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You searched for subject:(Instructional Practice). Showing records 1 – 30 of 100 total matches.

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University of South Carolina

1. Dillard, Lauren. Improving Instructional Practice Through Instructional Coaching.

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

  The purpose of this action research study was to determine how instructional coaching impacted implementation of shared reading strategies in kindergarten classrooms. This study… (more)

Subjects/Keywords: Curriculum and Instruction; Instructional; Practice; Instructional; Coaching

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APA (6th Edition):

Dillard, L. (2018). Improving Instructional Practice Through Instructional Coaching. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5075

Chicago Manual of Style (16th Edition):

Dillard, Lauren. “Improving Instructional Practice Through Instructional Coaching.” 2018. Doctoral Dissertation, University of South Carolina. Accessed September 21, 2019. https://scholarcommons.sc.edu/etd/5075.

MLA Handbook (7th Edition):

Dillard, Lauren. “Improving Instructional Practice Through Instructional Coaching.” 2018. Web. 21 Sep 2019.

Vancouver:

Dillard L. Improving Instructional Practice Through Instructional Coaching. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Sep 21]. Available from: https://scholarcommons.sc.edu/etd/5075.

Council of Science Editors:

Dillard L. Improving Instructional Practice Through Instructional Coaching. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/5075

2. Kind, Jill. Teachers' Experiences with Professional Development and Its Impact on Instructional Practice.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

  “The central lesson now evident is that sustained improvement in students’ outcomes requires sustained effort to change teaching and learning practices in thousands and… (more)

Subjects/Keywords: Professional Development; Instructional Practice

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APA (6th Edition):

Kind, J. (2019). Teachers' Experiences with Professional Development and Its Impact on Instructional Practice. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/54

Chicago Manual of Style (16th Edition):

Kind, Jill. “Teachers' Experiences with Professional Development and Its Impact on Instructional Practice.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed September 21, 2019. https://repository.stcloudstate.edu/edad_etds/54.

MLA Handbook (7th Edition):

Kind, Jill. “Teachers' Experiences with Professional Development and Its Impact on Instructional Practice.” 2019. Web. 21 Sep 2019.

Vancouver:

Kind J. Teachers' Experiences with Professional Development and Its Impact on Instructional Practice. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2019 Sep 21]. Available from: https://repository.stcloudstate.edu/edad_etds/54.

Council of Science Editors:

Kind J. Teachers' Experiences with Professional Development and Its Impact on Instructional Practice. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/54


The Ohio State University

3. Eveleigh, Elisha Lynn. Examining Instructional Efficiency among Flashcard Drill and Practice Methods with a Sample of First Grade Students.

Degree: PhD, ED Physical Activities and Educational Services, 2010, The Ohio State University

 A significant number of children in the United States have difficulty learning basic reading skills. The majority of children referred to school psychologists are referred… (more)

Subjects/Keywords: Education; Educational Psychology; Psychology; Instructional Effectiveness; Instructional Efficiency: Traditional Drill and Practice; Incremental Rehearsal

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APA (6th Edition):

Eveleigh, E. L. (2010). Examining Instructional Efficiency among Flashcard Drill and Practice Methods with a Sample of First Grade Students. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1274980972

Chicago Manual of Style (16th Edition):

Eveleigh, Elisha Lynn. “Examining Instructional Efficiency among Flashcard Drill and Practice Methods with a Sample of First Grade Students.” 2010. Doctoral Dissertation, The Ohio State University. Accessed September 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274980972.

MLA Handbook (7th Edition):

Eveleigh, Elisha Lynn. “Examining Instructional Efficiency among Flashcard Drill and Practice Methods with a Sample of First Grade Students.” 2010. Web. 21 Sep 2019.

Vancouver:

Eveleigh EL. Examining Instructional Efficiency among Flashcard Drill and Practice Methods with a Sample of First Grade Students. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Sep 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1274980972.

Council of Science Editors:

Eveleigh EL. Examining Instructional Efficiency among Flashcard Drill and Practice Methods with a Sample of First Grade Students. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1274980972

4. Aistrup, Shelley A. Implementation strategies for effective change: a handbook for instructional leaders.

Degree: EdD, Department of Educational Leadership, 2010, Kansas State University

 The purpose of this study was to research, develop, and validate a handbook of effective strategies that an instructional leader can implement and that are… (more)

Subjects/Keywords: Instructional leadership; Educational leadership; Educational reform; Change; Instructional practice; Student achievement; Education, Administration (0514)

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APA (6th Edition):

Aistrup, S. A. (2010). Implementation strategies for effective change: a handbook for instructional leaders. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/6690

Chicago Manual of Style (16th Edition):

Aistrup, Shelley A. “Implementation strategies for effective change: a handbook for instructional leaders.” 2010. Doctoral Dissertation, Kansas State University. Accessed September 21, 2019. http://hdl.handle.net/2097/6690.

MLA Handbook (7th Edition):

Aistrup, Shelley A. “Implementation strategies for effective change: a handbook for instructional leaders.” 2010. Web. 21 Sep 2019.

Vancouver:

Aistrup SA. Implementation strategies for effective change: a handbook for instructional leaders. [Internet] [Doctoral dissertation]. Kansas State University; 2010. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2097/6690.

Council of Science Editors:

Aistrup SA. Implementation strategies for effective change: a handbook for instructional leaders. [Doctoral Dissertation]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/6690


University of Pretoria

5. Parag, Bishum Dasarathlal. Leadership practices of principals of successful primary schools.

Degree: PhD, Education Management and Policy Studies, 2015, University of Pretoria

 21st century schools have great expectations of generating individuals with refined knowledge, skills and values to make a positive impact on human existence. Paradoxically, the… (more)

Subjects/Keywords: Principals; Leadership practice; Successful schools; Learner attachment; Instructional excellence; UCTD

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APA (6th Edition):

Parag, B. D. (2015). Leadership practices of principals of successful primary schools. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/44143

Chicago Manual of Style (16th Edition):

Parag, Bishum Dasarathlal. “Leadership practices of principals of successful primary schools.” 2015. Doctoral Dissertation, University of Pretoria. Accessed September 21, 2019. http://hdl.handle.net/2263/44143.

MLA Handbook (7th Edition):

Parag, Bishum Dasarathlal. “Leadership practices of principals of successful primary schools.” 2015. Web. 21 Sep 2019.

Vancouver:

Parag BD. Leadership practices of principals of successful primary schools. [Internet] [Doctoral dissertation]. University of Pretoria; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2263/44143.

Council of Science Editors:

Parag BD. Leadership practices of principals of successful primary schools. [Doctoral Dissertation]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/44143

6. Holeva, Lynda C. The Effects of the International Baccalaureate Primary Years Programs on Teachers' Philosophy of Education and Instructional Practices .

Degree: 2012, California State University – San Marcos

 In a rapidly changing world, our nation must seriously consider reform of our current educational system in order to prepare our children to compete in… (more)

Subjects/Keywords: International Baccalaureate Primary Years Programme; instructional practice; philosophy of education

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APA (6th Edition):

Holeva, L. C. (2012). The Effects of the International Baccalaureate Primary Years Programs on Teachers' Philosophy of Education and Instructional Practices . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/208

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):

Holeva, Lynda C. “The Effects of the International Baccalaureate Primary Years Programs on Teachers' Philosophy of Education and Instructional Practices .” 2012. Thesis, California State University – San Marcos. Accessed September 21, 2019. http://hdl.handle.net/10211.8/208.

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

MLA Handbook (7th Edition):

Holeva, Lynda C. “The Effects of the International Baccalaureate Primary Years Programs on Teachers' Philosophy of Education and Instructional Practices .” 2012. Web. 21 Sep 2019.

Vancouver:

Holeva LC. The Effects of the International Baccalaureate Primary Years Programs on Teachers' Philosophy of Education and Instructional Practices . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10211.8/208.

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

Council of Science Editors:

Holeva LC. The Effects of the International Baccalaureate Primary Years Programs on Teachers' Philosophy of Education and Instructional Practices . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/208

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


University of Georgia

7. Mishra, Supriya Deepak. Exploring the role of peer feedback in teaching and learning:: focusing on pharmacy education.

Degree: PhD, Learning, Design, and Technology, 2017, University of Georgia

 There has been increasing efforts in healthcare education to prepare students to be reflective practitioners. The Accreditation Council of Pharmacy Education (ACPE), recognizes that being… (more)

Subjects/Keywords: Peer feedback; Reflective practice; Instructional design; Pharmacy education

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APA (6th Edition):

Mishra, S. D. (2017). Exploring the role of peer feedback in teaching and learning:: focusing on pharmacy education. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37457

Chicago Manual of Style (16th Edition):

Mishra, Supriya Deepak. “Exploring the role of peer feedback in teaching and learning:: focusing on pharmacy education.” 2017. Doctoral Dissertation, University of Georgia. Accessed September 21, 2019. http://hdl.handle.net/10724/37457.

MLA Handbook (7th Edition):

Mishra, Supriya Deepak. “Exploring the role of peer feedback in teaching and learning:: focusing on pharmacy education.” 2017. Web. 21 Sep 2019.

Vancouver:

Mishra SD. Exploring the role of peer feedback in teaching and learning:: focusing on pharmacy education. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10724/37457.

Council of Science Editors:

Mishra SD. Exploring the role of peer feedback in teaching and learning:: focusing on pharmacy education. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37457

8. Manu, Jacob. An Investigation On Relationship Between Epistemological Beliefs And Instructional Practice Of Preservice And Inservice Teachers.

Degree: PhD, Teaching & Learning, 2014, University of North Dakota

  This quantitative research sought to investigate the relationship between epistemological beliefs and instructional practice of preservice and inservice teachers. Despite the vigorous emphasis and… (more)

Subjects/Keywords: Behaviorism; Constructivism; Epistemological Beliefs; Inservice Teachers; Instructional Practice; Preservice Teachers

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APA (6th Edition):

Manu, J. (2014). An Investigation On Relationship Between Epistemological Beliefs And Instructional Practice Of Preservice And Inservice Teachers. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1683

Chicago Manual of Style (16th Edition):

Manu, Jacob. “An Investigation On Relationship Between Epistemological Beliefs And Instructional Practice Of Preservice And Inservice Teachers.” 2014. Doctoral Dissertation, University of North Dakota. Accessed September 21, 2019. https://commons.und.edu/theses/1683.

MLA Handbook (7th Edition):

Manu, Jacob. “An Investigation On Relationship Between Epistemological Beliefs And Instructional Practice Of Preservice And Inservice Teachers.” 2014. Web. 21 Sep 2019.

Vancouver:

Manu J. An Investigation On Relationship Between Epistemological Beliefs And Instructional Practice Of Preservice And Inservice Teachers. [Internet] [Doctoral dissertation]. University of North Dakota; 2014. [cited 2019 Sep 21]. Available from: https://commons.und.edu/theses/1683.

Council of Science Editors:

Manu J. An Investigation On Relationship Between Epistemological Beliefs And Instructional Practice Of Preservice And Inservice Teachers. [Doctoral Dissertation]. University of North Dakota; 2014. Available from: https://commons.und.edu/theses/1683


Brigham Young University

9. Taeger, Stephan D. Using Narrative Distance to Create Transformative Learning Experiences.

Degree: PhD, 2018, Brigham Young University

 This multi-article dissertation focuses on the role of narrative distance in instructional design. Narrative distance is defined <&hyphen>œas the cognitive or emotional space afforded by… (more)

Subjects/Keywords: aesthetics; instructional design; design practice; narrative; narrative distance; transformative learning experiences

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APA (6th Edition):

Taeger, S. D. (2018). Using Narrative Distance to Create Transformative Learning Experiences. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8359&context=etd

Chicago Manual of Style (16th Edition):

Taeger, Stephan D. “Using Narrative Distance to Create Transformative Learning Experiences.” 2018. Doctoral Dissertation, Brigham Young University. Accessed September 21, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8359&context=etd.

MLA Handbook (7th Edition):

Taeger, Stephan D. “Using Narrative Distance to Create Transformative Learning Experiences.” 2018. Web. 21 Sep 2019.

Vancouver:

Taeger SD. Using Narrative Distance to Create Transformative Learning Experiences. [Internet] [Doctoral dissertation]. Brigham Young University; 2018. [cited 2019 Sep 21]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8359&context=etd.

Council of Science Editors:

Taeger SD. Using Narrative Distance to Create Transformative Learning Experiences. [Doctoral Dissertation]. Brigham Young University; 2018. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8359&context=etd

10. Zito, Mark Francis. Is Working Together Worth It? Examining the Relationship Between the Quality of Teacher Collaboration, Instruction, and Student Achievement.

Degree: Doctor of Education (EdD), Education (also CAGS), 2011, U of Massachusetts : PhD

  The purpose of this study was to examine the impact of a three-year Professional Learning Community (PLC) staff development initiative that took place in… (more)

Subjects/Keywords: Instructional Practice; Professional Learning Communities; Student Achievement; Teacher Collaboration; Education

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APA (6th Edition):

Zito, M. F. (2011). Is Working Together Worth It? Examining the Relationship Between the Quality of Teacher Collaboration, Instruction, and Student Achievement. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/404

Chicago Manual of Style (16th Edition):

Zito, Mark Francis. “Is Working Together Worth It? Examining the Relationship Between the Quality of Teacher Collaboration, Instruction, and Student Achievement.” 2011. Doctoral Dissertation, U of Massachusetts : PhD. Accessed September 21, 2019. https://scholarworks.umass.edu/open_access_dissertations/404.

MLA Handbook (7th Edition):

Zito, Mark Francis. “Is Working Together Worth It? Examining the Relationship Between the Quality of Teacher Collaboration, Instruction, and Student Achievement.” 2011. Web. 21 Sep 2019.

Vancouver:

Zito MF. Is Working Together Worth It? Examining the Relationship Between the Quality of Teacher Collaboration, Instruction, and Student Achievement. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2011. [cited 2019 Sep 21]. Available from: https://scholarworks.umass.edu/open_access_dissertations/404.

Council of Science Editors:

Zito MF. Is Working Together Worth It? Examining the Relationship Between the Quality of Teacher Collaboration, Instruction, and Student Achievement. [Doctoral Dissertation]. U of Massachusetts : PhD; 2011. Available from: https://scholarworks.umass.edu/open_access_dissertations/404


University of Minnesota

11. Bergeland, John. Content Area Vocabulary Instruction: Teachers’ Beliefs, Knowledge, And Practices.

Degree: PhD, Education, Curriculum and Instruction, 2019, University of Minnesota

 In an effort to improve an understanding of content area vocabulary instruction and how to support teacher-educators, in this study I sought to determine which… (more)

Subjects/Keywords: Beliefs; Content Area; Instruction; Instructional Practice; Literacy; Vocabulary

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APA (6th Edition):

Bergeland, J. (2019). Content Area Vocabulary Instruction: Teachers’ Beliefs, Knowledge, And Practices. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/206333

Chicago Manual of Style (16th Edition):

Bergeland, John. “Content Area Vocabulary Instruction: Teachers’ Beliefs, Knowledge, And Practices.” 2019. Doctoral Dissertation, University of Minnesota. Accessed September 21, 2019. http://hdl.handle.net/11299/206333.

MLA Handbook (7th Edition):

Bergeland, John. “Content Area Vocabulary Instruction: Teachers’ Beliefs, Knowledge, And Practices.” 2019. Web. 21 Sep 2019.

Vancouver:

Bergeland J. Content Area Vocabulary Instruction: Teachers’ Beliefs, Knowledge, And Practices. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/11299/206333.

Council of Science Editors:

Bergeland J. Content Area Vocabulary Instruction: Teachers’ Beliefs, Knowledge, And Practices. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/206333


University of Alabama

12. Greene, Delaina. Perceptions of the effects of the implementation of the Alabama instructional partners pilot program on the reflective practice of educators.

Degree: 2016, University of Alabama

 This study assessed the impact of the Alabama Instructional Partners Pilot Program (AIPP) upon the perceived levels of reflective practices of the instructional coaches (also… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Educational leadership; Instructional Coaching; Instructional Partners; Reflective; Ethical; and Moral Assessment Survey; Reflective Practice

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APA (6th Edition):

Greene, D. (2016). Perceptions of the effects of the implementation of the Alabama instructional partners pilot program on the reflective practice of educators. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/149926

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):

Greene, Delaina. “Perceptions of the effects of the implementation of the Alabama instructional partners pilot program on the reflective practice of educators.” 2016. Thesis, University of Alabama. Accessed September 21, 2019. http://purl.lib.ua.edu/149926.

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

MLA Handbook (7th Edition):

Greene, Delaina. “Perceptions of the effects of the implementation of the Alabama instructional partners pilot program on the reflective practice of educators.” 2016. Web. 21 Sep 2019.

Vancouver:

Greene D. Perceptions of the effects of the implementation of the Alabama instructional partners pilot program on the reflective practice of educators. [Internet] [Thesis]. University of Alabama; 2016. [cited 2019 Sep 21]. Available from: http://purl.lib.ua.edu/149926.

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

Council of Science Editors:

Greene D. Perceptions of the effects of the implementation of the Alabama instructional partners pilot program on the reflective practice of educators. [Thesis]. University of Alabama; 2016. Available from: http://purl.lib.ua.edu/149926

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


University of Washington

13. Fox, Lea Alison. Becoming an Instructional Leader for Elementary Mathematics: Transforming Principal Learning through a Research-Practice Partnership.

Degree: PhD, 2018, University of Washington

 Principals across the country are increasingly called on to support teacher learning and instruction as instructional leaders. As a result, districts are faced with the… (more)

Subjects/Keywords: Design Based Implementation Research; Instructional Improvement; Instructional Leadership; Principal Learning; Research-Practice Partnership; Educational leadership; Mathematics education; Elementary education; Education

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

APA (6th Edition):

Fox, L. A. (2018). Becoming an Instructional Leader for Elementary Mathematics: Transforming Principal Learning through a Research-Practice Partnership. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/42089

Chicago Manual of Style (16th Edition):

Fox, Lea Alison. “Becoming an Instructional Leader for Elementary Mathematics: Transforming Principal Learning through a Research-Practice Partnership.” 2018. Doctoral Dissertation, University of Washington. Accessed September 21, 2019. http://hdl.handle.net/1773/42089.

MLA Handbook (7th Edition):

Fox, Lea Alison. “Becoming an Instructional Leader for Elementary Mathematics: Transforming Principal Learning through a Research-Practice Partnership.” 2018. Web. 21 Sep 2019.

Vancouver:

Fox LA. Becoming an Instructional Leader for Elementary Mathematics: Transforming Principal Learning through a Research-Practice Partnership. [Internet] [Doctoral dissertation]. University of Washington; 2018. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1773/42089.

Council of Science Editors:

Fox LA. Becoming an Instructional Leader for Elementary Mathematics: Transforming Principal Learning through a Research-Practice Partnership. [Doctoral Dissertation]. University of Washington; 2018. Available from: http://hdl.handle.net/1773/42089


University of Bridgeport

14. Banner, Ian M. Teachers' Perspectives and Development of Academic Rigor: An Action Research Study .

Degree: 2016, University of Bridgeport

 A multiphase action research study of academic or instructional rigor was conducted using semi-structured and focused group interviews, classroom observations, participant logs, a weekly rigor… (more)

Subjects/Keywords: Educational leadership; Instructional design; Teacher education; Academic rigor; Conceptual understanding; Instructional practice; Student tasks; Teacher perspectives

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APA (6th Edition):

Banner, I. M. (2016). Teachers' Perspectives and Development of Academic Rigor: An Action Research Study . (Thesis). University of Bridgeport. Retrieved from https://scholarworks.bridgeport.edu/xmlui/handle/123456789/1734

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):

Banner, Ian M. “Teachers' Perspectives and Development of Academic Rigor: An Action Research Study .” 2016. Thesis, University of Bridgeport. Accessed September 21, 2019. https://scholarworks.bridgeport.edu/xmlui/handle/123456789/1734.

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

MLA Handbook (7th Edition):

Banner, Ian M. “Teachers' Perspectives and Development of Academic Rigor: An Action Research Study .” 2016. Web. 21 Sep 2019.

Vancouver:

Banner IM. Teachers' Perspectives and Development of Academic Rigor: An Action Research Study . [Internet] [Thesis]. University of Bridgeport; 2016. [cited 2019 Sep 21]. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/1734.

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

Council of Science Editors:

Banner IM. Teachers' Perspectives and Development of Academic Rigor: An Action Research Study . [Thesis]. University of Bridgeport; 2016. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/1734

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


University of Louisville

15. Houchens, Gary W. Principal theories of practice : mapping the cognitive structure and effects of instructional leadership.

Degree: PhD, Department of Leadership, Foundations, and Human Resource Education, 2008, University of Louisville

 This dissertation builds on the work of Argyris and Schön (1974), who explained patterns of organizational learning using a concept called theories of practice, cognitive… (more)

Subjects/Keywords: Theories of practice; Instructional leadership; Principals; Teacher; Reflective practice

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APA (6th Edition):

Houchens, G. W. (2008). Principal theories of practice : mapping the cognitive structure and effects of instructional leadership. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/639 ; https://ir.library.louisville.edu/etd/639

Chicago Manual of Style (16th Edition):

Houchens, Gary W. “Principal theories of practice : mapping the cognitive structure and effects of instructional leadership.” 2008. Doctoral Dissertation, University of Louisville. Accessed September 21, 2019. 10.18297/etd/639 ; https://ir.library.louisville.edu/etd/639.

MLA Handbook (7th Edition):

Houchens, Gary W. “Principal theories of practice : mapping the cognitive structure and effects of instructional leadership.” 2008. Web. 21 Sep 2019.

Vancouver:

Houchens GW. Principal theories of practice : mapping the cognitive structure and effects of instructional leadership. [Internet] [Doctoral dissertation]. University of Louisville; 2008. [cited 2019 Sep 21]. Available from: 10.18297/etd/639 ; https://ir.library.louisville.edu/etd/639.

Council of Science Editors:

Houchens GW. Principal theories of practice : mapping the cognitive structure and effects of instructional leadership. [Doctoral Dissertation]. University of Louisville; 2008. Available from: 10.18297/etd/639 ; https://ir.library.louisville.edu/etd/639


Vilnius Pedagogical University

16. Viršulienė, Kristina. Student-teachers' instructional communication skills and their development.

Degree: PhD, Educology, 2014, Vilnius Pedagogical University

The research by Lithuanian and foreign scientists justify the fact that instructional communication becomes a topical objective in the teacher-students’ professional self-development. Instructional communication is… (more)

Subjects/Keywords: Teacher training; Instructional communication; Teaching practice; Mokytojų ugdymas; Pedagoginis bendravimas; Pedagoginė praktika

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

APA (6th Edition):

Viršulienė, K. (2014). Student-teachers' instructional communication skills and their development. (Doctoral Dissertation). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20141222_133054-46024 ;

Chicago Manual of Style (16th Edition):

Viršulienė, Kristina. “Student-teachers' instructional communication skills and their development.” 2014. Doctoral Dissertation, Vilnius Pedagogical University. Accessed September 21, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20141222_133054-46024 ;.

MLA Handbook (7th Edition):

Viršulienė, Kristina. “Student-teachers' instructional communication skills and their development.” 2014. Web. 21 Sep 2019.

Vancouver:

Viršulienė K. Student-teachers' instructional communication skills and their development. [Internet] [Doctoral dissertation]. Vilnius Pedagogical University; 2014. [cited 2019 Sep 21]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20141222_133054-46024 ;.

Council of Science Editors:

Viršulienė K. Student-teachers' instructional communication skills and their development. [Doctoral Dissertation]. Vilnius Pedagogical University; 2014. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20141222_133054-46024 ;


University of Pretoria

17. Leask, Marisa C. Teaching English as a second language in Grade 3 rural schools.

Degree: MEd, Educational Psychology, 2015, University of Pretoria

 This study aimed to describe the nature of teaching English as a second language in Grade 3 to inform language instruction. Pragmatism guided the study… (more)

Subjects/Keywords: UCTD; Second language acquisition; Instructional practice; Foundation phase; Grade 3 English; Rural

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

APA (6th Edition):

Leask, M. C. (2015). Teaching English as a second language in Grade 3 rural schools. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45892

Chicago Manual of Style (16th Edition):

Leask, Marisa C. “Teaching English as a second language in Grade 3 rural schools.” 2015. Masters Thesis, University of Pretoria. Accessed September 21, 2019. http://hdl.handle.net/2263/45892.

MLA Handbook (7th Edition):

Leask, Marisa C. “Teaching English as a second language in Grade 3 rural schools.” 2015. Web. 21 Sep 2019.

Vancouver:

Leask MC. Teaching English as a second language in Grade 3 rural schools. [Internet] [Masters thesis]. University of Pretoria; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2263/45892.

Council of Science Editors:

Leask MC. Teaching English as a second language in Grade 3 rural schools. [Masters Thesis]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/45892


Purdue University

18. Walker, William S., III. Factors influencing teacher instructional practice in mathematics when participating in professional development.

Degree: PhD, Curriculum & Instruction, 2016, Purdue University

  In this research, I investigated teachers’ interpretations of the goals of professional development and factors that contributed to enacted instructional practices. A multiple-case study… (more)

Subjects/Keywords: Education; Instructional practice; Professional development; Standards based mathematics; Science and Mathematics Education; Secondary Education

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

APA (6th Edition):

Walker, William S., I. (2016). Factors influencing teacher instructional practice in mathematics when participating in professional development. (Doctoral Dissertation). Purdue University. Retrieved from http://docs.lib.purdue.edu/open_access_dissertations/1024

Chicago Manual of Style (16th Edition):

Walker, William S., III. “Factors influencing teacher instructional practice in mathematics when participating in professional development.” 2016. Doctoral Dissertation, Purdue University. Accessed September 21, 2019. http://docs.lib.purdue.edu/open_access_dissertations/1024.

MLA Handbook (7th Edition):

Walker, William S., III. “Factors influencing teacher instructional practice in mathematics when participating in professional development.” 2016. Web. 21 Sep 2019.

Vancouver:

Walker, William S. I. Factors influencing teacher instructional practice in mathematics when participating in professional development. [Internet] [Doctoral dissertation]. Purdue University; 2016. [cited 2019 Sep 21]. Available from: http://docs.lib.purdue.edu/open_access_dissertations/1024.

Council of Science Editors:

Walker, William S. I. Factors influencing teacher instructional practice in mathematics when participating in professional development. [Doctoral Dissertation]. Purdue University; 2016. Available from: http://docs.lib.purdue.edu/open_access_dissertations/1024


University of Alabama

19. Scott, Bradley Alton. Perceptions of elementary school teacher participation in peer coaching, reflective practices, and effects on student learning.

Degree: 2015, University of Alabama

 As the expectations for student achievement continues to increase at the national, state, and local levels, the pressure specifically increases for classroom teachers to reflect… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Educational leadership; Coaching; Instructional; Partnership; Peer; Practice; Reflective

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

APA (6th Edition):

Scott, B. A. (2015). Perceptions of elementary school teacher participation in peer coaching, reflective practices, and effects on student learning. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/125582

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):

Scott, Bradley Alton. “Perceptions of elementary school teacher participation in peer coaching, reflective practices, and effects on student learning.” 2015. Thesis, University of Alabama. Accessed September 21, 2019. http://purl.lib.ua.edu/125582.

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

MLA Handbook (7th Edition):

Scott, Bradley Alton. “Perceptions of elementary school teacher participation in peer coaching, reflective practices, and effects on student learning.” 2015. Web. 21 Sep 2019.

Vancouver:

Scott BA. Perceptions of elementary school teacher participation in peer coaching, reflective practices, and effects on student learning. [Internet] [Thesis]. University of Alabama; 2015. [cited 2019 Sep 21]. Available from: http://purl.lib.ua.edu/125582.

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

Council of Science Editors:

Scott BA. Perceptions of elementary school teacher participation in peer coaching, reflective practices, and effects on student learning. [Thesis]. University of Alabama; 2015. Available from: http://purl.lib.ua.edu/125582

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


Louisiana State University

20. Abernathy-Dyer, Joy Rene'. Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools.

Degree: PhD, Education, 2010, Louisiana State University

 Each teacher has a set of beliefs and knowledge as it relates to teaching and learning. In this study, we examine “How do the ways… (more)

Subjects/Keywords: teacher perceptions; teacher beliefs; literacy implementation; reading instruction; instructional practices; teacher practice; elementary reading programs

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

APA (6th Edition):

Abernathy-Dyer, J. R. (2010). Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11052010-115744 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1298

Chicago Manual of Style (16th Edition):

Abernathy-Dyer, Joy Rene'. “Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools.” 2010. Doctoral Dissertation, Louisiana State University. Accessed September 21, 2019. etd-11052010-115744 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1298.

MLA Handbook (7th Edition):

Abernathy-Dyer, Joy Rene'. “Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools.” 2010. Web. 21 Sep 2019.

Vancouver:

Abernathy-Dyer JR. Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2019 Sep 21]. Available from: etd-11052010-115744 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1298.

Council of Science Editors:

Abernathy-Dyer JR. Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-11052010-115744 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1298


Virginia Tech

21. Salmon, Joseph L. A Case Study of Grade-Level Meetings and Coaching Conversations.

Degree: EdD, Curriculum and Instruction, 2012, Virginia Tech

 The goal of this research project was to determine the content of the discourse occurring in grade-level meetings and coaching sessions and participants' perceptions of… (more)

Subjects/Keywords: grade-level meetings; discourse analysis; community of practice; zone of proximal development; instructional coach

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

APA (6th Edition):

Salmon, J. L. (2012). A Case Study of Grade-Level Meetings and Coaching Conversations. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77112

Chicago Manual of Style (16th Edition):

Salmon, Joseph L. “A Case Study of Grade-Level Meetings and Coaching Conversations.” 2012. Doctoral Dissertation, Virginia Tech. Accessed September 21, 2019. http://hdl.handle.net/10919/77112.

MLA Handbook (7th Edition):

Salmon, Joseph L. “A Case Study of Grade-Level Meetings and Coaching Conversations.” 2012. Web. 21 Sep 2019.

Vancouver:

Salmon JL. A Case Study of Grade-Level Meetings and Coaching Conversations. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10919/77112.

Council of Science Editors:

Salmon JL. A Case Study of Grade-Level Meetings and Coaching Conversations. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77112

22. Totorica, Tatia. Impacting Instructional Practice in the Secondary Mathematics Classroom: Does Mindset Matter?.

Degree: 2017, Boise State University

 National and international testing data reveal that current mathematics achievement falls short of the mark, supporting the claim that existing mathematical practice is insufficient to… (more)

Subjects/Keywords: secondary mathematics; mindset; professional development; curriculum; instructional practice; Secondary Education and Teaching

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

APA (6th Edition):

Totorica, T. (2017). Impacting Instructional Practice in the Secondary Mathematics Classroom: Does Mindset Matter?. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1283

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):

Totorica, Tatia. “Impacting Instructional Practice in the Secondary Mathematics Classroom: Does Mindset Matter?.” 2017. Thesis, Boise State University. Accessed September 21, 2019. https://scholarworks.boisestate.edu/td/1283.

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

MLA Handbook (7th Edition):

Totorica, Tatia. “Impacting Instructional Practice in the Secondary Mathematics Classroom: Does Mindset Matter?.” 2017. Web. 21 Sep 2019.

Vancouver:

Totorica T. Impacting Instructional Practice in the Secondary Mathematics Classroom: Does Mindset Matter?. [Internet] [Thesis]. Boise State University; 2017. [cited 2019 Sep 21]. Available from: https://scholarworks.boisestate.edu/td/1283.

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

Council of Science Editors:

Totorica T. Impacting Instructional Practice in the Secondary Mathematics Classroom: Does Mindset Matter?. [Thesis]. Boise State University; 2017. Available from: https://scholarworks.boisestate.edu/td/1283

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


University of South Carolina

23. Cassidy, Lisa C. The Impact of a Formative Classroom Observation Tool on Teachers’ Reflective Process on Instructional Practices: An Action Research Study.

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

  This paper details a study focused on the impact of the utilization of a formative classroom observation tool on the teachers’ reflective process as… (more)

Subjects/Keywords: Curriculum and Instruction; Education; action research; formative evaluation; instructional leadership; reflective practice; summative evaluation

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

APA (6th Edition):

Cassidy, L. C. (2018). The Impact of a Formative Classroom Observation Tool on Teachers’ Reflective Process on Instructional Practices: An Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4897

Chicago Manual of Style (16th Edition):

Cassidy, Lisa C. “The Impact of a Formative Classroom Observation Tool on Teachers’ Reflective Process on Instructional Practices: An Action Research Study.” 2018. Doctoral Dissertation, University of South Carolina. Accessed September 21, 2019. https://scholarcommons.sc.edu/etd/4897.

MLA Handbook (7th Edition):

Cassidy, Lisa C. “The Impact of a Formative Classroom Observation Tool on Teachers’ Reflective Process on Instructional Practices: An Action Research Study.” 2018. Web. 21 Sep 2019.

Vancouver:

Cassidy LC. The Impact of a Formative Classroom Observation Tool on Teachers’ Reflective Process on Instructional Practices: An Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Sep 21]. Available from: https://scholarcommons.sc.edu/etd/4897.

Council of Science Editors:

Cassidy LC. The Impact of a Formative Classroom Observation Tool on Teachers’ Reflective Process on Instructional Practices: An Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4897


UCLA

24. Gamboa-Kroesen, Johanna Sumiko. These Are My People: Music Teacher Instructional Practice and School Connectedness.

Degree: Education, 2019, UCLA

 School connectedness, or the sense of belonging at school, is an integral factor in a child’s mental health and overall academic success. Prior research in… (more)

Subjects/Keywords: Education; Music education; Instructional Practice; Music Education; Pedagogical practices; School Connectedness; Sense of belonging

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

APA (6th Edition):

Gamboa-Kroesen, J. S. (2019). These Are My People: Music Teacher Instructional Practice and School Connectedness. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/9132f2v6

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):

Gamboa-Kroesen, Johanna Sumiko. “These Are My People: Music Teacher Instructional Practice and School Connectedness.” 2019. Thesis, UCLA. Accessed September 21, 2019. http://www.escholarship.org/uc/item/9132f2v6.

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

MLA Handbook (7th Edition):

Gamboa-Kroesen, Johanna Sumiko. “These Are My People: Music Teacher Instructional Practice and School Connectedness.” 2019. Web. 21 Sep 2019.

Vancouver:

Gamboa-Kroesen JS. These Are My People: Music Teacher Instructional Practice and School Connectedness. [Internet] [Thesis]. UCLA; 2019. [cited 2019 Sep 21]. Available from: http://www.escholarship.org/uc/item/9132f2v6.

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

Council of Science Editors:

Gamboa-Kroesen JS. These Are My People: Music Teacher Instructional Practice and School Connectedness. [Thesis]. UCLA; 2019. Available from: http://www.escholarship.org/uc/item/9132f2v6

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


Utah State University

25. Drake, Joel R. Riding to Learn: Informal Science in Adult Cycling Communities.

Degree: PhD, Instructional Technology and Learning Sciences, 2018, Utah State University

  Our understanding of how the world works is shaped through countless interactions with things in it. These interactions are our first exposure to science.… (more)

Subjects/Keywords: communities of practice; bicycling; informal science; embodiment; emergent goals framework; Instructional Media Design

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

APA (6th Edition):

Drake, J. R. (2018). Riding to Learn: Informal Science in Adult Cycling Communities. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7383

Chicago Manual of Style (16th Edition):

Drake, Joel R. “Riding to Learn: Informal Science in Adult Cycling Communities.” 2018. Doctoral Dissertation, Utah State University. Accessed September 21, 2019. https://digitalcommons.usu.edu/etd/7383.

MLA Handbook (7th Edition):

Drake, Joel R. “Riding to Learn: Informal Science in Adult Cycling Communities.” 2018. Web. 21 Sep 2019.

Vancouver:

Drake JR. Riding to Learn: Informal Science in Adult Cycling Communities. [Internet] [Doctoral dissertation]. Utah State University; 2018. [cited 2019 Sep 21]. Available from: https://digitalcommons.usu.edu/etd/7383.

Council of Science Editors:

Drake JR. Riding to Learn: Informal Science in Adult Cycling Communities. [Doctoral Dissertation]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7383


University of North Texas

26. Bone, Tonda Jenean. Bridging the Theory-to-practice Gap: a Multivariate Correlational Study Exploring the Effects of a Graduate Online Learning Environment As a Community of Practice Framework.

Degree: 2013, University of North Texas

 In this multivariate correlational study, the researcher examined the course culture of an online graduate course whose environment exhibited characteristics of a Community of practice(more)

Subjects/Keywords: Online education; information behavior; online community of practice; COP; library science pedagogy; online instructional design

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APA (6th Edition):

Bone, T. J. (2013). Bridging the Theory-to-practice Gap: a Multivariate Correlational Study Exploring the Effects of a Graduate Online Learning Environment As a Community of Practice Framework. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc407763/

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):

Bone, Tonda Jenean. “Bridging the Theory-to-practice Gap: a Multivariate Correlational Study Exploring the Effects of a Graduate Online Learning Environment As a Community of Practice Framework.” 2013. Thesis, University of North Texas. Accessed September 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc407763/.

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

MLA Handbook (7th Edition):

Bone, Tonda Jenean. “Bridging the Theory-to-practice Gap: a Multivariate Correlational Study Exploring the Effects of a Graduate Online Learning Environment As a Community of Practice Framework.” 2013. Web. 21 Sep 2019.

Vancouver:

Bone TJ. Bridging the Theory-to-practice Gap: a Multivariate Correlational Study Exploring the Effects of a Graduate Online Learning Environment As a Community of Practice Framework. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Sep 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc407763/.

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

Council of Science Editors:

Bone TJ. Bridging the Theory-to-practice Gap: a Multivariate Correlational Study Exploring the Effects of a Graduate Online Learning Environment As a Community of Practice Framework. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc407763/

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


Northeastern University

27. Passeri, JoAnn M. Understanding elementary teachers' experiences and utilization of formative assessments.

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

 The role of assessment in our educational system has created as many questions as answers to how our schools utilize and value assessment models and… (more)

Subjects/Keywords: assessment; assessment practice; formative assessment; instructional decision making; summative assessment; teachers' perceptions

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

APA (6th Edition):

Passeri, J. M. (2017). Understanding elementary teachers' experiences and utilization of formative assessments. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20253565

Chicago Manual of Style (16th Edition):

Passeri, JoAnn M. “Understanding elementary teachers' experiences and utilization of formative assessments.” 2017. Doctoral Dissertation, Northeastern University. Accessed September 21, 2019. http://hdl.handle.net/2047/D20253565.

MLA Handbook (7th Edition):

Passeri, JoAnn M. “Understanding elementary teachers' experiences and utilization of formative assessments.” 2017. Web. 21 Sep 2019.

Vancouver:

Passeri JM. Understanding elementary teachers' experiences and utilization of formative assessments. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2047/D20253565.

Council of Science Editors:

Passeri JM. Understanding elementary teachers' experiences and utilization of formative assessments. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20253565


University of Manitoba

28. Roncin, Andrew. Development of a Video Game to Teach Engineering Ethics in Canada: Canadian Engineering Ethics Game.

Degree: Biosystems Engineering, 2019, University of Manitoba

 This thesis covers the design, implementation, and review of a video game designed to assist Canadian Engineering Interns in understanding and contextualizing engineering ethics. This… (more)

Subjects/Keywords: Engineering; Ethics; Game-Based-Learning; Manitoba; Authentic Learning; Instructional Design; Game Design; Professional Practice; Education

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

APA (6th Edition):

Roncin, A. (2019). Development of a Video Game to Teach Engineering Ethics in Canada: Canadian Engineering Ethics Game. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/34042

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):

Roncin, Andrew. “Development of a Video Game to Teach Engineering Ethics in Canada: Canadian Engineering Ethics Game.” 2019. Thesis, University of Manitoba. Accessed September 21, 2019. http://hdl.handle.net/1993/34042.

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

MLA Handbook (7th Edition):

Roncin, Andrew. “Development of a Video Game to Teach Engineering Ethics in Canada: Canadian Engineering Ethics Game.” 2019. Web. 21 Sep 2019.

Vancouver:

Roncin A. Development of a Video Game to Teach Engineering Ethics in Canada: Canadian Engineering Ethics Game. [Internet] [Thesis]. University of Manitoba; 2019. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1993/34042.

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

Council of Science Editors:

Roncin A. Development of a Video Game to Teach Engineering Ethics in Canada: Canadian Engineering Ethics Game. [Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/34042

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


San Jose State University

29. Holmberg, Carrie Lee. Formative Assessment for Middle School Mathematics Instruction: An Evidence-based Approach to Evaluating Teacher Posing, Pausing, and Probing Moves.

Degree: Doctor of Education (EdD), Education, 2017, San Jose State University

  This study involved empirical investigation of a moves-based conceptualization of teacher practices of planning, enacting, and reflecting on formative assessment (FA) in mathematics classrooms… (more)

Subjects/Keywords: empirical study; FA moves; formative assessment; instructional practice; middle school mathematics; teacher evaluation

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

APA (6th Edition):

Holmberg, C. L. (2017). Formative Assessment for Middle School Mathematics Instruction: An Evidence-based Approach to Evaluating Teacher Posing, Pausing, and Probing Moves. (Doctoral Dissertation). San Jose State University. Retrieved from https://doi.org/10.31979/etd.nqyd-944a ; https://scholarworks.sjsu.edu/etd_dissertations/10

Chicago Manual of Style (16th Edition):

Holmberg, Carrie Lee. “Formative Assessment for Middle School Mathematics Instruction: An Evidence-based Approach to Evaluating Teacher Posing, Pausing, and Probing Moves.” 2017. Doctoral Dissertation, San Jose State University. Accessed September 21, 2019. https://doi.org/10.31979/etd.nqyd-944a ; https://scholarworks.sjsu.edu/etd_dissertations/10.

MLA Handbook (7th Edition):

Holmberg, Carrie Lee. “Formative Assessment for Middle School Mathematics Instruction: An Evidence-based Approach to Evaluating Teacher Posing, Pausing, and Probing Moves.” 2017. Web. 21 Sep 2019.

Vancouver:

Holmberg CL. Formative Assessment for Middle School Mathematics Instruction: An Evidence-based Approach to Evaluating Teacher Posing, Pausing, and Probing Moves. [Internet] [Doctoral dissertation]. San Jose State University; 2017. [cited 2019 Sep 21]. Available from: https://doi.org/10.31979/etd.nqyd-944a ; https://scholarworks.sjsu.edu/etd_dissertations/10.

Council of Science Editors:

Holmberg CL. Formative Assessment for Middle School Mathematics Instruction: An Evidence-based Approach to Evaluating Teacher Posing, Pausing, and Probing Moves. [Doctoral Dissertation]. San Jose State University; 2017. Available from: https://doi.org/10.31979/etd.nqyd-944a ; https://scholarworks.sjsu.edu/etd_dissertations/10


Virginia Tech

30. Larson, Miriam Bender. Survey and Case Study Analyses of the Professional Preparation of Instructional Design and Technology (IDT) Graduates for Different Career Environments.

Degree: PhD, Teaching and Learning, 2004, Virginia Tech

Instructional Design and Technology (IDT) professionals practice their skills in a broad range of career environments and job roles. Each career environment has lists of… (more)

Subjects/Keywords: instructional design and technology; graduate programs; preparation for practice; instructional technology; career environments

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

APA (6th Edition):

Larson, M. B. (2004). Survey and Case Study Analyses of the Professional Preparation of Instructional Design and Technology (IDT) Graduates for Different Career Environments. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29369

Chicago Manual of Style (16th Edition):

Larson, Miriam Bender. “Survey and Case Study Analyses of the Professional Preparation of Instructional Design and Technology (IDT) Graduates for Different Career Environments.” 2004. Doctoral Dissertation, Virginia Tech. Accessed September 21, 2019. http://hdl.handle.net/10919/29369.

MLA Handbook (7th Edition):

Larson, Miriam Bender. “Survey and Case Study Analyses of the Professional Preparation of Instructional Design and Technology (IDT) Graduates for Different Career Environments.” 2004. Web. 21 Sep 2019.

Vancouver:

Larson MB. Survey and Case Study Analyses of the Professional Preparation of Instructional Design and Technology (IDT) Graduates for Different Career Environments. [Internet] [Doctoral dissertation]. Virginia Tech; 2004. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10919/29369.

Council of Science Editors:

Larson MB. Survey and Case Study Analyses of the Professional Preparation of Instructional Design and Technology (IDT) Graduates for Different Career Environments. [Doctoral Dissertation]. Virginia Tech; 2004. Available from: http://hdl.handle.net/10919/29369

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