15]. Available from: https://scholarcommons.usf.edu/etd/6190.

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

Council of Science Editors:

Bryant Jr EC. Graduate Student Perceptions of Multi-modal Tablet Use in Academic Environments. [Thesis]. University of South Florida; 2016. Available from: https://scholarcommons.usf.edu/etd/6190

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


Utah State University

22. Kang, Minhee. Increasing Student Engagement and Knowledge Retention in an Entry-LevelGeneral Nutrition Course with Technology and Innovative Use of a Graduate-Level Teaching Assistant.

Degree: MS, Nutrition, Dietetics, and Food Sciences, 2017, Utah State University

  Higher student enrollment rates and evolving student expectations are current challenges for many universities.Today’s students expect teaching pedagogy that integrates technology and offers flexibility.… (more)

Subjects/Keywords: A graduate-level teaching assistant; General nutrition; Knowledge retention; Student engagement; Technology; Education; Nutrition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kang, M. (2017). Increasing Student Engagement and Knowledge Retention in an Entry-LevelGeneral Nutrition Course with Technology and Innovative Use of a Graduate-Level Teaching Assistant. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/5855

Chicago Manual of Style (16th Edition):

Kang, Minhee. “Increasing Student Engagement and Knowledge Retention in an Entry-LevelGeneral Nutrition Course with Technology and Innovative Use of a Graduate-Level Teaching Assistant.” 2017. Masters Thesis, Utah State University. Accessed November 15, 2019. https://digitalcommons.usu.edu/etd/5855.

MLA Handbook (7th Edition):

Kang, Minhee. “Increasing Student Engagement and Knowledge Retention in an Entry-LevelGeneral Nutrition Course with Technology and Innovative Use of a Graduate-Level Teaching Assistant.” 2017. Web. 15 Nov 2019.

Vancouver:

Kang M. Increasing Student Engagement and Knowledge Retention in an Entry-LevelGeneral Nutrition Course with Technology and Innovative Use of a Graduate-Level Teaching Assistant. [Internet] [Masters thesis]. Utah State University; 2017. [cited 2019 Nov 15]. Available from: https://digitalcommons.usu.edu/etd/5855.

Council of Science Editors:

Kang M. Increasing Student Engagement and Knowledge Retention in an Entry-LevelGeneral Nutrition Course with Technology and Innovative Use of a Graduate-Level Teaching Assistant. [Masters Thesis]. Utah State University; 2017. Available from: https://digitalcommons.usu.edu/etd/5855


University of Minnesota

23. Justice, Nicola. Statistics Graduate Students’ Professional Development for Teaching: A Communities of Practice Model.

Degree: PhD, Educational Psychology, 2017, University of Minnesota

Graduate teaching assistants (GTAs) are responsible for instructing approximately 25% of introductory statistics courses in the United States (Blair, Kirkman, & Maxwell, 2013). Most research… (more)

Subjects/Keywords: communities of practice; graduate teaching assistant; statistics education; teacher beliefs; teacher development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Justice, N. (2017). Statistics Graduate Students’ Professional Development for Teaching: A Communities of Practice Model. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/188957

Chicago Manual of Style (16th Edition):

Justice, Nicola. “Statistics Graduate Students’ Professional Development for Teaching: A Communities of Practice Model.” 2017. Doctoral Dissertation, University of Minnesota. Accessed November 15, 2019. http://hdl.handle.net/11299/188957.

MLA Handbook (7th Edition):

Justice, Nicola. “Statistics Graduate Students’ Professional Development for Teaching: A Communities of Practice Model.” 2017. Web. 15 Nov 2019.

Vancouver:

Justice N. Statistics Graduate Students’ Professional Development for Teaching: A Communities of Practice Model. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/11299/188957.

Council of Science Editors:

Justice N. Statistics Graduate Students’ Professional Development for Teaching: A Communities of Practice Model. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/188957

24. Nag, Anindita. Teachers as Learners: Impacts of Graduate Teachers Education Programs’ Features on In-Service Teachers’ Practices.

Degree: MS, School of Education, 2017, North Dakota State University

 Significant research efforts have addressed the need for pursuing graduate teacher education to improve in-service teachers’ teaching practices. On contrary, empirical knowledge about the impacts… (more)

Subjects/Keywords: Universities and colleges  – Graduate work.; Employees  – Training of.; Career development.; Effective teaching.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Nag, A. (2017). Teachers as Learners: Impacts of Graduate Teachers Education Programs’ Features on In-Service Teachers’ Practices. (Masters Thesis). North Dakota State University. Retrieved from http://hdl.handle.net/10365/28544

Chicago Manual of Style (16th Edition):

Nag, Anindita. “Teachers as Learners: Impacts of Graduate Teachers Education Programs’ Features on In-Service Teachers’ Practices.” 2017. Masters Thesis, North Dakota State University. Accessed November 15, 2019. http://hdl.handle.net/10365/28544.

MLA Handbook (7th Edition):

Nag, Anindita. “Teachers as Learners: Impacts of Graduate Teachers Education Programs’ Features on In-Service Teachers’ Practices.” 2017. Web. 15 Nov 2019.

Vancouver:

Nag A. Teachers as Learners: Impacts of Graduate Teachers Education Programs’ Features on In-Service Teachers’ Practices. [Internet] [Masters thesis]. North Dakota State University; 2017. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10365/28544.

Council of Science Editors:

Nag A. Teachers as Learners: Impacts of Graduate Teachers Education Programs’ Features on In-Service Teachers’ Practices. [Masters Thesis]. North Dakota State University; 2017. Available from: http://hdl.handle.net/10365/28544


Northeastern University

25. Burley, Nancy H. Albano. Advancing interprofessional education: a quantitative study exploring interprofessional learning orientations of registered nurses in a post-licensure and advanced practice degree program.

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

 The purpose of this quantitative study was to examine the interprofessional learning (IPL) orientations of registered nurses (RNs) returning to school to further their education.… (more)

Subjects/Keywords: interprofessional; interprofessional learning; Interprofessional education; Nursing; Study and teaching (Graduate); Nurses; Self-efficacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Burley, N. H. A. (2016). Advancing interprofessional education: a quantitative study exploring interprofessional learning orientations of registered nurses in a post-licensure and advanced practice degree program. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20221822

Chicago Manual of Style (16th Edition):

Burley, Nancy H Albano. “Advancing interprofessional education: a quantitative study exploring interprofessional learning orientations of registered nurses in a post-licensure and advanced practice degree program.” 2016. Doctoral Dissertation, Northeastern University. Accessed November 15, 2019. http://hdl.handle.net/2047/D20221822.

MLA Handbook (7th Edition):

Burley, Nancy H Albano. “Advancing interprofessional education: a quantitative study exploring interprofessional learning orientations of registered nurses in a post-licensure and advanced practice degree program.” 2016. Web. 15 Nov 2019.

Vancouver:

Burley NHA. Advancing interprofessional education: a quantitative study exploring interprofessional learning orientations of registered nurses in a post-licensure and advanced practice degree program. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/2047/D20221822.

Council of Science Editors:

Burley NHA. Advancing interprofessional education: a quantitative study exploring interprofessional learning orientations of registered nurses in a post-licensure and advanced practice degree program. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20221822


Arizona State University

26. Pampel, Krysten Ashley. Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction.

Degree: Mathematics Education, 2017, Arizona State University

 The advancement of technology has substantively changed the practices of numerous professions, including teaching. When an instructor first adopts a new technology, established classroom practices… (more)

Subjects/Keywords: Mathematics education; Didactic Object; Education; Graduate Teaching Assistant; Practices; Rational Functions; Technology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pampel, K. A. (2017). Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/46220

Chicago Manual of Style (16th Edition):

Pampel, Krysten Ashley. “Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction.” 2017. Doctoral Dissertation, Arizona State University. Accessed November 15, 2019. http://repository.asu.edu/items/46220.

MLA Handbook (7th Edition):

Pampel, Krysten Ashley. “Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction.” 2017. Web. 15 Nov 2019.

Vancouver:

Pampel KA. Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction. [Internet] [Doctoral dissertation]. Arizona State University; 2017. [cited 2019 Nov 15]. Available from: http://repository.asu.edu/items/46220.

Council of Science Editors:

Pampel KA. Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction. [Doctoral Dissertation]. Arizona State University; 2017. Available from: http://repository.asu.edu/items/46220


Drexel University

27. Umeweni, Chikaodili. Evaluation of a Capstone Course Revision for NCLEX-RN Preparation in an Accelerated Baccalaureate of Nursing Program.

Degree: 2017, Drexel University

Many nursing programs utilize standardized predictor exams to maintain high first-time NCLEX-RN pass rates for their students. Since these standardized exams are highly predictive of… (more)

Subjects/Keywords: Nursing; Educational evaluation; Nursing – Study and teaching (Graduate); Urban universities and colleges

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Umeweni, C. (2017). Evaluation of a Capstone Course Revision for NCLEX-RN Preparation in an Accelerated Baccalaureate of Nursing Program. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7507

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):

Umeweni, Chikaodili. “Evaluation of a Capstone Course Revision for NCLEX-RN Preparation in an Accelerated Baccalaureate of Nursing Program.” 2017. Thesis, Drexel University. Accessed November 15, 2019. http://hdl.handle.net/1860/idea:7507.

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

MLA Handbook (7th Edition):

Umeweni, Chikaodili. “Evaluation of a Capstone Course Revision for NCLEX-RN Preparation in an Accelerated Baccalaureate of Nursing Program.” 2017. Web. 15 Nov 2019.

Vancouver:

Umeweni C. Evaluation of a Capstone Course Revision for NCLEX-RN Preparation in an Accelerated Baccalaureate of Nursing Program. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/1860/idea:7507.

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

Council of Science Editors:

Umeweni C. Evaluation of a Capstone Course Revision for NCLEX-RN Preparation in an Accelerated Baccalaureate of Nursing Program. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7507

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


Texas State University – San Marcos

28. Norton, Elizabeth. Integrating Research into Child Life Academic Programs: Identifying Graduate Program Promising Practices.

Degree: MS, Family and Child Studies, 2017, Texas State University – San Marcos

 The relatively young field of child life is in need of research on the efficacy of child life services to both validate the field and… (more)

Subjects/Keywords: Child life specialist; Graduate students; Evidence-based practice; Child development – Study and teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Norton, E. (2017). Integrating Research into Child Life Academic Programs: Identifying Graduate Program Promising Practices. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6593

Chicago Manual of Style (16th Edition):

Norton, Elizabeth. “Integrating Research into Child Life Academic Programs: Identifying Graduate Program Promising Practices.” 2017. Masters Thesis, Texas State University – San Marcos. Accessed November 15, 2019. https://digital.library.txstate.edu/handle/10877/6593.

MLA Handbook (7th Edition):

Norton, Elizabeth. “Integrating Research into Child Life Academic Programs: Identifying Graduate Program Promising Practices.” 2017. Web. 15 Nov 2019.

Vancouver:

Norton E. Integrating Research into Child Life Academic Programs: Identifying Graduate Program Promising Practices. [Internet] [Masters thesis]. Texas State University – San Marcos; 2017. [cited 2019 Nov 15]. Available from: https://digital.library.txstate.edu/handle/10877/6593.

Council of Science Editors:

Norton E. Integrating Research into Child Life Academic Programs: Identifying Graduate Program Promising Practices. [Masters Thesis]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/6593


University of North Carolina – Greensboro

29. Schweighardt, Ray. Implementation of a constructivist-oriented training for kinesiology graduate teaching assistants.

Degree: 2017, University of North Carolina – Greensboro

 Increasingly, graduate teaching assistants (GTAs) are not assisting faculty instructors, but finding themselves in the role of lead instructor, particularly in physical activity courses. Despite… (more)

Subjects/Keywords: Physical education and training – Study and teaching (Higher); Graduate teaching assistants – Training of; Constructivism (Education); Mentoring in education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Schweighardt, R. (2017). Implementation of a constructivist-oriented training for kinesiology graduate teaching assistants. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22082

Chicago Manual of Style (16th Edition):

Schweighardt, Ray. “Implementation of a constructivist-oriented training for kinesiology graduate teaching assistants.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed November 15, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22082.

MLA Handbook (7th Edition):

Schweighardt, Ray. “Implementation of a constructivist-oriented training for kinesiology graduate teaching assistants.” 2017. Web. 15 Nov 2019.

Vancouver:

Schweighardt R. Implementation of a constructivist-oriented training for kinesiology graduate teaching assistants. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2019 Nov 15]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22082.

Council of Science Editors:

Schweighardt R. Implementation of a constructivist-oriented training for kinesiology graduate teaching assistants. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22082


Arizona State University

30. Oakley, Abigail. Entanglement: Everyday Working Lives, Access, and Institutional Discourse.

Degree: English, 2019, Arizona State University

 This research works from in an institutional ethnographic methodology. From this grounded approach, it describes the dialectic between the individual and the discourse of the… (more)

Subjects/Keywords: Rhetoric; Education; composition studies; feminist methodology; graduate teaching assistants; institutional ethnography; online teaching; writing program administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Oakley, A. (2019). Entanglement: Everyday Working Lives, Access, and Institutional Discourse. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53943

Chicago Manual of Style (16th Edition):

Oakley, Abigail. “Entanglement: Everyday Working Lives, Access, and Institutional Discourse.” 2019. Doctoral Dissertation, Arizona State University. Accessed November 15, 2019. http://repository.asu.edu/items/53943.

MLA Handbook (7th Edition):

Oakley, Abigail. “Entanglement: Everyday Working Lives, Access, and Institutional Discourse.” 2019. Web. 15 Nov 2019.

Vancouver:

Oakley A. Entanglement: Everyday Working Lives, Access, and Institutional Discourse. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Nov 15]. Available from: http://repository.asu.edu/items/53943.

Council of Science Editors:

Oakley A. Entanglement: Everyday Working Lives, Access, and Institutional Discourse. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53943

[1] [2] [3]

.