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You searched for subject:(Learning Centers). Showing records 1 – 30 of 79 total matches.

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University of Nairobi

1. Gitau, Gladys M. Teacher Related Factors Influencing Teaching and Learning in Adult Basic Education Learning Centers in Naivasha Sub-county, Kenya .

Degree: 2016, University of Nairobi

 The purpose of this study was to investigate the teacher related factors influencing teaching and learning in Adult Basic Education centers in Naivasha sub-county. It… (more)

Subjects/Keywords: Learning Centers

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APA (6th Edition):

Gitau, G. M. (2016). Teacher Related Factors Influencing Teaching and Learning in Adult Basic Education Learning Centers in Naivasha Sub-county, Kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/97171

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):

Gitau, Gladys M. “Teacher Related Factors Influencing Teaching and Learning in Adult Basic Education Learning Centers in Naivasha Sub-county, Kenya .” 2016. Thesis, University of Nairobi. Accessed December 13, 2019. http://hdl.handle.net/11295/97171.

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

MLA Handbook (7th Edition):

Gitau, Gladys M. “Teacher Related Factors Influencing Teaching and Learning in Adult Basic Education Learning Centers in Naivasha Sub-county, Kenya .” 2016. Web. 13 Dec 2019.

Vancouver:

Gitau GM. Teacher Related Factors Influencing Teaching and Learning in Adult Basic Education Learning Centers in Naivasha Sub-county, Kenya . [Internet] [Thesis]. University of Nairobi; 2016. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/11295/97171.

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

Council of Science Editors:

Gitau GM. Teacher Related Factors Influencing Teaching and Learning in Adult Basic Education Learning Centers in Naivasha Sub-county, Kenya . [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/97171

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


California State Polytechnic University – Pomona

2. Tucker, Terri. Handbook for Organizing Ticket Time Centers for Kindergarten Teachers.

Degree: MA, Department of Education, 2019, California State Polytechnic University – Pomona

 The purpose of this project was to create a handbook for Kindergarten teachers providing lessons meeting Common Core Standards, Next Generation Science Standards, and general… (more)

Subjects/Keywords: kindergarten learning centers

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APA (6th Edition):

Tucker, T. (2019). Handbook for Organizing Ticket Time Centers for Kindergarten Teachers. (Masters Thesis). California State Polytechnic University – Pomona. Retrieved from http://hdl.handle.net/10211.3/213871

Chicago Manual of Style (16th Edition):

Tucker, Terri. “Handbook for Organizing Ticket Time Centers for Kindergarten Teachers.” 2019. Masters Thesis, California State Polytechnic University – Pomona. Accessed December 13, 2019. http://hdl.handle.net/10211.3/213871.

MLA Handbook (7th Edition):

Tucker, Terri. “Handbook for Organizing Ticket Time Centers for Kindergarten Teachers.” 2019. Web. 13 Dec 2019.

Vancouver:

Tucker T. Handbook for Organizing Ticket Time Centers for Kindergarten Teachers. [Internet] [Masters thesis]. California State Polytechnic University – Pomona; 2019. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10211.3/213871.

Council of Science Editors:

Tucker T. Handbook for Organizing Ticket Time Centers for Kindergarten Teachers. [Masters Thesis]. California State Polytechnic University – Pomona; 2019. Available from: http://hdl.handle.net/10211.3/213871

3. Ballmer, Noelle C. Assessing The Link Between Learning Assistance Programs and the Retention, Probation, and Grade Point Average of Freshman University Students .

Degree: 2017, Texas A&M University – Corpus Christi

 As the push towards lowering attrition of university students intensifies, particularly for first-time-in-college freshmen, administrators and campus leaders are increasingly designing and implementing co-curricular programs… (more)

Subjects/Keywords: Academic Achievement; Academic Support; Achievement Centers; Learning Assistance Programs; Learning Centers; Success Centers

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APA (6th Edition):

Ballmer, N. C. (2017). Assessing The Link Between Learning Assistance Programs and the Retention, Probation, and Grade Point Average of Freshman University Students . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/1169

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):

Ballmer, Noelle C. “Assessing The Link Between Learning Assistance Programs and the Retention, Probation, and Grade Point Average of Freshman University Students .” 2017. Thesis, Texas A&M University – Corpus Christi. Accessed December 13, 2019. http://hdl.handle.net/1969.6/1169.

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

MLA Handbook (7th Edition):

Ballmer, Noelle C. “Assessing The Link Between Learning Assistance Programs and the Retention, Probation, and Grade Point Average of Freshman University Students .” 2017. Web. 13 Dec 2019.

Vancouver:

Ballmer NC. Assessing The Link Between Learning Assistance Programs and the Retention, Probation, and Grade Point Average of Freshman University Students . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2017. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.6/1169.

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

Council of Science Editors:

Ballmer NC. Assessing The Link Between Learning Assistance Programs and the Retention, Probation, and Grade Point Average of Freshman University Students . [Thesis]. Texas A&M University – Corpus Christi; 2017. Available from: http://hdl.handle.net/1969.6/1169

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


The Ohio State University

4. Maurer, A. Caroline. Peer Dialogue at Literacy Centers in One First-Grade Classroom.

Degree: PhD, Teaching and Learning, 2008, The Ohio State University

  Pressley, Rankin, and Yokoi (2000) reported that 85% of first grade teachers nominated by supervisors as being effective in promoting literacy used literacy-learning centers.… (more)

Subjects/Keywords: Education; Peer dialogue; Literacy Centers; Learning Centers; Social Worlds

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APA (6th Edition):

Maurer, A. C. (2008). Peer Dialogue at Literacy Centers in One First-Grade Classroom. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1211984125

Chicago Manual of Style (16th Edition):

Maurer, A Caroline. “Peer Dialogue at Literacy Centers in One First-Grade Classroom.” 2008. Doctoral Dissertation, The Ohio State University. Accessed December 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211984125.

MLA Handbook (7th Edition):

Maurer, A Caroline. “Peer Dialogue at Literacy Centers in One First-Grade Classroom.” 2008. Web. 13 Dec 2019.

Vancouver:

Maurer AC. Peer Dialogue at Literacy Centers in One First-Grade Classroom. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Dec 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1211984125.

Council of Science Editors:

Maurer AC. Peer Dialogue at Literacy Centers in One First-Grade Classroom. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1211984125


University of Utah

5. Lang, Joe Max. Twenty-first century community learning centers' teacher perspectives on the academic achievement of students with disabilities.

Degree: PhD, Special Education, 2012, University of Utah

 The purpose of this study was to examine the relationship between days and hours of supplementary reading and math instruction provided to students with disabilities… (more)

Subjects/Keywords: Twenty-First Century Community Learning Centers

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APA (6th Edition):

Lang, J. M. (2012). Twenty-first century community learning centers' teacher perspectives on the academic achievement of students with disabilities. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/1916/rec/2802

Chicago Manual of Style (16th Edition):

Lang, Joe Max. “Twenty-first century community learning centers' teacher perspectives on the academic achievement of students with disabilities.” 2012. Doctoral Dissertation, University of Utah. Accessed December 13, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/1916/rec/2802.

MLA Handbook (7th Edition):

Lang, Joe Max. “Twenty-first century community learning centers' teacher perspectives on the academic achievement of students with disabilities.” 2012. Web. 13 Dec 2019.

Vancouver:

Lang JM. Twenty-first century community learning centers' teacher perspectives on the academic achievement of students with disabilities. [Internet] [Doctoral dissertation]. University of Utah; 2012. [cited 2019 Dec 13]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/1916/rec/2802.

Council of Science Editors:

Lang JM. Twenty-first century community learning centers' teacher perspectives on the academic achievement of students with disabilities. [Doctoral Dissertation]. University of Utah; 2012. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/1916/rec/2802


University of Utah

6. Ballinger, Danielle Marie. Student attitudes toward the use of learning centers in the elementary general music classroom.

Degree: MM, Music (School of), 2011, University of Utah

 This study investigated the attitudes of elementary-school students toward the use of learning centers as a tool of instruction in the elementary general music classroom.… (more)

Subjects/Keywords: Centers; Differentiation; Elementary; General; Learning; Music

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APA (6th Edition):

Ballinger, D. M. (2011). Student attitudes toward the use of learning centers in the elementary general music classroom. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/553/rec/2287

Chicago Manual of Style (16th Edition):

Ballinger, Danielle Marie. “Student attitudes toward the use of learning centers in the elementary general music classroom.” 2011. Masters Thesis, University of Utah. Accessed December 13, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/553/rec/2287.

MLA Handbook (7th Edition):

Ballinger, Danielle Marie. “Student attitudes toward the use of learning centers in the elementary general music classroom.” 2011. Web. 13 Dec 2019.

Vancouver:

Ballinger DM. Student attitudes toward the use of learning centers in the elementary general music classroom. [Internet] [Masters thesis]. University of Utah; 2011. [cited 2019 Dec 13]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/553/rec/2287.

Council of Science Editors:

Ballinger DM. Student attitudes toward the use of learning centers in the elementary general music classroom. [Masters Thesis]. University of Utah; 2011. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/553/rec/2287


Nelson Mandela Metropolitan University

7. Kemp, Hermione. Exploring a story-based learning design in a grade 4 science and technology classroom.

Degree: MEd, Faculty of Education, 2014, Nelson Mandela Metropolitan University

 Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially,… (more)

Subjects/Keywords: Classroom environment; Classroom learning centers; Student teaching; Classroom management

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APA (6th Edition):

Kemp, H. (2014). Exploring a story-based learning design in a grade 4 science and technology classroom. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1021017

Chicago Manual of Style (16th Edition):

Kemp, Hermione. “Exploring a story-based learning design in a grade 4 science and technology classroom.” 2014. Masters Thesis, Nelson Mandela Metropolitan University. Accessed December 13, 2019. http://hdl.handle.net/10948/d1021017.

MLA Handbook (7th Edition):

Kemp, Hermione. “Exploring a story-based learning design in a grade 4 science and technology classroom.” 2014. Web. 13 Dec 2019.

Vancouver:

Kemp H. Exploring a story-based learning design in a grade 4 science and technology classroom. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2014. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10948/d1021017.

Council of Science Editors:

Kemp H. Exploring a story-based learning design in a grade 4 science and technology classroom. [Masters Thesis]. Nelson Mandela Metropolitan University; 2014. Available from: http://hdl.handle.net/10948/d1021017

8. Landegren, Melinda. Lärande i fritidshem - hur ser verkligheten ut? : En undersökning av hur rektor och fritidspedagog definierar lärande i fritidshem.

Degree: Teacher Education, 2016, Södertörn University

In my experience it is hard to define what learning in leisure centers means, and that the definition seems to differentiate between principals and… (more)

Subjects/Keywords: Learning; regulatory documents; leisure centers; policy process; Lärande; styrdokument; fritidshem; policyprocess

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APA (6th Edition):

Landegren, M. (2016). Lärande i fritidshem - hur ser verkligheten ut? : En undersökning av hur rektor och fritidspedagog definierar lärande i fritidshem. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30028

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):

Landegren, Melinda. “Lärande i fritidshem - hur ser verkligheten ut? : En undersökning av hur rektor och fritidspedagog definierar lärande i fritidshem.” 2016. Thesis, Södertörn University. Accessed December 13, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30028.

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

MLA Handbook (7th Edition):

Landegren, Melinda. “Lärande i fritidshem - hur ser verkligheten ut? : En undersökning av hur rektor och fritidspedagog definierar lärande i fritidshem.” 2016. Web. 13 Dec 2019.

Vancouver:

Landegren M. Lärande i fritidshem - hur ser verkligheten ut? : En undersökning av hur rektor och fritidspedagog definierar lärande i fritidshem. [Internet] [Thesis]. Södertörn University; 2016. [cited 2019 Dec 13]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30028.

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

Council of Science Editors:

Landegren M. Lärande i fritidshem - hur ser verkligheten ut? : En undersökning av hur rektor och fritidspedagog definierar lärande i fritidshem. [Thesis]. Södertörn University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30028

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


Malmö University

9. Harvard Maare, Åsa. Designing for Peer Learning : Mathematics, Games, and Peer Groups in Leisure-time Centers .

Degree: Malmö University. School of Arts and Communication (K3), 2015, Malmö University

 Constrained by national tests and the mathematics curriculum, teachers have problems finding time for exploratory and hands-on mathematical activities, especially so in classes with a… (more)

Subjects/Keywords: Leisure-time centers; mathematics; observational learning; motivation; design research

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APA (6th Edition):

Harvard Maare, . (2015). Designing for Peer Learning : Mathematics, Games, and Peer Groups in Leisure-time Centers . (Thesis). Malmö University. Retrieved from http://hdl.handle.net/2043/24322

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):

Harvard Maare, Åsa. “Designing for Peer Learning : Mathematics, Games, and Peer Groups in Leisure-time Centers .” 2015. Thesis, Malmö University. Accessed December 13, 2019. http://hdl.handle.net/2043/24322.

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

MLA Handbook (7th Edition):

Harvard Maare, Åsa. “Designing for Peer Learning : Mathematics, Games, and Peer Groups in Leisure-time Centers .” 2015. Web. 13 Dec 2019.

Vancouver:

Harvard Maare . Designing for Peer Learning : Mathematics, Games, and Peer Groups in Leisure-time Centers . [Internet] [Thesis]. Malmö University; 2015. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/2043/24322.

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

Council of Science Editors:

Harvard Maare . Designing for Peer Learning : Mathematics, Games, and Peer Groups in Leisure-time Centers . [Thesis]. Malmö University; 2015. Available from: http://hdl.handle.net/2043/24322

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


Michigan State University

10. Carlson, Stephan Paul. Cognitive model for learning in educationally oriented recreation facilities.

Degree: PhD, Department of Park and Recreation Resources, 1993, Michigan State University

Subjects/Keywords: Cognitive learning; Visitors' centers; Cognition

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APA (6th Edition):

Carlson, S. P. (1993). Cognitive model for learning in educationally oriented recreation facilities. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:22462

Chicago Manual of Style (16th Edition):

Carlson, Stephan Paul. “Cognitive model for learning in educationally oriented recreation facilities.” 1993. Doctoral Dissertation, Michigan State University. Accessed December 13, 2019. http://etd.lib.msu.edu/islandora/object/etd:22462.

MLA Handbook (7th Edition):

Carlson, Stephan Paul. “Cognitive model for learning in educationally oriented recreation facilities.” 1993. Web. 13 Dec 2019.

Vancouver:

Carlson SP. Cognitive model for learning in educationally oriented recreation facilities. [Internet] [Doctoral dissertation]. Michigan State University; 1993. [cited 2019 Dec 13]. Available from: http://etd.lib.msu.edu/islandora/object/etd:22462.

Council of Science Editors:

Carlson SP. Cognitive model for learning in educationally oriented recreation facilities. [Doctoral Dissertation]. Michigan State University; 1993. Available from: http://etd.lib.msu.edu/islandora/object/etd:22462


University of Missouri – Columbia

11. Hein, Stephanie G., 1974-. A comparative study of faculty principles of practice in curricular learning communities and non-curricular learning communities environments.

Degree: 2010, University of Missouri – Columbia

 This study investigated faculty principles of practice in curricular learning communities (CLC) compared to faculty in non-curricular learning community environments. A sample of CLC faculty… (more)

Subjects/Keywords: Interdisciplinary approach in education; Team learning approach in education; Classroom learning centers; Communication in education

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APA (6th Edition):

Hein, Stephanie G., 1. (2010). A comparative study of faculty principles of practice in curricular learning communities and non-curricular learning communities environments. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/8307

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):

Hein, Stephanie G., 1974-. “A comparative study of faculty principles of practice in curricular learning communities and non-curricular learning communities environments.” 2010. Thesis, University of Missouri – Columbia. Accessed December 13, 2019. https://doi.org/10.32469/10355/8307.

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

MLA Handbook (7th Edition):

Hein, Stephanie G., 1974-. “A comparative study of faculty principles of practice in curricular learning communities and non-curricular learning communities environments.” 2010. Web. 13 Dec 2019.

Vancouver:

Hein, Stephanie G. 1. A comparative study of faculty principles of practice in curricular learning communities and non-curricular learning communities environments. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Dec 13]. Available from: https://doi.org/10.32469/10355/8307.

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

Council of Science Editors:

Hein, Stephanie G. 1. A comparative study of faculty principles of practice in curricular learning communities and non-curricular learning communities environments. [Thesis]. University of Missouri – Columbia; 2010. Available from: https://doi.org/10.32469/10355/8307

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


University of Missouri – Columbia

12. Hein, Stephanie G., 1974-. A comparative study of faculty principles of practice in curricular learning communities and non-curricular learning communities environments.

Degree: 2010, University of Missouri – Columbia

 This study investigated faculty principles of practice in curricular learning communities (CLC) compared to faculty in non-curricular learning community environments. A sample of CLC faculty… (more)

Subjects/Keywords: Interdisciplinary approach in education; Team learning approach in education; Classroom learning centers; Communication in education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hein, Stephanie G., 1. (2010). A comparative study of faculty principles of practice in curricular learning communities and non-curricular learning communities environments. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/8307

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):

Hein, Stephanie G., 1974-. “A comparative study of faculty principles of practice in curricular learning communities and non-curricular learning communities environments.” 2010. Thesis, University of Missouri – Columbia. Accessed December 13, 2019. http://hdl.handle.net/10355/8307.

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

MLA Handbook (7th Edition):

Hein, Stephanie G., 1974-. “A comparative study of faculty principles of practice in curricular learning communities and non-curricular learning communities environments.” 2010. Web. 13 Dec 2019.

Vancouver:

Hein, Stephanie G. 1. A comparative study of faculty principles of practice in curricular learning communities and non-curricular learning communities environments. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10355/8307.

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

Council of Science Editors:

Hein, Stephanie G. 1. A comparative study of faculty principles of practice in curricular learning communities and non-curricular learning communities environments. [Thesis]. University of Missouri – Columbia; 2010. Available from: http://hdl.handle.net/10355/8307

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


NSYSU

13. Li, Pei-hua. The Study of Gender Difference of kindergarten Children in Study and Play.

Degree: Master, Education, 2004, NSYSU

 The purpose of this study is to explore gender difference of kindergarten children in learning area choice and play behavior. The purposes of this study… (more)

Subjects/Keywords: learning centers; gender difference; kindergarten children

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APA (6th Edition):

Li, P. (2004). The Study of Gender Difference of kindergarten Children in Study and Play. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0727104-150537

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):

Li, Pei-hua. “The Study of Gender Difference of kindergarten Children in Study and Play.” 2004. Thesis, NSYSU. Accessed December 13, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0727104-150537.

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

MLA Handbook (7th Edition):

Li, Pei-hua. “The Study of Gender Difference of kindergarten Children in Study and Play.” 2004. Web. 13 Dec 2019.

Vancouver:

Li P. The Study of Gender Difference of kindergarten Children in Study and Play. [Internet] [Thesis]. NSYSU; 2004. [cited 2019 Dec 13]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0727104-150537.

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

Council of Science Editors:

Li P. The Study of Gender Difference of kindergarten Children in Study and Play. [Thesis]. NSYSU; 2004. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0727104-150537

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


University of South Florida

14. Grayes, Rick. Redefining Supports and Resources for Students and Families in High Poverty Schools.

Degree: 2018, University of South Florida

 This capstone project was part of a team project completed by two school principals in Hillsborough County, Florida. The project began because of our passion… (more)

Subjects/Keywords: health and student learning; high poverty schools; School-based health centers; Other Education

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APA (6th Edition):

Grayes, R. (2018). Redefining Supports and Resources for Students and Families in High Poverty Schools. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7511

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):

Grayes, Rick. “Redefining Supports and Resources for Students and Families in High Poverty Schools.” 2018. Thesis, University of South Florida. Accessed December 13, 2019. https://scholarcommons.usf.edu/etd/7511.

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

MLA Handbook (7th Edition):

Grayes, Rick. “Redefining Supports and Resources for Students and Families in High Poverty Schools.” 2018. Web. 13 Dec 2019.

Vancouver:

Grayes R. Redefining Supports and Resources for Students and Families in High Poverty Schools. [Internet] [Thesis]. University of South Florida; 2018. [cited 2019 Dec 13]. Available from: https://scholarcommons.usf.edu/etd/7511.

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

Council of Science Editors:

Grayes R. Redefining Supports and Resources for Students and Families in High Poverty Schools. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7511

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


University of Houston

15. -6792-0432. A COMMUNITY INTERVENTION FOR EDUCATING YOUNG ADULT DROPOUTS THROUGH THE CREATION OF CARING RELATIONSHIPS: A CASE STUDY OF COMMUNITY RENEWAL INTERNATIONAL BREAKING THE CYCLE OF ISOLATION.

Degree: Educational Psychology, Department of, 2015, University of Houston

 The purpose of the study is to examine how CRI was able to make a difference in the communities that they service. This research study… (more)

Subjects/Keywords: Community; Learner Identity; Social Capital; Self efficacy; Collective efficacy; Learning centers; learner persistence

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

APA (6th Edition):

-6792-0432. (2015). A COMMUNITY INTERVENTION FOR EDUCATING YOUNG ADULT DROPOUTS THROUGH THE CREATION OF CARING RELATIONSHIPS: A CASE STUDY OF COMMUNITY RENEWAL INTERNATIONAL BREAKING THE CYCLE OF ISOLATION. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1797

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):

-6792-0432. “A COMMUNITY INTERVENTION FOR EDUCATING YOUNG ADULT DROPOUTS THROUGH THE CREATION OF CARING RELATIONSHIPS: A CASE STUDY OF COMMUNITY RENEWAL INTERNATIONAL BREAKING THE CYCLE OF ISOLATION.” 2015. Thesis, University of Houston. Accessed December 13, 2019. http://hdl.handle.net/10657/1797.

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):

-6792-0432. “A COMMUNITY INTERVENTION FOR EDUCATING YOUNG ADULT DROPOUTS THROUGH THE CREATION OF CARING RELATIONSHIPS: A CASE STUDY OF COMMUNITY RENEWAL INTERNATIONAL BREAKING THE CYCLE OF ISOLATION.” 2015. Web. 13 Dec 2019.

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

Vancouver:

-6792-0432. A COMMUNITY INTERVENTION FOR EDUCATING YOUNG ADULT DROPOUTS THROUGH THE CREATION OF CARING RELATIONSHIPS: A CASE STUDY OF COMMUNITY RENEWAL INTERNATIONAL BREAKING THE CYCLE OF ISOLATION. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10657/1797.

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:

-6792-0432. A COMMUNITY INTERVENTION FOR EDUCATING YOUNG ADULT DROPOUTS THROUGH THE CREATION OF CARING RELATIONSHIPS: A CASE STUDY OF COMMUNITY RENEWAL INTERNATIONAL BREAKING THE CYCLE OF ISOLATION. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1797

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


University of Missouri – Columbia

16. Leeker, Richard B. Analyzing the impact of regular participation from at-risk students enrolled in a 21st century community learning center after-school tutoring program.

Degree: 2017, University of Missouri – Columbia

 The purpose of this quantitative study was to analyze the impact of regular participation from atrisk students enrolled in a 21st Century Community Learning Center… (more)

Subjects/Keywords: 21st Century Community Learning Centers Program (U.S.); Tutors and tutoring; Academic achievement

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APA (6th Edition):

Leeker, R. B. (2017). Analyzing the impact of regular participation from at-risk students enrolled in a 21st century community learning center after-school tutoring program. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/61950

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):

Leeker, Richard B. “Analyzing the impact of regular participation from at-risk students enrolled in a 21st century community learning center after-school tutoring program.” 2017. Thesis, University of Missouri – Columbia. Accessed December 13, 2019. http://hdl.handle.net/10355/61950.

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

MLA Handbook (7th Edition):

Leeker, Richard B. “Analyzing the impact of regular participation from at-risk students enrolled in a 21st century community learning center after-school tutoring program.” 2017. Web. 13 Dec 2019.

Vancouver:

Leeker RB. Analyzing the impact of regular participation from at-risk students enrolled in a 21st century community learning center after-school tutoring program. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10355/61950.

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

Council of Science Editors:

Leeker RB. Analyzing the impact of regular participation from at-risk students enrolled in a 21st century community learning center after-school tutoring program. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://hdl.handle.net/10355/61950

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


University of Minnesota

17. CHEN, TIANYI. Resource Allocation for Green Cloud Networks under Uncertainty: Stochastic, Robust and Big Data-driven Approaches.

Degree: MS, Electrical/Computer Engineering, 2016, University of Minnesota

 Major improvements have propelled the development of worldwide Internet systems during the past decade. To meet the growing demand in massive data processing, a large… (more)

Subjects/Keywords: Convex optimization; Data centers; Machine learning; Network resource allocation; Smart grids; Stochastic optimization

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APA (6th Edition):

CHEN, T. (2016). Resource Allocation for Green Cloud Networks under Uncertainty: Stochastic, Robust and Big Data-driven Approaches. (Masters Thesis). University of Minnesota. Retrieved from http://hdl.handle.net/11299/191192

Chicago Manual of Style (16th Edition):

CHEN, TIANYI. “Resource Allocation for Green Cloud Networks under Uncertainty: Stochastic, Robust and Big Data-driven Approaches.” 2016. Masters Thesis, University of Minnesota. Accessed December 13, 2019. http://hdl.handle.net/11299/191192.

MLA Handbook (7th Edition):

CHEN, TIANYI. “Resource Allocation for Green Cloud Networks under Uncertainty: Stochastic, Robust and Big Data-driven Approaches.” 2016. Web. 13 Dec 2019.

Vancouver:

CHEN T. Resource Allocation for Green Cloud Networks under Uncertainty: Stochastic, Robust and Big Data-driven Approaches. [Internet] [Masters thesis]. University of Minnesota; 2016. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/11299/191192.

Council of Science Editors:

CHEN T. Resource Allocation for Green Cloud Networks under Uncertainty: Stochastic, Robust and Big Data-driven Approaches. [Masters Thesis]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/191192


University of Lund

18. Harvard Maare, Åsa. Designing for Peer Learning : Mathematics, Games and Peer Groups in Leisure-time Centers.

Degree: 2015, University of Lund

 Constrained by national tests and the mathematics curriculum, teachers have problems finding time for exploratory and hands-on mathematical activities, especially so in classes with a… (more)

Subjects/Keywords: Design; Pedagogik; Leisure-time centers; mathematics; embodied interaction; design research; motivation; observational learning

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APA (6th Edition):

Harvard Maare, . (2015). Designing for Peer Learning : Mathematics, Games and Peer Groups in Leisure-time Centers. (Doctoral Dissertation). University of Lund. Retrieved from http://lup.lub.lu.se/record/8160864 ; http://portal.research.lu.se/ws/files/5321992/8160866.pdf

Chicago Manual of Style (16th Edition):

Harvard Maare, Åsa. “Designing for Peer Learning : Mathematics, Games and Peer Groups in Leisure-time Centers.” 2015. Doctoral Dissertation, University of Lund. Accessed December 13, 2019. http://lup.lub.lu.se/record/8160864 ; http://portal.research.lu.se/ws/files/5321992/8160866.pdf.

MLA Handbook (7th Edition):

Harvard Maare, Åsa. “Designing for Peer Learning : Mathematics, Games and Peer Groups in Leisure-time Centers.” 2015. Web. 13 Dec 2019.

Vancouver:

Harvard Maare . Designing for Peer Learning : Mathematics, Games and Peer Groups in Leisure-time Centers. [Internet] [Doctoral dissertation]. University of Lund; 2015. [cited 2019 Dec 13]. Available from: http://lup.lub.lu.se/record/8160864 ; http://portal.research.lu.se/ws/files/5321992/8160866.pdf.

Council of Science Editors:

Harvard Maare . Designing for Peer Learning : Mathematics, Games and Peer Groups in Leisure-time Centers. [Doctoral Dissertation]. University of Lund; 2015. Available from: http://lup.lub.lu.se/record/8160864 ; http://portal.research.lu.se/ws/files/5321992/8160866.pdf


University of New Orleans

19. Despaux, Lori Juhas. Understanding Reading Intervention from a Child's Perspective: Interviews with Adolescents, Parents, and Teachers.

Degree: PhD, Curriculum and Instruction, 2010, University of New Orleans

  This qualitative phenomenological study explored the perceptions and experiences of the middle school students who participated in learning center support as elementary students in… (more)

Subjects/Keywords: Learning Centers; Struggling Readers; Resource Rooms; Pull-out Programs; Reading Intervention; Independent Schools; Education

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

APA (6th Edition):

Despaux, L. J. (2010). Understanding Reading Intervention from a Child's Perspective: Interviews with Adolescents, Parents, and Teachers. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1109

Chicago Manual of Style (16th Edition):

Despaux, Lori Juhas. “Understanding Reading Intervention from a Child's Perspective: Interviews with Adolescents, Parents, and Teachers.” 2010. Doctoral Dissertation, University of New Orleans. Accessed December 13, 2019. https://scholarworks.uno.edu/td/1109.

MLA Handbook (7th Edition):

Despaux, Lori Juhas. “Understanding Reading Intervention from a Child's Perspective: Interviews with Adolescents, Parents, and Teachers.” 2010. Web. 13 Dec 2019.

Vancouver:

Despaux LJ. Understanding Reading Intervention from a Child's Perspective: Interviews with Adolescents, Parents, and Teachers. [Internet] [Doctoral dissertation]. University of New Orleans; 2010. [cited 2019 Dec 13]. Available from: https://scholarworks.uno.edu/td/1109.

Council of Science Editors:

Despaux LJ. Understanding Reading Intervention from a Child's Perspective: Interviews with Adolescents, Parents, and Teachers. [Doctoral Dissertation]. University of New Orleans; 2010. Available from: https://scholarworks.uno.edu/td/1109

20. Sougrati, Yassine. Formation et médiation en r(é)volution numérique : enjeux communicationnels de l'intégration du digital learning dans les centres de contact : Training and mediation in digital (r)evolution : communicational challenges of the integration of digital learning in contact centers.

Degree: Docteur es, Sciences de l'information et de la communication, 2018, Bourgogne Franche-Comté

C’est une thèse qui s’inscrit dans les sciences de l’information et de communication, sous l’ongle de l’évolution, des médias.. Les nouvelles technologies d’information et de… (more)

Subjects/Keywords: Communication; E-Learning; Interactions; Centres de contact; Foad; Digital; Communication; E-Learning; Interactions; Contact centers; Odl; Digital; 371.3; 374

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

APA (6th Edition):

Sougrati, Y. (2018). Formation et médiation en r(é)volution numérique : enjeux communicationnels de l'intégration du digital learning dans les centres de contact : Training and mediation in digital (r)evolution : communicational challenges of the integration of digital learning in contact centers. (Doctoral Dissertation). Bourgogne Franche-Comté. Retrieved from http://www.theses.fr/2018UBFCH033

Chicago Manual of Style (16th Edition):

Sougrati, Yassine. “Formation et médiation en r(é)volution numérique : enjeux communicationnels de l'intégration du digital learning dans les centres de contact : Training and mediation in digital (r)evolution : communicational challenges of the integration of digital learning in contact centers.” 2018. Doctoral Dissertation, Bourgogne Franche-Comté. Accessed December 13, 2019. http://www.theses.fr/2018UBFCH033.

MLA Handbook (7th Edition):

Sougrati, Yassine. “Formation et médiation en r(é)volution numérique : enjeux communicationnels de l'intégration du digital learning dans les centres de contact : Training and mediation in digital (r)evolution : communicational challenges of the integration of digital learning in contact centers.” 2018. Web. 13 Dec 2019.

Vancouver:

Sougrati Y. Formation et médiation en r(é)volution numérique : enjeux communicationnels de l'intégration du digital learning dans les centres de contact : Training and mediation in digital (r)evolution : communicational challenges of the integration of digital learning in contact centers. [Internet] [Doctoral dissertation]. Bourgogne Franche-Comté; 2018. [cited 2019 Dec 13]. Available from: http://www.theses.fr/2018UBFCH033.

Council of Science Editors:

Sougrati Y. Formation et médiation en r(é)volution numérique : enjeux communicationnels de l'intégration du digital learning dans les centres de contact : Training and mediation in digital (r)evolution : communicational challenges of the integration of digital learning in contact centers. [Doctoral Dissertation]. Bourgogne Franche-Comté; 2018. Available from: http://www.theses.fr/2018UBFCH033


University of Victoria

21. Lindsay, Anne Crawford. Developing methods for recording and describing dyadic classroom discourse between teachers and young children.

Degree: Department of Curriculum and Instruction, 2015, University of Victoria

Subjects/Keywords: Classroom learning centers; Instructional systems; Classroom environment

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

APA (6th Edition):

Lindsay, A. C. (2015). Developing methods for recording and describing dyadic classroom discourse between teachers and young children. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/6336

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):

Lindsay, Anne Crawford. “Developing methods for recording and describing dyadic classroom discourse between teachers and young children.” 2015. Thesis, University of Victoria. Accessed December 13, 2019. http://hdl.handle.net/1828/6336.

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

MLA Handbook (7th Edition):

Lindsay, Anne Crawford. “Developing methods for recording and describing dyadic classroom discourse between teachers and young children.” 2015. Web. 13 Dec 2019.

Vancouver:

Lindsay AC. Developing methods for recording and describing dyadic classroom discourse between teachers and young children. [Internet] [Thesis]. University of Victoria; 2015. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1828/6336.

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

Council of Science Editors:

Lindsay AC. Developing methods for recording and describing dyadic classroom discourse between teachers and young children. [Thesis]. University of Victoria; 2015. Available from: http://hdl.handle.net/1828/6336

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

22. Green-Quaintance, Carrie. Behind the Center's Door: Characteristics of Tutoring Centers Offering Remedial Reading Instruction.

Degree: 2011, IPFW

  This thesis identifies characteristics and common practices at private tutoring centers that offer remedial reading instruction. Directors at four centers were interviewed and responses… (more)

Subjects/Keywords: remedial reading instruction; tutoring centers; tutoring clinic; reading center; special education; learning disability; dyslexia; reading disability; Education; Special Education and Teaching

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

APA (6th Edition):

Green-Quaintance, C. (2011). Behind the Center's Door: Characteristics of Tutoring Centers Offering Remedial Reading Instruction. (Masters Thesis). IPFW. Retrieved from http://opus.ipfw.edu/masters_theses/5

Chicago Manual of Style (16th Edition):

Green-Quaintance, Carrie. “Behind the Center's Door: Characteristics of Tutoring Centers Offering Remedial Reading Instruction.” 2011. Masters Thesis, IPFW. Accessed December 13, 2019. http://opus.ipfw.edu/masters_theses/5.

MLA Handbook (7th Edition):

Green-Quaintance, Carrie. “Behind the Center's Door: Characteristics of Tutoring Centers Offering Remedial Reading Instruction.” 2011. Web. 13 Dec 2019.

Vancouver:

Green-Quaintance C. Behind the Center's Door: Characteristics of Tutoring Centers Offering Remedial Reading Instruction. [Internet] [Masters thesis]. IPFW; 2011. [cited 2019 Dec 13]. Available from: http://opus.ipfw.edu/masters_theses/5.

Council of Science Editors:

Green-Quaintance C. Behind the Center's Door: Characteristics of Tutoring Centers Offering Remedial Reading Instruction. [Masters Thesis]. IPFW; 2011. Available from: http://opus.ipfw.edu/masters_theses/5


University of Wisconsin – Stout

23. Molzahn, Debra M. Teachers' attitudes toward shared reading, guided reading, and learning centers.

Degree: 2005, University of Wisconsin – Stout

Subjects/Keywords: Reading (Kindergarten); Teachers – Attitudes; Classroom learning centers

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

APA (6th Edition):

Molzahn, D. M. (2005). Teachers' attitudes toward shared reading, guided reading, and learning centers. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2005/2005molzahnd.pdf ; http://digital.library.wisc.edu/1793/41733

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):

Molzahn, Debra M. “Teachers' attitudes toward shared reading, guided reading, and learning centers.” 2005. Thesis, University of Wisconsin – Stout. Accessed December 13, 2019. http://www.uwstout.edu/lib/thesis/2005/2005molzahnd.pdf ; http://digital.library.wisc.edu/1793/41733.

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

MLA Handbook (7th Edition):

Molzahn, Debra M. “Teachers' attitudes toward shared reading, guided reading, and learning centers.” 2005. Web. 13 Dec 2019.

Vancouver:

Molzahn DM. Teachers' attitudes toward shared reading, guided reading, and learning centers. [Internet] [Thesis]. University of Wisconsin – Stout; 2005. [cited 2019 Dec 13]. Available from: http://www.uwstout.edu/lib/thesis/2005/2005molzahnd.pdf ; http://digital.library.wisc.edu/1793/41733.

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

Council of Science Editors:

Molzahn DM. Teachers' attitudes toward shared reading, guided reading, and learning centers. [Thesis]. University of Wisconsin – Stout; 2005. Available from: http://www.uwstout.edu/lib/thesis/2005/2005molzahnd.pdf ; http://digital.library.wisc.edu/1793/41733

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


California State University – Northridge

24. Jordon, Stella Mary. A survey of twenty reading centers within the elementary schools.

Degree: MA, Department of Education, 1974, California State University – Northridge

 The development of reading centers within the schools, centers manned by paraprofessionals, is a growing phenomenon. This survey of twenty reading centers within the same… (more)

Subjects/Keywords: Learning centers, School-based; Dissertations, Academic  – CSUN  – Education

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APA (6th Edition):

Jordon, S. M. (1974). A survey of twenty reading centers within the elementary schools. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/120831

Chicago Manual of Style (16th Edition):

Jordon, Stella Mary. “A survey of twenty reading centers within the elementary schools.” 1974. Masters Thesis, California State University – Northridge. Accessed December 13, 2019. http://hdl.handle.net/10211.3/120831.

MLA Handbook (7th Edition):

Jordon, Stella Mary. “A survey of twenty reading centers within the elementary schools.” 1974. Web. 13 Dec 2019.

Vancouver:

Jordon SM. A survey of twenty reading centers within the elementary schools. [Internet] [Masters thesis]. California State University – Northridge; 1974. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10211.3/120831.

Council of Science Editors:

Jordon SM. A survey of twenty reading centers within the elementary schools. [Masters Thesis]. California State University – Northridge; 1974. Available from: http://hdl.handle.net/10211.3/120831


Western Kentucky University

25. Atkins, Caroline L. The Branch Campus Contribution to the Mission of the Main Campus in Kentucky.

Degree: EdD, Educational Leadership Doctoral Program, 2015, Western Kentucky University

  The purpose of this study was to investigate the impact of branch campuses on the mission of their main campuses in Kentucky. An online… (more)

Subjects/Keywords: branch campus; off-campus centers; Kentucky; nontraditional students; barriers to adult learning; Education; Educational Leadership; Educational Methods

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

APA (6th Edition):

Atkins, C. L. (2015). The Branch Campus Contribution to the Mission of the Main Campus in Kentucky. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/86

Chicago Manual of Style (16th Edition):

Atkins, Caroline L. “The Branch Campus Contribution to the Mission of the Main Campus in Kentucky.” 2015. Doctoral Dissertation, Western Kentucky University. Accessed December 13, 2019. https://digitalcommons.wku.edu/diss/86.

MLA Handbook (7th Edition):

Atkins, Caroline L. “The Branch Campus Contribution to the Mission of the Main Campus in Kentucky.” 2015. Web. 13 Dec 2019.

Vancouver:

Atkins CL. The Branch Campus Contribution to the Mission of the Main Campus in Kentucky. [Internet] [Doctoral dissertation]. Western Kentucky University; 2015. [cited 2019 Dec 13]. Available from: https://digitalcommons.wku.edu/diss/86.

Council of Science Editors:

Atkins CL. The Branch Campus Contribution to the Mission of the Main Campus in Kentucky. [Doctoral Dissertation]. Western Kentucky University; 2015. Available from: https://digitalcommons.wku.edu/diss/86

26. Scarpati, Jennifer. Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?.

Degree: PhD, 2017, University of New Hampshire

  In America, millions of children are living in poverty and/or attending high poverty schools. These students, on average, score lower on assessments of math… (more)

Subjects/Keywords: 21st Century Community Learning Centers; After School Programs; at-risk; elementary; poverty; urban; Elementary education; Educational sociology; Education policy

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

APA (6th Edition):

Scarpati, J. (2017). Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/148

Chicago Manual of Style (16th Edition):

Scarpati, Jennifer. “Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?.” 2017. Doctoral Dissertation, University of New Hampshire. Accessed December 13, 2019. https://scholars.unh.edu/dissertation/148.

MLA Handbook (7th Edition):

Scarpati, Jennifer. “Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?.” 2017. Web. 13 Dec 2019.

Vancouver:

Scarpati J. Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?. [Internet] [Doctoral dissertation]. University of New Hampshire; 2017. [cited 2019 Dec 13]. Available from: https://scholars.unh.edu/dissertation/148.

Council of Science Editors:

Scarpati J. Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?. [Doctoral Dissertation]. University of New Hampshire; 2017. Available from: https://scholars.unh.edu/dissertation/148


University of KwaZulu-Natal

27. Bachan, Prem. Relations among official, enacted and assessed dimensions of the mathematics curriculum in a public adult learning centre in KwaZulu-Natal.

Degree: 2017, University of KwaZulu-Natal

 The purpose of this enquiry was to investigate relations among official, enacted and assessed dimensions of the Mathematics curriculum in a Public Adult Learning Centre.… (more)

Subjects/Keywords: Theses - Education studies.; Mathematics Curriculum.; Public adult learning centers.; Teaching and learning.; ABET level 4 mathematics sciences.; ABET level 4 mathematics literacy.

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

APA (6th Edition):

Bachan, P. (2017). Relations among official, enacted and assessed dimensions of the mathematics curriculum in a public adult learning centre in KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15270

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):

Bachan, Prem. “Relations among official, enacted and assessed dimensions of the mathematics curriculum in a public adult learning centre in KwaZulu-Natal.” 2017. Thesis, University of KwaZulu-Natal. Accessed December 13, 2019. http://hdl.handle.net/10413/15270.

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

MLA Handbook (7th Edition):

Bachan, Prem. “Relations among official, enacted and assessed dimensions of the mathematics curriculum in a public adult learning centre in KwaZulu-Natal.” 2017. Web. 13 Dec 2019.

Vancouver:

Bachan P. Relations among official, enacted and assessed dimensions of the mathematics curriculum in a public adult learning centre in KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10413/15270.

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

Council of Science Editors:

Bachan P. Relations among official, enacted and assessed dimensions of the mathematics curriculum in a public adult learning centre in KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15270

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


UCLA

28. Perrenoud, Michelle Renee. Attracting and Retaining Middle School Youth Participants in Afterschool Expanded Learning Programs: A Descriptive Case Study.

Degree: Education, 2015, UCLA

 The purpose of this study was to address the problem of low attendance and growing attrition of middle school students participating in afterschool programs. This… (more)

Subjects/Keywords: Education; 21st Century Community Learning Centers (21st CCLC); Afterschool Programs; After School Safety and Enrichment (ASES); Expanded Learning; Middle School Adolescents; Youth Development and Matterness

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APA (6th Edition):

Perrenoud, M. R. (2015). Attracting and Retaining Middle School Youth Participants in Afterschool Expanded Learning Programs: A Descriptive Case Study. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/43n287qr

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):

Perrenoud, Michelle Renee. “Attracting and Retaining Middle School Youth Participants in Afterschool Expanded Learning Programs: A Descriptive Case Study.” 2015. Thesis, UCLA. Accessed December 13, 2019. http://www.escholarship.org/uc/item/43n287qr.

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

MLA Handbook (7th Edition):

Perrenoud, Michelle Renee. “Attracting and Retaining Middle School Youth Participants in Afterschool Expanded Learning Programs: A Descriptive Case Study.” 2015. Web. 13 Dec 2019.

Vancouver:

Perrenoud MR. Attracting and Retaining Middle School Youth Participants in Afterschool Expanded Learning Programs: A Descriptive Case Study. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Dec 13]. Available from: http://www.escholarship.org/uc/item/43n287qr.

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

Council of Science Editors:

Perrenoud MR. Attracting and Retaining Middle School Youth Participants in Afterschool Expanded Learning Programs: A Descriptive Case Study. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/43n287qr

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


University of Arkansas

29. Wright, Patricia Ann. Perceived Impact of Quality in a 21st Century Community Learning Center Out-of-School Time Program: A Case Study.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2012, University of Arkansas

  Concern for the safety, education and well-being of children during out-of-school time is helping to change the landscape and priorities of families, educators and… (more)

Subjects/Keywords: Education; After-school programs; Community learning centers; Extended learning programs; Latchkey programs; Out-of-school time programs; Quality elements; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary Education and Teaching

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

APA (6th Edition):

Wright, P. A. (2012). Perceived Impact of Quality in a 21st Century Community Learning Center Out-of-School Time Program: A Case Study. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/369

Chicago Manual of Style (16th Edition):

Wright, Patricia Ann. “Perceived Impact of Quality in a 21st Century Community Learning Center Out-of-School Time Program: A Case Study.” 2012. Doctoral Dissertation, University of Arkansas. Accessed December 13, 2019. https://scholarworks.uark.edu/etd/369.

MLA Handbook (7th Edition):

Wright, Patricia Ann. “Perceived Impact of Quality in a 21st Century Community Learning Center Out-of-School Time Program: A Case Study.” 2012. Web. 13 Dec 2019.

Vancouver:

Wright PA. Perceived Impact of Quality in a 21st Century Community Learning Center Out-of-School Time Program: A Case Study. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Dec 13]. Available from: https://scholarworks.uark.edu/etd/369.

Council of Science Editors:

Wright PA. Perceived Impact of Quality in a 21st Century Community Learning Center Out-of-School Time Program: A Case Study. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/369


University of Southern California

30. Woody, Michelle. A review of successful instructional practices in juvenile detention centers: invigorating the disposable generation.

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

 The primary purpose of this study was to examine successful instructional practices that promote high academic achievement for at‐risk students in juvenile detention centers, and… (more)

Subjects/Keywords: at‐risk; juvenile detention centers; recidivism; social learning; academic achievement; project based learning; culturally relevant curriculum; Black and Hispanic students; juvenile justice system

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

APA (6th Edition):

Woody, M. (2014). A review of successful instructional practices in juvenile detention centers: invigorating the disposable generation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/364829/rec/344

Chicago Manual of Style (16th Edition):

Woody, Michelle. “A review of successful instructional practices in juvenile detention centers: invigorating the disposable generation.” 2014. Doctoral Dissertation, University of Southern California. Accessed December 13, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/364829/rec/344.

MLA Handbook (7th Edition):

Woody, Michelle. “A review of successful instructional practices in juvenile detention centers: invigorating the disposable generation.” 2014. Web. 13 Dec 2019.

Vancouver:

Woody M. A review of successful instructional practices in juvenile detention centers: invigorating the disposable generation. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Dec 13]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/364829/rec/344.

Council of Science Editors:

Woody M. A review of successful instructional practices in juvenile detention centers: invigorating the disposable generation. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/364829/rec/344

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