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You searched for subject:(K 12). Showing records 1 – 30 of 290 total matches.

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University of Southern California

1. Zamarripa, Geoffrey G. Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 The purpose of this study was to discover how school site principals can have an impact on the learning of adults working in schools. One… (more)

Subjects/Keywords: adult learning; K-12 leadership

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APA (6th Edition):

Zamarripa, G. G. (2014). Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1695

Chicago Manual of Style (16th Edition):

Zamarripa, Geoffrey G. “Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus.” 2014. Doctoral Dissertation, University of Southern California. Accessed April 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1695.

MLA Handbook (7th Edition):

Zamarripa, Geoffrey G. “Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus.” 2014. Web. 22 Apr 2019.

Vancouver:

Zamarripa GG. Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Apr 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1695.

Council of Science Editors:

Zamarripa GG. Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1695


University of Toronto

2. Main, Kristin Lee. Mapping Multiliteracies onto the Pedagogy of K-12 Teachers.

Degree: 2011, University of Toronto

This qualitative research maps multiliteracies onto the pedagogy of teachers of kindergarten through grade 12. It examines how teachers ready their students to become multiliterate… (more)

Subjects/Keywords: multiliteracies; pedagogy; K-12; 0727

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APA (6th Edition):

Main, K. L. (2011). Mapping Multiliteracies onto the Pedagogy of K-12 Teachers. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/27590

Chicago Manual of Style (16th Edition):

Main, Kristin Lee. “Mapping Multiliteracies onto the Pedagogy of K-12 Teachers.” 2011. Doctoral Dissertation, University of Toronto. Accessed April 22, 2019. http://hdl.handle.net/1807/27590.

MLA Handbook (7th Edition):

Main, Kristin Lee. “Mapping Multiliteracies onto the Pedagogy of K-12 Teachers.” 2011. Web. 22 Apr 2019.

Vancouver:

Main KL. Mapping Multiliteracies onto the Pedagogy of K-12 Teachers. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1807/27590.

Council of Science Editors:

Main KL. Mapping Multiliteracies onto the Pedagogy of K-12 Teachers. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27590


Rochester Institute of Technology

3. Palmer, Lydia S. The State of media education implementation in Rochester, NY K-12 Schools.

Degree: Department of Communication (CLA), 2009, Rochester Institute of Technology

 Through a series of interviews with education professionals in the Rochester, New York, area, this study assessed the status of media education programs in the… (more)

Subjects/Keywords: Children; K-12 education; K-12 schools; Media education; Media literacy

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APA (6th Edition):

Palmer, L. S. (2009). The State of media education implementation in Rochester, NY K-12 Schools. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/4596

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):

Palmer, Lydia S. “The State of media education implementation in Rochester, NY K-12 Schools.” 2009. Thesis, Rochester Institute of Technology. Accessed April 22, 2019. https://scholarworks.rit.edu/theses/4596.

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

MLA Handbook (7th Edition):

Palmer, Lydia S. “The State of media education implementation in Rochester, NY K-12 Schools.” 2009. Web. 22 Apr 2019.

Vancouver:

Palmer LS. The State of media education implementation in Rochester, NY K-12 Schools. [Internet] [Thesis]. Rochester Institute of Technology; 2009. [cited 2019 Apr 22]. Available from: https://scholarworks.rit.edu/theses/4596.

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

Council of Science Editors:

Palmer LS. The State of media education implementation in Rochester, NY K-12 Schools. [Thesis]. Rochester Institute of Technology; 2009. Available from: https://scholarworks.rit.edu/theses/4596

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

4. 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

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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 April 22, 2019. https://digitalcommons.du.edu/etd/514.

MLA Handbook (7th Edition):

Phillips, Christine Estelle. “An Exploration of Identification of Leadership for Gifted Students.” 2009. Web. 22 Apr 2019.

Vancouver:

Phillips CE. An Exploration of Identification of Leadership for Gifted Students. [Internet] [Doctoral dissertation]. U of Denver; 2009. [cited 2019 Apr 22]. 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


California State University – Sacramento

5. Johnstone, Tyler. California's need for engineers and STEM education.

Degree: M.P.P.A., Public Policy and Administration, 2012, California State University – Sacramento

 Given that CA will have a tremendous need for engineers in the next 50 years, how are California???s schools, specifically K-14, preparing students to enter… (more)

Subjects/Keywords: Engineering; Mathematics; Science; Technology; K-12 education

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APA (6th Edition):

Johnstone, T. (2012). California's need for engineers and STEM education. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1644

Chicago Manual of Style (16th Edition):

Johnstone, Tyler. “California's need for engineers and STEM education.” 2012. Masters Thesis, California State University – Sacramento. Accessed April 22, 2019. http://hdl.handle.net/10211.9/1644.

MLA Handbook (7th Edition):

Johnstone, Tyler. “California's need for engineers and STEM education.” 2012. Web. 22 Apr 2019.

Vancouver:

Johnstone T. California's need for engineers and STEM education. [Internet] [Masters thesis]. California State University – Sacramento; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10211.9/1644.

Council of Science Editors:

Johnstone T. California's need for engineers and STEM education. [Masters Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1644


University of Southern California

6. Smith, Ryan Douglas. Making the Golden State glitter again: how the evidence based adequacy model can save struggling schools in difficult times.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 Faced with an unparalleled financial crisis, educators in the State of California are faced with the challenging task of educating an increasingly diverse student population… (more)

Subjects/Keywords: K-12 education; school administration; school finance

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APA (6th Edition):

Smith, R. D. (2010). Making the Golden State glitter again: how the evidence based adequacy model can save struggling schools in difficult times. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/347354/rec/3916

Chicago Manual of Style (16th Edition):

Smith, Ryan Douglas. “Making the Golden State glitter again: how the evidence based adequacy model can save struggling schools in difficult times.” 2010. Doctoral Dissertation, University of Southern California. Accessed April 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/347354/rec/3916.

MLA Handbook (7th Edition):

Smith, Ryan Douglas. “Making the Golden State glitter again: how the evidence based adequacy model can save struggling schools in difficult times.” 2010. Web. 22 Apr 2019.

Vancouver:

Smith RD. Making the Golden State glitter again: how the evidence based adequacy model can save struggling schools in difficult times. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Apr 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/347354/rec/3916.

Council of Science Editors:

Smith RD. Making the Golden State glitter again: how the evidence based adequacy model can save struggling schools in difficult times. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/347354/rec/3916


Wayne State University

7. Adelstein, David. Redesigning The Inacol Standards For K-12 Online Course Design.

Degree: PhD, Instructional Technology, 2016, Wayne State University

  The research presented created a revised K-12 online course design rubric based off the iNACOL National Standards for Quality Online Courses. The redesign was… (more)

Subjects/Keywords: Design; K-12; Online; Instructional Media Design

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APA (6th Edition):

Adelstein, D. (2016). Redesigning The Inacol Standards For K-12 Online Course Design. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1504

Chicago Manual of Style (16th Edition):

Adelstein, David. “Redesigning The Inacol Standards For K-12 Online Course Design.” 2016. Doctoral Dissertation, Wayne State University. Accessed April 22, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1504.

MLA Handbook (7th Edition):

Adelstein, David. “Redesigning The Inacol Standards For K-12 Online Course Design.” 2016. Web. 22 Apr 2019.

Vancouver:

Adelstein D. Redesigning The Inacol Standards For K-12 Online Course Design. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2019 Apr 22]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1504.

Council of Science Editors:

Adelstein D. Redesigning The Inacol Standards For K-12 Online Course Design. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1504


Mississippi State University

8. Webster, Vicki Michelle. AN EXAMINATION OF THE CHARACTERISTICS, DUTIES, AND TRAINING NEEDS OF DISTRICT LEVEL TECHNOLOGY COORDINATORS IN MISSISSIPPI SCHOOL DISTRICTS.

Degree: PhD, Instructional Systems, Leadership, and Workforce Development, 2010, Mississippi State University

  The primary purpose of this study was to examine the characteristics, duties, and training needs of district level technology coordinators in Mississippi school districts.… (more)

Subjects/Keywords: technology coordinators; Mississippi; K-12; computers

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APA (6th Edition):

Webster, V. M. (2010). AN EXAMINATION OF THE CHARACTERISTICS, DUTIES, AND TRAINING NEEDS OF DISTRICT LEVEL TECHNOLOGY COORDINATORS IN MISSISSIPPI SCHOOL DISTRICTS. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-06252010-220705/ ;

Chicago Manual of Style (16th Edition):

Webster, Vicki Michelle. “AN EXAMINATION OF THE CHARACTERISTICS, DUTIES, AND TRAINING NEEDS OF DISTRICT LEVEL TECHNOLOGY COORDINATORS IN MISSISSIPPI SCHOOL DISTRICTS.” 2010. Doctoral Dissertation, Mississippi State University. Accessed April 22, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06252010-220705/ ;.

MLA Handbook (7th Edition):

Webster, Vicki Michelle. “AN EXAMINATION OF THE CHARACTERISTICS, DUTIES, AND TRAINING NEEDS OF DISTRICT LEVEL TECHNOLOGY COORDINATORS IN MISSISSIPPI SCHOOL DISTRICTS.” 2010. Web. 22 Apr 2019.

Vancouver:

Webster VM. AN EXAMINATION OF THE CHARACTERISTICS, DUTIES, AND TRAINING NEEDS OF DISTRICT LEVEL TECHNOLOGY COORDINATORS IN MISSISSIPPI SCHOOL DISTRICTS. [Internet] [Doctoral dissertation]. Mississippi State University; 2010. [cited 2019 Apr 22]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06252010-220705/ ;.

Council of Science Editors:

Webster VM. AN EXAMINATION OF THE CHARACTERISTICS, DUTIES, AND TRAINING NEEDS OF DISTRICT LEVEL TECHNOLOGY COORDINATORS IN MISSISSIPPI SCHOOL DISTRICTS. [Doctoral Dissertation]. Mississippi State University; 2010. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06252010-220705/ ;


Mississippi State University

9. Heiselt, Nathan Eric. Summer engineering academies: Developing participant self-efficacy in engineering.

Degree: PhD, Curriculum, Instruction and Special Education, 2014, Mississippi State University

  With the growing concern over the reduction of university students pursuing degrees in STEM fields, there are a number of entities sponsoring and implementing… (more)

Subjects/Keywords: Summer Camps; Self-efficacy; K-12 Engineering

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APA (6th Edition):

Heiselt, N. E. (2014). Summer engineering academies: Developing participant self-efficacy in engineering. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-10292014-141028/ ;

Chicago Manual of Style (16th Edition):

Heiselt, Nathan Eric. “Summer engineering academies: Developing participant self-efficacy in engineering.” 2014. Doctoral Dissertation, Mississippi State University. Accessed April 22, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-10292014-141028/ ;.

MLA Handbook (7th Edition):

Heiselt, Nathan Eric. “Summer engineering academies: Developing participant self-efficacy in engineering.” 2014. Web. 22 Apr 2019.

Vancouver:

Heiselt NE. Summer engineering academies: Developing participant self-efficacy in engineering. [Internet] [Doctoral dissertation]. Mississippi State University; 2014. [cited 2019 Apr 22]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10292014-141028/ ;.

Council of Science Editors:

Heiselt NE. Summer engineering academies: Developing participant self-efficacy in engineering. [Doctoral Dissertation]. Mississippi State University; 2014. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10292014-141028/ ;


University of Oklahoma

10. Whiteman, Funston. An Examination of the Relationship Between Academic Achievement and Federal Supplemental Revenue as It Relates to American Indian Students in a Public School District.

Degree: EdD, 2017, University of Oklahoma

 Using a vertical equity lens this study investigates the effect of federal funding on the academic achievement of American Indian students in a high Indian… (more)

Subjects/Keywords: Indian education; school finance; k-12

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APA (6th Edition):

Whiteman, F. (2017). An Examination of the Relationship Between Academic Achievement and Federal Supplemental Revenue as It Relates to American Indian Students in a Public School District. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50935

Chicago Manual of Style (16th Edition):

Whiteman, Funston. “An Examination of the Relationship Between Academic Achievement and Federal Supplemental Revenue as It Relates to American Indian Students in a Public School District.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed April 22, 2019. http://hdl.handle.net/11244/50935.

MLA Handbook (7th Edition):

Whiteman, Funston. “An Examination of the Relationship Between Academic Achievement and Federal Supplemental Revenue as It Relates to American Indian Students in a Public School District.” 2017. Web. 22 Apr 2019.

Vancouver:

Whiteman F. An Examination of the Relationship Between Academic Achievement and Federal Supplemental Revenue as It Relates to American Indian Students in a Public School District. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/11244/50935.

Council of Science Editors:

Whiteman F. An Examination of the Relationship Between Academic Achievement and Federal Supplemental Revenue as It Relates to American Indian Students in a Public School District. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50935


University of Texas – Austin

11. Maxwell, Amy Leigh. The impact of one-to-one laptop initiatives on K-12 math and science pedagogy and achievement : a literature review.

Degree: Curriculum and Instruction, 2015, University of Texas – Austin

 The use of computers in education has evolved over the past thirty years and provided a new platform for teaching and learning. The student to… (more)

Subjects/Keywords: One-to-one; Laptop initiative; K-12

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APA (6th Edition):

Maxwell, A. L. (2015). The impact of one-to-one laptop initiatives on K-12 math and science pedagogy and achievement : a literature review. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32278

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):

Maxwell, Amy Leigh. “The impact of one-to-one laptop initiatives on K-12 math and science pedagogy and achievement : a literature review.” 2015. Thesis, University of Texas – Austin. Accessed April 22, 2019. http://hdl.handle.net/2152/32278.

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

MLA Handbook (7th Edition):

Maxwell, Amy Leigh. “The impact of one-to-one laptop initiatives on K-12 math and science pedagogy and achievement : a literature review.” 2015. Web. 22 Apr 2019.

Vancouver:

Maxwell AL. The impact of one-to-one laptop initiatives on K-12 math and science pedagogy and achievement : a literature review. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2152/32278.

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

Council of Science Editors:

Maxwell AL. The impact of one-to-one laptop initiatives on K-12 math and science pedagogy and achievement : a literature review. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32278

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


University of Texas – Austin

12. Reilly, Austin Jackson. Is K-12 public education being disrupted? : an exploration of the theory of disruptive innovation and online learning.

Degree: Curriculum and Instruction, 2017, University of Texas – Austin

 In 2008, Christensen, Horn, and Johnson (2008) predicted that by 2019, 50% of high school courses would be online. This paper assesses the progress from… (more)

Subjects/Keywords: Education; K-12; Disruption; Disruptive-innovation

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APA (6th Edition):

Reilly, A. J. (2017). Is K-12 public education being disrupted? : an exploration of the theory of disruptive innovation and online learning. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62453

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):

Reilly, Austin Jackson. “Is K-12 public education being disrupted? : an exploration of the theory of disruptive innovation and online learning.” 2017. Thesis, University of Texas – Austin. Accessed April 22, 2019. http://hdl.handle.net/2152/62453.

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

MLA Handbook (7th Edition):

Reilly, Austin Jackson. “Is K-12 public education being disrupted? : an exploration of the theory of disruptive innovation and online learning.” 2017. Web. 22 Apr 2019.

Vancouver:

Reilly AJ. Is K-12 public education being disrupted? : an exploration of the theory of disruptive innovation and online learning. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2152/62453.

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

Council of Science Editors:

Reilly AJ. Is K-12 public education being disrupted? : an exploration of the theory of disruptive innovation and online learning. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62453

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


Colorado State University

13. Mehta, Akash. Post Occupancy Evaluation (POE) of LEED K-12 schools in the USA.

Degree: MS(M.S.), Construction Management, 2017, Colorado State University

 $14 billion dollars were spent on school construction, including new buildings, addition to upgrade of the existing buildings. If such staggering amount of money is… (more)

Subjects/Keywords: LEED; K-12; POE (Post Occupancy Evaluation)

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APA (6th Edition):

Mehta, A. (2017). Post Occupancy Evaluation (POE) of LEED K-12 schools in the USA. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/178947

Chicago Manual of Style (16th Edition):

Mehta, Akash. “Post Occupancy Evaluation (POE) of LEED K-12 schools in the USA.” 2017. Masters Thesis, Colorado State University. Accessed April 22, 2019. http://hdl.handle.net/10217/178947.

MLA Handbook (7th Edition):

Mehta, Akash. “Post Occupancy Evaluation (POE) of LEED K-12 schools in the USA.” 2017. Web. 22 Apr 2019.

Vancouver:

Mehta A. Post Occupancy Evaluation (POE) of LEED K-12 schools in the USA. [Internet] [Masters thesis]. Colorado State University; 2017. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10217/178947.

Council of Science Editors:

Mehta A. Post Occupancy Evaluation (POE) of LEED K-12 schools in the USA. [Masters Thesis]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/178947

14. -3466-7626. Why give to K-12 education : understanding the perspectives, approaches, and desired outcomes of foundations.

Degree: Educational Administration, 2017, University of Texas – Austin

 Philanthropy has a long history in the American public school system, but a marked influx of private dollars and a shift towards strategic giving has… (more)

Subjects/Keywords: Venture philanthropy; K-12 education; Foundations; American philanthropy; Public school philanthropy; K-12 philanthropy; Education foundation perspectives; School funding foundations; K-12 funding foundations; Education funding foundations

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APA (6th Edition):

-3466-7626. (2017). Why give to K-12 education : understanding the perspectives, approaches, and desired outcomes of foundations. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/60443

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

Chicago Manual of Style (16th Edition):

-3466-7626. “Why give to K-12 education : understanding the perspectives, approaches, and desired outcomes of foundations.” 2017. Thesis, University of Texas – Austin. Accessed April 22, 2019. http://hdl.handle.net/2152/60443.

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

MLA Handbook (7th Edition):

-3466-7626. “Why give to K-12 education : understanding the perspectives, approaches, and desired outcomes of foundations.” 2017. Web. 22 Apr 2019.

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

Vancouver:

-3466-7626. Why give to K-12 education : understanding the perspectives, approaches, and desired outcomes of foundations. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2152/60443.

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

Council of Science Editors:

-3466-7626. Why give to K-12 education : understanding the perspectives, approaches, and desired outcomes of foundations. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/60443

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


Universidade do Estado do Rio de Janeiro

15. Suelen Bozzi Costa. Relação dos sistemas de reparo de DNA em Escherichia coli K-12 com resistência a antibióticos, características adesivas e formação de biofilme .

Degree: Master, 2008, Universidade do Estado do Rio de Janeiro

As espécies reativas de oxigênio (ERO) são geradas durante o metabolismo celular normal e podem produzir vários danos oxidativos no DNA, tais como lesões nas… (more)

Subjects/Keywords: MICROBIOLOGIA APLICADA; E. coli K-12; Antimicrobianos; Aderência; Filamentação e biofilmes; E. coli K-12; Antimicrobials; Adherence; Filamentation and biofilms

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APA (6th Edition):

Costa, S. B. (2008). Relação dos sistemas de reparo de DNA em Escherichia coli K-12 com resistência a antibióticos, características adesivas e formação de biofilme . (Masters Thesis). Universidade do Estado do Rio de Janeiro. Retrieved from http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=2306 ;

Chicago Manual of Style (16th Edition):

Costa, Suelen Bozzi. “Relação dos sistemas de reparo de DNA em Escherichia coli K-12 com resistência a antibióticos, características adesivas e formação de biofilme .” 2008. Masters Thesis, Universidade do Estado do Rio de Janeiro. Accessed April 22, 2019. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=2306 ;.

MLA Handbook (7th Edition):

Costa, Suelen Bozzi. “Relação dos sistemas de reparo de DNA em Escherichia coli K-12 com resistência a antibióticos, características adesivas e formação de biofilme .” 2008. Web. 22 Apr 2019.

Vancouver:

Costa SB. Relação dos sistemas de reparo de DNA em Escherichia coli K-12 com resistência a antibióticos, características adesivas e formação de biofilme . [Internet] [Masters thesis]. Universidade do Estado do Rio de Janeiro; 2008. [cited 2019 Apr 22]. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=2306 ;.

Council of Science Editors:

Costa SB. Relação dos sistemas de reparo de DNA em Escherichia coli K-12 com resistência a antibióticos, características adesivas e formação de biofilme . [Masters Thesis]. Universidade do Estado do Rio de Janeiro; 2008. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=2306 ;


University of Tennessee – Knoxville

16. Cisney-Booth, Ann Marie. Perceptions of Student Engagement: Understanding Knowledge and Policy Implications among K-12 District Leaders.

Degree: 2017, University of Tennessee – Knoxville

 Student engagement is widely documented from the perspectives of students, teachers, and school-level administrators (Bazenas, 2014; Marks, 2000; Rosenquist, 2015; Sutherland, 2010; van Uden, Ritzen,… (more)

Subjects/Keywords: student engagement; systems theory; k-12 education; k-12 school district policy; district leadership; Educational Assessment, Evaluation, and Research; Educational Leadership

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

APA (6th Edition):

Cisney-Booth, A. M. (2017). Perceptions of Student Engagement: Understanding Knowledge and Policy Implications among K-12 District Leaders. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4392

Chicago Manual of Style (16th Edition):

Cisney-Booth, Ann Marie. “Perceptions of Student Engagement: Understanding Knowledge and Policy Implications among K-12 District Leaders.” 2017. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed April 22, 2019. https://trace.tennessee.edu/utk_graddiss/4392.

MLA Handbook (7th Edition):

Cisney-Booth, Ann Marie. “Perceptions of Student Engagement: Understanding Knowledge and Policy Implications among K-12 District Leaders.” 2017. Web. 22 Apr 2019.

Vancouver:

Cisney-Booth AM. Perceptions of Student Engagement: Understanding Knowledge and Policy Implications among K-12 District Leaders. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2017. [cited 2019 Apr 22]. Available from: https://trace.tennessee.edu/utk_graddiss/4392.

Council of Science Editors:

Cisney-Booth AM. Perceptions of Student Engagement: Understanding Knowledge and Policy Implications among K-12 District Leaders. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2017. Available from: https://trace.tennessee.edu/utk_graddiss/4392

17. Hill, William R. Barriers to Implementing K-12 Virtual Education: A Study of School District Online Technology Coordinators in the State of Texas .

Degree: 2014, Texas A&M University – Corpus Christi

 The use of virtual education to augment the traditional education system has become prominent in the hopes of solving educational problems that the traditional venue… (more)

Subjects/Keywords: Distance learning; Implementation barriers; K-12 virtual education; School district online technology; Study of K-12 virtual education; Virtual education Texas

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

APA (6th Edition):

Hill, W. R. (2014). Barriers to Implementing K-12 Virtual Education: A Study of School District Online Technology Coordinators in the State of Texas . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/571

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, William R. “Barriers to Implementing K-12 Virtual Education: A Study of School District Online Technology Coordinators in the State of Texas .” 2014. Thesis, Texas A&M University – Corpus Christi. Accessed April 22, 2019. http://hdl.handle.net/1969.6/571.

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

MLA Handbook (7th Edition):

Hill, William R. “Barriers to Implementing K-12 Virtual Education: A Study of School District Online Technology Coordinators in the State of Texas .” 2014. Web. 22 Apr 2019.

Vancouver:

Hill WR. Barriers to Implementing K-12 Virtual Education: A Study of School District Online Technology Coordinators in the State of Texas . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2014. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.6/571.

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

Council of Science Editors:

Hill WR. Barriers to Implementing K-12 Virtual Education: A Study of School District Online Technology Coordinators in the State of Texas . [Thesis]. Texas A&M University – Corpus Christi; 2014. Available from: http://hdl.handle.net/1969.6/571

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


The Ohio State University

18. Cutforth, Alissa. A Transition from Informal to Formal Proof in K-12 Mathematics.

Degree: Master of Mathematical Sciences, Mathematical Sciences, 2017, The Ohio State University

 Proof plays a valuable role in increasing understanding of mathematics. Despite recent calls for proof in all grades and all math courses, constructing formal proofs… (more)

Subjects/Keywords: Mathematics; Mathematics Education; Proof; Proving; K-12 Mathematics; Prospective Teachers

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

APA (6th Edition):

Cutforth, A. (2017). A Transition from Informal to Formal Proof in K-12 Mathematics. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1492704092530259

Chicago Manual of Style (16th Edition):

Cutforth, Alissa. “A Transition from Informal to Formal Proof in K-12 Mathematics.” 2017. Masters Thesis, The Ohio State University. Accessed April 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492704092530259.

MLA Handbook (7th Edition):

Cutforth, Alissa. “A Transition from Informal to Formal Proof in K-12 Mathematics.” 2017. Web. 22 Apr 2019.

Vancouver:

Cutforth A. A Transition from Informal to Formal Proof in K-12 Mathematics. [Internet] [Masters thesis]. The Ohio State University; 2017. [cited 2019 Apr 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492704092530259.

Council of Science Editors:

Cutforth A. A Transition from Informal to Formal Proof in K-12 Mathematics. [Masters Thesis]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492704092530259


Texas A&M University

19. Forshee, Patricia 1987-. The Effectiveness of the Cause-MaP System in Teaching Interconnected Complex Earth Systems in a Texas Private School.

Degree: 2012, Texas A&M University

 The six subsystems of Earth (atmosphere, hydrosphere, lithosphere, biosphere, cryosphere and anthroposphere) are complex and dynamic. Because all subsystems are linked, study from an independent… (more)

Subjects/Keywords: K-12 Education; TEKS; STEM Education; Geoscience Education; Earth Systems Science

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APA (6th Edition):

Forshee, P. 1. (2012). The Effectiveness of the Cause-MaP System in Teaching Interconnected Complex Earth Systems in a Texas Private School. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148421

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):

Forshee, Patricia 1987-. “The Effectiveness of the Cause-MaP System in Teaching Interconnected Complex Earth Systems in a Texas Private School.” 2012. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/148421.

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

MLA Handbook (7th Edition):

Forshee, Patricia 1987-. “The Effectiveness of the Cause-MaP System in Teaching Interconnected Complex Earth Systems in a Texas Private School.” 2012. Web. 22 Apr 2019.

Vancouver:

Forshee P1. The Effectiveness of the Cause-MaP System in Teaching Interconnected Complex Earth Systems in a Texas Private School. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/148421.

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

Council of Science Editors:

Forshee P1. The Effectiveness of the Cause-MaP System in Teaching Interconnected Complex Earth Systems in a Texas Private School. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148421

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


The Ohio State University

20. Esswein, Jennifer L. Critical Thinking and Reasoning in Middle School Science Education.

Degree: PhD, EDU Policy and Leadership, 2010, The Ohio State University

  The research objectives addressed in this dissertation include: the measurement of the effects of an inquiry-based middle school science professional development program on teachers,… (more)

Subjects/Keywords: Educational Evaluation; K-12 Science Education; Reasoning Ability; Critical Thinking

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

APA (6th Edition):

Esswein, J. L. (2010). Critical Thinking and Reasoning in Middle School Science Education. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1290614635

Chicago Manual of Style (16th Edition):

Esswein, Jennifer L. “Critical Thinking and Reasoning in Middle School Science Education.” 2010. Doctoral Dissertation, The Ohio State University. Accessed April 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290614635.

MLA Handbook (7th Edition):

Esswein, Jennifer L. “Critical Thinking and Reasoning in Middle School Science Education.” 2010. Web. 22 Apr 2019.

Vancouver:

Esswein JL. Critical Thinking and Reasoning in Middle School Science Education. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Apr 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1290614635.

Council of Science Editors:

Esswein JL. Critical Thinking and Reasoning in Middle School Science Education. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1290614635

21. Yong Han Tek. Development of a novel system for the genetic interaction analysis of essential genes in E. coli K-12 : 大腸菌K-12株における必須遺伝子の遺伝的相互作用解析システムの開発; ダイチョウキン K-12カブ ニ オケル ヒッス イデンシ ノ イデンテキ ソウゴ サヨウ カイセキ システム ノ カイハツ.

Degree: 博士(バイオサイエンス), Nara Institute of Science and Technology / 奈良先端科学技術大学院大学

Subjects/Keywords: E. coli K-12

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APA (6th Edition):

Tek, Y. H. (n.d.). Development of a novel system for the genetic interaction analysis of essential genes in E. coli K-12 : 大腸菌K-12株における必須遺伝子の遺伝的相互作用解析システムの開発; ダイチョウキン K-12カブ ニ オケル ヒッス イデンシ ノ イデンテキ ソウゴ サヨウ カイセキ システム ノ カイハツ. (Thesis). Nara Institute of Science and Technology / 奈良先端科学技術大学院大学. Retrieved from http://hdl.handle.net/10061/9175

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tek, Yong Han. “Development of a novel system for the genetic interaction analysis of essential genes in E. coli K-12 : 大腸菌K-12株における必須遺伝子の遺伝的相互作用解析システムの開発; ダイチョウキン K-12カブ ニ オケル ヒッス イデンシ ノ イデンテキ ソウゴ サヨウ カイセキ システム ノ カイハツ.” Thesis, Nara Institute of Science and Technology / 奈良先端科学技術大学院大学. Accessed April 22, 2019. http://hdl.handle.net/10061/9175.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tek, Yong Han. “Development of a novel system for the genetic interaction analysis of essential genes in E. coli K-12 : 大腸菌K-12株における必須遺伝子の遺伝的相互作用解析システムの開発; ダイチョウキン K-12カブ ニ オケル ヒッス イデンシ ノ イデンテキ ソウゴ サヨウ カイセキ システム ノ カイハツ.” Web. 22 Apr 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Tek YH. Development of a novel system for the genetic interaction analysis of essential genes in E. coli K-12 : 大腸菌K-12株における必須遺伝子の遺伝的相互作用解析システムの開発; ダイチョウキン K-12カブ ニ オケル ヒッス イデンシ ノ イデンテキ ソウゴ サヨウ カイセキ システム ノ カイハツ. [Internet] [Thesis]. Nara Institute of Science and Technology / 奈良先端科学技術大学院大学; [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10061/9175.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Tek YH. Development of a novel system for the genetic interaction analysis of essential genes in E. coli K-12 : 大腸菌K-12株における必須遺伝子の遺伝的相互作用解析システムの開発; ダイチョウキン K-12カブ ニ オケル ヒッス イデンシ ノ イデンテキ ソウゴ サヨウ カイセキ システム ノ カイハツ. [Thesis]. Nara Institute of Science and Technology / 奈良先端科学技術大学院大学; Available from: http://hdl.handle.net/10061/9175

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Georgia State University

22. Bryant, Dana. Technology Resolved: An Ethnographic Approach to Instructional Design within Urban Middle School Debate.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2010, Georgia State University

 Technology literacy is the latest achievement benchmark for 8th grade public school students under No Child Left Behind (NCLB). Although necessary for contemporary academic and… (more)

Subjects/Keywords: instructional design; educational technology; urban debate; middle school; K-12; Education

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APA (6th Edition):

Bryant, D. (2010). Technology Resolved: An Ethnographic Approach to Instructional Design within Urban Middle School Debate. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/72

Chicago Manual of Style (16th Edition):

Bryant, Dana. “Technology Resolved: An Ethnographic Approach to Instructional Design within Urban Middle School Debate.” 2010. Doctoral Dissertation, Georgia State University. Accessed April 22, 2019. https://scholarworks.gsu.edu/msit_diss/72.

MLA Handbook (7th Edition):

Bryant, Dana. “Technology Resolved: An Ethnographic Approach to Instructional Design within Urban Middle School Debate.” 2010. Web. 22 Apr 2019.

Vancouver:

Bryant D. Technology Resolved: An Ethnographic Approach to Instructional Design within Urban Middle School Debate. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2019 Apr 22]. Available from: https://scholarworks.gsu.edu/msit_diss/72.

Council of Science Editors:

Bryant D. Technology Resolved: An Ethnographic Approach to Instructional Design within Urban Middle School Debate. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/msit_diss/72

23. Hirata, Dorothy Chud Ying So. A case study of the Kamehameha Schools online instructor training institute : preparing teachers to become distance learning instructors seven to ten years later.

Degree: 2015, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2014.

With the continued growth of K-12 online learning, there is a need to train online instructors and understand… (more)

Subjects/Keywords: K-12 online learning

…in 2008, Susan Patrick, International Association for K-12 Online Learning (iNACOL’s… …level (Barbour, et al., 2011). Nationally, in the K-12 arena, Keeping Pace with K-12… …fully online schools serving an estimated 310,000 K-12 students (Figure 1)… …x28;2013). Keeping Pace with K-12 Online & Blended Learning: An Annual Review of Policy and… …2014; Punahou School, 2014). As K-12 online learning continued to expand in the late… 

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

APA (6th Edition):

Hirata, D. C. Y. S. (2015). A case study of the Kamehameha Schools online instructor training institute : preparing teachers to become distance learning instructors seven to ten years later. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101084

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):

Hirata, Dorothy Chud Ying So. “A case study of the Kamehameha Schools online instructor training institute : preparing teachers to become distance learning instructors seven to ten years later.” 2015. Thesis, University of Hawaii – Manoa. Accessed April 22, 2019. http://hdl.handle.net/10125/101084.

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

MLA Handbook (7th Edition):

Hirata, Dorothy Chud Ying So. “A case study of the Kamehameha Schools online instructor training institute : preparing teachers to become distance learning instructors seven to ten years later.” 2015. Web. 22 Apr 2019.

Vancouver:

Hirata DCYS. A case study of the Kamehameha Schools online instructor training institute : preparing teachers to become distance learning instructors seven to ten years later. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10125/101084.

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

Council of Science Editors:

Hirata DCYS. A case study of the Kamehameha Schools online instructor training institute : preparing teachers to become distance learning instructors seven to ten years later. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/101084

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


University of Hawaii – Manoa

24. McCarren, Emily. Care Tactics: The Role of Perceived Teacher Care in Students' Experiences in Secondary School Online Courses.

Degree: 2017, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2016.

Excellent teachers care deeply about their students. One area practitioners need to better understand, and about which skeptics… (more)

Subjects/Keywords: Online Learning; K-12; Care; Student Satisfaction; Self-Motivation; Teaching Presence

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

APA (6th Edition):

McCarren, E. (2017). Care Tactics: The Role of Perceived Teacher Care in Students' Experiences in Secondary School Online Courses. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/51390

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):

McCarren, Emily. “Care Tactics: The Role of Perceived Teacher Care in Students' Experiences in Secondary School Online Courses.” 2017. Thesis, University of Hawaii – Manoa. Accessed April 22, 2019. http://hdl.handle.net/10125/51390.

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

MLA Handbook (7th Edition):

McCarren, Emily. “Care Tactics: The Role of Perceived Teacher Care in Students' Experiences in Secondary School Online Courses.” 2017. Web. 22 Apr 2019.

Vancouver:

McCarren E. Care Tactics: The Role of Perceived Teacher Care in Students' Experiences in Secondary School Online Courses. [Internet] [Thesis]. University of Hawaii – Manoa; 2017. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10125/51390.

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

Council of Science Editors:

McCarren E. Care Tactics: The Role of Perceived Teacher Care in Students' Experiences in Secondary School Online Courses. [Thesis]. University of Hawaii – Manoa; 2017. Available from: http://hdl.handle.net/10125/51390

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


Cleveland State University

25. Arafah, Micah Maranda. But What Does This Have To Do With Science? Building the Case for Engineering in K-12.

Degree: MEd, College of Education and Human Services, 2011, Cleveland State University

  A national push for reform in STEM K-12 education and a raised focus on including engineering in the classroom have emphasized the necessity for… (more)

Subjects/Keywords: Education; K-12; Engineering; Professional Development; Evaluation; Quantitative; Qualitative

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APA (6th Edition):

Arafah, M. M. (2011). But What Does This Have To Do With Science? Building the Case for Engineering in K-12. (Masters Thesis). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1307470279

Chicago Manual of Style (16th Edition):

Arafah, Micah Maranda. “But What Does This Have To Do With Science? Building the Case for Engineering in K-12.” 2011. Masters Thesis, Cleveland State University. Accessed April 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1307470279.

MLA Handbook (7th Edition):

Arafah, Micah Maranda. “But What Does This Have To Do With Science? Building the Case for Engineering in K-12.” 2011. Web. 22 Apr 2019.

Vancouver:

Arafah MM. But What Does This Have To Do With Science? Building the Case for Engineering in K-12. [Internet] [Masters thesis]. Cleveland State University; 2011. [cited 2019 Apr 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1307470279.

Council of Science Editors:

Arafah MM. But What Does This Have To Do With Science? Building the Case for Engineering in K-12. [Masters Thesis]. Cleveland State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1307470279


The Ohio State University

26. Boyd, Barbara A. Early-Warning Indicators of High School Dropout.

Degree: PhD, Human Ecology: Human Development and Family Science, 2016, The Ohio State University

 The purpose of this study was to determine the extent to which there are characteristics of sixth grade students and their schools that are predictive… (more)

Subjects/Keywords: Education; dropout; early-warning indicators; K-12 education

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APA (6th Edition):

Boyd, B. A. (2016). Early-Warning Indicators of High School Dropout. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1457276247

Chicago Manual of Style (16th Edition):

Boyd, Barbara A. “Early-Warning Indicators of High School Dropout.” 2016. Doctoral Dissertation, The Ohio State University. Accessed April 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1457276247.

MLA Handbook (7th Edition):

Boyd, Barbara A. “Early-Warning Indicators of High School Dropout.” 2016. Web. 22 Apr 2019.

Vancouver:

Boyd BA. Early-Warning Indicators of High School Dropout. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2019 Apr 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1457276247.

Council of Science Editors:

Boyd BA. Early-Warning Indicators of High School Dropout. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1457276247


Penn State University

27. Hozien, Wafa Ismail. Developing an Ethical Framework in Decision Making of Rural Elementary School Principals in Pennsylvania.

Degree: PhD, Educational Leadership, 2012, Penn State University

 Developing an Ethical Framework in Decision Making of Rural Elementary School Principals in Pennsylvania Abstract The purpose of this study is to explore and describe… (more)

Subjects/Keywords: Ethical Decision-Making; K-12 Education; Education Administration; Ethical Frameworks

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APA (6th Edition):

Hozien, W. I. (2012). Developing an Ethical Framework in Decision Making of Rural Elementary School Principals in Pennsylvania. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13721

Chicago Manual of Style (16th Edition):

Hozien, Wafa Ismail. “Developing an Ethical Framework in Decision Making of Rural Elementary School Principals in Pennsylvania.” 2012. Doctoral Dissertation, Penn State University. Accessed April 22, 2019. https://etda.libraries.psu.edu/catalog/13721.

MLA Handbook (7th Edition):

Hozien, Wafa Ismail. “Developing an Ethical Framework in Decision Making of Rural Elementary School Principals in Pennsylvania.” 2012. Web. 22 Apr 2019.

Vancouver:

Hozien WI. Developing an Ethical Framework in Decision Making of Rural Elementary School Principals in Pennsylvania. [Internet] [Doctoral dissertation]. Penn State University; 2012. [cited 2019 Apr 22]. Available from: https://etda.libraries.psu.edu/catalog/13721.

Council of Science Editors:

Hozien WI. Developing an Ethical Framework in Decision Making of Rural Elementary School Principals in Pennsylvania. [Doctoral Dissertation]. Penn State University; 2012. Available from: https://etda.libraries.psu.edu/catalog/13721


Louisiana State University

28. Jackson, D'Jalon Janeece. From The Valley to the Mountaintop: A Case Study of Resilience and Persistence Among First-Generation African American Males Who Have Achieved Doctoral Success.

Degree: PhD, Education, 2016, Louisiana State University

 This case study examined the lived experiences of three first-generation, African American men whom have persisted to achieve doctoral success in the form of Ph.D.… (more)

Subjects/Keywords: Resilience; Persistence; First-Generation; African American Males; K-12; Higher Education

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APA (6th Edition):

Jackson, D. J. (2016). From The Valley to the Mountaintop: A Case Study of Resilience and Persistence Among First-Generation African American Males Who Have Achieved Doctoral Success. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-05182016-083215 ; https://digitalcommons.lsu.edu/gradschool_dissertations/345

Chicago Manual of Style (16th Edition):

Jackson, D'Jalon Janeece. “From The Valley to the Mountaintop: A Case Study of Resilience and Persistence Among First-Generation African American Males Who Have Achieved Doctoral Success.” 2016. Doctoral Dissertation, Louisiana State University. Accessed April 22, 2019. etd-05182016-083215 ; https://digitalcommons.lsu.edu/gradschool_dissertations/345.

MLA Handbook (7th Edition):

Jackson, D'Jalon Janeece. “From The Valley to the Mountaintop: A Case Study of Resilience and Persistence Among First-Generation African American Males Who Have Achieved Doctoral Success.” 2016. Web. 22 Apr 2019.

Vancouver:

Jackson DJ. From The Valley to the Mountaintop: A Case Study of Resilience and Persistence Among First-Generation African American Males Who Have Achieved Doctoral Success. [Internet] [Doctoral dissertation]. Louisiana State University; 2016. [cited 2019 Apr 22]. Available from: etd-05182016-083215 ; https://digitalcommons.lsu.edu/gradschool_dissertations/345.

Council of Science Editors:

Jackson DJ. From The Valley to the Mountaintop: A Case Study of Resilience and Persistence Among First-Generation African American Males Who Have Achieved Doctoral Success. [Doctoral Dissertation]. Louisiana State University; 2016. Available from: etd-05182016-083215 ; https://digitalcommons.lsu.edu/gradschool_dissertations/345


University of Southern California

29. Wieland, Douglas C. Using cognitive task analysis to capture expert instruction in division of fractions.

Degree: EdD, Education, 2015, University of Southern California

 This study applies Cognitive Task Analysis (CTA), a method for eliciting the automated, unconscious knowledge and skills of experts, to capture expertise in teaching K-12(more)

Subjects/Keywords: cognitive task analysis; division of fractions; mathematics; K-12 instruction

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

APA (6th Edition):

Wieland, D. C. (2015). Using cognitive task analysis to capture expert instruction in division of fractions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542305/rec/7741

Chicago Manual of Style (16th Edition):

Wieland, Douglas C. “Using cognitive task analysis to capture expert instruction in division of fractions.” 2015. Doctoral Dissertation, University of Southern California. Accessed April 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542305/rec/7741.

MLA Handbook (7th Edition):

Wieland, Douglas C. “Using cognitive task analysis to capture expert instruction in division of fractions.” 2015. Web. 22 Apr 2019.

Vancouver:

Wieland DC. Using cognitive task analysis to capture expert instruction in division of fractions. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Apr 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542305/rec/7741.

Council of Science Editors:

Wieland DC. Using cognitive task analysis to capture expert instruction in division of fractions. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/542305/rec/7741


University of Southern California

30. Ullerich, Christine S. Integrating STEM instruction through identifying interest and identity in STEM professionals.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 This qualitative study was founded on research suggestions outlined in the report STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research by… (more)

Subjects/Keywords: K-12 education; STEM integration; interest; identity; analogies

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

APA (6th Edition):

Ullerich, C. S. (2015). Integrating STEM instruction through identifying interest and identity in STEM professionals. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/622708/rec/3537

Chicago Manual of Style (16th Edition):

Ullerich, Christine S. “Integrating STEM instruction through identifying interest and identity in STEM professionals.” 2015. Doctoral Dissertation, University of Southern California. Accessed April 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/622708/rec/3537.

MLA Handbook (7th Edition):

Ullerich, Christine S. “Integrating STEM instruction through identifying interest and identity in STEM professionals.” 2015. Web. 22 Apr 2019.

Vancouver:

Ullerich CS. Integrating STEM instruction through identifying interest and identity in STEM professionals. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Apr 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/622708/rec/3537.

Council of Science Editors:

Ullerich CS. Integrating STEM instruction through identifying interest and identity in STEM professionals. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/622708/rec/3537

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