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University: University of North Texas

You searched for subject:(History Study AND teaching Canada ). Showing records 1 – 30 of 389 total matches.

[1] [2] [3] [4] [5] … [13]

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University of North Texas

1. Stroud, Elizabeth J. Opening the Door to Meaning-Making in Secondary Art History Instruction.

Degree: 2006, University of North Texas

 Each day countless numbers of high school students remain standing at the threshold of the door to meaningful learning in art history because of traditional… (more)

Subjects/Keywords: Art  – History  – Study and teaching (Secondary); Art appreciation  – Study and teaching (Secondary); art education; art history; feminist pedagogy

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

APA (6th Edition):

Stroud, E. J. (2006). Opening the Door to Meaning-Making in Secondary Art History Instruction. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5244/

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):

Stroud, Elizabeth J. “Opening the Door to Meaning-Making in Secondary Art History Instruction.” 2006. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc5244/.

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

MLA Handbook (7th Edition):

Stroud, Elizabeth J. “Opening the Door to Meaning-Making in Secondary Art History Instruction.” 2006. Web. 20 Nov 2019.

Vancouver:

Stroud EJ. Opening the Door to Meaning-Making in Secondary Art History Instruction. [Internet] [Thesis]. University of North Texas; 2006. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5244/.

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

Council of Science Editors:

Stroud EJ. Opening the Door to Meaning-Making in Secondary Art History Instruction. [Thesis]. University of North Texas; 2006. Available from: https://digital.library.unt.edu/ark:/67531/metadc5244/

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


University of North Texas

2. Naumann, Steve E. (Steve Eugene). Computer Simulation Placements in a Unit of Instruction.

Degree: 1994, University of North Texas

 Educators considering implementing a computer simulation must decide on the optimum placement of the simulation in the unit of instruction to maximize student learning. This… (more)

Subjects/Keywords: computer simulations; eighth grade; History  – Study and teaching  – Simulation methods.; Education  – Simulation methods.; History  – Study and teaching (Elementary); Computer simulation.

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APA (6th Edition):

Naumann, S. E. (. E. (1994). Computer Simulation Placements in a Unit of Instruction. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278685/

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):

Naumann, Steve E (Steve Eugene). “Computer Simulation Placements in a Unit of Instruction.” 1994. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc278685/.

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

MLA Handbook (7th Edition):

Naumann, Steve E (Steve Eugene). “Computer Simulation Placements in a Unit of Instruction.” 1994. Web. 20 Nov 2019.

Vancouver:

Naumann SE(E. Computer Simulation Placements in a Unit of Instruction. [Internet] [Thesis]. University of North Texas; 1994. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278685/.

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

Council of Science Editors:

Naumann SE(E. Computer Simulation Placements in a Unit of Instruction. [Thesis]. University of North Texas; 1994. Available from: https://digital.library.unt.edu/ark:/67531/metadc278685/

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


University of North Texas

3. Harmon, Larry G. The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students.

Degree: 2006, University of North Texas

 Implicit in the call for educational reform in the teaching of social studies has been the suggestion that pursuing inquiry-based principles will lead to improvement… (more)

Subjects/Keywords: United States  – History  – Study and teaching (Middle school); United States  – History  – Study and teaching (Secondary); Inquiry-based learning.; Academic achievement.; inquiry; student achievement; American history

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APA (6th Edition):

Harmon, L. G. (2006). The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5273/

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):

Harmon, Larry G. “The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students.” 2006. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc5273/.

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

MLA Handbook (7th Edition):

Harmon, Larry G. “The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students.” 2006. Web. 20 Nov 2019.

Vancouver:

Harmon LG. The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students. [Internet] [Thesis]. University of North Texas; 2006. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5273/.

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

Council of Science Editors:

Harmon LG. The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students. [Thesis]. University of North Texas; 2006. Available from: https://digital.library.unt.edu/ark:/67531/metadc5273/

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


University of North Texas

4. Kelly, Janet Arlene. From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992.

Degree: 1993, University of North Texas

 The purpose of this study was to identify and analyze secondary science education curriculum and instruction trends for the period 1953-1992 by using the technique… (more)

Subjects/Keywords: Science  – Study and teaching (Secondary)  – United States  – History.; content analysis; science education cirriculum

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APA (6th Edition):

Kelly, J. A. (1993). From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278865/

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):

Kelly, Janet Arlene. “From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992.” 1993. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc278865/.

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

MLA Handbook (7th Edition):

Kelly, Janet Arlene. “From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992.” 1993. Web. 20 Nov 2019.

Vancouver:

Kelly JA. From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992. [Internet] [Thesis]. University of North Texas; 1993. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278865/.

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

Council of Science Editors:

Kelly JA. From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992. [Thesis]. University of North Texas; 1993. Available from: https://digital.library.unt.edu/ark:/67531/metadc278865/

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


University of North Texas

5. Bond, Richard P. Sexual Orientation and the Advanced Placement Art History Survey.

Degree: 2014, University of North Texas

 This two-part study included a content analysis of an AP art history text and a survey together with interviews with AP art history teachers that… (more)

Subjects/Keywords: Sexual orientation; gay and lesbian artists; homosexuality; Art  – History  – Study and teaching (Secondary); Gardner, Helen, 1878-1946.  – Art through the ages.; Advanced placement programs (Education); Sexual orientation.; Homosexuality and education.

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APA (6th Edition):

Bond, R. P. (2014). Sexual Orientation and the Advanced Placement Art History Survey. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700015/

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):

Bond, Richard P. “Sexual Orientation and the Advanced Placement Art History Survey.” 2014. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc700015/.

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

MLA Handbook (7th Edition):

Bond, Richard P. “Sexual Orientation and the Advanced Placement Art History Survey.” 2014. Web. 20 Nov 2019.

Vancouver:

Bond RP. Sexual Orientation and the Advanced Placement Art History Survey. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700015/.

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

Council of Science Editors:

Bond RP. Sexual Orientation and the Advanced Placement Art History Survey. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700015/

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


University of North Texas

6. Klingler, Scott Lavell. What makes a quality Ph.D. program in library and information sciences?.

Degree: 2006, University of North Texas

 The intent of this study was to establish and validate criteria for use to assess the quality of a library and information sciences (LIS) Ph.D.… (more)

Subjects/Keywords: Library education  – United States  – Evaluation.; Library education  – Canada  – Evaluation.; Information science  – Study and teaching (Graduate)  – United States  – Evaluation.; Information science  – Study and teaching (Graduate)  – Canada  – Evaluation.; Doctor of philosophy degree  – Evaluation.; higher education; quality; PhD program assessment; information science; library science

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APA (6th Edition):

Klingler, S. L. (2006). What makes a quality Ph.D. program in library and information sciences?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5499/

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):

Klingler, Scott Lavell. “What makes a quality Ph.D. program in library and information sciences?.” 2006. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc5499/.

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

MLA Handbook (7th Edition):

Klingler, Scott Lavell. “What makes a quality Ph.D. program in library and information sciences?.” 2006. Web. 20 Nov 2019.

Vancouver:

Klingler SL. What makes a quality Ph.D. program in library and information sciences?. [Internet] [Thesis]. University of North Texas; 2006. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5499/.

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

Council of Science Editors:

Klingler SL. What makes a quality Ph.D. program in library and information sciences?. [Thesis]. University of North Texas; 2006. Available from: https://digital.library.unt.edu/ark:/67531/metadc5499/

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


University of North Texas

7. Colby, Sherri Rae. Students As Historians: The Historical Narrative Inquiry Model's Impact on Historical Thinking and Historical Empathy.

Degree: 2007, University of North Texas

 The dissertation explores middle-school students' abilities to engage in historical thinking. I dispute the Hallam-Piaget model, which discourages analytical thinking through the assumption that children… (more)

Subjects/Keywords: Historical thinking; history education; primary documents; inquiry; historical empathy; History  – Study and teaching (Middle school); Critical thinking in children.

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APA (6th Edition):

Colby, S. R. (2007). Students As Historians: The Historical Narrative Inquiry Model's Impact on Historical Thinking and Historical Empathy. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5192/

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):

Colby, Sherri Rae. “Students As Historians: The Historical Narrative Inquiry Model's Impact on Historical Thinking and Historical Empathy.” 2007. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc5192/.

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

MLA Handbook (7th Edition):

Colby, Sherri Rae. “Students As Historians: The Historical Narrative Inquiry Model's Impact on Historical Thinking and Historical Empathy.” 2007. Web. 20 Nov 2019.

Vancouver:

Colby SR. Students As Historians: The Historical Narrative Inquiry Model's Impact on Historical Thinking and Historical Empathy. [Internet] [Thesis]. University of North Texas; 2007. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5192/.

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

Council of Science Editors:

Colby SR. Students As Historians: The Historical Narrative Inquiry Model's Impact on Historical Thinking and Historical Empathy. [Thesis]. University of North Texas; 2007. Available from: https://digital.library.unt.edu/ark:/67531/metadc5192/

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


University of North Texas

8. Wagner, Terra M. Addressing Multicultural Issues in the Counselor Education Classroom: a Phenomenological Analysis.

Degree: 2015, University of North Texas

 Multicultural education in counselor education is a popular topic among counselor educators and scholars. To date, scholars have focused on understanding the experiences of counselor… (more)

Subjects/Keywords: multi-cultural; counselor education; teaching multicultural education; Mental health counseling  – Study and teaching.; Mental health counselors  – Education.; Cross-cultural counseling  – Study and teaching.; Ethnopsychology  – Study and teaching.

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APA (6th Edition):

Wagner, T. M. (2015). Addressing Multicultural Issues in the Counselor Education Classroom: a Phenomenological Analysis. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc822760/

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):

Wagner, Terra M. “Addressing Multicultural Issues in the Counselor Education Classroom: a Phenomenological Analysis.” 2015. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc822760/.

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

MLA Handbook (7th Edition):

Wagner, Terra M. “Addressing Multicultural Issues in the Counselor Education Classroom: a Phenomenological Analysis.” 2015. Web. 20 Nov 2019.

Vancouver:

Wagner TM. Addressing Multicultural Issues in the Counselor Education Classroom: a Phenomenological Analysis. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc822760/.

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

Council of Science Editors:

Wagner TM. Addressing Multicultural Issues in the Counselor Education Classroom: a Phenomenological Analysis. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc822760/

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


University of North Texas

9. Duncan, David D. The significance of supportive structure in improving student achievement in knowledge of the history of the Christian church in a Kenyan Bible college.

Degree: 2004, University of North Texas

 The problem of this study was to determine whether Kenyan Bible college students who receive instruction using a modified (highly structured) mastery learning model will… (more)

Subjects/Keywords: Church history  – Study and teaching  – Kenya.; Academic achievement.; significance; supportive structure; improving student achievement

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APA (6th Edition):

Duncan, D. D. (2004). The significance of supportive structure in improving student achievement in knowledge of the history of the Christian church in a Kenyan Bible college. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4464/

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):

Duncan, David D. “The significance of supportive structure in improving student achievement in knowledge of the history of the Christian church in a Kenyan Bible college.” 2004. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc4464/.

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

MLA Handbook (7th Edition):

Duncan, David D. “The significance of supportive structure in improving student achievement in knowledge of the history of the Christian church in a Kenyan Bible college.” 2004. Web. 20 Nov 2019.

Vancouver:

Duncan DD. The significance of supportive structure in improving student achievement in knowledge of the history of the Christian church in a Kenyan Bible college. [Internet] [Thesis]. University of North Texas; 2004. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4464/.

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

Council of Science Editors:

Duncan DD. The significance of supportive structure in improving student achievement in knowledge of the history of the Christian church in a Kenyan Bible college. [Thesis]. University of North Texas; 2004. Available from: https://digital.library.unt.edu/ark:/67531/metadc4464/

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


University of North Texas

10. Killian, Tiffany Noel. Teaching Points in Comparing the Great Depression to the 2008-2009 Recession in the United States.

Degree: 2010, University of North Texas

 For an introductory macroeconomics course, the discussion of historical relevance helps foster important learning connections. By comparing the Great Depression to the 2008-2009 recession, a… (more)

Subjects/Keywords: Economics; recession; history; Macroeconomics  – Study and teaching.; Depressions  – 1929  – United States.; Global Financial Crisis, 2008-2009.; Recessions  – United States.; Financial crises  – United States.; United States  – Economic conditions  – 1918-1945.; United States  – Economic conditions  – 2001-2009.

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APA (6th Edition):

Killian, T. N. (2010). Teaching Points in Comparing the Great Depression to the 2008-2009 Recession in the United States. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28442/

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):

Killian, Tiffany Noel. “Teaching Points in Comparing the Great Depression to the 2008-2009 Recession in the United States.” 2010. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc28442/.

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

MLA Handbook (7th Edition):

Killian, Tiffany Noel. “Teaching Points in Comparing the Great Depression to the 2008-2009 Recession in the United States.” 2010. Web. 20 Nov 2019.

Vancouver:

Killian TN. Teaching Points in Comparing the Great Depression to the 2008-2009 Recession in the United States. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28442/.

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

Council of Science Editors:

Killian TN. Teaching Points in Comparing the Great Depression to the 2008-2009 Recession in the United States. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28442/

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


University of North Texas

11. Lin, Baysan. An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan.

Degree: 2010, University of North Texas

 This exploratory, qualitative research explored the extent that course syllabi in the Departments of English in 13 public and 9 private universities in Taiwan reflect… (more)

Subjects/Keywords: Syllabi; higher education; English department; English literature  – Study and teaching (Higher)  – Taiwan.; English language  – Study and teaching (Higher)  – Taiwan.

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

APA (6th Edition):

Lin, B. (2010). An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28451/

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):

Lin, Baysan. “An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan.” 2010. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc28451/.

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

MLA Handbook (7th Edition):

Lin, Baysan. “An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan.” 2010. Web. 20 Nov 2019.

Vancouver:

Lin B. An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28451/.

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

Council of Science Editors:

Lin B. An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28451/

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


University of North Texas

12. Powell, Mary Cynthia Barton. Podcast Effectiveness as Scaffolding Support for Students Enrolled in First-Semester General Chemistry Laboratories.

Degree: 2010, University of North Texas

 Podcasts covering essential first-semester general chemistry laboratory techniques and central concepts that aid in experimental design or data processing were prepared and made available for… (more)

Subjects/Keywords: Podcasts; laboratory; general chemistry; iPhone; Chemistry  – Study and teaching (Higher); Laboratories  – Technique  – Study and teaching (Higher); Podcasts.; Internet in education.

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APA (6th Edition):

Powell, M. C. B. (2010). Podcast Effectiveness as Scaffolding Support for Students Enrolled in First-Semester General Chemistry Laboratories. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc30502/

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):

Powell, Mary Cynthia Barton. “Podcast Effectiveness as Scaffolding Support for Students Enrolled in First-Semester General Chemistry Laboratories.” 2010. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc30502/.

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

MLA Handbook (7th Edition):

Powell, Mary Cynthia Barton. “Podcast Effectiveness as Scaffolding Support for Students Enrolled in First-Semester General Chemistry Laboratories.” 2010. Web. 20 Nov 2019.

Vancouver:

Powell MCB. Podcast Effectiveness as Scaffolding Support for Students Enrolled in First-Semester General Chemistry Laboratories. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc30502/.

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

Council of Science Editors:

Powell MCB. Podcast Effectiveness as Scaffolding Support for Students Enrolled in First-Semester General Chemistry Laboratories. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc30502/

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


University of North Texas

13. Molina, Cathy D. First-Semester General Chemistry Curriculum Comparison of Student Success on ACS Examination Questions Grouped by Topic Following an Atoms First or Traditional Instructional Approach.

Degree: 2014, University of North Texas

 This study uses the ACS first-term general chemistry exam to determine if one curriculum approach is more effective in increasing student success than the other… (more)

Subjects/Keywords: ACS exam; general chemistry; Atoms First; teaching; chemistry; Chemistry  – Study and teaching (Higher)

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

APA (6th Edition):

Molina, C. D. (2014). First-Semester General Chemistry Curriculum Comparison of Student Success on ACS Examination Questions Grouped by Topic Following an Atoms First or Traditional Instructional Approach. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799539/

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):

Molina, Cathy D. “First-Semester General Chemistry Curriculum Comparison of Student Success on ACS Examination Questions Grouped by Topic Following an Atoms First or Traditional Instructional Approach.” 2014. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc799539/.

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

MLA Handbook (7th Edition):

Molina, Cathy D. “First-Semester General Chemistry Curriculum Comparison of Student Success on ACS Examination Questions Grouped by Topic Following an Atoms First or Traditional Instructional Approach.” 2014. Web. 20 Nov 2019.

Vancouver:

Molina CD. First-Semester General Chemistry Curriculum Comparison of Student Success on ACS Examination Questions Grouped by Topic Following an Atoms First or Traditional Instructional Approach. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799539/.

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

Council of Science Editors:

Molina CD. First-Semester General Chemistry Curriculum Comparison of Student Success on ACS Examination Questions Grouped by Topic Following an Atoms First or Traditional Instructional Approach. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc799539/

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


University of North Texas

14. Blell, Zainab D. The Effects of a Communication Training Workshop on the Verbal Behavior of Caregivers.

Degree: 2010, University of North Texas

 This study evaluated the effectiveness of a workshop designed to train adults to use supportive verbal behavior during distressful situations. Participants were trained to provide… (more)

Subjects/Keywords: Communication; support; training; Communication  – Study and teaching.; Verbal behavior.; Caregivers.

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

APA (6th Edition):

Blell, Z. D. (2010). The Effects of a Communication Training Workshop on the Verbal Behavior of Caregivers. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc30437/

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):

Blell, Zainab D. “The Effects of a Communication Training Workshop on the Verbal Behavior of Caregivers.” 2010. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc30437/.

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

MLA Handbook (7th Edition):

Blell, Zainab D. “The Effects of a Communication Training Workshop on the Verbal Behavior of Caregivers.” 2010. Web. 20 Nov 2019.

Vancouver:

Blell ZD. The Effects of a Communication Training Workshop on the Verbal Behavior of Caregivers. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc30437/.

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

Council of Science Editors:

Blell ZD. The Effects of a Communication Training Workshop on the Verbal Behavior of Caregivers. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc30437/

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


University of North Texas

15. Salman, Rania Camille. The (Mis)representation of the Middle East and Its People in K-8 Social Studies Textbooks: A Postcolonial Analysis.

Degree: 2014, University of North Texas

 Critical examinations of cultural groups and the ways in which they are presented in schools are missing from current elementary and middle school curricula. Issues… (more)

Subjects/Keywords: Middle East; misrepresentation; textbooks; postcolonial; Middle East  – Study and teaching (Elementary)  – United States.; Middle East  – Study and teaching (Middle school)  – United States.; Textbook bias  – United States.; Social sciences  – Study and teaching (Elementary)  – United States.; Social sciences  – Study and teaching (Middle school)  – United States.

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APA (6th Edition):

Salman, R. C. (2014). The (Mis)representation of the Middle East and Its People in K-8 Social Studies Textbooks: A Postcolonial Analysis. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799522/

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):

Salman, Rania Camille. “The (Mis)representation of the Middle East and Its People in K-8 Social Studies Textbooks: A Postcolonial Analysis.” 2014. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc799522/.

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

MLA Handbook (7th Edition):

Salman, Rania Camille. “The (Mis)representation of the Middle East and Its People in K-8 Social Studies Textbooks: A Postcolonial Analysis.” 2014. Web. 20 Nov 2019.

Vancouver:

Salman RC. The (Mis)representation of the Middle East and Its People in K-8 Social Studies Textbooks: A Postcolonial Analysis. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799522/.

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

Council of Science Editors:

Salman RC. The (Mis)representation of the Middle East and Its People in K-8 Social Studies Textbooks: A Postcolonial Analysis. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc799522/

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


University of North Texas

16. Reynolds, Lisa Marie. An Empirical Study of Software Debugging Games with Introductory Students.

Degree: 2015, University of North Texas

 Bug Fixer is a web-based application that complements lectures with hands-on exercises that encourage students to think about the logic in programs. Bug Fixer presents… (more)

Subjects/Keywords: Bug Fixer; software testing; hands-on exercises; code; Debugging in computer science  – Study and teaching (Higher); Computer science  – Study and teaching (Higher); Computer algorithms  – Study and teaching (Higher); Computer software  – Testing  – Study and teaching (Higher)

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APA (6th Edition):

Reynolds, L. M. (2015). An Empirical Study of Software Debugging Games with Introductory Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc804874/

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

Chicago Manual of Style (16th Edition):

Reynolds, Lisa Marie. “An Empirical Study of Software Debugging Games with Introductory Students.” 2015. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc804874/.

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

MLA Handbook (7th Edition):

Reynolds, Lisa Marie. “An Empirical Study of Software Debugging Games with Introductory Students.” 2015. Web. 20 Nov 2019.

Vancouver:

Reynolds LM. An Empirical Study of Software Debugging Games with Introductory Students. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc804874/.

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

Council of Science Editors:

Reynolds LM. An Empirical Study of Software Debugging Games with Introductory Students. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc804874/

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


University of North Texas

17. Zintgraff, Alfred Clifton. STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy.

Degree: 2016, University of North Texas

 This mixed methods dissertation study explored how secondary school educators in specific K-12 competition programs recruited and deployed STEM professional volunteers. The study explored which… (more)

Subjects/Keywords: STEM; mentors; constructivist pedagogy; K-12 education; K-12 competition programs; constructivist learning; Volunteer workers in education.; Constructivism (Education); Science  – Study and teaching.; Technology  – Study and teaching.; Engineering  – Study and teaching.; Mathematics  – Study and teaching.

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APA (6th Edition):

Zintgraff, A. C. (2016). STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955031/

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):

Zintgraff, Alfred Clifton. “STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy.” 2016. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc955031/.

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

MLA Handbook (7th Edition):

Zintgraff, Alfred Clifton. “STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy.” 2016. Web. 20 Nov 2019.

Vancouver:

Zintgraff AC. STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955031/.

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

Council of Science Editors:

Zintgraff AC. STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955031/

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


University of North Texas

18. Hurt, Kara Marie. Graduate Counseling Students’ Preferences for Counselor Educators’ Teaching Dispositions, Orientations, and Behaviors: a Q Methodology Inquiry.

Degree: 2015, University of North Texas

Teaching is a central role of counselor educators. However, teaching in counselor education lacks guiding standards or best practice recommendations. Existing scholarly dialogue predominantly features… (more)

Subjects/Keywords: counselor; education; teaching style; student preferences; Mental health counseling  – Study and teaching.; Mental health counselors  – Education.; Counseling psychology  – Study and teaching.; Counseling psychologists  – Education.

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APA (6th Edition):

Hurt, K. M. (2015). Graduate Counseling Students’ Preferences for Counselor Educators’ Teaching Dispositions, Orientations, and Behaviors: a Q Methodology Inquiry. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc804886/

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):

Hurt, Kara Marie. “Graduate Counseling Students’ Preferences for Counselor Educators’ Teaching Dispositions, Orientations, and Behaviors: a Q Methodology Inquiry.” 2015. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc804886/.

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

MLA Handbook (7th Edition):

Hurt, Kara Marie. “Graduate Counseling Students’ Preferences for Counselor Educators’ Teaching Dispositions, Orientations, and Behaviors: a Q Methodology Inquiry.” 2015. Web. 20 Nov 2019.

Vancouver:

Hurt KM. Graduate Counseling Students’ Preferences for Counselor Educators’ Teaching Dispositions, Orientations, and Behaviors: a Q Methodology Inquiry. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc804886/.

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

Council of Science Editors:

Hurt KM. Graduate Counseling Students’ Preferences for Counselor Educators’ Teaching Dispositions, Orientations, and Behaviors: a Q Methodology Inquiry. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc804886/

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


University of North Texas

19. Hutyra, Jerry Emil. Analysis of Perceptional Differences Among Department Chairs, Faculty, and Instructors Toward the Barrier to Using Multiple Teaching Strategies in Two-Year Technical and Community College Electronics Courses.

Degree: 2004, University of North Texas

 The purpose of this study was to identify and analyze perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching(more)

Subjects/Keywords: Electronics  – Study and teaching (Higher); barriers; teaching; strategies

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APA (6th Edition):

Hutyra, J. E. (2004). Analysis of Perceptional Differences Among Department Chairs, Faculty, and Instructors Toward the Barrier to Using Multiple Teaching Strategies in Two-Year Technical and Community College Electronics Courses. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4509/

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):

Hutyra, Jerry Emil. “Analysis of Perceptional Differences Among Department Chairs, Faculty, and Instructors Toward the Barrier to Using Multiple Teaching Strategies in Two-Year Technical and Community College Electronics Courses.” 2004. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc4509/.

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

MLA Handbook (7th Edition):

Hutyra, Jerry Emil. “Analysis of Perceptional Differences Among Department Chairs, Faculty, and Instructors Toward the Barrier to Using Multiple Teaching Strategies in Two-Year Technical and Community College Electronics Courses.” 2004. Web. 20 Nov 2019.

Vancouver:

Hutyra JE. Analysis of Perceptional Differences Among Department Chairs, Faculty, and Instructors Toward the Barrier to Using Multiple Teaching Strategies in Two-Year Technical and Community College Electronics Courses. [Internet] [Thesis]. University of North Texas; 2004. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4509/.

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

Council of Science Editors:

Hutyra JE. Analysis of Perceptional Differences Among Department Chairs, Faculty, and Instructors Toward the Barrier to Using Multiple Teaching Strategies in Two-Year Technical and Community College Electronics Courses. [Thesis]. University of North Texas; 2004. Available from: https://digital.library.unt.edu/ark:/67531/metadc4509/

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


University of North Texas

20. McKenzie, Andrew. Measuring Teaching Effectiveness Using Value-Added and Observation Rubric Scores.

Degree: 2014, University of North Texas

 This mixed-methods study examined the extent to which teacher performance and student performance measures correlated, and to understand which specific practices of mathematics teachers in… (more)

Subjects/Keywords: Value-added; teacher evaluation; teacher effectiveness; Effective teaching  – Texas  – Evaluation.; Mathematics  – Study and teaching (Elementary)  – Texas.; Mathematics teachers  – Rating of  – Texas.

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APA (6th Edition):

McKenzie, A. (2014). Measuring Teaching Effectiveness Using Value-Added and Observation Rubric Scores. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699912/

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):

McKenzie, Andrew. “Measuring Teaching Effectiveness Using Value-Added and Observation Rubric Scores.” 2014. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc699912/.

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

MLA Handbook (7th Edition):

McKenzie, Andrew. “Measuring Teaching Effectiveness Using Value-Added and Observation Rubric Scores.” 2014. Web. 20 Nov 2019.

Vancouver:

McKenzie A. Measuring Teaching Effectiveness Using Value-Added and Observation Rubric Scores. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699912/.

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

Council of Science Editors:

McKenzie A. Measuring Teaching Effectiveness Using Value-Added and Observation Rubric Scores. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699912/

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


University of North Texas

21. Watson, Cindy Gay. Beliefs of Mathematics Pre-service Teachers About Project-based Learning.

Degree: 2014, University of North Texas

 This study explored the beliefs of pre-service secondary mathematics teachers about project-based learning (PBL), as they encountered a project-based learning high school where they implemented… (more)

Subjects/Keywords: beliefs; project-based learning; pre-service teachers; Project method in teaching.; Student teachers.; Mathematics teachers.; Mathematics  – Study and teaching (Secondary)

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APA (6th Edition):

Watson, C. G. (2014). Beliefs of Mathematics Pre-service Teachers About Project-based Learning. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699970/

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):

Watson, Cindy Gay. “Beliefs of Mathematics Pre-service Teachers About Project-based Learning.” 2014. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc699970/.

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

MLA Handbook (7th Edition):

Watson, Cindy Gay. “Beliefs of Mathematics Pre-service Teachers About Project-based Learning.” 2014. Web. 20 Nov 2019.

Vancouver:

Watson CG. Beliefs of Mathematics Pre-service Teachers About Project-based Learning. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699970/.

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

Council of Science Editors:

Watson CG. Beliefs of Mathematics Pre-service Teachers About Project-based Learning. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699970/

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


University of North Texas

22. Madueke, Nkechi A. Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study.

Degree: 2014, University of North Texas

 This study investigated the beliefs of teachers at a particular elementary campus in North Texas during its first year of implementation of a social emotional… (more)

Subjects/Keywords: teachers’ perceptions; responsibilities; social skills; Social skills  – Study and teaching (Elementary)  – Texas  – Case studies.; Elementary school teaching  – Texas  – Case studies.

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APA (6th Edition):

Madueke, N. A. (2014). Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700052/

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):

Madueke, Nkechi A. “Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study.” 2014. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc700052/.

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

MLA Handbook (7th Edition):

Madueke, Nkechi A. “Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study.” 2014. Web. 20 Nov 2019.

Vancouver:

Madueke NA. Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700052/.

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

Council of Science Editors:

Madueke NA. Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700052/

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


University of North Texas

23. Dew, SaraBeth. An Action Research Study of Community Building with Elementary Students in a Title I School.

Degree: 2014, University of North Texas

 “In what ways does teaching with folk arts inspired visual arts-based instruction enhance community building among elementary students in a Title I school?” was the… (more)

Subjects/Keywords: Community; action research; elementary; Art  – Study and teaching (Elementary)  – Texas  – Denton.; Folk art  – Study and teaching (Elementary)  – Texas  – Denton.; Action research in education.

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APA (6th Edition):

Dew, S. (2014). An Action Research Study of Community Building with Elementary Students in a Title I School. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500214/

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):

Dew, SaraBeth. “An Action Research Study of Community Building with Elementary Students in a Title I School.” 2014. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc500214/.

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

MLA Handbook (7th Edition):

Dew, SaraBeth. “An Action Research Study of Community Building with Elementary Students in a Title I School.” 2014. Web. 20 Nov 2019.

Vancouver:

Dew S. An Action Research Study of Community Building with Elementary Students in a Title I School. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500214/.

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

Council of Science Editors:

Dew S. An Action Research Study of Community Building with Elementary Students in a Title I School. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500214/

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


University of North Texas

24. Dickson, Violet Myers. The Transfer and Sustainability of a School-Wide Writing Program: Year 2.

Degree: 2010, University of North Texas

 Writing is an important life skill that all students need in order to succeed in today's society. However, proficient writing skills develop over time, requiring… (more)

Subjects/Keywords: School-wide; elementary; writing; English language  – Composition and exercises  – Study and teaching (Elementary); English language  – Rhetoric  – Study and teaching (Elementary); School improvement programs.

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APA (6th Edition):

Dickson, V. M. (2010). The Transfer and Sustainability of a School-Wide Writing Program: Year 2. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc30450/

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):

Dickson, Violet Myers. “The Transfer and Sustainability of a School-Wide Writing Program: Year 2.” 2010. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc30450/.

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

MLA Handbook (7th Edition):

Dickson, Violet Myers. “The Transfer and Sustainability of a School-Wide Writing Program: Year 2.” 2010. Web. 20 Nov 2019.

Vancouver:

Dickson VM. The Transfer and Sustainability of a School-Wide Writing Program: Year 2. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc30450/.

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

Council of Science Editors:

Dickson VM. The Transfer and Sustainability of a School-Wide Writing Program: Year 2. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc30450/

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


University of North Texas

25. Holley, Kerry Kathleen McGee. Examining and Characterizing Changes in First Year High School Chemistry Curricula.

Degree: 2010, University of North Texas

 Many students currently entering college are able to solve mathematical problems but often do not understand the chemistry concepts underlying their calculations. High school chemistry… (more)

Subjects/Keywords: Science education; curriculum development; textbook analysis; teacher surveys; high stakes testing; Chemistry  – Study and teaching (Secondary)  – Texas.; Chemistry  – Study and teaching (Secondary)  – United States.; Texas Assessment of Knowledge and Skills.

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APA (6th Edition):

Holley, K. K. M. (2010). Examining and Characterizing Changes in First Year High School Chemistry Curricula. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc30468/

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):

Holley, Kerry Kathleen McGee. “Examining and Characterizing Changes in First Year High School Chemistry Curricula.” 2010. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc30468/.

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

MLA Handbook (7th Edition):

Holley, Kerry Kathleen McGee. “Examining and Characterizing Changes in First Year High School Chemistry Curricula.” 2010. Web. 20 Nov 2019.

Vancouver:

Holley KKM. Examining and Characterizing Changes in First Year High School Chemistry Curricula. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc30468/.

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

Council of Science Editors:

Holley KKM. Examining and Characterizing Changes in First Year High School Chemistry Curricula. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc30468/

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


University of North Texas

26. Sreenan, Patrick N. Perspectives on Cultural Context: The Use of an Online Participatory Learning Environment as an Expansion of the Museum Visit.

Degree: 2010, University of North Texas

 Technology offers opportunities for museums to expand the ways in which cultural perspectives relevant to objects on display can be exchanged and understood. Multimedia content… (more)

Subjects/Keywords: Art education; web technologies; museum education; Web 2.0; social media; multiculturalism; Art  – Study and teaching (Higher); Hindu sculpture  – Study and teaching (Higher); Web-based instruction.; Art museums.

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

APA (6th Edition):

Sreenan, P. N. (2010). Perspectives on Cultural Context: The Use of an Online Participatory Learning Environment as an Expansion of the Museum Visit. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc31548/

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):

Sreenan, Patrick N. “Perspectives on Cultural Context: The Use of an Online Participatory Learning Environment as an Expansion of the Museum Visit.” 2010. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc31548/.

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

MLA Handbook (7th Edition):

Sreenan, Patrick N. “Perspectives on Cultural Context: The Use of an Online Participatory Learning Environment as an Expansion of the Museum Visit.” 2010. Web. 20 Nov 2019.

Vancouver:

Sreenan PN. Perspectives on Cultural Context: The Use of an Online Participatory Learning Environment as an Expansion of the Museum Visit. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc31548/.

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

Council of Science Editors:

Sreenan PN. Perspectives on Cultural Context: The Use of an Online Participatory Learning Environment as an Expansion of the Museum Visit. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc31548/

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


University of North Texas

27. Strunc, Abbie R. Texas Politics in Citizenship Education: a Critical Discourse Analysis of the Texas Government Curriculum.

Degree: 2014, University of North Texas

 This study used a critical discourse analysis (CDA) to examine the Texas Essential Knowledge and Skills for government. These are the learning standards that public… (more)

Subjects/Keywords: Texas; citizenship education; democratic education; CDA; discourse analysis; Texas  – Politics and government  – Study and teaching.; Citizenship  – Study and teaching  – Texas.; Texas  – State Board of Education.

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

APA (6th Edition):

Strunc, A. R. (2014). Texas Politics in Citizenship Education: a Critical Discourse Analysis of the Texas Government Curriculum. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500012/

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):

Strunc, Abbie R. “Texas Politics in Citizenship Education: a Critical Discourse Analysis of the Texas Government Curriculum.” 2014. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc500012/.

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

MLA Handbook (7th Edition):

Strunc, Abbie R. “Texas Politics in Citizenship Education: a Critical Discourse Analysis of the Texas Government Curriculum.” 2014. Web. 20 Nov 2019.

Vancouver:

Strunc AR. Texas Politics in Citizenship Education: a Critical Discourse Analysis of the Texas Government Curriculum. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500012/.

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

Council of Science Editors:

Strunc AR. Texas Politics in Citizenship Education: a Critical Discourse Analysis of the Texas Government Curriculum. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500012/

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


University of North Texas

28. Knezek, Lois Ann. Academic Reading Online: Digital Reading Strategies of Graduate-level English Language Learners.

Degree: 2015, University of North Texas

 English language learners (ELLs) face many linguistic and cultural challenges in their attempts to succeed academically. They encounter complex academic text, which is increasingly presented… (more)

Subjects/Keywords: English language learners; academic reading; English text online; English language  – Study and teaching  – Foreign speakers.; English language  – Study and teaching (Graduate); Reading  – Technological innovations.

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

APA (6th Edition):

Knezek, L. A. (2015). Academic Reading Online: Digital Reading Strategies of Graduate-level English Language Learners. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc801951/

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):

Knezek, Lois Ann. “Academic Reading Online: Digital Reading Strategies of Graduate-level English Language Learners.” 2015. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc801951/.

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

MLA Handbook (7th Edition):

Knezek, Lois Ann. “Academic Reading Online: Digital Reading Strategies of Graduate-level English Language Learners.” 2015. Web. 20 Nov 2019.

Vancouver:

Knezek LA. Academic Reading Online: Digital Reading Strategies of Graduate-level English Language Learners. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc801951/.

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

Council of Science Editors:

Knezek LA. Academic Reading Online: Digital Reading Strategies of Graduate-level English Language Learners. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc801951/

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


University of North Texas

29. Whatley, Amanda L. The Happy Kitchen: Community Designed Cooking Classes.

Degree: 2015, University of North Texas

 Equitable access to healthy food is a multifaceted issue faced by many underserved populations. Intimate understanding of individual communities’ food practices allows for the creation… (more)

Subjects/Keywords: Collaborative research; cooking and nutrition; food access; Cooking  – Study and teaching  – Texas  – Dallas.; Nutrition  – Study and teaching  – Texas  – Dallas.; Food habits  – Texas  – Dallas.

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

APA (6th Edition):

Whatley, A. L. (2015). The Happy Kitchen: Community Designed Cooking Classes. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc804956/

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):

Whatley, Amanda L. “The Happy Kitchen: Community Designed Cooking Classes.” 2015. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc804956/.

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

MLA Handbook (7th Edition):

Whatley, Amanda L. “The Happy Kitchen: Community Designed Cooking Classes.” 2015. Web. 20 Nov 2019.

Vancouver:

Whatley AL. The Happy Kitchen: Community Designed Cooking Classes. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc804956/.

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

Council of Science Editors:

Whatley AL. The Happy Kitchen: Community Designed Cooking Classes. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc804956/

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


University of North Texas

30. Ponners, Pamela Jones. Exploring the Effectiveness of Curriculum Provided Through Transmedia Books for Increasing Students’ Knowledge and Interest in Science.

Degree: 2015, University of North Texas

 Transmedia books are new and emerging technologies which are beginning to be used in current classrooms. Transmedia books are a traditional printed book that uses… (more)

Subjects/Keywords: transmedia book; emerging technology; STEM education; Science  – Study and teaching (Primary); Science  – Study and teaching (Early childhood); Interactive multimedia.; Internet in education.; Ponners, Pamela Jones.  – Skills that engage me.

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

APA (6th Edition):

Ponners, P. J. (2015). Exploring the Effectiveness of Curriculum Provided Through Transmedia Books for Increasing Students’ Knowledge and Interest in Science. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc822809/

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):

Ponners, Pamela Jones. “Exploring the Effectiveness of Curriculum Provided Through Transmedia Books for Increasing Students’ Knowledge and Interest in Science.” 2015. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc822809/.

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

MLA Handbook (7th Edition):

Ponners, Pamela Jones. “Exploring the Effectiveness of Curriculum Provided Through Transmedia Books for Increasing Students’ Knowledge and Interest in Science.” 2015. Web. 20 Nov 2019.

Vancouver:

Ponners PJ. Exploring the Effectiveness of Curriculum Provided Through Transmedia Books for Increasing Students’ Knowledge and Interest in Science. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc822809/.

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

Council of Science Editors:

Ponners PJ. Exploring the Effectiveness of Curriculum Provided Through Transmedia Books for Increasing Students’ Knowledge and Interest in Science. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc822809/

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

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