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You searched for subject:(Instructional Support). Showing records 1 – 30 of 63 total matches.

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Penn State University

1. Hughes, Teresa Kay Shehan. Program Persistence: Instructional Support Teams in Pennsylvania.

Degree: EdD, Educational Leadership, 2010, Penn State University

 The Instructional Support Team in Pennsylvania was implemented during the early part of the 1990s in response to a call for schools to address the… (more)

Subjects/Keywords: prereferral intervention; Instructional Support Teams; program persistence

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APA (6th Edition):

Hughes, T. K. S. (2010). Program Persistence: Instructional Support Teams in Pennsylvania. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11176

Chicago Manual of Style (16th Edition):

Hughes, Teresa Kay Shehan. “Program Persistence: Instructional Support Teams in Pennsylvania.” 2010. Doctoral Dissertation, Penn State University. Accessed March 26, 2019. https://etda.libraries.psu.edu/catalog/11176.

MLA Handbook (7th Edition):

Hughes, Teresa Kay Shehan. “Program Persistence: Instructional Support Teams in Pennsylvania.” 2010. Web. 26 Mar 2019.

Vancouver:

Hughes TKS. Program Persistence: Instructional Support Teams in Pennsylvania. [Internet] [Doctoral dissertation]. Penn State University; 2010. [cited 2019 Mar 26]. Available from: https://etda.libraries.psu.edu/catalog/11176.

Council of Science Editors:

Hughes TKS. Program Persistence: Instructional Support Teams in Pennsylvania. [Doctoral Dissertation]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/11176


Texas A&M University

2. Lawson, Kimberly Kelleher. High School Principals' Perceptions of Central Office Administrator Support For Planning, Coordinating, and Evaluating Teaching and the Curriculum.

Degree: 2011, Texas A&M University

 This dissertation was designed to gain insight in the area of central office instructional leadership support from the perception of the high school principal. With… (more)

Subjects/Keywords: Instructional Leadership; High Schools; Central Office; Partnerships; Teaching and Curriculum; Instructional Support

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APA (6th Edition):

Lawson, K. K. (2011). High School Principals' Perceptions of Central Office Administrator Support For Planning, Coordinating, and Evaluating Teaching and the Curriculum. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10016

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):

Lawson, Kimberly Kelleher. “High School Principals' Perceptions of Central Office Administrator Support For Planning, Coordinating, and Evaluating Teaching and the Curriculum.” 2011. Thesis, Texas A&M University. Accessed March 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10016.

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

MLA Handbook (7th Edition):

Lawson, Kimberly Kelleher. “High School Principals' Perceptions of Central Office Administrator Support For Planning, Coordinating, and Evaluating Teaching and the Curriculum.” 2011. Web. 26 Mar 2019.

Vancouver:

Lawson KK. High School Principals' Perceptions of Central Office Administrator Support For Planning, Coordinating, and Evaluating Teaching and the Curriculum. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10016.

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

Council of Science Editors:

Lawson KK. High School Principals' Perceptions of Central Office Administrator Support For Planning, Coordinating, and Evaluating Teaching and the Curriculum. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10016

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

3. Jokela, Johanna. Kan emotionellt stöd, pedagogiskt stöd och klassrummets organisering predicera engagemang hos förskolebarn?.

Degree: Sustainable Development of Society and Technology, 2009, Mälardalen University

  Tidigare forskning har bland annat visat att barn som vistas i klassrum med bra kvalitet är mer engagerade och att ett bra emotionellt stöd… (more)

Subjects/Keywords: classroom quality; emotional support; classroom organization; instructional support; student engagement; Psychology; Psykologi

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APA (6th Edition):

Jokela, J. (2009). Kan emotionellt stöd, pedagogiskt stöd och klassrummets organisering predicera engagemang hos förskolebarn?. (Thesis). Mälardalen University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-5986

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):

Jokela, Johanna. “Kan emotionellt stöd, pedagogiskt stöd och klassrummets organisering predicera engagemang hos förskolebarn?.” 2009. Thesis, Mälardalen University. Accessed March 26, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-5986.

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

MLA Handbook (7th Edition):

Jokela, Johanna. “Kan emotionellt stöd, pedagogiskt stöd och klassrummets organisering predicera engagemang hos förskolebarn?.” 2009. Web. 26 Mar 2019.

Vancouver:

Jokela J. Kan emotionellt stöd, pedagogiskt stöd och klassrummets organisering predicera engagemang hos förskolebarn?. [Internet] [Thesis]. Mälardalen University; 2009. [cited 2019 Mar 26]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-5986.

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

Council of Science Editors:

Jokela J. Kan emotionellt stöd, pedagogiskt stöd och klassrummets organisering predicera engagemang hos förskolebarn?. [Thesis]. Mälardalen University; 2009. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-5986

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

4. Baker, Laura Nichole. Perceived Levels of Confidence and Knowledge of Autism Between Paraprofessionals in Kentucky Schools and Parents of Children with Autism.

Degree: MA, Special Education, 2012, Encompass Digital Archive, Eastern Kentucky University

  A total of 173 special education paraprofessionals and 49 parents of children with autism responded to a survey investigating perceived levels of confidence and… (more)

Subjects/Keywords: Autism; Instructional Support; Kentucky; Paraprofessional; Parents; School; Special Education and Teaching

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APA (6th Edition):

Baker, L. N. (2012). Perceived Levels of Confidence and Knowledge of Autism Between Paraprofessionals in Kentucky Schools and Parents of Children with Autism. (Masters Thesis). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/106

Chicago Manual of Style (16th Edition):

Baker, Laura Nichole. “Perceived Levels of Confidence and Knowledge of Autism Between Paraprofessionals in Kentucky Schools and Parents of Children with Autism.” 2012. Masters Thesis, Encompass Digital Archive, Eastern Kentucky University. Accessed March 26, 2019. https://encompass.eku.edu/etd/106.

MLA Handbook (7th Edition):

Baker, Laura Nichole. “Perceived Levels of Confidence and Knowledge of Autism Between Paraprofessionals in Kentucky Schools and Parents of Children with Autism.” 2012. Web. 26 Mar 2019.

Vancouver:

Baker LN. Perceived Levels of Confidence and Knowledge of Autism Between Paraprofessionals in Kentucky Schools and Parents of Children with Autism. [Internet] [Masters thesis]. Encompass Digital Archive, Eastern Kentucky University; 2012. [cited 2019 Mar 26]. Available from: https://encompass.eku.edu/etd/106.

Council of Science Editors:

Baker LN. Perceived Levels of Confidence and Knowledge of Autism Between Paraprofessionals in Kentucky Schools and Parents of Children with Autism. [Masters Thesis]. Encompass Digital Archive, Eastern Kentucky University; 2012. Available from: https://encompass.eku.edu/etd/106


Oklahoma State University

5. Babb, Carol Iris. Instructional Leadership in Belizean Elementary Schools.

Degree: School of Teaching and Curriculum Leadership, 2012, Oklahoma State University

 This study used a mixed methods design. The quantitative method used was a repeated measures design. The qualitative methods used were observations and participants reflections.… (more)

Subjects/Keywords: elementary school principals; instructional leadership; studnet progress; supervision; teacher support

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APA (6th Edition):

Babb, C. I. (2012). Instructional Leadership in Belizean Elementary Schools. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7299

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):

Babb, Carol Iris. “Instructional Leadership in Belizean Elementary Schools.” 2012. Thesis, Oklahoma State University. Accessed March 26, 2019. http://hdl.handle.net/11244/7299.

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

MLA Handbook (7th Edition):

Babb, Carol Iris. “Instructional Leadership in Belizean Elementary Schools.” 2012. Web. 26 Mar 2019.

Vancouver:

Babb CI. Instructional Leadership in Belizean Elementary Schools. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/11244/7299.

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

Council of Science Editors:

Babb CI. Instructional Leadership in Belizean Elementary Schools. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/7299

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


University of Missouri – Columbia

6. Wylie, Cara M. eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants.

Degree: 2011, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The goal of the eMINTS National Center's Comprehensive program is to help teachers learn how… (more)

Subjects/Keywords: professional development; peer influence; administrator support; instructional practices; student engagement

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APA (6th Edition):

Wylie, C. M. (2011). eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/14511

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):

Wylie, Cara M. “eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants.” 2011. Thesis, University of Missouri – Columbia. Accessed March 26, 2019. http://hdl.handle.net/10355/14511.

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

MLA Handbook (7th Edition):

Wylie, Cara M. “eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants.” 2011. Web. 26 Mar 2019.

Vancouver:

Wylie CM. eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/10355/14511.

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

Council of Science Editors:

Wylie CM. eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/14511

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


Virginia Tech

7. Ervine, Michelle D. Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects.

Degree: PhD, Teaching and Learning, 2016, Virginia Tech

 As more artifacts are created in a digital format, there is a need to have metadata associated with the artifacts to increase the chance for… (more)

Subjects/Keywords: Instructional technology; metadata; knowledge harvesting; performance support; non-textual learning objects

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APA (6th Edition):

Ervine, M. D. (2016). Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/79847

Chicago Manual of Style (16th Edition):

Ervine, Michelle D. “Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects.” 2016. Doctoral Dissertation, Virginia Tech. Accessed March 26, 2019. http://hdl.handle.net/10919/79847.

MLA Handbook (7th Edition):

Ervine, Michelle D. “Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects.” 2016. Web. 26 Mar 2019.

Vancouver:

Ervine MD. Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/10919/79847.

Council of Science Editors:

Ervine MD. Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/79847


University of Minnesota

8. Pierce, Rebecca. Online peer collaboration: teachers supporting each other’s instructional use of CBM data.

Degree: PhD, Educational Psychology, 2009, University of Minnesota

 The purpose of this study was to examine how teachers supported each other's instructional use of CBM data as they collaborated in an online environment.… (more)

Subjects/Keywords: CBM Data; Collaborative Support; Grounded Theory; Instructional use of CBM; Online peer collaboration; Support for Teachers; Educational Psychology

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APA (6th Edition):

Pierce, R. (2009). Online peer collaboration: teachers supporting each other’s instructional use of CBM data. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/55910

Chicago Manual of Style (16th Edition):

Pierce, Rebecca. “Online peer collaboration: teachers supporting each other’s instructional use of CBM data.” 2009. Doctoral Dissertation, University of Minnesota. Accessed March 26, 2019. http://purl.umn.edu/55910.

MLA Handbook (7th Edition):

Pierce, Rebecca. “Online peer collaboration: teachers supporting each other’s instructional use of CBM data.” 2009. Web. 26 Mar 2019.

Vancouver:

Pierce R. Online peer collaboration: teachers supporting each other’s instructional use of CBM data. [Internet] [Doctoral dissertation]. University of Minnesota; 2009. [cited 2019 Mar 26]. Available from: http://purl.umn.edu/55910.

Council of Science Editors:

Pierce R. Online peer collaboration: teachers supporting each other’s instructional use of CBM data. [Doctoral Dissertation]. University of Minnesota; 2009. Available from: http://purl.umn.edu/55910

9. Chang, Yujin. The Role of Instructional Relevance and Teacher Competence Support in Student Motivation and Achievement in High School Math Classrooms.

Degree: PhD, Educational Studies, 2016, The Ohio State University

 In this dissertation, I explored high school students’ math class motivation profiles, how these profiles are predicted by students’ perceptions of their teachers’ instructional practices… (more)

Subjects/Keywords: Educational Psychology; instructional relevance, teacher competence support, motivation, math education, person-centered approach

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APA (6th Edition):

Chang, Y. (2016). The Role of Instructional Relevance and Teacher Competence Support in Student Motivation and Achievement in High School Math Classrooms. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1471883007

Chicago Manual of Style (16th Edition):

Chang, Yujin. “The Role of Instructional Relevance and Teacher Competence Support in Student Motivation and Achievement in High School Math Classrooms.” 2016. Doctoral Dissertation, The Ohio State University. Accessed March 26, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471883007.

MLA Handbook (7th Edition):

Chang, Yujin. “The Role of Instructional Relevance and Teacher Competence Support in Student Motivation and Achievement in High School Math Classrooms.” 2016. Web. 26 Mar 2019.

Vancouver:

Chang Y. The Role of Instructional Relevance and Teacher Competence Support in Student Motivation and Achievement in High School Math Classrooms. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2019 Mar 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1471883007.

Council of Science Editors:

Chang Y. The Role of Instructional Relevance and Teacher Competence Support in Student Motivation and Achievement in High School Math Classrooms. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1471883007

10. Nicolodi, Donna Davis. A Support Framework for Virtual Learners: A Policy Advocacy Document.

Degree: EdD Doctor of Education, Educational Leadership, 2014, National-Louis University

  The goals of my three-year doctoral program are imbedded in my professional and personal desire to offer students the best possible options for learning.… (more)

Subjects/Keywords: Online Learning; Virtual Education; Funding; Student Learning Support; Education; Educational Leadership; Instructional Media Design

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APA (6th Edition):

Nicolodi, D. D. (2014). A Support Framework for Virtual Learners: A Policy Advocacy Document. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/103

Chicago Manual of Style (16th Edition):

Nicolodi, Donna Davis. “A Support Framework for Virtual Learners: A Policy Advocacy Document.” 2014. Doctoral Dissertation, National-Louis University. Accessed March 26, 2019. http://digitalcommons.nl.edu/diss/103.

MLA Handbook (7th Edition):

Nicolodi, Donna Davis. “A Support Framework for Virtual Learners: A Policy Advocacy Document.” 2014. Web. 26 Mar 2019.

Vancouver:

Nicolodi DD. A Support Framework for Virtual Learners: A Policy Advocacy Document. [Internet] [Doctoral dissertation]. National-Louis University; 2014. [cited 2019 Mar 26]. Available from: http://digitalcommons.nl.edu/diss/103.

Council of Science Editors:

Nicolodi DD. A Support Framework for Virtual Learners: A Policy Advocacy Document. [Doctoral Dissertation]. National-Louis University; 2014. Available from: http://digitalcommons.nl.edu/diss/103


University of California – Berkeley

11. Wayne, Matthew Robert. Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership.

Degree: Educational Leadership, 2011, University of California – Berkeley

 Principals are expected to be instructional leaders. Research on instructional leadership indicates that when principals visit classrooms they can positively impact student achievement, teacher practice,… (more)

Subjects/Keywords: Educational leadership; Educational administration; classroom visits; design study; instructional leadership; observation; principals; teacher support

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APA (6th Edition):

Wayne, M. R. (2011). Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/5gx750rz

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):

Wayne, Matthew Robert. “Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership.” 2011. Thesis, University of California – Berkeley. Accessed March 26, 2019. http://www.escholarship.org/uc/item/5gx750rz.

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

MLA Handbook (7th Edition):

Wayne, Matthew Robert. “Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership.” 2011. Web. 26 Mar 2019.

Vancouver:

Wayne MR. Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2019 Mar 26]. Available from: http://www.escholarship.org/uc/item/5gx750rz.

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

Council of Science Editors:

Wayne MR. Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/5gx750rz

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

12. Müller-Sandvik, Erik. Gruppinriktat stöd : En studie om högstadielärares stödinsatser pågruppnivå.

Degree: Education, 2017, Umeå University

  The aim of this paper was to study Swedish secondary school teachers’ thoughts on and experiences of support measures that do not fall under… (more)

Subjects/Keywords: General adaptations; instructional adaptations; support measures; inclusion; Extra anpassningar; särskilt stöd; inkludering; Social Sciences; Samhällsvetenskap

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

APA (6th Edition):

Müller-Sandvik, E. (2017). Gruppinriktat stöd : En studie om högstadielärares stödinsatser pågruppnivå. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144754

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):

Müller-Sandvik, Erik. “Gruppinriktat stöd : En studie om högstadielärares stödinsatser pågruppnivå.” 2017. Thesis, Umeå University. Accessed March 26, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144754.

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

MLA Handbook (7th Edition):

Müller-Sandvik, Erik. “Gruppinriktat stöd : En studie om högstadielärares stödinsatser pågruppnivå.” 2017. Web. 26 Mar 2019.

Vancouver:

Müller-Sandvik E. Gruppinriktat stöd : En studie om högstadielärares stödinsatser pågruppnivå. [Internet] [Thesis]. Umeå University; 2017. [cited 2019 Mar 26]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144754.

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

Council of Science Editors:

Müller-Sandvik E. Gruppinriktat stöd : En studie om högstadielärares stödinsatser pågruppnivå. [Thesis]. Umeå University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144754

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


University of Arizona

13. Sanders, Jennifer Elizabeth. Investigating Whether Teacher Provided Structure and Autonomy Support Predict Engagement for New Zealand Students with Attention-Deficit/Hyperactivity Disorder .

Degree: 2015, University of Arizona

 Students' engagement tends to decline as they progress through school (Anderman, Maehr, & Midgley, 1999; Eccles et al., 1993; Harter, Whitesell, & Kowalski, 1992; National… (more)

Subjects/Keywords: autonomy support; engagement; instructional style; Self-Determination Theory; structure; School Psychology; ADHD

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APA (6th Edition):

Sanders, J. E. (2015). Investigating Whether Teacher Provided Structure and Autonomy Support Predict Engagement for New Zealand Students with Attention-Deficit/Hyperactivity Disorder . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/581301

Chicago Manual of Style (16th Edition):

Sanders, Jennifer Elizabeth. “Investigating Whether Teacher Provided Structure and Autonomy Support Predict Engagement for New Zealand Students with Attention-Deficit/Hyperactivity Disorder .” 2015. Doctoral Dissertation, University of Arizona. Accessed March 26, 2019. http://hdl.handle.net/10150/581301.

MLA Handbook (7th Edition):

Sanders, Jennifer Elizabeth. “Investigating Whether Teacher Provided Structure and Autonomy Support Predict Engagement for New Zealand Students with Attention-Deficit/Hyperactivity Disorder .” 2015. Web. 26 Mar 2019.

Vancouver:

Sanders JE. Investigating Whether Teacher Provided Structure and Autonomy Support Predict Engagement for New Zealand Students with Attention-Deficit/Hyperactivity Disorder . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/10150/581301.

Council of Science Editors:

Sanders JE. Investigating Whether Teacher Provided Structure and Autonomy Support Predict Engagement for New Zealand Students with Attention-Deficit/Hyperactivity Disorder . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/581301

14. Johnson, Rodriguez. The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, Clark University Atlanta

  It was a goal of this study to identify leadership strategies and other select variables such as instructional strategies, professional staff development, teacher-student relationship,… (more)

Subjects/Keywords: Educational Leadership; instructional strategies; professional staff development; teacher-student relationship; parental support; student academic motivation

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APA (6th Edition):

Johnson, R. (2014). The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/2

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):

Johnson, Rodriguez. “The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School.” 2014. Thesis, Clark University Atlanta. Accessed March 26, 2019. http://digitalcommons.auctr.edu/cauetds/2.

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

MLA Handbook (7th Edition):

Johnson, Rodriguez. “The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School.” 2014. Web. 26 Mar 2019.

Vancouver:

Johnson R. The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School. [Internet] [Thesis]. Clark University Atlanta; 2014. [cited 2019 Mar 26]. Available from: http://digitalcommons.auctr.edu/cauetds/2.

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

Council of Science Editors:

Johnson R. The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School. [Thesis]. Clark University Atlanta; 2014. Available from: http://digitalcommons.auctr.edu/cauetds/2

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


University of Pretoria

15. Gatsha, Godson. Learning support : perceptions and experiences of remote distance learners from marginalised communities in Botswana.

Degree: Education Management and Policy Studies, 2010, University of Pretoria

 This study pertains to the provision of learning support to remote distance learners from the Basarwa and Bakgalagadi communities in Botswana who enrolled for a… (more)

Subjects/Keywords: Transactional presence; Developing country; Remote distance learner; Marginalisation; Perceptions; Instructional dissonance; Learning support; Experiences; Distance learning; UCTD

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

APA (6th Edition):

Gatsha, G. (2010). Learning support : perceptions and experiences of remote distance learners from marginalised communities in Botswana. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24119

Chicago Manual of Style (16th Edition):

Gatsha, Godson. “Learning support : perceptions and experiences of remote distance learners from marginalised communities in Botswana.” 2010. Doctoral Dissertation, University of Pretoria. Accessed March 26, 2019. http://hdl.handle.net/2263/24119.

MLA Handbook (7th Edition):

Gatsha, Godson. “Learning support : perceptions and experiences of remote distance learners from marginalised communities in Botswana.” 2010. Web. 26 Mar 2019.

Vancouver:

Gatsha G. Learning support : perceptions and experiences of remote distance learners from marginalised communities in Botswana. [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/2263/24119.

Council of Science Editors:

Gatsha G. Learning support : perceptions and experiences of remote distance learners from marginalised communities in Botswana. [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/24119


University of Pretoria

16. [No author]. Learning support : perceptions and experiences of remote distance learners from marginalised communities in Botswana .

Degree: 2010, University of Pretoria

 This study pertains to the provision of learning support to remote distance learners from the Basarwa and Bakgalagadi communities in Botswana who enrolled for a… (more)

Subjects/Keywords: Transactional presence; Developing country; Remote distance learner; Marginalisation; Perceptions; Instructional dissonance; Learning support; Experiences; Distance learning; UCTD

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

APA (6th Edition):

author], [. (2010). Learning support : perceptions and experiences of remote distance learners from marginalised communities in Botswana . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-04242010-194233/

Chicago Manual of Style (16th Edition):

author], [No. “Learning support : perceptions and experiences of remote distance learners from marginalised communities in Botswana .” 2010. Doctoral Dissertation, University of Pretoria. Accessed March 26, 2019. http://upetd.up.ac.za/thesis/available/etd-04242010-194233/.

MLA Handbook (7th Edition):

author], [No. “Learning support : perceptions and experiences of remote distance learners from marginalised communities in Botswana .” 2010. Web. 26 Mar 2019.

Vancouver:

author] [. Learning support : perceptions and experiences of remote distance learners from marginalised communities in Botswana . [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 Mar 26]. Available from: http://upetd.up.ac.za/thesis/available/etd-04242010-194233/.

Council of Science Editors:

author] [. Learning support : perceptions and experiences of remote distance learners from marginalised communities in Botswana . [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-04242010-194233/


University of North Texas

17. Robinson, Heather A. Faculty Experiences with Collaborative Learning in the Online Classroom.

Degree: 2016, University of North Texas

 The purpose of this qualitative case study was to identify the perceptions and experiences that instructors in higher education have toward providing collaborative learning activities… (more)

Subjects/Keywords: online learning; collaborative learning; qualitative case study; social constructivism; instructional design; student support; care; Education, Technology

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

APA (6th Edition):

Robinson, H. A. (2016). Faculty Experiences with Collaborative Learning in the Online Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc862814/

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):

Robinson, Heather A. “Faculty Experiences with Collaborative Learning in the Online Classroom.” 2016. Thesis, University of North Texas. Accessed March 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc862814/.

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

MLA Handbook (7th Edition):

Robinson, Heather A. “Faculty Experiences with Collaborative Learning in the Online Classroom.” 2016. Web. 26 Mar 2019.

Vancouver:

Robinson HA. Faculty Experiences with Collaborative Learning in the Online Classroom. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Mar 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc862814/.

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

Council of Science Editors:

Robinson HA. Faculty Experiences with Collaborative Learning in the Online Classroom. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc862814/

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


University of North Texas

18. Davis, Adreana A. A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies.

Degree: 2017, University of North Texas

 A single case study was used to examine two middle grades mathematics teachers' use of short-cycle formative assessment strategies. Data was collected using multiple sources… (more)

Subjects/Keywords: formative assessment; short-cycle formative assessment; case study; targeted instructional support; Education, Curriculum and Instruction; Education, Mathematics

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APA (6th Edition):

Davis, A. A. (2017). A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011817/

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):

Davis, Adreana A. “A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies.” 2017. Thesis, University of North Texas. Accessed March 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc1011817/.

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

MLA Handbook (7th Edition):

Davis, Adreana A. “A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies.” 2017. Web. 26 Mar 2019.

Vancouver:

Davis AA. A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Mar 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011817/.

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

Council of Science Editors:

Davis AA. A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011817/

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

19. Bowen, Erik William. Accouting for agency in teaching mathematics: understanding teachersâ use of reform curriculum.

Degree: MS, Teaching and Learning, 2007, Vanderbilt University

 TEACHING AND LEARNING ACCOUTING FOR AGENCY IN TEACHING MATHEMATICS: UNDERSTANDING TEACHERSâ USE OF REFORM CURRICULUM ERIK WILLIAM BOWEN Thesis under the direction of Professor Kay… (more)

Subjects/Keywords: agency; instructional reality; reform curriculum; pedagogical support

…teachers’ classroom practice because current instructional practices are not always aligned with… …instructional goals promoted by reform. However, it is often the case that teachers’ instructional… …From an instructional standpoint, perhaps the most significant challenge is supporting… …Stipek, 2001). This may be due to the fact that instructional recommendations based on… …While some may expect that new and innovative curriculum can afford the necessary support… 

Page 1 Page 2 Page 3 Page 4 Page 5

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APA (6th Edition):

Bowen, E. W. (2007). Accouting for agency in teaching mathematics: understanding teachersâ use of reform curriculum. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-12052007-113824/ ;

Chicago Manual of Style (16th Edition):

Bowen, Erik William. “Accouting for agency in teaching mathematics: understanding teachersâ use of reform curriculum.” 2007. Masters Thesis, Vanderbilt University. Accessed March 26, 2019. http://etd.library.vanderbilt.edu/available/etd-12052007-113824/ ;.

MLA Handbook (7th Edition):

Bowen, Erik William. “Accouting for agency in teaching mathematics: understanding teachersâ use of reform curriculum.” 2007. Web. 26 Mar 2019.

Vancouver:

Bowen EW. Accouting for agency in teaching mathematics: understanding teachersâ use of reform curriculum. [Internet] [Masters thesis]. Vanderbilt University; 2007. [cited 2019 Mar 26]. Available from: http://etd.library.vanderbilt.edu/available/etd-12052007-113824/ ;.

Council of Science Editors:

Bowen EW. Accouting for agency in teaching mathematics: understanding teachersâ use of reform curriculum. [Masters Thesis]. Vanderbilt University; 2007. Available from: http://etd.library.vanderbilt.edu/available/etd-12052007-113824/ ;


University of California – Berkeley

20. Navarro, Karin Elisa. Improving Mentoring of Early Childhood Education Students in Oral Language and Vocabulary Skills.

Degree: Education, 2017, University of California – Berkeley

 Pre-service teachers depend on hands-on training to acquire the necessary practical skills to effectively work in the classroom. This is especially true for pre-service teachers… (more)

Subjects/Keywords: Adult education; Early childhood education; Teacher education; design development; instructional support; mentoring; oral language and vocabulary; pre-service teacher; relationship building

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

APA (6th Edition):

Navarro, K. E. (2017). Improving Mentoring of Early Childhood Education Students in Oral Language and Vocabulary Skills. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/98w0t9gz

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):

Navarro, Karin Elisa. “Improving Mentoring of Early Childhood Education Students in Oral Language and Vocabulary Skills.” 2017. Thesis, University of California – Berkeley. Accessed March 26, 2019. http://www.escholarship.org/uc/item/98w0t9gz.

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

MLA Handbook (7th Edition):

Navarro, Karin Elisa. “Improving Mentoring of Early Childhood Education Students in Oral Language and Vocabulary Skills.” 2017. Web. 26 Mar 2019.

Vancouver:

Navarro KE. Improving Mentoring of Early Childhood Education Students in Oral Language and Vocabulary Skills. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2019 Mar 26]. Available from: http://www.escholarship.org/uc/item/98w0t9gz.

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

Council of Science Editors:

Navarro KE. Improving Mentoring of Early Childhood Education Students in Oral Language and Vocabulary Skills. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/98w0t9gz

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


University of Melbourne

21. CLONEY, DANIEL. Accessibility and effectiveness of early childhood education and care for families from low socioeconomic status backgrounds in Australia.

Degree: 2016, University of Melbourne

 This thesis focuses on the potential for high quality early childhood education and care (ECEC) programs to narrow the cognitive achievement gaps associated with family… (more)

Subjects/Keywords: early childhood education and care; ECEC; socioeconomic status; SES; quality; CLASS; instructional support; equity; cognitive development; Woodcock-Johnson III; verbal ability

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APA (6th Edition):

CLONEY, D. (2016). Accessibility and effectiveness of early childhood education and care for families from low socioeconomic status backgrounds in Australia. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/112371

Chicago Manual of Style (16th Edition):

CLONEY, DANIEL. “Accessibility and effectiveness of early childhood education and care for families from low socioeconomic status backgrounds in Australia.” 2016. Doctoral Dissertation, University of Melbourne. Accessed March 26, 2019. http://hdl.handle.net/11343/112371.

MLA Handbook (7th Edition):

CLONEY, DANIEL. “Accessibility and effectiveness of early childhood education and care for families from low socioeconomic status backgrounds in Australia.” 2016. Web. 26 Mar 2019.

Vancouver:

CLONEY D. Accessibility and effectiveness of early childhood education and care for families from low socioeconomic status backgrounds in Australia. [Internet] [Doctoral dissertation]. University of Melbourne; 2016. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/11343/112371.

Council of Science Editors:

CLONEY D. Accessibility and effectiveness of early childhood education and care for families from low socioeconomic status backgrounds in Australia. [Doctoral Dissertation]. University of Melbourne; 2016. Available from: http://hdl.handle.net/11343/112371


University of South Florida

22. Paulish, Haley. Effects of Preprinted Response Cards on Disruptive Behavior of Students in an Inclusive Education Setting.

Degree: 2018, University of South Florida

 This study examined the effects of preprinted response cards on disruptive behavior and rates and accuracy of responding of elementary-aged students in an inclusive education… (more)

Subjects/Keywords: active responding; elementary education; instructional management; positive behavior support; response cards; Elementary Education and Teaching; Social and Behavioral Sciences

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

APA (6th Edition):

Paulish, H. (2018). Effects of Preprinted Response Cards on Disruptive Behavior of Students in an Inclusive Education Setting. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7213

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):

Paulish, Haley. “Effects of Preprinted Response Cards on Disruptive Behavior of Students in an Inclusive Education Setting.” 2018. Thesis, University of South Florida. Accessed March 26, 2019. https://scholarcommons.usf.edu/etd/7213.

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

MLA Handbook (7th Edition):

Paulish, Haley. “Effects of Preprinted Response Cards on Disruptive Behavior of Students in an Inclusive Education Setting.” 2018. Web. 26 Mar 2019.

Vancouver:

Paulish H. Effects of Preprinted Response Cards on Disruptive Behavior of Students in an Inclusive Education Setting. [Internet] [Thesis]. University of South Florida; 2018. [cited 2019 Mar 26]. Available from: https://scholarcommons.usf.edu/etd/7213.

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

Council of Science Editors:

Paulish H. Effects of Preprinted Response Cards on Disruptive Behavior of Students in an Inclusive Education Setting. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7213

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

23. Nievelstein, Fleurie. Learning law. Expertise differences and the effect of instructional support.

Degree: 2010, NARCIS

Nievelstein, F. (2009). Learning law. Expertise differences and the effect of instructional support. Doctoral thesis. September, 18, 2009, Heerlen, Nederland: Open Universiteit.

Subjects/Keywords: expertise; laws; students; instructional support; concepts; worked-examples

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APA (6th Edition):

Nievelstein, F. (2010). Learning law. Expertise differences and the effect of instructional support. (Doctoral Dissertation). NARCIS. Retrieved from http://hdl.handle.net/1820/2393

Chicago Manual of Style (16th Edition):

Nievelstein, Fleurie. “Learning law. Expertise differences and the effect of instructional support.” 2010. Doctoral Dissertation, NARCIS. Accessed March 26, 2019. http://hdl.handle.net/1820/2393.

MLA Handbook (7th Edition):

Nievelstein, Fleurie. “Learning law. Expertise differences and the effect of instructional support.” 2010. Web. 26 Mar 2019.

Vancouver:

Nievelstein F. Learning law. Expertise differences and the effect of instructional support. [Internet] [Doctoral dissertation]. NARCIS; 2010. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/1820/2393.

Council of Science Editors:

Nievelstein F. Learning law. Expertise differences and the effect of instructional support. [Doctoral Dissertation]. NARCIS; 2010. Available from: http://hdl.handle.net/1820/2393

24. Wygal, Matthew Taylor. Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 Novice teachers need support as they enter their career in education. Supports can be given through various forms including mentoring and instructional coaching. The supports… (more)

Subjects/Keywords: mentor; instructional coach; novice teachers; perception; support

instructional coaches in their building who have provided support to them throughout their initial… …of shared leadership for instructional change with support of central office staff and… …principals. Other research indicates 26 that instructional coaches provide intensive support to… …71 Instructional Coaching … 74 Finding Two… …Teachers ..106 Appendix B: Interview Protocol for Instructional Coaches… 

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APA (6th Edition):

Wygal, M. T. (2017). Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/74050

Chicago Manual of Style (16th Edition):

Wygal, Matthew Taylor. “Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching.” 2017. Doctoral Dissertation, Virginia Tech. Accessed March 26, 2019. http://hdl.handle.net/10919/74050.

MLA Handbook (7th Edition):

Wygal, Matthew Taylor. “Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching.” 2017. Web. 26 Mar 2019.

Vancouver:

Wygal MT. Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/10919/74050.

Council of Science Editors:

Wygal MT. Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/74050


Virginia Tech

25. Scheer, Stephanie Bleckmann. The Inclusion of an Online Wellness Resource Center Within an Instructional Design Model for Distance Education.

Degree: PhD, Teaching and Learning, 2001, Virginia Tech

 The purpose of this study was (a) to determine which student support service resources should be included in an Online Wellness Resource Center (OWRC) available… (more)

Subjects/Keywords: wellness; instructional design; student support services; distance education

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

APA (6th Edition):

Scheer, S. B. (2001). The Inclusion of an Online Wellness Resource Center Within an Instructional Design Model for Distance Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29912

Chicago Manual of Style (16th Edition):

Scheer, Stephanie Bleckmann. “The Inclusion of an Online Wellness Resource Center Within an Instructional Design Model for Distance Education.” 2001. Doctoral Dissertation, Virginia Tech. Accessed March 26, 2019. http://hdl.handle.net/10919/29912.

MLA Handbook (7th Edition):

Scheer, Stephanie Bleckmann. “The Inclusion of an Online Wellness Resource Center Within an Instructional Design Model for Distance Education.” 2001. Web. 26 Mar 2019.

Vancouver:

Scheer SB. The Inclusion of an Online Wellness Resource Center Within an Instructional Design Model for Distance Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/10919/29912.

Council of Science Editors:

Scheer SB. The Inclusion of an Online Wellness Resource Center Within an Instructional Design Model for Distance Education. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/29912


University of Ottawa

26. Cloutier, Amanda. Exploring How Ontario School Administrators’ FSL Background Knowledge and Experience Influence Their Support of FSL Teachers .

Degree: 2018, University of Ottawa

 This study adopted the theoretical lens of instructional leadership to investigate how Ontario school administrators support their FSL teachers, as well as the impact that… (more)

Subjects/Keywords: French as a second language; FSL; school administrator; school principal; instructional leadership; emotional support; physical support; français langue seconde; FLS; administrateur scolaire; leadership pédagogique; soutien émotionnel; soutien physique

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APA (6th Edition):

Cloutier, A. (2018). Exploring How Ontario School Administrators’ FSL Background Knowledge and Experience Influence Their Support of FSL Teachers . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/37763

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):

Cloutier, Amanda. “Exploring How Ontario School Administrators’ FSL Background Knowledge and Experience Influence Their Support of FSL Teachers .” 2018. Thesis, University of Ottawa. Accessed March 26, 2019. http://hdl.handle.net/10393/37763.

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

MLA Handbook (7th Edition):

Cloutier, Amanda. “Exploring How Ontario School Administrators’ FSL Background Knowledge and Experience Influence Their Support of FSL Teachers .” 2018. Web. 26 Mar 2019.

Vancouver:

Cloutier A. Exploring How Ontario School Administrators’ FSL Background Knowledge and Experience Influence Their Support of FSL Teachers . [Internet] [Thesis]. University of Ottawa; 2018. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/10393/37763.

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

Council of Science Editors:

Cloutier A. Exploring How Ontario School Administrators’ FSL Background Knowledge and Experience Influence Their Support of FSL Teachers . [Thesis]. University of Ottawa; 2018. Available from: http://hdl.handle.net/10393/37763

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


University of Alabama

27. Joiner, Ashley Elizabeth. Assessing social support at the university level: the relationship between a supportive educational environment and student success/satisfaction.

Degree: 2009, University of Alabama

 Social support is a widely studied topic among communication scholars, and one environment in which it deems even more attention is the classroom. In this… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Speech Communication; Education, General; Education, Teacher Training; emotional support; instructional communication; social support; student stress; student success; teacher caring

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APA (6th Edition):

Joiner, A. E. (2009). Assessing social support at the university level: the relationship between a supportive educational environment and student success/satisfaction. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/89

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):

Joiner, Ashley Elizabeth. “Assessing social support at the university level: the relationship between a supportive educational environment and student success/satisfaction.” 2009. Thesis, University of Alabama. Accessed March 26, 2019. http://purl.lib.ua.edu/89.

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

MLA Handbook (7th Edition):

Joiner, Ashley Elizabeth. “Assessing social support at the university level: the relationship between a supportive educational environment and student success/satisfaction.” 2009. Web. 26 Mar 2019.

Vancouver:

Joiner AE. Assessing social support at the university level: the relationship between a supportive educational environment and student success/satisfaction. [Internet] [Thesis]. University of Alabama; 2009. [cited 2019 Mar 26]. Available from: http://purl.lib.ua.edu/89.

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

Council of Science Editors:

Joiner AE. Assessing social support at the university level: the relationship between a supportive educational environment and student success/satisfaction. [Thesis]. University of Alabama; 2009. Available from: http://purl.lib.ua.edu/89

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

28. Phillips, Sharon A. Electronic Performance Support Systems: Comparison Of Types Of Integration Levels On Performance Outcomes.

Degree: PhD, Instructional Technology, 2013, Wayne State University

  Selecting appropriate performance improvement interventions is a critical component of a comprehensive model of performance improvement. Intervention selection is an interconnected process involving analysis… (more)

Subjects/Keywords: electronic performance support; EPSS; performance support; Instructional Media Design

…practitioners] consider research on instructional methods proven to support learning as one… …to a lack of knowledge or information on the job, instructional approaches such as training… …have been traditionally used; however, non-instructional interventions such as electronic… …performance support systems (EPSS) have gained increasing attention as alternatives to… …learning at the point of need. Using computing technology, EPSS provide support for task… 

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APA (6th Edition):

Phillips, S. A. (2013). Electronic Performance Support Systems: Comparison Of Types Of Integration Levels On Performance Outcomes. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/739

Chicago Manual of Style (16th Edition):

Phillips, Sharon A. “Electronic Performance Support Systems: Comparison Of Types Of Integration Levels On Performance Outcomes.” 2013. Doctoral Dissertation, Wayne State University. Accessed March 26, 2019. https://digitalcommons.wayne.edu/oa_dissertations/739.

MLA Handbook (7th Edition):

Phillips, Sharon A. “Electronic Performance Support Systems: Comparison Of Types Of Integration Levels On Performance Outcomes.” 2013. Web. 26 Mar 2019.

Vancouver:

Phillips SA. Electronic Performance Support Systems: Comparison Of Types Of Integration Levels On Performance Outcomes. [Internet] [Doctoral dissertation]. Wayne State University; 2013. [cited 2019 Mar 26]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/739.

Council of Science Editors:

Phillips SA. Electronic Performance Support Systems: Comparison Of Types Of Integration Levels On Performance Outcomes. [Doctoral Dissertation]. Wayne State University; 2013. Available from: https://digitalcommons.wayne.edu/oa_dissertations/739


University of Houston

29. -0824-1530. Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School.

Degree: Educational Leadership and Policy Studies, Department of, 2015, University of Houston

 Census data and research studies have shown that the Hispanic population in the United States and in the state of Texas is the subpopulation whose… (more)

Subjects/Keywords: Hispanic high school students; perceptions of instructional strategies; teacher professional development; 21st century skills; campus support; teacher support; Hispanic student motivation; Hispanic student school performance

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

APA (6th Edition):

-0824-1530. (2015). Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/2024

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

Chicago Manual of Style (16th Edition):

-0824-1530. “Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School.” 2015. Thesis, University of Houston. Accessed March 26, 2019. http://hdl.handle.net/10657/2024.

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

MLA Handbook (7th Edition):

-0824-1530. “Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School.” 2015. Web. 26 Mar 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0824-1530. Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/10657/2024.

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

Council of Science Editors:

-0824-1530. Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/2024

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


University of Pretoria

30. Xabanisa, Llewellyn Mxolisi. Dialogue or discipline : distance education support in the Department of Defence.

Degree: Science, Mathematics and Technology Education, 2011, University of Pretoria

 The aim of this study was to identify what were the requirements placed on the design of distance education programmes as regards discipline or dialogue… (more)

Subjects/Keywords: Transactional distance; Transactional dialogue; Dialectic; Dialogue; Discipline; Distance education; Distance learning; Drop-out; Education training and development; Etd process; Curriculum development; Programme design; Instructional design; Student-support; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Xabanisa, L. (2011). Dialogue or discipline : distance education support in the Department of Defence. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28625

Chicago Manual of Style (16th Edition):

Xabanisa, Llewellyn. “Dialogue or discipline : distance education support in the Department of Defence.” 2011. Doctoral Dissertation, University of Pretoria. Accessed March 26, 2019. http://hdl.handle.net/2263/28625.

MLA Handbook (7th Edition):

Xabanisa, Llewellyn. “Dialogue or discipline : distance education support in the Department of Defence.” 2011. Web. 26 Mar 2019.

Vancouver:

Xabanisa L. Dialogue or discipline : distance education support in the Department of Defence. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/2263/28625.

Council of Science Editors:

Xabanisa L. Dialogue or discipline : distance education support in the Department of Defence. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/28625

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