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You searched for subject:(Literacy Study AND teaching Elementary ). Showing records 1 – 30 of 18336 total matches.

[1] [2] [3] [4] [5] … [612]

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1. Bowers, Amy M. An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties.

Degree: 2010, University of Tennessee – Chattanooga

 This study examined the results of a uniquely constructed literacy assessment technique, combining Dehn’s (2006) interpretation of psychological processing assessment and the Reading Rockets (Greater… (more)

Subjects/Keywords: Literacy  – Study and teaching (Elementary)

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

APA (6th Edition):

Bowers, A. M. (2010). An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/202

Chicago Manual of Style (16th Edition):

Bowers, Amy M. “An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed January 26, 2020. https://scholar.utc.edu/theses/202.

MLA Handbook (7th Edition):

Bowers, Amy M. “An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties.” 2010. Web. 26 Jan 2020.

Vancouver:

Bowers AM. An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2020 Jan 26]. Available from: https://scholar.utc.edu/theses/202.

Council of Science Editors:

Bowers AM. An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/202


University of Victoria

2. Yeo, Michelle. Teacher conceptualizations and con(texts) of language and literacy.

Degree: Dept. of Curriculum and Instruction, 2010, University of Victoria

 There is a conceptual world surrounding literacy in schools. and we are conditioned to a particular language about literacy. This study seeks to interrogate the… (more)

Subjects/Keywords: literacy; study and teaching; elementary

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APA (6th Edition):

Yeo, M. (2010). Teacher conceptualizations and con(texts) of language and literacy. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/2221

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):

Yeo, Michelle. “Teacher conceptualizations and con(texts) of language and literacy.” 2010. Thesis, University of Victoria. Accessed January 26, 2020. http://hdl.handle.net/1828/2221.

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

MLA Handbook (7th Edition):

Yeo, Michelle. “Teacher conceptualizations and con(texts) of language and literacy.” 2010. Web. 26 Jan 2020.

Vancouver:

Yeo M. Teacher conceptualizations and con(texts) of language and literacy. [Internet] [Thesis]. University of Victoria; 2010. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/1828/2221.

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

Council of Science Editors:

Yeo M. Teacher conceptualizations and con(texts) of language and literacy. [Thesis]. University of Victoria; 2010. Available from: http://hdl.handle.net/1828/2221

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

3. Crittenden, Etta Marie. The effectiveness of two spelling approaches on vocabulary development for Hispanic learners.

Degree: 2013, University of Tennessee – Chattanooga

 The purpose of the study was to evaluate two approaches to teaching spelling and vocabulary to second through fourth graders in two different urban school… (more)

Subjects/Keywords: English language  – Study and teaching; Literacy  – Study and teaching (Elementary); Vocabulary  – Study and teaching

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APA (6th Edition):

Crittenden, E. M. (2013). The effectiveness of two spelling approaches on vocabulary development for Hispanic learners. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/240

Chicago Manual of Style (16th Edition):

Crittenden, Etta Marie. “The effectiveness of two spelling approaches on vocabulary development for Hispanic learners.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed January 26, 2020. https://scholar.utc.edu/theses/240.

MLA Handbook (7th Edition):

Crittenden, Etta Marie. “The effectiveness of two spelling approaches on vocabulary development for Hispanic learners.” 2013. Web. 26 Jan 2020.

Vancouver:

Crittenden EM. The effectiveness of two spelling approaches on vocabulary development for Hispanic learners. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2020 Jan 26]. Available from: https://scholar.utc.edu/theses/240.

Council of Science Editors:

Crittenden EM. The effectiveness of two spelling approaches on vocabulary development for Hispanic learners. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/240

4. Jessup, Kathryn L. Effective literacy instructional strategies in high academic growth classrooms.

Degree: Thesis (D. Ed.), 2017, Ball State University

 Instruction – the interaction that takes place between students, teachers, and content – is the foundation in which learning occurs. Effective literacy instruction considers the… (more)

Subjects/Keywords: Literacy  – Study and teaching (Elementary); Effective teaching.; Student growth (Academic achievement); Elementary school teachers  – Attitudes.

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APA (6th Edition):

Jessup, K. L. (2017). Effective literacy instructional strategies in high academic growth classrooms. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/201036

Chicago Manual of Style (16th Edition):

Jessup, Kathryn L. “Effective literacy instructional strategies in high academic growth classrooms.” 2017. Doctoral Dissertation, Ball State University. Accessed January 26, 2020. http://cardinalscholar.bsu.edu/handle/123456789/201036.

MLA Handbook (7th Edition):

Jessup, Kathryn L. “Effective literacy instructional strategies in high academic growth classrooms.” 2017. Web. 26 Jan 2020.

Vancouver:

Jessup KL. Effective literacy instructional strategies in high academic growth classrooms. [Internet] [Doctoral dissertation]. Ball State University; 2017. [cited 2020 Jan 26]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201036.

Council of Science Editors:

Jessup KL. Effective literacy instructional strategies in high academic growth classrooms. [Doctoral Dissertation]. Ball State University; 2017. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201036


University of North Carolina – Greensboro

5. Davis, Stephanie Lee. Literacy coaching through teachers' lenses: a phenomenological study.

Degree: 2016, University of North Carolina – Greensboro

 With the federal initiatives of No Child Left Behind and Race to the Top, many school districts are employing literacy coaching in their quest to… (more)

Subjects/Keywords: Literacy – Study and teaching (Elementary); Language arts (Elementary); Elementary school teachers – Attitudes; Effective teaching; Teaching teams

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

APA (6th Edition):

Davis, S. L. (2016). Literacy coaching through teachers' lenses: a phenomenological study. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19558

Chicago Manual of Style (16th Edition):

Davis, Stephanie Lee. “Literacy coaching through teachers' lenses: a phenomenological study.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed January 26, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19558.

MLA Handbook (7th Edition):

Davis, Stephanie Lee. “Literacy coaching through teachers' lenses: a phenomenological study.” 2016. Web. 26 Jan 2020.

Vancouver:

Davis SL. Literacy coaching through teachers' lenses: a phenomenological study. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2020 Jan 26]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19558.

Council of Science Editors:

Davis SL. Literacy coaching through teachers' lenses: a phenomenological study. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19558

6. Davis, Stephanie Lee. Literacy coaching through teachers' lenses: a phenomenological study.

Degree: 2016, NC Docks

 With the federal initiatives of No Child Left Behind and Race to the Top, many school districts are employing literacy coaching in their quest to… (more)

Subjects/Keywords: Literacy $x Study and teaching (Elementary); Language arts (Elementary); Elementary school teachers $x Attitudes; Effective teaching; Teaching teams

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APA (6th Edition):

Davis, S. L. (2016). Literacy coaching through teachers' lenses: a phenomenological study. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Davis_uncg_0154D_12003.pdf

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

Chicago Manual of Style (16th Edition):

Davis, Stephanie Lee. “Literacy coaching through teachers' lenses: a phenomenological study.” 2016. Thesis, NC Docks. Accessed January 26, 2020. http://libres.uncg.edu/ir/uncg/f/Davis_uncg_0154D_12003.pdf.

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

MLA Handbook (7th Edition):

Davis, Stephanie Lee. “Literacy coaching through teachers' lenses: a phenomenological study.” 2016. Web. 26 Jan 2020.

Vancouver:

Davis SL. Literacy coaching through teachers' lenses: a phenomenological study. [Internet] [Thesis]. NC Docks; 2016. [cited 2020 Jan 26]. Available from: http://libres.uncg.edu/ir/uncg/f/Davis_uncg_0154D_12003.pdf.

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

Council of Science Editors:

Davis SL. Literacy coaching through teachers' lenses: a phenomenological study. [Thesis]. NC Docks; 2016. Available from: http://libres.uncg.edu/ir/uncg/f/Davis_uncg_0154D_12003.pdf

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


Central Connecticut State University

7. Saccomano, Doreen T. A Descriptive Study of a Classroom Teacher and the Conditions of Learning and the Dimensions of Teaching Reflected in Practice with Intermediate Level Literacy Students.

Degree: Department of Educational Leadership, 2006, Central Connecticut State University

 This was a qualitative study documenting a constructivist teaching model, with intermediate level literacy students. Data used determined if Cambourne's Conditions of Learning and Dimensions… (more)

Subjects/Keywords: Literacy  – Study and teaching (Elementary)

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APA (6th Edition):

Saccomano, D. T. (2006). A Descriptive Study of a Classroom Teacher and the Conditions of Learning and the Dimensions of Teaching Reflected in Practice with Intermediate Level Literacy Students. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,857

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):

Saccomano, Doreen T. “A Descriptive Study of a Classroom Teacher and the Conditions of Learning and the Dimensions of Teaching Reflected in Practice with Intermediate Level Literacy Students.” 2006. Thesis, Central Connecticut State University. Accessed January 26, 2020. http://content.library.ccsu.edu/u?/ccsutheses,857.

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

MLA Handbook (7th Edition):

Saccomano, Doreen T. “A Descriptive Study of a Classroom Teacher and the Conditions of Learning and the Dimensions of Teaching Reflected in Practice with Intermediate Level Literacy Students.” 2006. Web. 26 Jan 2020.

Vancouver:

Saccomano DT. A Descriptive Study of a Classroom Teacher and the Conditions of Learning and the Dimensions of Teaching Reflected in Practice with Intermediate Level Literacy Students. [Internet] [Thesis]. Central Connecticut State University; 2006. [cited 2020 Jan 26]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,857.

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

Council of Science Editors:

Saccomano DT. A Descriptive Study of a Classroom Teacher and the Conditions of Learning and the Dimensions of Teaching Reflected in Practice with Intermediate Level Literacy Students. [Thesis]. Central Connecticut State University; 2006. Available from: http://content.library.ccsu.edu/u?/ccsutheses,857

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


Rhodes University

8. Siyave, Theresia Nerumbu. Teaching reading in Rukwangali in four Grade 3 Namibian classrooms : a case study.

Degree: Faculty of Education, Education, 2011, Rhodes University

 This study aims to explore four grade 3 teachers’ understanding of teaching reading in Rukwangali, a home language in Namibia in Kavango region and to… (more)

Subjects/Keywords: Reading (Elementary)  – Namibia; Reading teachers  – Training of  – Namibia; Kwangali language  – Study and teaching (Elementary)  – Namibia; Literacy  – Study and teaching (Elementary)  – Namibia; Native language and education  – Study and teaching (Elementary)  – Namibia

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

APA (6th Edition):

Siyave, T. N. (2011). Teaching reading in Rukwangali in four Grade 3 Namibian classrooms : a case study. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003683

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):

Siyave, Theresia Nerumbu. “Teaching reading in Rukwangali in four Grade 3 Namibian classrooms : a case study.” 2011. Thesis, Rhodes University. Accessed January 26, 2020. http://hdl.handle.net/10962/d1003683.

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

MLA Handbook (7th Edition):

Siyave, Theresia Nerumbu. “Teaching reading in Rukwangali in four Grade 3 Namibian classrooms : a case study.” 2011. Web. 26 Jan 2020.

Vancouver:

Siyave TN. Teaching reading in Rukwangali in four Grade 3 Namibian classrooms : a case study. [Internet] [Thesis]. Rhodes University; 2011. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/10962/d1003683.

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

Council of Science Editors:

Siyave TN. Teaching reading in Rukwangali in four Grade 3 Namibian classrooms : a case study. [Thesis]. Rhodes University; 2011. Available from: http://hdl.handle.net/10962/d1003683

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

9. Kingsley, Tara L. Integrating new literacy instruction to support online reading comprehension : an examination of online literacy performance in 5th grade classrooms.

Degree: PhD, 2011, Ball State University

 This quantitative study explored the effect of intervention lessons on online reading skills in fifth grade classrooms. First, it sought to examine the relationships among… (more)

Subjects/Keywords: Internet literacy – Study and teaching (Elementary); Reading (Elementary); Reading comprehension; Fifth grade (Education)

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

APA (6th Edition):

Kingsley, T. L. (2011). Integrating new literacy instruction to support online reading comprehension : an examination of online literacy performance in 5th grade classrooms. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/194894

Chicago Manual of Style (16th Edition):

Kingsley, Tara L. “Integrating new literacy instruction to support online reading comprehension : an examination of online literacy performance in 5th grade classrooms.” 2011. Doctoral Dissertation, Ball State University. Accessed January 26, 2020. http://cardinalscholar.bsu.edu/handle/123456789/194894.

MLA Handbook (7th Edition):

Kingsley, Tara L. “Integrating new literacy instruction to support online reading comprehension : an examination of online literacy performance in 5th grade classrooms.” 2011. Web. 26 Jan 2020.

Vancouver:

Kingsley TL. Integrating new literacy instruction to support online reading comprehension : an examination of online literacy performance in 5th grade classrooms. [Internet] [Doctoral dissertation]. Ball State University; 2011. [cited 2020 Jan 26]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/194894.

Council of Science Editors:

Kingsley TL. Integrating new literacy instruction to support online reading comprehension : an examination of online literacy performance in 5th grade classrooms. [Doctoral Dissertation]. Ball State University; 2011. Available from: http://cardinalscholar.bsu.edu/handle/123456789/194894


California State University – San Bernardino

10. Lebo, Cynthyny Ann. Musical linguistics: How music and artistic creativity when delivered as a linguistic practice, help students master academic skills in English language arts.

Degree: MAin Education, Education, 2012, California State University – San Bernardino

  This Masters project consists of two elements: 1) an integrated after-school program to improve student English language reading and academic outcomes for third graders'… (more)

Subjects/Keywords: Curriculum planning  – Study and teaching (Elementary); Music in education  – Study and teaching (Elementary); Linguistics  – Study and teaching (Elementary); After-school programs; Curriculum and Instruction; Language and Literacy Education; Music Education

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APA (6th Edition):

Lebo, C. A. (2012). Musical linguistics: How music and artistic creativity when delivered as a linguistic practice, help students master academic skills in English language arts. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/3389

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):

Lebo, Cynthyny Ann. “Musical linguistics: How music and artistic creativity when delivered as a linguistic practice, help students master academic skills in English language arts.” 2012. Thesis, California State University – San Bernardino. Accessed January 26, 2020. https://scholarworks.lib.csusb.edu/etd-project/3389.

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

MLA Handbook (7th Edition):

Lebo, Cynthyny Ann. “Musical linguistics: How music and artistic creativity when delivered as a linguistic practice, help students master academic skills in English language arts.” 2012. Web. 26 Jan 2020.

Vancouver:

Lebo CA. Musical linguistics: How music and artistic creativity when delivered as a linguistic practice, help students master academic skills in English language arts. [Internet] [Thesis]. California State University – San Bernardino; 2012. [cited 2020 Jan 26]. Available from: https://scholarworks.lib.csusb.edu/etd-project/3389.

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

Council of Science Editors:

Lebo CA. Musical linguistics: How music and artistic creativity when delivered as a linguistic practice, help students master academic skills in English language arts. [Thesis]. California State University – San Bernardino; 2012. Available from: https://scholarworks.lib.csusb.edu/etd-project/3389

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


Rhodes University

11. Fulani, Ntombekhaya Cynthia. An investigation into literacy development in Grade 4 English and isiXhosa home language textbooks : a comparative study.

Degree: M. Ed., Faculty of Education, Education, 2015, Rhodes University

 The 2006 Progress in International Reading Literacy Study (PIRLS) painted a gloomy picture of South African literacy when South Africa came last out of 40… (more)

Subjects/Keywords: Progress in International Reading Literacy Study; Literacy  – South Africa; Textbooks  – South Africa  – Criticism, Textual; English language  – Study and teaching (Elementary); Xhosa language  – Study and teaching (Elementary)

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

APA (6th Edition):

Fulani, N. C. (2015). An investigation into literacy development in Grade 4 English and isiXhosa home language textbooks : a comparative study. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1018914

Chicago Manual of Style (16th Edition):

Fulani, Ntombekhaya Cynthia. “An investigation into literacy development in Grade 4 English and isiXhosa home language textbooks : a comparative study.” 2015. Masters Thesis, Rhodes University. Accessed January 26, 2020. http://hdl.handle.net/10962/d1018914.

MLA Handbook (7th Edition):

Fulani, Ntombekhaya Cynthia. “An investigation into literacy development in Grade 4 English and isiXhosa home language textbooks : a comparative study.” 2015. Web. 26 Jan 2020.

Vancouver:

Fulani NC. An investigation into literacy development in Grade 4 English and isiXhosa home language textbooks : a comparative study. [Internet] [Masters thesis]. Rhodes University; 2015. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/10962/d1018914.

Council of Science Editors:

Fulani NC. An investigation into literacy development in Grade 4 English and isiXhosa home language textbooks : a comparative study. [Masters Thesis]. Rhodes University; 2015. Available from: http://hdl.handle.net/10962/d1018914


Drexel University

12. Kim, J. Mia. Influences of Family Literacy Workshops on Title 1 Students' Family Involvement in Reading - Self-Efficacy and Perception of Reading Performance: A Mixed-Methods Study.

Degree: 2017, Drexel University

The purpose of this mixed-methods study was to examine the influences of family literacy workshops on family involvement, families' self-efficacy, and their perception of their… (more)

Subjects/Keywords: Education; Family literacy programs; Self-efficacy; Education – Parent participation; Reading comprehension – Study and teaching (Elementary)

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

APA (6th Edition):

Kim, J. M. (2017). Influences of Family Literacy Workshops on Title 1 Students' Family Involvement in Reading - Self-Efficacy and Perception of Reading Performance: A Mixed-Methods Study. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7618

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):

Kim, J Mia. “Influences of Family Literacy Workshops on Title 1 Students' Family Involvement in Reading - Self-Efficacy and Perception of Reading Performance: A Mixed-Methods Study.” 2017. Thesis, Drexel University. Accessed January 26, 2020. http://hdl.handle.net/1860/idea:7618.

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

MLA Handbook (7th Edition):

Kim, J Mia. “Influences of Family Literacy Workshops on Title 1 Students' Family Involvement in Reading - Self-Efficacy and Perception of Reading Performance: A Mixed-Methods Study.” 2017. Web. 26 Jan 2020.

Vancouver:

Kim JM. Influences of Family Literacy Workshops on Title 1 Students' Family Involvement in Reading - Self-Efficacy and Perception of Reading Performance: A Mixed-Methods Study. [Internet] [Thesis]. Drexel University; 2017. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/1860/idea:7618.

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

Council of Science Editors:

Kim JM. Influences of Family Literacy Workshops on Title 1 Students' Family Involvement in Reading - Self-Efficacy and Perception of Reading Performance: A Mixed-Methods Study. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7618

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


University of Missouri – Columbia

13. Powers, Susan (Susan Elan). A utilization-focused evaluation of the Pathways to Reading program.

Degree: 2013, University of Missouri – Columbia

 Recognizing that reading is a gateway skill for further learning many districts are seeking programs that address early reading intervention and remediation of reading. Reading… (more)

Subjects/Keywords: Pathways to Reading Program; Literacy programs  – Study and teaching; Phonemics  – Study and teaching; Reading (Elementary); Teachers  – In-service training

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

APA (6th Edition):

Powers, S. (. E. (2013). A utilization-focused evaluation of the Pathways to Reading program. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/42976

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):

Powers, Susan (Susan Elan). “A utilization-focused evaluation of the Pathways to Reading program.” 2013. Thesis, University of Missouri – Columbia. Accessed January 26, 2020. https://doi.org/10.32469/10355/42976.

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

MLA Handbook (7th Edition):

Powers, Susan (Susan Elan). “A utilization-focused evaluation of the Pathways to Reading program.” 2013. Web. 26 Jan 2020.

Vancouver:

Powers S(E. A utilization-focused evaluation of the Pathways to Reading program. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2020 Jan 26]. Available from: https://doi.org/10.32469/10355/42976.

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

Council of Science Editors:

Powers S(E. A utilization-focused evaluation of the Pathways to Reading program. [Thesis]. University of Missouri – Columbia; 2013. Available from: https://doi.org/10.32469/10355/42976

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


Michigan State University

14. Gregory, Kara M. The influence of the scaffolded writing technique on the literacy development of kindergarten children.

Degree: PhD, Department of Family and Child Ecology, 2000, Michigan State University

Subjects/Keywords: Literacy; Writing – Study and teaching (Elementary); Education, Elementary

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

APA (6th Edition):

Gregory, K. M. (2000). The influence of the scaffolded writing technique on the literacy development of kindergarten children. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:30618

Chicago Manual of Style (16th Edition):

Gregory, Kara M. “The influence of the scaffolded writing technique on the literacy development of kindergarten children.” 2000. Doctoral Dissertation, Michigan State University. Accessed January 26, 2020. http://etd.lib.msu.edu/islandora/object/etd:30618.

MLA Handbook (7th Edition):

Gregory, Kara M. “The influence of the scaffolded writing technique on the literacy development of kindergarten children.” 2000. Web. 26 Jan 2020.

Vancouver:

Gregory KM. The influence of the scaffolded writing technique on the literacy development of kindergarten children. [Internet] [Doctoral dissertation]. Michigan State University; 2000. [cited 2020 Jan 26]. Available from: http://etd.lib.msu.edu/islandora/object/etd:30618.

Council of Science Editors:

Gregory KM. The influence of the scaffolded writing technique on the literacy development of kindergarten children. [Doctoral Dissertation]. Michigan State University; 2000. Available from: http://etd.lib.msu.edu/islandora/object/etd:30618


University of New Mexico

15. Otter, Dan. TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE.

Degree: Language, Literacy, and Sociocultural Studies, 2010, University of New Mexico

 The purpose of this study was to learn teacher attitudes and beliefs about teaching personal finance, as well as teacher understanding of a few core… (more)

Subjects/Keywords: Financial literacy – Study and teaching (Elementary) – United States; Financial literacy – Study and Teaching (Secondary) – United States; Finance; Personal – Study and teaching (Elementary) – United States; Finance; Personal – Study and teaching (Secondary) – United States; Teachers – Attitudes – Research

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

APA (6th Edition):

Otter, D. (2010). TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/10977

Chicago Manual of Style (16th Edition):

Otter, Dan. “TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE.” 2010. Doctoral Dissertation, University of New Mexico. Accessed January 26, 2020. http://hdl.handle.net/1928/10977.

MLA Handbook (7th Edition):

Otter, Dan. “TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE.” 2010. Web. 26 Jan 2020.

Vancouver:

Otter D. TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE. [Internet] [Doctoral dissertation]. University of New Mexico; 2010. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/1928/10977.

Council of Science Editors:

Otter D. TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE. [Doctoral Dissertation]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/10977


University of Zambia

16. Rukundo, Innocent. Challenges faced by the Refugee pupil in intial literacy acquisition at Maheba D Basic School, North Western Province, Zambia .

Degree: 2013, University of Zambia

 This study was set out to establish the challenges faced by refugee pupils in initial literacy acquisition at Meheba D Basic School.The research design was… (more)

Subjects/Keywords: Reading; Literacy-Study and Teaching

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

APA (6th Edition):

Rukundo, I. (2013). Challenges faced by the Refugee pupil in intial literacy acquisition at Maheba D Basic School, North Western Province, Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3046

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):

Rukundo, Innocent. “Challenges faced by the Refugee pupil in intial literacy acquisition at Maheba D Basic School, North Western Province, Zambia .” 2013. Thesis, University of Zambia. Accessed January 26, 2020. http://hdl.handle.net/123456789/3046.

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

MLA Handbook (7th Edition):

Rukundo, Innocent. “Challenges faced by the Refugee pupil in intial literacy acquisition at Maheba D Basic School, North Western Province, Zambia .” 2013. Web. 26 Jan 2020.

Vancouver:

Rukundo I. Challenges faced by the Refugee pupil in intial literacy acquisition at Maheba D Basic School, North Western Province, Zambia . [Internet] [Thesis]. University of Zambia; 2013. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/123456789/3046.

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

Council of Science Editors:

Rukundo I. Challenges faced by the Refugee pupil in intial literacy acquisition at Maheba D Basic School, North Western Province, Zambia . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/3046

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


Cape Peninsula University of Technology

17. Fredericks, Elizabeth Joy. Exploring Grade 3 teachers’ strategies in the teaching of writing literacy .

Degree: 2013, Cape Peninsula University of Technology

 In this qualitative exploratory study the primary purpose was to examine the nature of teaching strategies employed by two Grade 3 teachers to teach writing… (more)

Subjects/Keywords: Creative writing (Elementary education)  – South Africa; Writing communication  – Study and teaching (Elementary)  – South Africa; Elementary school teaching  – South Africa; Literacy  – Primary education  – South Africa

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

APA (6th Edition):

Fredericks, E. J. (2013). Exploring Grade 3 teachers’ strategies in the teaching of writing literacy . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1847

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):

Fredericks, Elizabeth Joy. “Exploring Grade 3 teachers’ strategies in the teaching of writing literacy .” 2013. Thesis, Cape Peninsula University of Technology. Accessed January 26, 2020. http://etd.cput.ac.za/handle/20.500.11838/1847.

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

MLA Handbook (7th Edition):

Fredericks, Elizabeth Joy. “Exploring Grade 3 teachers’ strategies in the teaching of writing literacy .” 2013. Web. 26 Jan 2020.

Vancouver:

Fredericks EJ. Exploring Grade 3 teachers’ strategies in the teaching of writing literacy . [Internet] [Thesis]. Cape Peninsula University of Technology; 2013. [cited 2020 Jan 26]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1847.

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

Council of Science Editors:

Fredericks EJ. Exploring Grade 3 teachers’ strategies in the teaching of writing literacy . [Thesis]. Cape Peninsula University of Technology; 2013. Available from: http://etd.cput.ac.za/handle/20.500.11838/1847

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


Central Connecticut State University

18. Ryan, Kathleen M. Teaching conflict resolution skills through literacy in an elementary classroom.

Degree: Department of Teacher Education, 2000, Central Connecticut State University

 Over the last three school years, horrific acts of violence have taken place in America's public schools. The reality of children killing children has sparked… (more)

Subjects/Keywords: Conflict management – Study and teaching (Elementary); Literacy – Study and teaching (Elementary)

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

APA (6th Edition):

Ryan, K. M. (2000). Teaching conflict resolution skills through literacy in an elementary classroom. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2021

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):

Ryan, Kathleen M. “Teaching conflict resolution skills through literacy in an elementary classroom.” 2000. Thesis, Central Connecticut State University. Accessed January 26, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2021.

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

MLA Handbook (7th Edition):

Ryan, Kathleen M. “Teaching conflict resolution skills through literacy in an elementary classroom.” 2000. Web. 26 Jan 2020.

Vancouver:

Ryan KM. Teaching conflict resolution skills through literacy in an elementary classroom. [Internet] [Thesis]. Central Connecticut State University; 2000. [cited 2020 Jan 26]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2021.

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

Council of Science Editors:

Ryan KM. Teaching conflict resolution skills through literacy in an elementary classroom. [Thesis]. Central Connecticut State University; 2000. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2021

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


Northeastern University

19. Maharaj, Dawn Sabrina. Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study.

Degree: EdD, School of Education, 2016, Northeastern University

 Educational goals and objectives are evaluated to ensure that students are prepared to be successful to meet the economic challenges within an ever-changing global environment.… (more)

Subjects/Keywords: 21st century skills; collaboration; enrichment teachers; STEM curriculum; Information literacy; Study and teaching (Elementary); Information technology; Study and teaching (Elementary); Science; Study and teaching (Elementary); Teaching teams; First grade (Education); Curriculum planning

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

APA (6th Edition):

Maharaj, D. S. (2016). Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20208669

Chicago Manual of Style (16th Edition):

Maharaj, Dawn Sabrina. “Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study.” 2016. Doctoral Dissertation, Northeastern University. Accessed January 26, 2020. http://hdl.handle.net/2047/D20208669.

MLA Handbook (7th Edition):

Maharaj, Dawn Sabrina. “Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study.” 2016. Web. 26 Jan 2020.

Vancouver:

Maharaj DS. Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/2047/D20208669.

Council of Science Editors:

Maharaj DS. Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20208669


University of Hong Kong

20. Lin, Feng. Fostering scientific epistemology among elementary-school students through knowledge building.

Degree: PhD, 2015, University of Hong Kong

 This study examined the design, effects and processes of a computer-supported knowledge-building environment in fostering students’ epistemic views of science and science learning. Specifically, it… (more)

Subjects/Keywords: Science - Study and teaching (Elementary)

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APA (6th Edition):

Lin, F. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Doctoral Dissertation). University of Hong Kong. Retrieved from Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259

Chicago Manual of Style (16th Edition):

Lin, Feng. “Fostering scientific epistemology among elementary-school students through knowledge building.” 2015. Doctoral Dissertation, University of Hong Kong. Accessed January 26, 2020. Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259.

MLA Handbook (7th Edition):

Lin, Feng. “Fostering scientific epistemology among elementary-school students through knowledge building.” 2015. Web. 26 Jan 2020.

Vancouver:

Lin F. Fostering scientific epistemology among elementary-school students through knowledge building. [Internet] [Doctoral dissertation]. University of Hong Kong; 2015. [cited 2020 Jan 26]. Available from: Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259.

Council of Science Editors:

Lin F. Fostering scientific epistemology among elementary-school students through knowledge building. [Doctoral Dissertation]. University of Hong Kong; 2015. Available from: Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259


University of Johannesburg

21. Van der Walt, Mara Anetta. Instructional strategies that should enhance the effective learning of common fractions in the primary school.

Degree: 2014, University of Johannesburg

M.Ed. (Mathematics in Education)

Primary school learners need to extend their knowledge of numbers to include common fractions. Common fraction concepts are important but learners… (more)

Subjects/Keywords: Mathematics - Study and teaching (Elementary)

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APA (6th Edition):

Van der Walt, M. A. (2014). Instructional strategies that should enhance the effective learning of common fractions in the primary school. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11526

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):

Van der Walt, Mara Anetta. “Instructional strategies that should enhance the effective learning of common fractions in the primary school.” 2014. Thesis, University of Johannesburg. Accessed January 26, 2020. http://hdl.handle.net/10210/11526.

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

MLA Handbook (7th Edition):

Van der Walt, Mara Anetta. “Instructional strategies that should enhance the effective learning of common fractions in the primary school.” 2014. Web. 26 Jan 2020.

Vancouver:

Van der Walt MA. Instructional strategies that should enhance the effective learning of common fractions in the primary school. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/10210/11526.

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

Council of Science Editors:

Van der Walt MA. Instructional strategies that should enhance the effective learning of common fractions in the primary school. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11526

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


North-West University

22. Maboko, F M. An analysis of economic and management science curriculum implementation in the North-West province / F.M Maboko .

Degree: 2012, North-West University

 This study investigated the implementation of economic and management science curriculum in the Senior Phase in the Moretele' district RSA. Thee main purpose of the… (more)

Subjects/Keywords: Economics; Study and teaching; Elementary

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APA (6th Edition):

Maboko, F. M. (2012). An analysis of economic and management science curriculum implementation in the North-West province / F.M Maboko . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/16161

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):

Maboko, F M. “An analysis of economic and management science curriculum implementation in the North-West province / F.M Maboko .” 2012. Thesis, North-West University. Accessed January 26, 2020. http://hdl.handle.net/10394/16161.

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

MLA Handbook (7th Edition):

Maboko, F M. “An analysis of economic and management science curriculum implementation in the North-West province / F.M Maboko .” 2012. Web. 26 Jan 2020.

Vancouver:

Maboko FM. An analysis of economic and management science curriculum implementation in the North-West province / F.M Maboko . [Internet] [Thesis]. North-West University; 2012. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/10394/16161.

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

Council of Science Editors:

Maboko FM. An analysis of economic and management science curriculum implementation in the North-West province / F.M Maboko . [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/16161

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


Central Connecticut State University

23. Ziu-Pires, Gavriela. Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.

Degree: Department of Mathematical Sciences, 2012, Central Connecticut State University

 In this thesis, the teacher's knowledge on the types of problems that exist in mathematics is discussed. Also, this thesis identifies the teacher's awareness on… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary)

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APA (6th Edition):

Ziu-Pires, G. (2012). Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1775

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):

Ziu-Pires, Gavriela. “Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.” 2012. Thesis, Central Connecticut State University. Accessed January 26, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1775.

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

MLA Handbook (7th Edition):

Ziu-Pires, Gavriela. “Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.” 2012. Web. 26 Jan 2020.

Vancouver:

Ziu-Pires G. Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2020 Jan 26]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1775.

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

Council of Science Editors:

Ziu-Pires G. Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1775

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


Central Connecticut State University

24. Draper, Kathryn Lynn, 1986-. Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving.

Degree: Department of Mathematical Sciences, 2012, Central Connecticut State University

This study examines the importance of using problem solving to develop a deep and complete understanding of the addition and subtraction of fractions; a concept… (more)

Subjects/Keywords: Fractions – Study and teaching (Elementary); Addition – Study and teaching (Elementary); Subtraction – Study and teaching (Elementary); Problem solving – Study and teaching (Elementary)

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APA (6th Edition):

Draper, Kathryn Lynn, 1. (2012). Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1829

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):

Draper, Kathryn Lynn, 1986-. “Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving.” 2012. Thesis, Central Connecticut State University. Accessed January 26, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1829.

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

MLA Handbook (7th Edition):

Draper, Kathryn Lynn, 1986-. “Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving.” 2012. Web. 26 Jan 2020.

Vancouver:

Draper, Kathryn Lynn 1. Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2020 Jan 26]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1829.

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

Council of Science Editors:

Draper, Kathryn Lynn 1. Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1829

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


Central Connecticut State University

25. Glaude, Jennifer Erin, 1987-. The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.

Degree: Department of Mathematical Sciences, 2013, Central Connecticut State University

The purpose of this study was to determine if teaching mathematics kinesthetically to subjects in second grade through word problems had a greater impact than… (more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary)

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APA (6th Edition):

Glaude, Jennifer Erin, 1. (2013). The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1902

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):

Glaude, Jennifer Erin, 1987-. “The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.” 2013. Thesis, Central Connecticut State University. Accessed January 26, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1902.

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

MLA Handbook (7th Edition):

Glaude, Jennifer Erin, 1987-. “The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.” 2013. Web. 26 Jan 2020.

Vancouver:

Glaude, Jennifer Erin 1. The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2020 Jan 26]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1902.

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

Council of Science Editors:

Glaude, Jennifer Erin 1. The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1902

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


Central Connecticut State University

26. Dudley, Phoenix A. (Phoenix Ashley). An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate.

Degree: Department of Mathematical Sciences, 2017, Central Connecticut State University

This study investigates how well students in second, third, and fourth grade understand various fraction related concepts, including naming, creating, and manipulating fractions in addition… (more)

Subjects/Keywords: Fractions – Study and teaching (Elementary)

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APA (6th Edition):

Dudley, P. A. (. A. (2017). An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2395

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):

Dudley, Phoenix A (Phoenix Ashley). “An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate.” 2017. Thesis, Central Connecticut State University. Accessed January 26, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2395.

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

MLA Handbook (7th Edition):

Dudley, Phoenix A (Phoenix Ashley). “An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate.” 2017. Web. 26 Jan 2020.

Vancouver:

Dudley PA(A. An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate. [Internet] [Thesis]. Central Connecticut State University; 2017. [cited 2020 Jan 26]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2395.

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

Council of Science Editors:

Dudley PA(A. An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate. [Thesis]. Central Connecticut State University; 2017. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2395

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


Central Connecticut State University

27. Timreck, Kaitlyn E., 1992-. Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction.

Degree: Department of Mathematical Sciences, 2019, Central Connecticut State University

 The purpose of this research was to determine if providing differentiation based on pre-assessment data of prerequisite concepts during multi-digit multiplication instruction would impact student… (more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary)

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APA (6th Edition):

Timreck, Kaitlyn E., 1. (2019). Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2936

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):

Timreck, Kaitlyn E., 1992-. “Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction.” 2019. Thesis, Central Connecticut State University. Accessed January 26, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2936.

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

MLA Handbook (7th Edition):

Timreck, Kaitlyn E., 1992-. “Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction.” 2019. Web. 26 Jan 2020.

Vancouver:

Timreck, Kaitlyn E. 1. Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction. [Internet] [Thesis]. Central Connecticut State University; 2019. [cited 2020 Jan 26]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2936.

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

Council of Science Editors:

Timreck, Kaitlyn E. 1. Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction. [Thesis]. Central Connecticut State University; 2019. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2936

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


Portland State University

28. Collins, Rita. People, Programs, and Politics: Two Case Studies of Adult Literacy Classes.

Degree: Doctor of Education (EdD) in Educational Leadership: Postsecondary Education, Educational Leadership and Policy, 1992, Portland State University

  Past research has not sufficiently addressed the question of what types of adult literacy instructional practice are recognized by participants, i.e., students and teachers,… (more)

Subjects/Keywords: Functional literacy  – Study and teaching; Elementary education of adults

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APA (6th Edition):

Collins, R. (1992). People, Programs, and Politics: Two Case Studies of Adult Literacy Classes. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/1394

Chicago Manual of Style (16th Edition):

Collins, Rita. “People, Programs, and Politics: Two Case Studies of Adult Literacy Classes.” 1992. Doctoral Dissertation, Portland State University. Accessed January 26, 2020. https://pdxscholar.library.pdx.edu/open_access_etds/1394.

MLA Handbook (7th Edition):

Collins, Rita. “People, Programs, and Politics: Two Case Studies of Adult Literacy Classes.” 1992. Web. 26 Jan 2020.

Vancouver:

Collins R. People, Programs, and Politics: Two Case Studies of Adult Literacy Classes. [Internet] [Doctoral dissertation]. Portland State University; 1992. [cited 2020 Jan 26]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1394.

Council of Science Editors:

Collins R. People, Programs, and Politics: Two Case Studies of Adult Literacy Classes. [Doctoral Dissertation]. Portland State University; 1992. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1394


University of North Carolina – Greensboro

29. Blanks, Allyster Brooke. A case study of an initiative to increase general educators' use of evidence based reading instruction.

Degree: 2011, University of North Carolina – Greensboro

 The purpose of this study was to understand general education teachers' experiences with a school-wide effort to increase the use of evidence-based teaching practices that… (more)

Subjects/Keywords: Reading – Research – United States; Reading (Elementary); Evidence; Literacy – Study and teaching – United States; Reading teachers – Training of – United States

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

APA (6th Edition):

Blanks, A. B. (2011). A case study of an initiative to increase general educators' use of evidence based reading instruction. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7344

Chicago Manual of Style (16th Edition):

Blanks, Allyster Brooke. “A case study of an initiative to increase general educators' use of evidence based reading instruction.” 2011. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed January 26, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7344.

MLA Handbook (7th Edition):

Blanks, Allyster Brooke. “A case study of an initiative to increase general educators' use of evidence based reading instruction.” 2011. Web. 26 Jan 2020.

Vancouver:

Blanks AB. A case study of an initiative to increase general educators' use of evidence based reading instruction. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2011. [cited 2020 Jan 26]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7344.

Council of Science Editors:

Blanks AB. A case study of an initiative to increase general educators' use of evidence based reading instruction. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7344


Rhodes University

30. Hamukwaya, Shemunyenge Taleiko. An investigation into parental involvements in the learning of mathematics : a case study involving grade 5 San learners and their parents.

Degree: Faculty of Education, Education, 2010, Rhodes University

 The purpose of this study was to investigate and document parental involvement in a San community in Namibia over a period of two months. The… (more)

Subjects/Keywords: Mathematics (Elementary)  – Study and teaching  – Namibia; Mathematics (Elementary)  – Study and teaching  – Activity programs  – Namibia; Mathematics (Elementary)  – Study and teaching  – Parent participation  – Namibia; Parent-teacher relationships  – Namibia; Marginality, Social  – Namibia; Literacy  – Social aspects  – Namibia; Khoisan (African people)  – Namibia

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

APA (6th Edition):

Hamukwaya, S. T. (2010). An investigation into parental involvements in the learning of mathematics : a case study involving grade 5 San learners and their parents. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003480

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):

Hamukwaya, Shemunyenge Taleiko. “An investigation into parental involvements in the learning of mathematics : a case study involving grade 5 San learners and their parents.” 2010. Thesis, Rhodes University. Accessed January 26, 2020. http://hdl.handle.net/10962/d1003480.

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

MLA Handbook (7th Edition):

Hamukwaya, Shemunyenge Taleiko. “An investigation into parental involvements in the learning of mathematics : a case study involving grade 5 San learners and their parents.” 2010. Web. 26 Jan 2020.

Vancouver:

Hamukwaya ST. An investigation into parental involvements in the learning of mathematics : a case study involving grade 5 San learners and their parents. [Internet] [Thesis]. Rhodes University; 2010. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/10962/d1003480.

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

Council of Science Editors:

Hamukwaya ST. An investigation into parental involvements in the learning of mathematics : a case study involving grade 5 San learners and their parents. [Thesis]. Rhodes University; 2010. Available from: http://hdl.handle.net/10962/d1003480

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

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