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You searched for subject:(K 12 students). Showing records 1 – 17 of 17 total matches.

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Western Michigan University

1. Robertson, Christine. The Impact of Procedural Compliance to the Individualized Education Program Document on Student Achievement and Academic Benchmarks.

Degree: EdD, Special Education and Literacy Studies, 2016, Western Michigan University

  Currently, the practice of special education service delivery is undergoing a transformation. This transformation is largely due to the United State Department of Education… (more)

Subjects/Keywords: IEP; special education; students with disabilities; compliance; IDEA; K-12 students; Special Education and Teaching

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APA (6th Edition):

Robertson, C. (2016). The Impact of Procedural Compliance to the Individualized Education Program Document on Student Achievement and Academic Benchmarks. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/2464

Chicago Manual of Style (16th Edition):

Robertson, Christine. “The Impact of Procedural Compliance to the Individualized Education Program Document on Student Achievement and Academic Benchmarks.” 2016. Doctoral Dissertation, Western Michigan University. Accessed July 14, 2020. https://scholarworks.wmich.edu/dissertations/2464.

MLA Handbook (7th Edition):

Robertson, Christine. “The Impact of Procedural Compliance to the Individualized Education Program Document on Student Achievement and Academic Benchmarks.” 2016. Web. 14 Jul 2020.

Vancouver:

Robertson C. The Impact of Procedural Compliance to the Individualized Education Program Document on Student Achievement and Academic Benchmarks. [Internet] [Doctoral dissertation]. Western Michigan University; 2016. [cited 2020 Jul 14]. Available from: https://scholarworks.wmich.edu/dissertations/2464.

Council of Science Editors:

Robertson C. The Impact of Procedural Compliance to the Individualized Education Program Document on Student Achievement and Academic Benchmarks. [Doctoral Dissertation]. Western Michigan University; 2016. Available from: https://scholarworks.wmich.edu/dissertations/2464


University of Arizona

2. Sabetghadam, Shirin. The Effect on Student Performance of ESL Programs, Performance Pay and Immigrant Status .

Degree: 2013, University of Arizona

 Optimal investment in human capital through effective K-12 schooling is critical for building a productive work force. This investment is particularly important for minority and… (more)

Subjects/Keywords: Economics of Education; ELL students; Immigrants; K-12 schooling; Teacher Performance Pay; Economics; Academic Achievement

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APA (6th Edition):

Sabetghadam, S. (2013). The Effect on Student Performance of ESL Programs, Performance Pay and Immigrant Status . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/293733

Chicago Manual of Style (16th Edition):

Sabetghadam, Shirin. “The Effect on Student Performance of ESL Programs, Performance Pay and Immigrant Status .” 2013. Doctoral Dissertation, University of Arizona. Accessed July 14, 2020. http://hdl.handle.net/10150/293733.

MLA Handbook (7th Edition):

Sabetghadam, Shirin. “The Effect on Student Performance of ESL Programs, Performance Pay and Immigrant Status .” 2013. Web. 14 Jul 2020.

Vancouver:

Sabetghadam S. The Effect on Student Performance of ESL Programs, Performance Pay and Immigrant Status . [Internet] [Doctoral dissertation]. University of Arizona; 2013. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10150/293733.

Council of Science Editors:

Sabetghadam S. The Effect on Student Performance of ESL Programs, Performance Pay and Immigrant Status . [Doctoral Dissertation]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/293733

3. Moton, Monique Renee. Teachers' Critical Perceptions on Improving Elementary African American Student Achievement Through Culturally Relevant Teaching in California.

Degree: Doctor of Education (EdD), Leadership Studies, 2011, University of San Francisco

  This research examined the lack of culturally relevant teaching practices in the classroom for African American elementary students (K-6) in California. Voluntary qualitative interviews… (more)

Subjects/Keywords: achievement gap; African American Students; Critical Race Theory; culturally relevant teaching; elementary school; K-12; Education

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APA (6th Edition):

Moton, M. R. (2011). Teachers' Critical Perceptions on Improving Elementary African American Student Achievement Through Culturally Relevant Teaching in California. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/15

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):

Moton, Monique Renee. “Teachers' Critical Perceptions on Improving Elementary African American Student Achievement Through Culturally Relevant Teaching in California.” 2011. Thesis, University of San Francisco. Accessed July 14, 2020. https://repository.usfca.edu/diss/15.

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

MLA Handbook (7th Edition):

Moton, Monique Renee. “Teachers' Critical Perceptions on Improving Elementary African American Student Achievement Through Culturally Relevant Teaching in California.” 2011. Web. 14 Jul 2020.

Vancouver:

Moton MR. Teachers' Critical Perceptions on Improving Elementary African American Student Achievement Through Culturally Relevant Teaching in California. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2020 Jul 14]. Available from: https://repository.usfca.edu/diss/15.

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

Council of Science Editors:

Moton MR. Teachers' Critical Perceptions on Improving Elementary African American Student Achievement Through Culturally Relevant Teaching in California. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/15

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


University of Washington

4. Canty, Mary Beth. "It's Equal but It's not Fair": The experiences of Teacher Candidates of Color in a Predominantly White Institution.

Degree: PhD, 2016, University of Washington

 This research documents the experiences of Teacher Candidates of Color (TCCs) during their K-8 teacher preparation program at a Predominantly White Institution. The study followed… (more)

Subjects/Keywords: education; K-12 teacher preparation; students of color; teacher candidates of color; teacher preparation; Education; Elementary education; education - seattle

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APA (6th Edition):

Canty, M. B. (2016). "It's Equal but It's not Fair": The experiences of Teacher Candidates of Color in a Predominantly White Institution. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/37090

Chicago Manual of Style (16th Edition):

Canty, Mary Beth. “"It's Equal but It's not Fair": The experiences of Teacher Candidates of Color in a Predominantly White Institution.” 2016. Doctoral Dissertation, University of Washington. Accessed July 14, 2020. http://hdl.handle.net/1773/37090.

MLA Handbook (7th Edition):

Canty, Mary Beth. “"It's Equal but It's not Fair": The experiences of Teacher Candidates of Color in a Predominantly White Institution.” 2016. Web. 14 Jul 2020.

Vancouver:

Canty MB. "It's Equal but It's not Fair": The experiences of Teacher Candidates of Color in a Predominantly White Institution. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1773/37090.

Council of Science Editors:

Canty MB. "It's Equal but It's not Fair": The experiences of Teacher Candidates of Color in a Predominantly White Institution. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/37090


University of Florida

5. Cheng, Li. 3D Printing Integration in K-12 Science Classrooms the Relationship with Students' STEM Motivation, 21st Century Skills, and Interest in STEM Careers.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2019, University of Florida

 As an emerging technology in K-12 education, 3D printing has gained much attention from educators and researchers. However, meaningful 3D printing integration into K-12 STEM… (more)

Subjects/Keywords: 21st-century  – 3d-printing  – beliefs  – careers  – integration  – interest  – k-12  – motivation  – skills  – stem  – students  – teacher  – technology

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APA (6th Edition):

Cheng, L. (2019). 3D Printing Integration in K-12 Science Classrooms the Relationship with Students' STEM Motivation, 21st Century Skills, and Interest in STEM Careers. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0054305

Chicago Manual of Style (16th Edition):

Cheng, Li. “3D Printing Integration in K-12 Science Classrooms the Relationship with Students' STEM Motivation, 21st Century Skills, and Interest in STEM Careers.” 2019. Doctoral Dissertation, University of Florida. Accessed July 14, 2020. https://ufdc.ufl.edu/UFE0054305.

MLA Handbook (7th Edition):

Cheng, Li. “3D Printing Integration in K-12 Science Classrooms the Relationship with Students' STEM Motivation, 21st Century Skills, and Interest in STEM Careers.” 2019. Web. 14 Jul 2020.

Vancouver:

Cheng L. 3D Printing Integration in K-12 Science Classrooms the Relationship with Students' STEM Motivation, 21st Century Skills, and Interest in STEM Careers. [Internet] [Doctoral dissertation]. University of Florida; 2019. [cited 2020 Jul 14]. Available from: https://ufdc.ufl.edu/UFE0054305.

Council of Science Editors:

Cheng L. 3D Printing Integration in K-12 Science Classrooms the Relationship with Students' STEM Motivation, 21st Century Skills, and Interest in STEM Careers. [Doctoral Dissertation]. University of Florida; 2019. Available from: https://ufdc.ufl.edu/UFE0054305


University of Akron

6. Ciccantelli, Lynn Ann. Critical Factors in Successful Navigation of Higher Education for Students with Autism Spectrum Disorder: A Qualitative Case Study.

Degree: PhD, Secondary Education, 2011, University of Akron

 The increase in number of students with disabilities entering institutions of higher education necessitates greater understanding of their needs. Youth with disabilities are pursuing postsecondary… (more)

Subjects/Keywords: Education; Higher Education; Secondary Education; Special Education; Autism spectrum disorder; transition; higher education; students with disabilities; postsecondary education; high school; K-12; advanced preparation

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APA (6th Edition):

Ciccantelli, L. A. (2011). Critical Factors in Successful Navigation of Higher Education for Students with Autism Spectrum Disorder: A Qualitative Case Study. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1302102833

Chicago Manual of Style (16th Edition):

Ciccantelli, Lynn Ann. “Critical Factors in Successful Navigation of Higher Education for Students with Autism Spectrum Disorder: A Qualitative Case Study.” 2011. Doctoral Dissertation, University of Akron. Accessed July 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302102833.

MLA Handbook (7th Edition):

Ciccantelli, Lynn Ann. “Critical Factors in Successful Navigation of Higher Education for Students with Autism Spectrum Disorder: A Qualitative Case Study.” 2011. Web. 14 Jul 2020.

Vancouver:

Ciccantelli LA. Critical Factors in Successful Navigation of Higher Education for Students with Autism Spectrum Disorder: A Qualitative Case Study. [Internet] [Doctoral dissertation]. University of Akron; 2011. [cited 2020 Jul 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1302102833.

Council of Science Editors:

Ciccantelli LA. Critical Factors in Successful Navigation of Higher Education for Students with Autism Spectrum Disorder: A Qualitative Case Study. [Doctoral Dissertation]. University of Akron; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1302102833


Georgia Southern University

7. Pettyjohn, Theresa Jeanne. Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2012, Georgia Southern University

 District decision-makers and school leaders are faced with the challenge of evaluating various options to support at-risk students who are in danger of not graduating… (more)

Subjects/Keywords: ETD; K-12 online learning; Credit recovery; At-risk; Virtual school; Distance education; High school students; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Pettyjohn, T. J. (2012). Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/402

Chicago Manual of Style (16th Edition):

Pettyjohn, Theresa Jeanne. “Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery.” 2012. Doctoral Dissertation, Georgia Southern University. Accessed July 14, 2020. https://digitalcommons.georgiasouthern.edu/etd/402.

MLA Handbook (7th Edition):

Pettyjohn, Theresa Jeanne. “Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery.” 2012. Web. 14 Jul 2020.

Vancouver:

Pettyjohn TJ. Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery. [Internet] [Doctoral dissertation]. Georgia Southern University; 2012. [cited 2020 Jul 14]. Available from: https://digitalcommons.georgiasouthern.edu/etd/402.

Council of Science Editors:

Pettyjohn TJ. Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery. [Doctoral Dissertation]. Georgia Southern University; 2012. Available from: https://digitalcommons.georgiasouthern.edu/etd/402

8. Phillips, Christine Estelle. An Exploration of Identification of Leadership for Gifted Students.

Degree: PhD, Educational Administration and Policy Studies, 2009, U of Denver

  Leadership has been designated a talent area in federal and state definitions of gifted students who require differentiated programs since the Marland Report came… (more)

Subjects/Keywords: Curriculum; Gifted; Identification; K-12 students; Leadership; Early Childhood Education; Education; Other Education

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APA (6th Edition):

Phillips, C. E. (2009). An Exploration of Identification of Leadership for Gifted Students. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/514

Chicago Manual of Style (16th Edition):

Phillips, Christine Estelle. “An Exploration of Identification of Leadership for Gifted Students.” 2009. Doctoral Dissertation, U of Denver. Accessed July 14, 2020. https://digitalcommons.du.edu/etd/514.

MLA Handbook (7th Edition):

Phillips, Christine Estelle. “An Exploration of Identification of Leadership for Gifted Students.” 2009. Web. 14 Jul 2020.

Vancouver:

Phillips CE. An Exploration of Identification of Leadership for Gifted Students. [Internet] [Doctoral dissertation]. U of Denver; 2009. [cited 2020 Jul 14]. Available from: https://digitalcommons.du.edu/etd/514.

Council of Science Editors:

Phillips CE. An Exploration of Identification of Leadership for Gifted Students. [Doctoral Dissertation]. U of Denver; 2009. Available from: https://digitalcommons.du.edu/etd/514


University of Southern California

9. Flowers, Lavon N. Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder.

Degree: EdD, Education, 2012, University of Southern California

 Background: Studies conducted in the areas of attention deficit hyperactivity disorder (ADHD) and students support services at the postsecondary level are very limited. Therefore, there… (more)

Subjects/Keywords: special education; ADHD; community college; social capital; post secondary education; K-12 education; disability; support services; Attention Deficit Hyperactivity Disorder; disabled students

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APA (6th Edition):

Flowers, L. N. (2012). Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/67634/rec/4345

Chicago Manual of Style (16th Edition):

Flowers, Lavon N. “Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 14, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/67634/rec/4345.

MLA Handbook (7th Edition):

Flowers, Lavon N. “Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder.” 2012. Web. 14 Jul 2020.

Vancouver:

Flowers LN. Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/67634/rec/4345.

Council of Science Editors:

Flowers LN. Navigating and accessing higher education: the experiences of community college students with attention deficit hyperactivity disorder. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/67634/rec/4345

10. Hill, Lisa Ann. Breaking through the Bars: Understanding the K-12 Educational Experience throughthe Voices of Individuals Who Were Incarcerated.

Degree: 2013, Iowa State University

 ABSTRACT A phenomenological approach was used with this study to give a voice to individuals who are incarcerated for the purpose of understanding their past… (more)

Subjects/Keywords: K-12 education; K-12 students; struggling learners; student voice; Education; Educational Administration and Supervision; Teacher Education and Professional Development

…and career education to ensure that K12 students receive the necessary supports, thus… …component promotes the development of the K12 students’ skills in that they can “articulate… …the career education component is designed to help K12 students “demonstrate awareness of… …the K12 school experience. Students spend a significant amount of time in K12 schools… …x29;. In the end, some students graduate from the K12 institution, while others drop out… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Hill, L. A. (2013). Breaking through the Bars: Understanding the K-12 Educational Experience throughthe Voices of Individuals Who Were Incarcerated. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/13101

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):

Hill, Lisa Ann. “Breaking through the Bars: Understanding the K-12 Educational Experience throughthe Voices of Individuals Who Were Incarcerated.” 2013. Thesis, Iowa State University. Accessed July 14, 2020. https://lib.dr.iastate.edu/etd/13101.

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

MLA Handbook (7th Edition):

Hill, Lisa Ann. “Breaking through the Bars: Understanding the K-12 Educational Experience throughthe Voices of Individuals Who Were Incarcerated.” 2013. Web. 14 Jul 2020.

Vancouver:

Hill LA. Breaking through the Bars: Understanding the K-12 Educational Experience throughthe Voices of Individuals Who Were Incarcerated. [Internet] [Thesis]. Iowa State University; 2013. [cited 2020 Jul 14]. Available from: https://lib.dr.iastate.edu/etd/13101.

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

Council of Science Editors:

Hill LA. Breaking through the Bars: Understanding the K-12 Educational Experience throughthe Voices of Individuals Who Were Incarcerated. [Thesis]. Iowa State University; 2013. Available from: https://lib.dr.iastate.edu/etd/13101

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


University of Florida

11. Longa, Maria J. Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity.

Degree: EdD, Educational Leadership - Human Development and Organizational Studies in Education, 2015, University of Florida

 Public education in the United States has the obligation of educating all individuals through a free K-12 school system. The benefits (social justice, global competition,… (more)

Subjects/Keywords: At risk students; Education; Educational research; English language learners; Finance; Funding; School surveys; Schools; Students; Vertical equity; education  – ell  – english  – finance  – k-12  – language  – learner  – public  – state; City of Tallahassee ( local )

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APA (6th Edition):

Longa, M. J. (2015). Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0047679

Chicago Manual of Style (16th Edition):

Longa, Maria J. “Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity.” 2015. Doctoral Dissertation, University of Florida. Accessed July 14, 2020. https://ufdc.ufl.edu/UFE0047679.

MLA Handbook (7th Edition):

Longa, Maria J. “Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity.” 2015. Web. 14 Jul 2020.

Vancouver:

Longa MJ. Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2020 Jul 14]. Available from: https://ufdc.ufl.edu/UFE0047679.

Council of Science Editors:

Longa MJ. Public Policy Examination of Education Funding for English Language Learners a Multi-State Analysis of Vertical Equity. [Doctoral Dissertation]. University of Florida; 2015. Available from: https://ufdc.ufl.edu/UFE0047679


University of Toronto

12. Kerr, Lindsay Anne. The Educational Production of Students at Risk.

Degree: 2011, University of Toronto

Informed by institutional ethnography, and taking the problematic from disjunctures in teacher/participants’ experience between actual practice and official policy, this study is an intertextual analysis… (more)

Subjects/Keywords: students at risk, K-12 education, evidence-based research, institutional ethnography, Safe Schools Act, Student Success Strategy, education reform, teachers' work, literacy, numeracy, lifelong learning, pathways; education, sociology, philosophy, psychology; 0340; 0529; 0533

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APA (6th Edition):

Kerr, L. A. (2011). The Educational Production of Students at Risk. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/29771

Chicago Manual of Style (16th Edition):

Kerr, Lindsay Anne. “The Educational Production of Students at Risk.” 2011. Doctoral Dissertation, University of Toronto. Accessed July 14, 2020. http://hdl.handle.net/1807/29771.

MLA Handbook (7th Edition):

Kerr, Lindsay Anne. “The Educational Production of Students at Risk.” 2011. Web. 14 Jul 2020.

Vancouver:

Kerr LA. The Educational Production of Students at Risk. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1807/29771.

Council of Science Editors:

Kerr LA. The Educational Production of Students at Risk. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29771


University of Florida

13. Carpenter,Julia K. An Exploratory Study of the Role of Teaching Experience in Motivation and Academic Achievement in a Virtual Ninth Grade English I Course.

Degree: EdD, Curriculum and Instruction (CCD) - Teaching and Learning, 2011, University of Florida

 Virtual K-12 schools are growing rapidly in the U.S., providing students the opportunity to learn at their own pace. Lack of motivation has been cited… (more)

Subjects/Keywords: Distance education; Experienced teachers; Learning; Learning motivation; Motivation; Motivation research; Online learning; Student motivation; Students; Teachers; 12  – arcs  – attention  – confidence  – design  – distance  – education  – experience  – instructional  – john  – k  – keller  – motivational  – relevance  – satisfaction  – virtual

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APA (6th Edition):

K, C. (2011). An Exploratory Study of the Role of Teaching Experience in Motivation and Academic Achievement in a Virtual Ninth Grade English I Course. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0043155

Chicago Manual of Style (16th Edition):

K, Carpenter,Julia. “An Exploratory Study of the Role of Teaching Experience in Motivation and Academic Achievement in a Virtual Ninth Grade English I Course.” 2011. Doctoral Dissertation, University of Florida. Accessed July 14, 2020. https://ufdc.ufl.edu/UFE0043155.

MLA Handbook (7th Edition):

K, Carpenter,Julia. “An Exploratory Study of the Role of Teaching Experience in Motivation and Academic Achievement in a Virtual Ninth Grade English I Course.” 2011. Web. 14 Jul 2020.

Vancouver:

K C. An Exploratory Study of the Role of Teaching Experience in Motivation and Academic Achievement in a Virtual Ninth Grade English I Course. [Internet] [Doctoral dissertation]. University of Florida; 2011. [cited 2020 Jul 14]. Available from: https://ufdc.ufl.edu/UFE0043155.

Council of Science Editors:

K C. An Exploratory Study of the Role of Teaching Experience in Motivation and Academic Achievement in a Virtual Ninth Grade English I Course. [Doctoral Dissertation]. University of Florida; 2011. Available from: https://ufdc.ufl.edu/UFE0043155

14. Aggarwal, Ashish. Developing Computational Reasoning Skill and Mental Simulation Ability in Elementary School Students Using Microsoft Kodu.

Degree: MS, Computer Science - Computer and Information Science and Engineering, 2017, University of Florida

 Over the last decade, researchers and educators have developed different curriculum, resources, and strategies to foster Computational thinking in K-12 education. Many curricula use different… (more)

Subjects/Keywords: computational-reasoning  – computational-thinking  – cs-education  – curriculum-design  – elementary-students  – k-12  – kodu  – mental-simulation

…introduce basic CS concepts to K-12 students. Recent national attention to the deficit of CS in K… …integrated into the K-12 curriculum to address the challenge of getting CS into students’ regular… …remained central to recent approaches that engage K-12 students in Computer Science. CT is… …affect students’ ability to reason about programs. 12 CHAPTER 1 INTRODUCTION Over the last… …strategies to foster computer science learning in K-12 education. Many of these curricula have been… 

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APA (6th Edition):

Aggarwal, A. (2017). Developing Computational Reasoning Skill and Mental Simulation Ability in Elementary School Students Using Microsoft Kodu. (Masters Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0051191

Chicago Manual of Style (16th Edition):

Aggarwal, Ashish. “Developing Computational Reasoning Skill and Mental Simulation Ability in Elementary School Students Using Microsoft Kodu.” 2017. Masters Thesis, University of Florida. Accessed July 14, 2020. https://ufdc.ufl.edu/UFE0051191.

MLA Handbook (7th Edition):

Aggarwal, Ashish. “Developing Computational Reasoning Skill and Mental Simulation Ability in Elementary School Students Using Microsoft Kodu.” 2017. Web. 14 Jul 2020.

Vancouver:

Aggarwal A. Developing Computational Reasoning Skill and Mental Simulation Ability in Elementary School Students Using Microsoft Kodu. [Internet] [Masters thesis]. University of Florida; 2017. [cited 2020 Jul 14]. Available from: https://ufdc.ufl.edu/UFE0051191.

Council of Science Editors:

Aggarwal A. Developing Computational Reasoning Skill and Mental Simulation Ability in Elementary School Students Using Microsoft Kodu. [Masters Thesis]. University of Florida; 2017. Available from: https://ufdc.ufl.edu/UFE0051191


Georgia State University

15. Block, Judy. Benefits or Harms of No Child Left Behind.

Degree: PhD, Educational Policy Studies, 2006, Georgia State University

  ABSTRACT BENEFITS OR HARMS OF NO CHILD LEFT BEHIND by Judy Block The No Child Left Behind Act of 2001 reauthorizes and extensively amends… (more)

Subjects/Keywords: Students with Disabilities; No Child Left Behind; Parental Choice; Corporatization of Schools; K-12 Policy; Principle of Double Effect; Education; Education Policy

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APA (6th Edition):

Block, J. (2006). Benefits or Harms of No Child Left Behind. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/5

Chicago Manual of Style (16th Edition):

Block, Judy. “Benefits or Harms of No Child Left Behind.” 2006. Doctoral Dissertation, Georgia State University. Accessed July 14, 2020. https://scholarworks.gsu.edu/eps_diss/5.

MLA Handbook (7th Edition):

Block, Judy. “Benefits or Harms of No Child Left Behind.” 2006. Web. 14 Jul 2020.

Vancouver:

Block J. Benefits or Harms of No Child Left Behind. [Internet] [Doctoral dissertation]. Georgia State University; 2006. [cited 2020 Jul 14]. Available from: https://scholarworks.gsu.edu/eps_diss/5.

Council of Science Editors:

Block J. Benefits or Harms of No Child Left Behind. [Doctoral Dissertation]. Georgia State University; 2006. Available from: https://scholarworks.gsu.edu/eps_diss/5


University of Alberta

16. Kelly, Wade B. The Social and Cultural Conditions for Sexual and Gender Minority (SGM) Students in a Rural Community: A Case Study of Educators’ Perspectives.

Degree: MEd, Department of Educational Policy Studies, 2012, University of Alberta

 In order to combat sexual and gender minority (SGM) youth suicide ideation and completion, the cultures of schools must change to become accepting and inclusive… (more)

Subjects/Keywords: Sexual Orientation and Gender Identity; Queer Theory; Education; Heteronormative; K-12; Equality; Feminism; SOGI; Adult Education; Lesbian; Heterosexism; Trans; Qualitative; Grassroots; Students; Teachers; School; SGM; GSA; Poststructural Feminism; Resilience; Rural; Social Activism; Focus Groups; Agency; Transphobia; Gender; Homosexual; Homophobia; LGBT; Trans-identified; Heteronormativity; Gay; Queer; GLBT; Social and Cultural Conditions; QSA; Northern; Social Justice; LGBTTQ; Gay Straight Alliance; Sexual Orientation; Professional Development; Change; Case Study

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APA (6th Edition):

Kelly, W. B. (2012). The Social and Cultural Conditions for Sexual and Gender Minority (SGM) Students in a Rural Community: A Case Study of Educators’ Perspectives. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/8g84mm63q

Chicago Manual of Style (16th Edition):

Kelly, Wade B. “The Social and Cultural Conditions for Sexual and Gender Minority (SGM) Students in a Rural Community: A Case Study of Educators’ Perspectives.” 2012. Masters Thesis, University of Alberta. Accessed July 14, 2020. https://era.library.ualberta.ca/files/8g84mm63q.

MLA Handbook (7th Edition):

Kelly, Wade B. “The Social and Cultural Conditions for Sexual and Gender Minority (SGM) Students in a Rural Community: A Case Study of Educators’ Perspectives.” 2012. Web. 14 Jul 2020.

Vancouver:

Kelly WB. The Social and Cultural Conditions for Sexual and Gender Minority (SGM) Students in a Rural Community: A Case Study of Educators’ Perspectives. [Internet] [Masters thesis]. University of Alberta; 2012. [cited 2020 Jul 14]. Available from: https://era.library.ualberta.ca/files/8g84mm63q.

Council of Science Editors:

Kelly WB. The Social and Cultural Conditions for Sexual and Gender Minority (SGM) Students in a Rural Community: A Case Study of Educators’ Perspectives. [Masters Thesis]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/8g84mm63q

17. Perrault, Lynette D. Exploring Science Identity: The Lived Experiences of Underserved Students in a University Supplemental Science Program.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2017, University of New Orleans

  Underserved students attending under-resourced schools experience limited opportunities to engage in advanced science. An exploration into the influence a supplemental science program has on… (more)

Subjects/Keywords: Science identity, K-12 science education, supplemental science programs, underserved students, under-resourced schools, phenomenology; Biodiversity; Educational Administration and Supervision; Educational Leadership; Environmental Health; Other Pharmacology, Toxicology and Environmental Health; Scholarship of Teaching and Learning; Science and Mathematics Education; Urban Education

K-12 science education, supplemental science programs, underserved students, under… …comparison to K-12 schools where students were primarily limited to instruction guided by science… …science courses offered posed obstacles for underserved students when traversing the K-12 system… …in their K-12 educational careers. Prior to high school, students in upper elementary and… …facilitate an equitable and successful pursuit of K-12 science learning for all students (… 

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

APA (6th Edition):

Perrault, L. D. (2017). Exploring Science Identity: The Lived Experiences of Underserved Students in a University Supplemental Science Program. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2428

Chicago Manual of Style (16th Edition):

Perrault, Lynette D. “Exploring Science Identity: The Lived Experiences of Underserved Students in a University Supplemental Science Program.” 2017. Doctoral Dissertation, University of New Orleans. Accessed July 14, 2020. https://scholarworks.uno.edu/td/2428.

MLA Handbook (7th Edition):

Perrault, Lynette D. “Exploring Science Identity: The Lived Experiences of Underserved Students in a University Supplemental Science Program.” 2017. Web. 14 Jul 2020.

Vancouver:

Perrault LD. Exploring Science Identity: The Lived Experiences of Underserved Students in a University Supplemental Science Program. [Internet] [Doctoral dissertation]. University of New Orleans; 2017. [cited 2020 Jul 14]. Available from: https://scholarworks.uno.edu/td/2428.

Council of Science Editors:

Perrault LD. Exploring Science Identity: The Lived Experiences of Underserved Students in a University Supplemental Science Program. [Doctoral Dissertation]. University of New Orleans; 2017. Available from: https://scholarworks.uno.edu/td/2428

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