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You searched for subject:(Junior High Intermediate Middle School Education AND Teaching). Showing records 1 – 30 of 19038 total matches.

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College of William and Mary

1. Byrd, Stenette, III. Middle school students' participation in extracurricular activities: Relationships to school identification and achievement.

Degree: Doctor of Education (EdD), Education, 2011, College of William and Mary

 This study sought to build on existing research in the areas of student extracurricular activity participation, school identification, and improvement of student achievement. The purpose… (more)

Subjects/Keywords: Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Byrd, Stenette, I. (2011). Middle school students' participation in extracurricular activities: Relationships to school identification and achievement. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618632

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):

Byrd, Stenette, III. “Middle school students' participation in extracurricular activities: Relationships to school identification and achievement.” 2011. Thesis, College of William and Mary. Accessed August 07, 2020. https://scholarworks.wm.edu/etd/1539618632.

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

MLA Handbook (7th Edition):

Byrd, Stenette, III. “Middle school students' participation in extracurricular activities: Relationships to school identification and achievement.” 2011. Web. 07 Aug 2020.

Vancouver:

Byrd, Stenette I. Middle school students' participation in extracurricular activities: Relationships to school identification and achievement. [Internet] [Thesis]. College of William and Mary; 2011. [cited 2020 Aug 07]. Available from: https://scholarworks.wm.edu/etd/1539618632.

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

Council of Science Editors:

Byrd, Stenette I. Middle school students' participation in extracurricular activities: Relationships to school identification and achievement. [Thesis]. College of William and Mary; 2011. Available from: https://scholarworks.wm.edu/etd/1539618632

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


University of Central Florida

2. Buxton, Ashley. The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County.

Degree: 2018, University of Central Florida

  The objective of the study was to research the impact 21st Century Community Learning Centers (CCLC) has on Title 1 middle school students in… (more)

Subjects/Keywords: Curriculum and Instruction; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Buxton, A. (2018). The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5968

Chicago Manual of Style (16th Edition):

Buxton, Ashley. “The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County.” 2018. Doctoral Dissertation, University of Central Florida. Accessed August 07, 2020. https://stars.library.ucf.edu/etd/5968.

MLA Handbook (7th Edition):

Buxton, Ashley. “The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County.” 2018. Web. 07 Aug 2020.

Vancouver:

Buxton A. The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County. [Internet] [Doctoral dissertation]. University of Central Florida; 2018. [cited 2020 Aug 07]. Available from: https://stars.library.ucf.edu/etd/5968.

Council of Science Editors:

Buxton A. The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County. [Doctoral Dissertation]. University of Central Florida; 2018. Available from: https://stars.library.ucf.edu/etd/5968


Liberty University

3. Goad, Meagan Marie. Improving the Problem of Teacher Retention in a Rural Middle School in Southwestern Virginia.

Degree: 2020, Liberty University

 The purpose of this applied study was to solve the problem of teacher retention for a rural middle school in Southwestern Virginia and to design… (more)

Subjects/Keywords: Attrition; Middle School; Retention; Rural; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Goad, M. M. (2020). Improving the Problem of Teacher Retention in a Rural Middle School in Southwestern Virginia. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2425

Chicago Manual of Style (16th Edition):

Goad, Meagan Marie. “Improving the Problem of Teacher Retention in a Rural Middle School in Southwestern Virginia.” 2020. Doctoral Dissertation, Liberty University. Accessed August 07, 2020. https://digitalcommons.liberty.edu/doctoral/2425.

MLA Handbook (7th Edition):

Goad, Meagan Marie. “Improving the Problem of Teacher Retention in a Rural Middle School in Southwestern Virginia.” 2020. Web. 07 Aug 2020.

Vancouver:

Goad MM. Improving the Problem of Teacher Retention in a Rural Middle School in Southwestern Virginia. [Internet] [Doctoral dissertation]. Liberty University; 2020. [cited 2020 Aug 07]. Available from: https://digitalcommons.liberty.edu/doctoral/2425.

Council of Science Editors:

Goad MM. Improving the Problem of Teacher Retention in a Rural Middle School in Southwestern Virginia. [Doctoral Dissertation]. Liberty University; 2020. Available from: https://digitalcommons.liberty.edu/doctoral/2425


University of Nevada – Las Vegas

4. Wimmer, Jennifer Joy. Negotiating the integration of new literacies in math and science content: The lived experience of classroom teachers.

Degree: PhD, Curriculum & Instruction, 2010, University of Nevada – Las Vegas

  The purpose of this phenomenological study was to investigate the lived experience of integrating new literacies in math and science content by upper elementary… (more)

Subjects/Keywords: Curriculum and Instruction; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Wimmer, J. J. (2010). Negotiating the integration of new literacies in math and science content: The lived experience of classroom teachers. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/350

Chicago Manual of Style (16th Edition):

Wimmer, Jennifer Joy. “Negotiating the integration of new literacies in math and science content: The lived experience of classroom teachers.” 2010. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed August 07, 2020. https://digitalscholarship.unlv.edu/thesesdissertations/350.

MLA Handbook (7th Edition):

Wimmer, Jennifer Joy. “Negotiating the integration of new literacies in math and science content: The lived experience of classroom teachers.” 2010. Web. 07 Aug 2020.

Vancouver:

Wimmer JJ. Negotiating the integration of new literacies in math and science content: The lived experience of classroom teachers. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2010. [cited 2020 Aug 07]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/350.

Council of Science Editors:

Wimmer JJ. Negotiating the integration of new literacies in math and science content: The lived experience of classroom teachers. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2010. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/350

5. Banks, Tyneasha. Factors Influencing Teachers To Remain At Charter Schools.

Degree: EdD Doctor of Education, Educational Leadership, 2019, National-Louis University

  The purpose of this study was to investigate factors that contribute to teacher longevity in charter schools located in central and northwest Indiana. Phenomenological… (more)

Subjects/Keywords: Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Banks, T. (2019). Factors Influencing Teachers To Remain At Charter Schools. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/415

Chicago Manual of Style (16th Edition):

Banks, Tyneasha. “Factors Influencing Teachers To Remain At Charter Schools.” 2019. Doctoral Dissertation, National-Louis University. Accessed August 07, 2020. https://digitalcommons.nl.edu/diss/415.

MLA Handbook (7th Edition):

Banks, Tyneasha. “Factors Influencing Teachers To Remain At Charter Schools.” 2019. Web. 07 Aug 2020.

Vancouver:

Banks T. Factors Influencing Teachers To Remain At Charter Schools. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2020 Aug 07]. Available from: https://digitalcommons.nl.edu/diss/415.

Council of Science Editors:

Banks T. Factors Influencing Teachers To Remain At Charter Schools. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/415


Eastern Illinois University

6. Sakowicz, Steven K. Researching the Historical Representations of Andrew Jackson in Trade Books.

Degree: MSEd, 2015, Eastern Illinois University

  State and national standards compel teachers to introduce historical topics through multiple diverse texts, emphasizing the use of informational texts. Trade books allow teachers… (more)

Subjects/Keywords: Curriculum and Instruction; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Sakowicz, S. K. (2015). Researching the Historical Representations of Andrew Jackson in Trade Books. (Masters Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/2389

Chicago Manual of Style (16th Edition):

Sakowicz, Steven K. “Researching the Historical Representations of Andrew Jackson in Trade Books.” 2015. Masters Thesis, Eastern Illinois University. Accessed August 07, 2020. https://thekeep.eiu.edu/theses/2389.

MLA Handbook (7th Edition):

Sakowicz, Steven K. “Researching the Historical Representations of Andrew Jackson in Trade Books.” 2015. Web. 07 Aug 2020.

Vancouver:

Sakowicz SK. Researching the Historical Representations of Andrew Jackson in Trade Books. [Internet] [Masters thesis]. Eastern Illinois University; 2015. [cited 2020 Aug 07]. Available from: https://thekeep.eiu.edu/theses/2389.

Council of Science Editors:

Sakowicz SK. Researching the Historical Representations of Andrew Jackson in Trade Books. [Masters Thesis]. Eastern Illinois University; 2015. Available from: https://thekeep.eiu.edu/theses/2389


Eastern Illinois University

7. Dwomoh, Razak Kwame. The Development and Implications of Social Studies and History Curricula in Ghana.

Degree: MSEd, Teaching, Learning, and Foundations, 2019, Eastern Illinois University

  Current research shows the social studies taught at lower grade levels in Ghana incorporates minimal historical content, and Ghana's history in the curricula may… (more)

Subjects/Keywords: Curriculum and Instruction; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching

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APA (6th Edition):

Dwomoh, R. K. (2019). The Development and Implications of Social Studies and History Curricula in Ghana. (Masters Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4577

Chicago Manual of Style (16th Edition):

Dwomoh, Razak Kwame. “The Development and Implications of Social Studies and History Curricula in Ghana.” 2019. Masters Thesis, Eastern Illinois University. Accessed August 07, 2020. https://thekeep.eiu.edu/theses/4577.

MLA Handbook (7th Edition):

Dwomoh, Razak Kwame. “The Development and Implications of Social Studies and History Curricula in Ghana.” 2019. Web. 07 Aug 2020.

Vancouver:

Dwomoh RK. The Development and Implications of Social Studies and History Curricula in Ghana. [Internet] [Masters thesis]. Eastern Illinois University; 2019. [cited 2020 Aug 07]. Available from: https://thekeep.eiu.edu/theses/4577.

Council of Science Editors:

Dwomoh RK. The Development and Implications of Social Studies and History Curricula in Ghana. [Masters Thesis]. Eastern Illinois University; 2019. Available from: https://thekeep.eiu.edu/theses/4577


University of Louisville

8. Allen, Denise. Lost in transition : a grade nine transition program using articulation activities.

Degree: EdD, College of Education and Human Development, 2011, University of Louisville

  The purpose of this study was to investigate the impact of a set of structured articulation activities on the transition of students from grade… (more)

Subjects/Keywords: Middle school; High school; Transition; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching

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APA (6th Edition):

Allen, D. (2011). Lost in transition : a grade nine transition program using articulation activities. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/32 ; https://ir.library.louisville.edu/etd/32

Chicago Manual of Style (16th Edition):

Allen, Denise. “Lost in transition : a grade nine transition program using articulation activities.” 2011. Doctoral Dissertation, University of Louisville. Accessed August 07, 2020. 10.18297/etd/32 ; https://ir.library.louisville.edu/etd/32.

MLA Handbook (7th Edition):

Allen, Denise. “Lost in transition : a grade nine transition program using articulation activities.” 2011. Web. 07 Aug 2020.

Vancouver:

Allen D. Lost in transition : a grade nine transition program using articulation activities. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2020 Aug 07]. Available from: 10.18297/etd/32 ; https://ir.library.louisville.edu/etd/32.

Council of Science Editors:

Allen D. Lost in transition : a grade nine transition program using articulation activities. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/32 ; https://ir.library.louisville.edu/etd/32


Liberty University

9. Brown, Natasha. A Phenomenological Study of the Experiences of Teachers Who Form Positive Relationships With At-Risk Students in Title I Middle Schools in the Southeast.

Degree: 2019, Liberty University

 The purpose of this transcendental phenomenological study was to describe the experiences of teachers who form positive relationships with at-risk students in Title I middle(more)

Subjects/Keywords: At-risk; Caring; Experiences; Positive Relationships; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Brown, N. (2019). A Phenomenological Study of the Experiences of Teachers Who Form Positive Relationships With At-Risk Students in Title I Middle Schools in the Southeast. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2073

Chicago Manual of Style (16th Edition):

Brown, Natasha. “A Phenomenological Study of the Experiences of Teachers Who Form Positive Relationships With At-Risk Students in Title I Middle Schools in the Southeast.” 2019. Doctoral Dissertation, Liberty University. Accessed August 07, 2020. https://digitalcommons.liberty.edu/doctoral/2073.

MLA Handbook (7th Edition):

Brown, Natasha. “A Phenomenological Study of the Experiences of Teachers Who Form Positive Relationships With At-Risk Students in Title I Middle Schools in the Southeast.” 2019. Web. 07 Aug 2020.

Vancouver:

Brown N. A Phenomenological Study of the Experiences of Teachers Who Form Positive Relationships With At-Risk Students in Title I Middle Schools in the Southeast. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Aug 07]. Available from: https://digitalcommons.liberty.edu/doctoral/2073.

Council of Science Editors:

Brown N. A Phenomenological Study of the Experiences of Teachers Who Form Positive Relationships With At-Risk Students in Title I Middle Schools in the Southeast. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2073


University of Nevada – Las Vegas

10. Cushinery, Charles W. Factors influencing music teacher retention: A mixed method study.

Degree: Doctor of Education (EdD), Curriculum & Instruction, 2011, University of Nevada – Las Vegas

  The purpose of this mixed-methods study was to determine what internal and external factors influence the retention attributions of secondary level music teachers who… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Junior High, Intermediate, Middle School Education and Teaching; Music

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APA (6th Edition):

Cushinery, C. W. (2011). Factors influencing music teacher retention: A mixed method study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/916

Chicago Manual of Style (16th Edition):

Cushinery, Charles W. “Factors influencing music teacher retention: A mixed method study.” 2011. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed August 07, 2020. https://digitalscholarship.unlv.edu/thesesdissertations/916.

MLA Handbook (7th Edition):

Cushinery, Charles W. “Factors influencing music teacher retention: A mixed method study.” 2011. Web. 07 Aug 2020.

Vancouver:

Cushinery CW. Factors influencing music teacher retention: A mixed method study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2011. [cited 2020 Aug 07]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/916.

Council of Science Editors:

Cushinery CW. Factors influencing music teacher retention: A mixed method study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2011. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/916


SUNY College at Brockport

11. Brown, Samantha S. Talk within Literature Circles in an 8th Grade ELA Classroom.

Degree: MSEd, Education and Human Development, 2014, SUNY College at Brockport

  This study investigates what kinds of talk students engage in during a Literature Circle with assigned roles. Participants were asked in an interview which… (more)

Subjects/Keywords: Literature Circles; English Language Arts; Talk; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Brown, S. S. (2014). Talk within Literature Circles in an 8th Grade ELA Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/390

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):

Brown, Samantha S. “Talk within Literature Circles in an 8th Grade ELA Classroom.” 2014. Thesis, SUNY College at Brockport. Accessed August 07, 2020. https://digitalcommons.brockport.edu/ehd_theses/390.

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

MLA Handbook (7th Edition):

Brown, Samantha S. “Talk within Literature Circles in an 8th Grade ELA Classroom.” 2014. Web. 07 Aug 2020.

Vancouver:

Brown SS. Talk within Literature Circles in an 8th Grade ELA Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2020 Aug 07]. Available from: https://digitalcommons.brockport.edu/ehd_theses/390.

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

Council of Science Editors:

Brown SS. Talk within Literature Circles in an 8th Grade ELA Classroom. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/ehd_theses/390

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


University of Arkansas

12. Holland, Sarah Nicole. Creating and Maintaining a Community Literacy Project in Northwest Arkansas.

Degree: MA, 2012, University of Arkansas

  The purpose of this research is to examine both logistical and curricular strategies employed by students and staff working with the "Razorback Writers" project… (more)

Subjects/Keywords: Education; Educational Assessment, Evaluation, and Research; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Holland, S. N. (2012). Creating and Maintaining a Community Literacy Project in Northwest Arkansas. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/413

Chicago Manual of Style (16th Edition):

Holland, Sarah Nicole. “Creating and Maintaining a Community Literacy Project in Northwest Arkansas.” 2012. Masters Thesis, University of Arkansas. Accessed August 07, 2020. https://scholarworks.uark.edu/etd/413.

MLA Handbook (7th Edition):

Holland, Sarah Nicole. “Creating and Maintaining a Community Literacy Project in Northwest Arkansas.” 2012. Web. 07 Aug 2020.

Vancouver:

Holland SN. Creating and Maintaining a Community Literacy Project in Northwest Arkansas. [Internet] [Masters thesis]. University of Arkansas; 2012. [cited 2020 Aug 07]. Available from: https://scholarworks.uark.edu/etd/413.

Council of Science Editors:

Holland SN. Creating and Maintaining a Community Literacy Project in Northwest Arkansas. [Masters Thesis]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/413

13. Whiteman, Violet Keene. School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students.

Degree: PhD, Educ Foundations & Leadership, 2018, Old Dominion University

  The purpose of this case study was to describe middle school leaders’ conceptualizations of caring teacher behaviors for African American middle school students. The… (more)

Subjects/Keywords: African American middle school students; Care; Middle school leaders; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Whiteman, V. K. (2018). School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59

Chicago Manual of Style (16th Edition):

Whiteman, Violet Keene. “School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students.” 2018. Doctoral Dissertation, Old Dominion University. Accessed August 07, 2020. 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59.

MLA Handbook (7th Edition):

Whiteman, Violet Keene. “School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students.” 2018. Web. 07 Aug 2020.

Vancouver:

Whiteman VK. School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2020 Aug 07]. Available from: 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59.

Council of Science Editors:

Whiteman VK. School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students. [Doctoral Dissertation]. Old Dominion University; 2018. Available from: 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59


Portland State University

14. Rickert, Nicolette Paige. Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale.

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

  Despite significant growth in research examining the effects of mindfulness interventions on teachers (Roeser, 2014), studies have mainly relied on self-reports of teacher mindfulness… (more)

Subjects/Keywords: Mindfulness (Psychology); Attention; Middle school teachers; Teaching; Reflective teaching; Junior High, Intermediate, Middle School Education and Teaching; Psychology

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APA (6th Edition):

Rickert, N. P. (2016). Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/3118

Chicago Manual of Style (16th Edition):

Rickert, Nicolette Paige. “Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale.” 2016. Masters Thesis, Portland State University. Accessed August 07, 2020. https://pdxscholar.library.pdx.edu/open_access_etds/3118.

MLA Handbook (7th Edition):

Rickert, Nicolette Paige. “Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale.” 2016. Web. 07 Aug 2020.

Vancouver:

Rickert NP. Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale. [Internet] [Masters thesis]. Portland State University; 2016. [cited 2020 Aug 07]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3118.

Council of Science Editors:

Rickert NP. Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale. [Masters Thesis]. Portland State University; 2016. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3118


College of William and Mary

15. Kwiterovich, Peter O., III. Big-Fish-Little-Pond Effect: The impact on academic self-concept.

Degree: Doctor of Education (EdD), Education, 2011, College of William and Mary

 The purpose of this study was to investigate the impact on the self-concept of students when they transitioned into an academically selective independent middle school.… (more)

Subjects/Keywords: Educational Leadership; Educational Psychology; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Kwiterovich, Peter O., I. (2011). Big-Fish-Little-Pond Effect: The impact on academic self-concept. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618485

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):

Kwiterovich, Peter O., III. “Big-Fish-Little-Pond Effect: The impact on academic self-concept.” 2011. Thesis, College of William and Mary. Accessed August 07, 2020. https://scholarworks.wm.edu/etd/1539618485.

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

MLA Handbook (7th Edition):

Kwiterovich, Peter O., III. “Big-Fish-Little-Pond Effect: The impact on academic self-concept.” 2011. Web. 07 Aug 2020.

Vancouver:

Kwiterovich, Peter O. I. Big-Fish-Little-Pond Effect: The impact on academic self-concept. [Internet] [Thesis]. College of William and Mary; 2011. [cited 2020 Aug 07]. Available from: https://scholarworks.wm.edu/etd/1539618485.

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

Council of Science Editors:

Kwiterovich, Peter O. I. Big-Fish-Little-Pond Effect: The impact on academic self-concept. [Thesis]. College of William and Mary; 2011. Available from: https://scholarworks.wm.edu/etd/1539618485

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


University of Arkansas

16. Hancock, James Kevin. Refining Effective Instructional Strategies through Professional Learning Communities.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2018, University of Arkansas

  The purpose of this study is to examine the effectiveness of professional learning communities by comparing practices and strategies of content and grade level… (more)

Subjects/Keywords: Educational Assessment, Evaluation, and Research; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Hancock, J. K. (2018). Refining Effective Instructional Strategies through Professional Learning Communities. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3057

Chicago Manual of Style (16th Edition):

Hancock, James Kevin. “Refining Effective Instructional Strategies through Professional Learning Communities.” 2018. Doctoral Dissertation, University of Arkansas. Accessed August 07, 2020. https://scholarworks.uark.edu/etd/3057.

MLA Handbook (7th Edition):

Hancock, James Kevin. “Refining Effective Instructional Strategies through Professional Learning Communities.” 2018. Web. 07 Aug 2020.

Vancouver:

Hancock JK. Refining Effective Instructional Strategies through Professional Learning Communities. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2020 Aug 07]. Available from: https://scholarworks.uark.edu/etd/3057.

Council of Science Editors:

Hancock JK. Refining Effective Instructional Strategies through Professional Learning Communities. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/3057


Liberty University

17. Gerics, Joseph George. A Qualitative Study on Urban Middle School Teachers' Perspective of Social and Emotional Learning as Formed through Personal and Occupational Experience.

Degree: 2019, Liberty University

 The purpose of this transcendental phenomenological study is to describe the lived experience of social-emotional learning both personal and professional for twelve urban middle school(more)

Subjects/Keywords: Social-emotional Learning; Middle School Teachers; Urban; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Gerics, J. G. (2019). A Qualitative Study on Urban Middle School Teachers' Perspective of Social and Emotional Learning as Formed through Personal and Occupational Experience. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2252

Chicago Manual of Style (16th Edition):

Gerics, Joseph George. “A Qualitative Study on Urban Middle School Teachers' Perspective of Social and Emotional Learning as Formed through Personal and Occupational Experience.” 2019. Doctoral Dissertation, Liberty University. Accessed August 07, 2020. https://digitalcommons.liberty.edu/doctoral/2252.

MLA Handbook (7th Edition):

Gerics, Joseph George. “A Qualitative Study on Urban Middle School Teachers' Perspective of Social and Emotional Learning as Formed through Personal and Occupational Experience.” 2019. Web. 07 Aug 2020.

Vancouver:

Gerics JG. A Qualitative Study on Urban Middle School Teachers' Perspective of Social and Emotional Learning as Formed through Personal and Occupational Experience. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Aug 07]. Available from: https://digitalcommons.liberty.edu/doctoral/2252.

Council of Science Editors:

Gerics JG. A Qualitative Study on Urban Middle School Teachers' Perspective of Social and Emotional Learning as Formed through Personal and Occupational Experience. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2252


Western Michigan University

18. Striker, Samuel. Highly Qualified Public School Teacher: Its Status, Distribution, Determinants, and Relationship with Job Commitment and Job Satisfaction.

Degree: PhD, Educational Leadership, Research and Technology, 2011, Western Michigan University

  Highly qualified teacher (HQT) has been promoted as a policy instrument to improve our public education. In this study, I investigated the quality of… (more)

Subjects/Keywords: Educational Leadership; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching

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APA (6th Edition):

Striker, S. (2011). Highly Qualified Public School Teacher: Its Status, Distribution, Determinants, and Relationship with Job Commitment and Job Satisfaction. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/467

Chicago Manual of Style (16th Edition):

Striker, Samuel. “Highly Qualified Public School Teacher: Its Status, Distribution, Determinants, and Relationship with Job Commitment and Job Satisfaction.” 2011. Doctoral Dissertation, Western Michigan University. Accessed August 07, 2020. https://scholarworks.wmich.edu/dissertations/467.

MLA Handbook (7th Edition):

Striker, Samuel. “Highly Qualified Public School Teacher: Its Status, Distribution, Determinants, and Relationship with Job Commitment and Job Satisfaction.” 2011. Web. 07 Aug 2020.

Vancouver:

Striker S. Highly Qualified Public School Teacher: Its Status, Distribution, Determinants, and Relationship with Job Commitment and Job Satisfaction. [Internet] [Doctoral dissertation]. Western Michigan University; 2011. [cited 2020 Aug 07]. Available from: https://scholarworks.wmich.edu/dissertations/467.

Council of Science Editors:

Striker S. Highly Qualified Public School Teacher: Its Status, Distribution, Determinants, and Relationship with Job Commitment and Job Satisfaction. [Doctoral Dissertation]. Western Michigan University; 2011. Available from: https://scholarworks.wmich.edu/dissertations/467


Portland State University

19. Wenzel, Marcus Fredrick-Lynn. Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices.

Degree: Doctor of Education (EdD) in Educational Leadership: Curriculum and Instruction, Curriculum & Instruction, 2017, Portland State University

  Diversity across U.S. classrooms is on the rise which is leading to renewed calls for teachers to meet individual learning needs. Studies indicate the… (more)

Subjects/Keywords: Individualized instruction; Middle school teachers  – Attitudes; Educational change; Curriculum and Instruction; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Wenzel, M. F. (2017). Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/3612

Chicago Manual of Style (16th Edition):

Wenzel, Marcus Fredrick-Lynn. “Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices.” 2017. Doctoral Dissertation, Portland State University. Accessed August 07, 2020. https://pdxscholar.library.pdx.edu/open_access_etds/3612.

MLA Handbook (7th Edition):

Wenzel, Marcus Fredrick-Lynn. “Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices.” 2017. Web. 07 Aug 2020.

Vancouver:

Wenzel MF. Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices. [Internet] [Doctoral dissertation]. Portland State University; 2017. [cited 2020 Aug 07]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3612.

Council of Science Editors:

Wenzel MF. Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices. [Doctoral Dissertation]. Portland State University; 2017. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3612

20. McCuiston, Kimberly Flanders. What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District.

Degree: 2015, University of Tennessee – Knoxville

 In today’s climate of education reform and the classroom concentration on texts that are academically rigorous, it is easy to forget the importance of encouraging… (more)

Subjects/Keywords: middle school; adolescent; voluntary reading; choice; library circulation records; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

McCuiston, K. F. (2015). What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/3351

Chicago Manual of Style (16th Edition):

McCuiston, Kimberly Flanders. “What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District.” 2015. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed August 07, 2020. https://trace.tennessee.edu/utk_graddiss/3351.

MLA Handbook (7th Edition):

McCuiston, Kimberly Flanders. “What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District.” 2015. Web. 07 Aug 2020.

Vancouver:

McCuiston KF. What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2015. [cited 2020 Aug 07]. Available from: https://trace.tennessee.edu/utk_graddiss/3351.

Council of Science Editors:

McCuiston KF. What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2015. Available from: https://trace.tennessee.edu/utk_graddiss/3351


SUNY College at Brockport

21. Accorso, Cara. Exploring Urban Student Perspectives on Literacy Achievement.

Degree: MSEd, Education and Human Development, 2016, SUNY College at Brockport

  This qualitative study explores urban adolescent students’ perspectives on their literacy achievement. It discusses the factors students feel impact their achievement in literacy, as… (more)

Subjects/Keywords: literacy achievement; urban students; student perspective; Education; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching; Urban Education

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APA (6th Edition):

Accorso, C. (2016). Exploring Urban Student Perspectives on Literacy Achievement. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/666

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):

Accorso, Cara. “Exploring Urban Student Perspectives on Literacy Achievement.” 2016. Thesis, SUNY College at Brockport. Accessed August 07, 2020. https://digitalcommons.brockport.edu/ehd_theses/666.

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

MLA Handbook (7th Edition):

Accorso, Cara. “Exploring Urban Student Perspectives on Literacy Achievement.” 2016. Web. 07 Aug 2020.

Vancouver:

Accorso C. Exploring Urban Student Perspectives on Literacy Achievement. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2020 Aug 07]. Available from: https://digitalcommons.brockport.edu/ehd_theses/666.

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

Council of Science Editors:

Accorso C. Exploring Urban Student Perspectives on Literacy Achievement. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/666

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


University of Louisville

22. Bush, Sarah B. Analyzing common algebra-related misconceptions and errors of middle school students.

Degree: PhD, Department of Teaching and Learning, 2011, University of Louisville

  The purpose of this study was to examine common algebra-related misconceptions and errors of middle school students. In recent years, success in Algebra I… (more)

Subjects/Keywords: Algebra; Middle grades; Misconceptions; Mathematics; Errors; Algebra; Education; Junior High, Intermediate, Middle School Education and Teaching; Mathematics

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APA (6th Edition):

Bush, S. B. (2011). Analyzing common algebra-related misconceptions and errors of middle school students. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/187 ; https://ir.library.louisville.edu/etd/187

Chicago Manual of Style (16th Edition):

Bush, Sarah B. “Analyzing common algebra-related misconceptions and errors of middle school students.” 2011. Doctoral Dissertation, University of Louisville. Accessed August 07, 2020. 10.18297/etd/187 ; https://ir.library.louisville.edu/etd/187.

MLA Handbook (7th Edition):

Bush, Sarah B. “Analyzing common algebra-related misconceptions and errors of middle school students.” 2011. Web. 07 Aug 2020.

Vancouver:

Bush SB. Analyzing common algebra-related misconceptions and errors of middle school students. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2020 Aug 07]. Available from: 10.18297/etd/187 ; https://ir.library.louisville.edu/etd/187.

Council of Science Editors:

Bush SB. Analyzing common algebra-related misconceptions and errors of middle school students. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/187 ; https://ir.library.louisville.edu/etd/187

23. Aguada-Hallberg, Laura. Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of New England

  This study sought to examine the extent that social-emotional learning of teachers and students impacts students’ transition from middle school to high school. Existing… (more)

Subjects/Keywords: Education; Educational Leadership; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching

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APA (6th Edition):

Aguada-Hallberg, L. (2015). Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/43

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):

Aguada-Hallberg, Laura. “Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School.” 2015. Thesis, University of New England. Accessed August 07, 2020. https://dune.une.edu/theses/43.

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

MLA Handbook (7th Edition):

Aguada-Hallberg, Laura. “Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School.” 2015. Web. 07 Aug 2020.

Vancouver:

Aguada-Hallberg L. Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School. [Internet] [Thesis]. University of New England; 2015. [cited 2020 Aug 07]. Available from: https://dune.une.edu/theses/43.

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

Council of Science Editors:

Aguada-Hallberg L. Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School. [Thesis]. University of New England; 2015. Available from: https://dune.une.edu/theses/43

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


Liberty University

24. Buchanan, Cheryl Dayan Owens. The Relationship between Student Assessment, Teacher Evaluation, and Teacher Climate.

Degree: 2019, Liberty University

High-stakes testing has been a key component in the educational landscape since policies have focused on pedagogical quality in the classroom. The purpose of this… (more)

Subjects/Keywords: Student Assessment; Teacher Evaluation; Climate; High-stakes Testing; Teacher Retention; Education; Junior High, Intermediate, Middle School Education and Teaching

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

APA (6th Edition):

Buchanan, C. D. O. (2019). The Relationship between Student Assessment, Teacher Evaluation, and Teacher Climate. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2007

Chicago Manual of Style (16th Edition):

Buchanan, Cheryl Dayan Owens. “The Relationship between Student Assessment, Teacher Evaluation, and Teacher Climate.” 2019. Doctoral Dissertation, Liberty University. Accessed August 07, 2020. https://digitalcommons.liberty.edu/doctoral/2007.

MLA Handbook (7th Edition):

Buchanan, Cheryl Dayan Owens. “The Relationship between Student Assessment, Teacher Evaluation, and Teacher Climate.” 2019. Web. 07 Aug 2020.

Vancouver:

Buchanan CDO. The Relationship between Student Assessment, Teacher Evaluation, and Teacher Climate. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Aug 07]. Available from: https://digitalcommons.liberty.edu/doctoral/2007.

Council of Science Editors:

Buchanan CDO. The Relationship between Student Assessment, Teacher Evaluation, and Teacher Climate. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2007

25. Lamb, Janeen Therese. Implementing mandated curriculum reform: Sources of support for teacher-meaning making.

Degree: PhD, 2010, Australian Catholic University

 The impetus for this study was a pragmatic concern for the implementation of the Mathematics Year 1-10 Syllabus (Queensland Studies Authority, 2004) at Hillside Primary… (more)

Subjects/Keywords: Curriculum change; Mathematics (Primary)  – Study and teaching; Curriculum and Instruction; Education; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Lamb, J. T. (2010). Implementing mandated curriculum reform: Sources of support for teacher-meaning making. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/316

Chicago Manual of Style (16th Edition):

Lamb, Janeen Therese. “Implementing mandated curriculum reform: Sources of support for teacher-meaning making.” 2010. Doctoral Dissertation, Australian Catholic University. Accessed August 07, 2020. https://researchbank.acu.edu.au/theses/316.

MLA Handbook (7th Edition):

Lamb, Janeen Therese. “Implementing mandated curriculum reform: Sources of support for teacher-meaning making.” 2010. Web. 07 Aug 2020.

Vancouver:

Lamb JT. Implementing mandated curriculum reform: Sources of support for teacher-meaning making. [Internet] [Doctoral dissertation]. Australian Catholic University; 2010. [cited 2020 Aug 07]. Available from: https://researchbank.acu.edu.au/theses/316.

Council of Science Editors:

Lamb JT. Implementing mandated curriculum reform: Sources of support for teacher-meaning making. [Doctoral Dissertation]. Australian Catholic University; 2010. Available from: https://researchbank.acu.edu.au/theses/316


University of Kentucky

26. Colston, Alyssa. A SYSTEMATIC REVIEW OF PEER-MEDIATED INTERVENTIONS AND TOPIC MAINTENANCE FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER.

Degree: 2020, University of Kentucky

 The purpose of the study was to evaluate the current literature on the use of peer mediated instruction to address topic maintenance for indiviuals with… (more)

Subjects/Keywords: Peer-mediated instruction; autism; topic maintenance; Educational Psychology; Junior High, Intermediate, Middle School Education and Teaching; Special Education and Teaching

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APA (6th Edition):

Colston, A. (2020). A SYSTEMATIC REVIEW OF PEER-MEDIATED INTERVENTIONS AND TOPIC MAINTENANCE FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/91

Chicago Manual of Style (16th Edition):

Colston, Alyssa. “A SYSTEMATIC REVIEW OF PEER-MEDIATED INTERVENTIONS AND TOPIC MAINTENANCE FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER.” 2020. Masters Thesis, University of Kentucky. Accessed August 07, 2020. https://uknowledge.uky.edu/edsrc_etds/91.

MLA Handbook (7th Edition):

Colston, Alyssa. “A SYSTEMATIC REVIEW OF PEER-MEDIATED INTERVENTIONS AND TOPIC MAINTENANCE FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER.” 2020. Web. 07 Aug 2020.

Vancouver:

Colston A. A SYSTEMATIC REVIEW OF PEER-MEDIATED INTERVENTIONS AND TOPIC MAINTENANCE FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER. [Internet] [Masters thesis]. University of Kentucky; 2020. [cited 2020 Aug 07]. Available from: https://uknowledge.uky.edu/edsrc_etds/91.

Council of Science Editors:

Colston A. A SYSTEMATIC REVIEW OF PEER-MEDIATED INTERVENTIONS AND TOPIC MAINTENANCE FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER. [Masters Thesis]. University of Kentucky; 2020. Available from: https://uknowledge.uky.edu/edsrc_etds/91


Western Kentucky University

27. Richey, Brittany. School Connectedness: Teachers’ Perspectives on the Effects of a Small Learning Community on Ninth-Grade Student Transition And Dropout.

Degree: EdD, Educational Leadership Doctoral Program, 2019, Western Kentucky University

  The purpose of this study was to explore ninth grade teachers’ perspectives’ of a small learning community and its impact on student connectivity, transition… (more)

Subjects/Keywords: Small learning community; ninth grade; transition; dropout; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching

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APA (6th Edition):

Richey, B. (2019). School Connectedness: Teachers’ Perspectives on the Effects of a Small Learning Community on Ninth-Grade Student Transition And Dropout. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/161

Chicago Manual of Style (16th Edition):

Richey, Brittany. “School Connectedness: Teachers’ Perspectives on the Effects of a Small Learning Community on Ninth-Grade Student Transition And Dropout.” 2019. Doctoral Dissertation, Western Kentucky University. Accessed August 07, 2020. https://digitalcommons.wku.edu/diss/161.

MLA Handbook (7th Edition):

Richey, Brittany. “School Connectedness: Teachers’ Perspectives on the Effects of a Small Learning Community on Ninth-Grade Student Transition And Dropout.” 2019. Web. 07 Aug 2020.

Vancouver:

Richey B. School Connectedness: Teachers’ Perspectives on the Effects of a Small Learning Community on Ninth-Grade Student Transition And Dropout. [Internet] [Doctoral dissertation]. Western Kentucky University; 2019. [cited 2020 Aug 07]. Available from: https://digitalcommons.wku.edu/diss/161.

Council of Science Editors:

Richey B. School Connectedness: Teachers’ Perspectives on the Effects of a Small Learning Community on Ninth-Grade Student Transition And Dropout. [Doctoral Dissertation]. Western Kentucky University; 2019. Available from: https://digitalcommons.wku.edu/diss/161


University of South Florida

28. Denmon, Jennifer Sara Meister. Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions.

Degree: 2016, University of South Florida

 In this qualitative case study, I investigated eighth-grade honors students’ and their language arts teacher’s perceptions of the support provided in writing groups, the climate… (more)

Subjects/Keywords: Writing; affective climate; motivation; student voice; middle level; Arts and Humanities; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Denmon, J. S. M. (2016). Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6222

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):

Denmon, Jennifer Sara Meister. “Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions.” 2016. Thesis, University of South Florida. Accessed August 07, 2020. https://scholarcommons.usf.edu/etd/6222.

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

MLA Handbook (7th Edition):

Denmon, Jennifer Sara Meister. “Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions.” 2016. Web. 07 Aug 2020.

Vancouver:

Denmon JSM. Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions. [Internet] [Thesis]. University of South Florida; 2016. [cited 2020 Aug 07]. Available from: https://scholarcommons.usf.edu/etd/6222.

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

Council of Science Editors:

Denmon JSM. Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions. [Thesis]. University of South Florida; 2016. Available from: https://scholarcommons.usf.edu/etd/6222

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


Liberty University

29. Bowman, Rebecca. Frequent Father Miles: A Phenomenological Study of Divorced Fathers' Perceived Roles in their Child's Education.

Degree: 2014, Liberty University

 The purpose of this phenomenological study was to understand how divorced fathers perceive their role in the education of their middle or high school child.… (more)

Subjects/Keywords: divorced; fathers; high school; maternal gatekeeping; middle school; parental involvement; Education; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching; Student Counseling and Personnel Services

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APA (6th Edition):

Bowman, R. (2014). Frequent Father Miles: A Phenomenological Study of Divorced Fathers' Perceived Roles in their Child's Education. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/955

Chicago Manual of Style (16th Edition):

Bowman, Rebecca. “Frequent Father Miles: A Phenomenological Study of Divorced Fathers' Perceived Roles in their Child's Education.” 2014. Doctoral Dissertation, Liberty University. Accessed August 07, 2020. http://digitalcommons.liberty.edu/doctoral/955.

MLA Handbook (7th Edition):

Bowman, Rebecca. “Frequent Father Miles: A Phenomenological Study of Divorced Fathers' Perceived Roles in their Child's Education.” 2014. Web. 07 Aug 2020.

Vancouver:

Bowman R. Frequent Father Miles: A Phenomenological Study of Divorced Fathers' Perceived Roles in their Child's Education. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2020 Aug 07]. Available from: http://digitalcommons.liberty.edu/doctoral/955.

Council of Science Editors:

Bowman R. Frequent Father Miles: A Phenomenological Study of Divorced Fathers' Perceived Roles in their Child's Education. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/955


University of Nevada – Las Vegas

30. Gao, Su. The Relationship between Teaching Approaches and Student Science Achievement for Four Racial Groups in US Eighth Grade Classes.

Degree: Doctor of Education (EdD), Curriculum & Instruction, 2014, University of Nevada – Las Vegas

  Lower science achievement and substantial racial performance gaps persist among students in the US. In the current reform of science teaching, inquiry-based science teaching(more)

Subjects/Keywords: Educational Methods; Junior High, Intermediate, Middle School Education and Teaching; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Gao, S. (2014). The Relationship between Teaching Approaches and Student Science Achievement for Four Racial Groups in US Eighth Grade Classes. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2180

Chicago Manual of Style (16th Edition):

Gao, Su. “The Relationship between Teaching Approaches and Student Science Achievement for Four Racial Groups in US Eighth Grade Classes.” 2014. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed August 07, 2020. https://digitalscholarship.unlv.edu/thesesdissertations/2180.

MLA Handbook (7th Edition):

Gao, Su. “The Relationship between Teaching Approaches and Student Science Achievement for Four Racial Groups in US Eighth Grade Classes.” 2014. Web. 07 Aug 2020.

Vancouver:

Gao S. The Relationship between Teaching Approaches and Student Science Achievement for Four Racial Groups in US Eighth Grade Classes. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2014. [cited 2020 Aug 07]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2180.

Council of Science Editors:

Gao S. The Relationship between Teaching Approaches and Student Science Achievement for Four Racial Groups in US Eighth Grade Classes. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2014. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2180

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