subject:(Mathemathics study AND teaching)

1. Domênico Góes Miccione. O quadro de escrever como recurso facilitador de interação e aprendizagem dos alunos no processo de avaliação.

Degree: 2006, Universidade Federal do Pará

URL: http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=358

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Esse estudo teve como objetivos: 1. Investigar os resultados da aprendizagem dos alunos, decorrente de uma experi?ncia de avalia??o, usando como recurso facilitador o quadro… (more)

Subjects/Keywords: Avalia?; Quadro de escrever; Obst?culo Did?tico; Contrato Did?tico e Intera??o Social; ENSINO E APRENDIZAGEM NA SALA DE AULA; Quadros-negros; Aprendizagem; Avaliação educacional; Matem?tica - estudo e ensino; Estudantes - Avalia?; Evaluation; Blackboard; Didactic Obstacle; Didactic Contract; Social Interaction; Blackboard; Learning; Mathemathics, study and teaching; Students, Evaluation

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

APA (6^th Edition):

Miccione, D. G. (2006). O quadro de escrever como recurso facilitador de interação e aprendizagem dos alunos no processo de avaliação. (Thesis). Universidade Federal do Pará. Retrieved from http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=358

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

Chicago Manual of Style (16^th Edition):

Miccione, Domênico Góes. “O quadro de escrever como recurso facilitador de interação e aprendizagem dos alunos no processo de avaliação.” 2006. Thesis, Universidade Federal do Pará. Accessed August 14, 2018. http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=358.

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

MLA Handbook (7^th Edition):

Miccione, Domênico Góes. “O quadro de escrever como recurso facilitador de interação e aprendizagem dos alunos no processo de avaliação.” 2006. Web. 14 Aug 2018.

Vancouver:

Miccione DG. O quadro de escrever como recurso facilitador de interação e aprendizagem dos alunos no processo de avaliação. [Internet] [Thesis]. Universidade Federal do Pará; 2006. [cited 2018 Aug 14]. Available from: http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=358.

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

Council of Science Editors:

Miccione DG. O quadro de escrever como recurso facilitador de interação e aprendizagem dos alunos no processo de avaliação. [Thesis]. Universidade Federal do Pará; 2006. Available from: http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=358

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

University of Hong Kong

2. 李永浩; Lee, Wing-ho, Rico. Classwide peer tutoring: student perception and effectiveness.

Degree: MEd, 2003, University of Hong Kong

URL: Lee, W. R. [李永浩]. (2003). Classwide peer tutoring : student perception and effectiveness. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196342 ; http://dx.doi.org/10.5353/th_b3196342 ; http://hdl.handle.net/10722/30097

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Peer-group tutoring of students - China - Hong Kong.; Junior high school students - China - Hong Kong - Attitudes.; Mathemathics - Study and teaching (Secondary) - China - Hong Kong.

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APA (6^th Edition):

李永浩; Lee, Wing-ho, R. (2003). Classwide peer tutoring: student perception and effectiveness. (Masters Thesis). University of Hong Kong. Retrieved from Lee, W. R. [李永浩]. (2003). Classwide peer tutoring : student perception and effectiveness. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196342 ; http://dx.doi.org/10.5353/th_b3196342 ; http://hdl.handle.net/10722/30097

Chicago Manual of Style (16^th Edition):

李永浩; Lee, Wing-ho, Rico. “Classwide peer tutoring: student perception and effectiveness.” 2003. Masters Thesis, University of Hong Kong. Accessed August 14, 2018. Lee, W. R. [李永浩]. (2003). Classwide peer tutoring : student perception and effectiveness. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196342 ; http://dx.doi.org/10.5353/th_b3196342 ; http://hdl.handle.net/10722/30097.

MLA Handbook (7^th Edition):

李永浩; Lee, Wing-ho, Rico. “Classwide peer tutoring: student perception and effectiveness.” 2003. Web. 14 Aug 2018.

Vancouver:

李永浩; Lee, Wing-ho R. Classwide peer tutoring: student perception and effectiveness. [Internet] [Masters thesis]. University of Hong Kong; 2003. [cited 2018 Aug 14]. Available from: Lee, W. R. [李永浩]. (2003). Classwide peer tutoring : student perception and effectiveness. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196342 ; http://dx.doi.org/10.5353/th_b3196342 ; http://hdl.handle.net/10722/30097.

Council of Science Editors:

李永浩; Lee, Wing-ho R. Classwide peer tutoring: student perception and effectiveness. [Masters Thesis]. University of Hong Kong; 2003. Available from: Lee, W. R. [李永浩]. (2003). Classwide peer tutoring : student perception and effectiveness. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196342 ; http://dx.doi.org/10.5353/th_b3196342 ; http://hdl.handle.net/10722/30097

Florida State University

3. Keitel, Jolie. Leninist Concepts of Social Responsibility and Truth as Philosophical Foundations for Dissidence.

Degree: MA, 2011, Florida State University

URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-3241 ;

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My thesis starts by looking at Lenin's interpretation of Marxism. The Leninist ideas of a tangible reality, the rejection of social democratic compromise and the… (more)

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My thesis starts by looking at Lenin's interpretation of Marxism. The Leninist ideas of a tangible reality, the rejection of social democratic compromise and the importance of social responsibility as well as personal responsibility for political action. These ideas that facilitated the 1917 Bolshevik revolution in Russia can be paralleled to the ideas later used by anti-government activists. I examine the sociopolitical environment of the Soviet Union following Stalin's death in 1953. With Khrushchev's denunciation of Stalin a new era began across the Eastern Bloc. Using Václav Havel and his interpretation of Jan Patočka's phenomenology I create a wide schema for what is, and ultimately what creates a political "dissident." Phenomenology examines the way individuals interpret first person experiences, and what meaning they then apply to those experiences. Arguably the tyrannical environment of the Eastern Bloc shaped its own opposition. I then present the work of several Russian "dissidents" to first show the truly Leninist roots of their work, and then illustrate that this "dissidence" is not a national movement, rather it was shaped by oppression. Thus "dissidents" are forced to politically act because they have learned to from their own history. The foundations of the Bolshevik revolution necessitated radical political action because of an overwhelming social responsibility. The concept of a world unified proletariat revolution can be modernized to a concept of a world wide dissident movement against tyranny.

A Thesis submitted to the Department of Russian and East European Studies in partial fulfillment of the requirements for the degree of Master of Arts.

Spring Semester, 2011.

March 23, 2011.

Dissidence, Leninism, Marxism, Vaclav Havel, Binary Categories

Nina Efimov, Professor Directing Thesis; Lisa Wakamiya, Committee Member; Jonathan Grant, Committee Member.

Advisors/Committee Members: Nina Efimov (professor directing thesis), Lisa Wakamiya (committee member), Jonathan Grant (committee member).

Subjects/Keywords: Study and teaching; Study and teaching

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APA (6^th Edition):

Keitel, J. (2011). Leninist Concepts of Social Responsibility and Truth as Philosophical Foundations for Dissidence. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-3241 ;

Chicago Manual of Style (16^th Edition):

Keitel, Jolie. “Leninist Concepts of Social Responsibility and Truth as Philosophical Foundations for Dissidence.” 2011. Masters Thesis, Florida State University. Accessed August 14, 2018. http://purl.flvc.org/fsu/fd/FSU_migr_etd-3241 ;.

MLA Handbook (7^th Edition):

Keitel, Jolie. “Leninist Concepts of Social Responsibility and Truth as Philosophical Foundations for Dissidence.” 2011. Web. 14 Aug 2018.

Vancouver:

Keitel J. Leninist Concepts of Social Responsibility and Truth as Philosophical Foundations for Dissidence. [Internet] [Masters thesis]. Florida State University; 2011. [cited 2018 Aug 14]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-3241 ;.

Council of Science Editors:

Keitel J. Leninist Concepts of Social Responsibility and Truth as Philosophical Foundations for Dissidence. [Masters Thesis]. Florida State University; 2011. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-3241 ;

Florida State University

4. Van Jelgerhuis, Daniel. The Resurgence of Cold War Imagery in Western Popular Culture.

Degree: MA, Modern Languages and Linguistics, 2015, Florida State University

URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9476 ;

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The portrayal of Russia in Western popular culture has served various purposes, particularly between 1945 and 1991. With a few exceptions, Soviet citizens, particularly Russians,… (more)

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The portrayal of Russia in Western popular culture has served various purposes, particularly between 1945 and 1991. With a few exceptions, Soviet citizens, particularly Russians, have been shown as, alternatingly, backwards peasants and cunning enemies. In the post-1991 period, this tradition of showing Russia as the enemy continued in film and television, but tapered off in favor of more seemingly relevant foes on the world stage. While film analyses focusing on the portrayal of Russia and Russians have been done, the renewal of focus on Cold War imagery in reference to Russia and the West has not been commented on. Because of the so-called Illegals Program uncovered in 2010, the attempted "reset" between the United States and the Russian Federation, increased Western media coverage of human rights issues in Russia, and many other types of exposure, including the annexation of Crimea and the conflict with Russia-backed anti-Kiev militias in eastern Ukraine, Russia has taken center-stage and is subject not only to international scrutiny, but also to rehashed prejudices and outdated knowledge of the country that stems from old antagonisms. The television programs The Americans, Archer, and Doctor Who all look at Russia and the relationship of Russia with the West through a Cold War lens. I argue that this resurgence is in response to both Cold War nostalgia and a renewal of Russia's relevance on the world stage. By analyzing these programs, it will be shown that the types of information and impressions that are being promoted by popular culture of late at once serve to provide nuance to an ordinarily one-sided and limited portrayal of Russia and its people, and at the same time reinforce old, stale images of the "Evil Empire" that only serve to prevent understanding and cooperation between the citizens of the West and of Russia.

A Thesis submitted to the Department of Modern Languages and Linguistics in partial fulfillment of the requirements for the degree of Master of Arts.

Spring Semester, 2015.

April 16, 2015.

Archer, Cold War, Doctor Who, Television, The Americans

Lisa Wakamiya, Professor Directing Thesis; Robert Romanchuk, Committee Member; Leigh Edwards, Committee Member.

Advisors/Committee Members: Lisa Ryoko Wakamiya (professor directing thesis), Robert Romanchuk (committee member), Leigh H. Edwards (committee member).

Subjects/Keywords: Study and teaching; Communication; Study and teaching

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

APA (6^th Edition):

Van Jelgerhuis, D. (2015). The Resurgence of Cold War Imagery in Western Popular Culture. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9476 ;

Chicago Manual of Style (16^th Edition):

Van Jelgerhuis, Daniel. “The Resurgence of Cold War Imagery in Western Popular Culture.” 2015. Masters Thesis, Florida State University. Accessed August 14, 2018. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9476 ;.

MLA Handbook (7^th Edition):

Van Jelgerhuis, Daniel. “The Resurgence of Cold War Imagery in Western Popular Culture.” 2015. Web. 14 Aug 2018.

Vancouver:

Van Jelgerhuis D. The Resurgence of Cold War Imagery in Western Popular Culture. [Internet] [Masters thesis]. Florida State University; 2015. [cited 2018 Aug 14]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9476 ;.

Council of Science Editors:

Van Jelgerhuis D. The Resurgence of Cold War Imagery in Western Popular Culture. [Masters Thesis]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9476 ;

Florida State University

5. Riley-Taylor, Zena S. Losing Home: Why Rural Northwest Florida Needs to Be Saved.

Degree: MA, 2013, Florida State University

URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-7577 ;

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Land use in Florida has seen many changes since it became an American territory in 1821. But while land use can be a categorical term… (more)

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Land use in Florida has seen many changes since it became an American territory in 1821. But while land use can be a categorical term for classifying property, it can also take on a more valuable meaning. When the land was originally opened up for frontier settlers and wealthy planters to farm in the early years, it usually meant family and freedom as individuals and large kinship networks migrated south to establish homesteads and plantations. This population was mostly concentrated in Middle Florida or the northern part of the state. Leading up to the Civil War, cotton was obviously a royal crop and a manufacturing movement emerged to support the momentum toward Southern independence. However, the aftermath of the Civil War seems to be a turning point for the dominantly agrarian region as timber, railroads, and tourism changed the way residents used the land. While Northwest Florida retained agriculture as a major part of the economy, the peninsula became more developed and populated, mostly with wealthy Northern tourists, and in effect, the state transformed into two distinct regions with very different environments and cultures. Comparisons between the two sections are made throughout the study to illustrate lessons that can be learned from one to the other. Sprawl, congestion, and overdevelopment's assault on the environment are common concerns. My focus for this study is to show how land use and essentially rural life changed for those individuals who were accustomed to subsistence farming in Northwest Florida. Land prices, a decline in farm acreage, population distribution, and suburbanization exhibit this transformation. In addition, the intention is to show the assets of the Panhandle through its environment, rural character, and agrarian heritage which equates into a revered quality of life. The rural places of Northwest Florida deserve protection from inappropriate and misplaced development using rural land conservation and land-use planning techniques while revitalizing towns and cities that have already been developed and preserving the region's vast historical resources for future generations.

A Thesis submitted to the American and Florida Studies Program in partial fulfillment of the requirements for the degree of Master of Arts.

Spring Semester, 2013.

April 1, 2013.

Agrarian, Conservation, Development, Growth Management, Panhandle, Rural

Neil Jumonville, Professor Directing Thesis; Frederick Davis, Committee Member; Jennifer Koslow, Committee Member.

Advisors/Committee Members: Neil Jumonville (professor directing thesis), Frederick Davis (committee member), Jennifer Koslow (committee member).

Subjects/Keywords: Study and teaching

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

APA (6^th Edition):

Riley-Taylor, Z. S. (2013). Losing Home: Why Rural Northwest Florida Needs to Be Saved. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-7577 ;

Chicago Manual of Style (16^th Edition):

Riley-Taylor, Zena S. “Losing Home: Why Rural Northwest Florida Needs to Be Saved.” 2013. Masters Thesis, Florida State University. Accessed August 14, 2018. http://purl.flvc.org/fsu/fd/FSU_migr_etd-7577 ;.

MLA Handbook (7^th Edition):

Riley-Taylor, Zena S. “Losing Home: Why Rural Northwest Florida Needs to Be Saved.” 2013. Web. 14 Aug 2018.

Vancouver:

Riley-Taylor ZS. Losing Home: Why Rural Northwest Florida Needs to Be Saved. [Internet] [Masters thesis]. Florida State University; 2013. [cited 2018 Aug 14]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-7577 ;.

Council of Science Editors:

Riley-Taylor ZS. Losing Home: Why Rural Northwest Florida Needs to Be Saved. [Masters Thesis]. Florida State University; 2013. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-7577 ;

Florida State University

6. Snyder, Joanna Sumners. Louis J. Witte: Hollywood Special Effects Magician.

Degree: MA, 2011, Florida State University

URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-1653 ;

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Louis John Witte is a man whose name is lost to time and whose work is overshadowed by flashier modern-day computerized advancements in movie wizardry.… (more)

Subjects/Keywords: Study and teaching

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

APA (6^th Edition):

Snyder, J. S. (2011). Louis J. Witte: Hollywood Special Effects Magician. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-1653 ;

Chicago Manual of Style (16^th Edition):

Snyder, Joanna Sumners. “Louis J. Witte: Hollywood Special Effects Magician.” 2011. Masters Thesis, Florida State University. Accessed August 14, 2018. http://purl.flvc.org/fsu/fd/FSU_migr_etd-1653 ;.

MLA Handbook (7^th Edition):

Snyder, Joanna Sumners. “Louis J. Witte: Hollywood Special Effects Magician.” 2011. Web. 14 Aug 2018.

Vancouver:

Snyder JS. Louis J. Witte: Hollywood Special Effects Magician. [Internet] [Masters thesis]. Florida State University; 2011. [cited 2018 Aug 14]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-1653 ;.

Council of Science Editors:

Snyder JS. Louis J. Witte: Hollywood Special Effects Magician. [Masters Thesis]. Florida State University; 2011. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-1653 ;

Florida State University

7. Vandegrift, Micah. Music Scenes in America: Gainesville, Florida as a Case Study for Historicizing Subculture.

Degree: MA, 2009, Florida State University

URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-4589 ;

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The history of music scenes is a topic that has been misunderstood. Scholarship has tended to focus on sociological theory as a basis for understanding… (more)

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The history of music scenes is a topic that has been misunderstood. Scholarship has tended to focus on sociological theory as a basis for understanding how and why music scenes exist and motivate youth. While accomplishing important work and connecting the study of scenes to academia, theory has left uncovered the narrative history of music scenes. Setting scenes in their specific historical, social and cultural context allows them to be examined by a different set of research goals and methods. In this paper, I outline a historiography of music scenes, from the original implications of subcultural research to ethnography in the early 1990s. Tracing the literature on scenes, I argue that studying scenes from my position in 2009 must be accomplished with a historical point of view, not ignoring theory, but placing narrative history as the primary methodology. The growth of post-punk music scenes in America throughout the 1980s, 1990s and 2000s had extensive effects on popular culture, and through understanding the history first, I propose researchers will have a better grasp on what a scene is, why it functions in society, and how it has affected regional and national subcultural identity. I used Gainesville, Florida as an example of this method. The social characteristics of Florida and the shifts in the national subculture throughout the 1990s are two essential points I bring to bear in the case study of Gainesville. Overall, I hope to introduce Florida's scenes as anomalous instances of subcultural activity and to spur further inquiry on the topic of (re)writing music scenes into the history of youth culture, especially in the 1990s.

A Thesis submitted to the Program in American and Florida Studies in partial fulfillment of the requirements for the degree of Master of Arts.

Summer Semester, 2009.

April 28, 2009.

Subculture, Scene, Florida, Gainesville, Punk, Music, No Idea Records, The Fest

Neil Jumonville, Professor Directing Thesis; Frank Gunderson, Committee Member; Barry Faulk, Committee Member.

Advisors/Committee Members: Neil Jumonville (professor directing thesis), Frank Gunderson (committee member), Barry Faulk (committee member).

Subjects/Keywords: Study and teaching

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

APA (6^th Edition):

Vandegrift, M. (2009). Music Scenes in America: Gainesville, Florida as a Case Study for Historicizing Subculture. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-4589 ;

Chicago Manual of Style (16^th Edition):

Vandegrift, Micah. “Music Scenes in America: Gainesville, Florida as a Case Study for Historicizing Subculture.” 2009. Masters Thesis, Florida State University. Accessed August 14, 2018. http://purl.flvc.org/fsu/fd/FSU_migr_etd-4589 ;.

MLA Handbook (7^th Edition):

Vandegrift, Micah. “Music Scenes in America: Gainesville, Florida as a Case Study for Historicizing Subculture.” 2009. Web. 14 Aug 2018.

Vancouver:

Vandegrift M. Music Scenes in America: Gainesville, Florida as a Case Study for Historicizing Subculture. [Internet] [Masters thesis]. Florida State University; 2009. [cited 2018 Aug 14]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-4589 ;.

Council of Science Editors:

Vandegrift M. Music Scenes in America: Gainesville, Florida as a Case Study for Historicizing Subculture. [Masters Thesis]. Florida State University; 2009. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-4589 ;

Florida State University

8. Swaisgood, Daniel Robert. The United States and the International Criminal Court: A Relationship That Can Redefine American Foreign Policy.

Degree: MA, 2011, Florida State University

URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-5217 ;

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In response to a heightening concern for international justice, in the late 1990`s in Rome, Italy over 160 countries deliberated on the most suitable approach… (more)

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In response to a heightening concern for international justice, in the late 1990`s in Rome, Italy over 160 countries deliberated on the most suitable approach to an international standard dealing with war crimes, crimes of aggression, crimes against humanity and genocide. In reference to the International Criminal Court`s jurisdiction, these four crimes have come to be termed ―core crimes.‖ Although the culmination was the establishment of the ICC a variety of countries stood against such an establishment and fought to weaken the Court`s jurisdictional reach. The United States of America took center stage during the deliberations in Rome as one of these countries, voting against the Court with such infamous human rights abusers as Saudi Arabia, Pakistan and Iran, among others. Determined to undermine the Court`s ability to threaten national sovereignty the U.S. even went so far as to pass legislation enabling it to invade The Hague upon the possible arrest of any U.S. military representative. Despite U.S. objections though, the Court operates as a new standard for international justice and labors to hold war criminals accountable. Further, among the various movements, standards and ad hoc tribunals, the ICC stands alone as the first permanent international judicial composition with universal jurisdiction over core crimes. With the Court having a direct affect on international human rights standards and accountability, as well as being an important leader through its role on the global stage, this paper will detail the history of the aforementioned movements as well as their influence on the ICC`s creation. Further, the U.S. objections and reaction to the Court will be summarized and responded to with the conclusion that U.S. interests would be served by both signing and ratifying the Rome Treaty. Whereas a denial of ICC jurisdiction over core crimes seemingly protects national sovereignty, the same denial undermines the U.S. position of leadership in the world theatre. Finally, although more difficult to quantify, undermining the position of U.S. leadership in this manner invariably creates a far more dangerous threat to U.S. national sovereignty than does allowing the ICC to exercise complementary jurisdiction over the core crimes.

A Thesis submitted to the Program in Interdisciplinary Humanities in partial fulfillment of the requirements for the degree of Master of Arts.

Fall Semester, 2011.

July 14, 2010.

Foreign Policy, International Criminal Court, Judicial Systems

Terry Coonan, Professor Directing Thesis; Talbot (Sandy) D'Alemberte, Committee Member; Neil Jumonville, Committee Member.

Advisors/Committee Members: Terry Coonan (professor directing thesis), Talbot (Sandy) D'Alemberte (committee member), Neil Jumonville (committee member).

Subjects/Keywords: Study and teaching

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

APA (6^th Edition):

Swaisgood, D. R. (2011). The United States and the International Criminal Court: A Relationship That Can Redefine American Foreign Policy. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-5217 ;

Chicago Manual of Style (16^th Edition):

Swaisgood, Daniel Robert. “The United States and the International Criminal Court: A Relationship That Can Redefine American Foreign Policy.” 2011. Masters Thesis, Florida State University. Accessed August 14, 2018. http://purl.flvc.org/fsu/fd/FSU_migr_etd-5217 ;.

MLA Handbook (7^th Edition):

Swaisgood, Daniel Robert. “The United States and the International Criminal Court: A Relationship That Can Redefine American Foreign Policy.” 2011. Web. 14 Aug 2018.

Vancouver:

Swaisgood DR. The United States and the International Criminal Court: A Relationship That Can Redefine American Foreign Policy. [Internet] [Masters thesis]. Florida State University; 2011. [cited 2018 Aug 14]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-5217 ;.

Council of Science Editors:

Swaisgood DR. The United States and the International Criminal Court: A Relationship That Can Redefine American Foreign Policy. [Masters Thesis]. Florida State University; 2011. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-5217 ;

Florida State University

9. Attaway, Jacklyn. Distant Music: Recorded Music, Manners, and American Identity.

Degree: MA, 2012, Florida State University

URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-5315 ;

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This thesis discusses Derrida's theory of Hauntology, establishes a theoretical framework for an analysis of the hauntological aesthetic in recorded music, and explores the hauntological… (more)

Subjects/Keywords: Study and teaching

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

APA (6^th Edition):

Attaway, J. (2012). Distant Music: Recorded Music, Manners, and American Identity. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-5315 ;

Chicago Manual of Style (16^th Edition):

Attaway, Jacklyn. “Distant Music: Recorded Music, Manners, and American Identity.” 2012. Masters Thesis, Florida State University. Accessed August 14, 2018. http://purl.flvc.org/fsu/fd/FSU_migr_etd-5315 ;.

MLA Handbook (7^th Edition):

Attaway, Jacklyn. “Distant Music: Recorded Music, Manners, and American Identity.” 2012. Web. 14 Aug 2018.

Vancouver:

Attaway J. Distant Music: Recorded Music, Manners, and American Identity. [Internet] [Masters thesis]. Florida State University; 2012. [cited 2018 Aug 14]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-5315 ;.

Council of Science Editors:

Attaway J. Distant Music: Recorded Music, Manners, and American Identity. [Masters Thesis]. Florida State University; 2012. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-5315 ;

Nelson Mandela Metropolitan University

10. Vuso, Virginia Zanyiwe. Enhancing clinical preparedness of basic midwifery students: perceptions of midwifery educators.

Degree: Faculty of Health Sciences, 2016, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/13204

► Since the inception of the student supernumerary status, both globally and in South Africa, nursing and midwifery educators have been concerned about the clinical competencies… (more)

▼ Since the inception of the student supernumerary status, both globally and in South Africa, nursing and midwifery educators have been concerned about the clinical competencies of their students. Student clinical competency levels in South Africa are critical to midwifery practice, especially as most litigation against the Department of Health in South Africa concerns negligence in midwifery practice. In addition, the litigations mostly involve newly qualified midwives, thus suggesting a link with practice competency levels. Several challenges exist in the academic and practice environments regarding student learning, practice and clinical preparedness. Lack of support during clinical placement and a lack of facilities for use during clinical practice modules are among these challenges. Some students, due to the challenges they face with clinical learning and practice, fail to meet the practical competencies for examination entry requirements. Consequently, some of these students have to repeat the year or exit the programme. The current study sought to identify how to assist midwifery educators in their activities to prepare students for clinical placement readiness. The first objective of the study was to explore and describe the perceptions of midwifery educators regarding the need for additional measures to enhance the clinical preparedness of basic midwifery students before they are allocated to the clinical areas. The second objective sought to make recommendations that would further assist the midwifery educators to clinically prepare midwifery students before being allocated and placed in different clinical areas. A qualitative, explorative, descriptive and contextual research design was used for the study and the study was conducted at a nursing college in the Eastern Cape Province from August 2014 to January 2016. The research population consisted of midwifery educators at a nursing college and a purposive sampling technique was used guided by set criteria. Data were collected using focus group interviews. Four focus groups were used making a total of 17 participants. The principles applied for data analysis were those of Tesch’s method of data analysis, which were used to develop the themes and sub-themes. An independent coder assisted with the coding of the data for the purposes of trustworthiness. In addition, Lincoln and Guba’s model of trustworthiness consisting of the criteria of credibility, transferability, dependability and conformability was used to confirm the validity of the study while the ethical principles adopted were informed consent, justice, non-maleficence, privacy and confidentiality. The study found that the participants perceived numerous challenges that hindered the clinical preparedness of their students. These related to increased workload, lack of support from management and a lack of commitment on the part of students towards their studies. The participants also identified inconsistencies in clinical practice between the clinical midwives and the educators, and even among the…

Subjects/Keywords: Midwifery – Study and teaching; Childbirth – Study and teaching – South Africa; Nursing – Study and teaching

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APA (6^th Edition):

Vuso, V. Z. (2016). Enhancing clinical preparedness of basic midwifery students: perceptions of midwifery educators. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/13204

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

Chicago Manual of Style (16^th Edition):

Vuso, Virginia Zanyiwe. “Enhancing clinical preparedness of basic midwifery students: perceptions of midwifery educators.” 2016. Thesis, Nelson Mandela Metropolitan University. Accessed August 14, 2018. http://hdl.handle.net/10948/13204.

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

MLA Handbook (7^th Edition):

Vuso, Virginia Zanyiwe. “Enhancing clinical preparedness of basic midwifery students: perceptions of midwifery educators.” 2016. Web. 14 Aug 2018.

Vancouver:

Vuso VZ. Enhancing clinical preparedness of basic midwifery students: perceptions of midwifery educators. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2016. [cited 2018 Aug 14]. Available from: http://hdl.handle.net/10948/13204.

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

Council of Science Editors:

Vuso VZ. Enhancing clinical preparedness of basic midwifery students: perceptions of midwifery educators. [Thesis]. Nelson Mandela Metropolitan University; 2016. Available from: http://hdl.handle.net/10948/13204

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

Rhodes University

11. Homateni, Rauha Kau Ndahalomwenyo. An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study.

Degree: M. Ed., Faculty of Education, Education, 2013, Rhodes University

URL: http://hdl.handle.net/10962/d1003713

► This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective… (more)

▼ This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research. Advisors/Committee Members: Ngcoza, Kenneth, Chikunda, Charles.

Subjects/Keywords: Science – Study and teaching (Secondary) – Namibia; Light – Study and teaching; Light – Study and teaching

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APA (6^th Edition):

Homateni, R. K. N. (2013). An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003713

Chicago Manual of Style (16^th Edition):

Homateni, Rauha Kau Ndahalomwenyo. “An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study.” 2013. Masters Thesis, Rhodes University. Accessed August 14, 2018. http://hdl.handle.net/10962/d1003713.

MLA Handbook (7^th Edition):

Homateni, Rauha Kau Ndahalomwenyo. “An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study.” 2013. Web. 14 Aug 2018.

Vancouver:

Homateni RKN. An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study. [Internet] [Masters thesis]. Rhodes University; 2013. [cited 2018 Aug 14]. Available from: http://hdl.handle.net/10962/d1003713.

Council of Science Editors:

Homateni RKN. An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study. [Masters Thesis]. Rhodes University; 2013. Available from: http://hdl.handle.net/10962/d1003713

Portland State University

12. Lockwood, Elise Nicole. Student Approaches to Combinatorial Enumeration: The Role of Set-Oriented Thinking.

Degree: PhD, Mathematics and Statistics, 2011, Portland State University

URL: http://pdxscholar.library.pdx.edu/open_access_etds/338

► Combinatorics is a growing topic in mathematics with widespread applications in a variety of fields. Because of this, it has become increasingly prominent in… (more)

Subjects/Keywords: Combinatorial analysis – Study and teaching; Computer science – Mathematics – Study and teaching; Counting – Study and teaching

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APA (6^th Edition):

Lockwood, E. N. (2011). Student Approaches to Combinatorial Enumeration: The Role of Set-Oriented Thinking. (Doctoral Dissertation). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/338

Chicago Manual of Style (16^th Edition):

Lockwood, Elise Nicole. “Student Approaches to Combinatorial Enumeration: The Role of Set-Oriented Thinking.” 2011. Doctoral Dissertation, Portland State University. Accessed August 14, 2018. http://pdxscholar.library.pdx.edu/open_access_etds/338.

MLA Handbook (7^th Edition):

Lockwood, Elise Nicole. “Student Approaches to Combinatorial Enumeration: The Role of Set-Oriented Thinking.” 2011. Web. 14 Aug 2018.

Vancouver:

Lockwood EN. Student Approaches to Combinatorial Enumeration: The Role of Set-Oriented Thinking. [Internet] [Doctoral dissertation]. Portland State University; 2011. [cited 2018 Aug 14]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/338.

Council of Science Editors:

Lockwood EN. Student Approaches to Combinatorial Enumeration: The Role of Set-Oriented Thinking. [Doctoral Dissertation]. Portland State University; 2011. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/338

Florida State University

13. Worley, Elizabeth Dean. A Certain Kind of Southern: Authenticity at Public History Sites in Florida and Georgia.

Degree: PhD, History, 2016, Florida State University

URL: http://purl.flvc.org/fsu/fd/FSU_2016SU_Worley_fsu_0071E_13452 ;

►

Steven Conn recently argued that as museums change from warehouses of artifacts focused on public instruction to a different model of education by engagement, their… (more)

▼

Steven Conn recently argued that as museums change from warehouses of artifacts focused on public instruction to a different model of education by engagement, their emphasis on objects will become less necessary. This dissertation directly engages with that idea and argues that for many local museums objects mean as much as they ever did, maybe even more. My idea, the “currency of authenticity,” builds on two strands of scholarship. One that traces the increasing commodification of history. The other that local museums are just as worthy of study as national institutions. Specifically, I analyze how smaller museums use material culture to convince their audience that their textual narrative and/or oral interpretation is just as truthful as its objects. Using institutional records, newspapers, and oral histories, this dissertation examines how the Stephen Foster Museum and Florida Folk Festival, both in White Springs, Florida, and the Georgia Museum of Agriculture and Historic Village portray aspects of Southern culture. Each of these places emphasizes different qualities, objects, or ideas as they construct their own brand of authenticity. Simultaneously, these places also all emphasize their own kind of Southern identity, unique to their regions and the people they want to represent. Their exhibits demonstrate that Southern heritage is vast, complex, and more diverse than some people understand.

A Dissertation submitted to the Department of History in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

Summer Semester 2016.

July 8, 2016.

Local History, Memory, Public History

Suzanne Sinke, Professor Directing Dissertation; Denise Von Glahn, University Representative; Andrew Frank, Committee Member; Jennifer Koslow, Committee Member; Maxine D. Jones, Committee Member.

Advisors/Committee Members: Suzanne M. Sinke (professor directing dissertation), Andrew Frank (committee member), Jennifer Lisa Koslow (committee member), Maxine Deloris Jones (committee member).

Subjects/Keywords: History; Museums; Study and teaching; Gender expression; Study and teaching; Gender identity; Study and teaching

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APA (6^th Edition):

Worley, E. D. (2016). A Certain Kind of Southern: Authenticity at Public History Sites in Florida and Georgia. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SU_Worley_fsu_0071E_13452 ;

Chicago Manual of Style (16^th Edition):

Worley, Elizabeth Dean. “A Certain Kind of Southern: Authenticity at Public History Sites in Florida and Georgia.” 2016. Doctoral Dissertation, Florida State University. Accessed August 14, 2018. http://purl.flvc.org/fsu/fd/FSU_2016SU_Worley_fsu_0071E_13452 ;.

MLA Handbook (7^th Edition):

Worley, Elizabeth Dean. “A Certain Kind of Southern: Authenticity at Public History Sites in Florida and Georgia.” 2016. Web. 14 Aug 2018.

Vancouver:

Worley ED. A Certain Kind of Southern: Authenticity at Public History Sites in Florida and Georgia. [Internet] [Doctoral dissertation]. Florida State University; 2016. [cited 2018 Aug 14]. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Worley_fsu_0071E_13452 ;.

Council of Science Editors:

Worley ED. A Certain Kind of Southern: Authenticity at Public History Sites in Florida and Georgia. [Doctoral Dissertation]. Florida State University; 2016. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Worley_fsu_0071E_13452 ;

Rutgers University

14. Radu, Iuliana, 1977-. To infinity and beyond: toward a local instruction theory for completed infinite iteration.

Degree: PhD, Mathematics Education, 2009, Rutgers University

URL: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051893

►

There is evidence that students’ and mathematicians’ images of and reasoning about concepts such as infinite unions and intersections of sets, limits, and convergent series… (more)

▼

There is evidence that students’ and mathematicians’ images of and reasoning about concepts such as infinite unions and intersections of sets, limits, and convergent series often invoke the consideration of infinite iterative processes. Therefore, not reasoning normatively about infinite iteration may hinder students’ understanding of fundamental concepts in mathematics. Research suggests that the vast majority of college students are inclined to use non-normative reasoning when presented with tasks that challenge them to imagine an infinite iterative process as completed and define its outcome. However, there is almost no research on how students’ conceptions of completed infinite iteration can be refined in a normative direction. Adopting a design research approach, the purpose of this thesis is to develop a local instruction theory for completed infinite iteration. This design entails multiple cycles through phases of development, implementation, and analysis. The study consisted of a sequence of two constructivist teaching experiments conducted with pairs of mathematics majors, during which the students worked collaboratively through a variety of infinite iteration tasks. Each cycle consisted of 6 or 7 sessions lasting approximately 2 hours, together with Pre-test and Post-Test sessions. The data analysis consisted of multiple phases of iterative analysis of the videotaped sessions and written work and was guided by situated learning transfer theories. The participants in this study employed a variety of types of reasoning when solving completed infinite iteration tasks, some normative and some not. One way that the students refined their reasoning on infinite iteration was by making references to previously solved tasks (in the presence of a concern for consistent reasoning across tasks), although the refinement was not always in normative directions. The challenge that a researcher faces consists in helping students use such references to establish “anchors” in normatively solved tasks to which they can then contrast the solution paths proposed for other tasks. A variety of approaches to responding to this challenge are explored. The study culminates with the formulation of a local instruction theory for completed infinite iteration, containing among other things a sequence of instructional activities and a rationale for their appropriateness.

Advisors/Committee Members: Radu, Iuliana, 1977- (author), Weber, Keith (chair), Maher, Carolyn (internal member), Cohen-Corwin, Amy (internal member), Tirosh, Dina (outside member).

Subjects/Keywords: Infinite – Study and teaching; Iterative methods (Mathematics) – Study and teaching; Mathematics – Study and teaching

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APA (6^th Edition):

Radu, Iuliana, 1. (2009). To infinity and beyond: toward a local instruction theory for completed infinite iteration. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051893

Chicago Manual of Style (16^th Edition):

Radu, Iuliana, 1977-. “To infinity and beyond: toward a local instruction theory for completed infinite iteration.” 2009. Doctoral Dissertation, Rutgers University. Accessed August 14, 2018. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051893.

MLA Handbook (7^th Edition):

Radu, Iuliana, 1977-. “To infinity and beyond: toward a local instruction theory for completed infinite iteration.” 2009. Web. 14 Aug 2018.

Vancouver:

Radu, Iuliana 1. To infinity and beyond: toward a local instruction theory for completed infinite iteration. [Internet] [Doctoral dissertation]. Rutgers University; 2009. [cited 2018 Aug 14]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051893.

Council of Science Editors:

Radu, Iuliana 1. To infinity and beyond: toward a local instruction theory for completed infinite iteration. [Doctoral Dissertation]. Rutgers University; 2009. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051893

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

Degree: 2013, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/240

► 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)

▼ 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 systems to determine if one program revealed greater growth scores on Tennessee Comprehensive Assessment Program (TCAP) reading components. Research question 1 posited: Does Word Study, a developmental approach to spelling and vocabulary, impact the mastery of specific reading and language arts subtests on the Tennessee Comprehensive Assessment Program (TCAP) for Hispanic English Learners? Five sub-questions assessed whether Hispanic ELs who were taught a developmental approach, using Word Study, achieve better TCAP scores than Hispanic ELs who were not taught spelling and vocabulary with a rigorous developmental approach in: a) Content (reading) b) Meaning (reading) c) Vocabulary d) Techniques and Skills e) Grammar Conventions Research question 2 asked: How do teacher beliefs and attitudes toward spelling and vocabulary instruction affect Hispanic ELs’ reading achievement? Sub-questions were: Do teachers in either or both districts believe spelling and vocabulary programs were implemented with fidelity? Do teacher beliefs and practices vary between the two spelling and vocabulary programs? How many times per week did spelling and vocabulary instruction occur in each district? Did teachers differentiate spelling and vocabulary instruction for Hispanic ELs in each district? Both quantitative and qualitative approaches were implemented. For research question 1, both districts demonstrated positive growth gains in Content and Meaning. District A students showed gains in Vocabulary. Techniques and Skills performance revealed a decline for District A while District B showed gains. District A Hispanic ELs demonstrated growth gains on Grammar Conventions. The qualitative analysis revealed that teacher s in both District A (56%) and District B (58%) were positive in their attitudes toward the value of explicitly teaching spelling and vocabulary. District A teachers revealed challenges with implementing a new approach while teachers in District B used the adopted basal reading program. Implications for practice were identified from both research-based programs. Educators in Tennessee can build on the foundation of effective reading, spelling, and vocabulary strategies examined in this study to ensure success for EL students, as well as all struggling or reluctant readers. Advisors/Committee Members: Rutledge, Valerie C., Miller, Ted L., Cowan, Kay, Patterson, Alice E., College of Health, Education, and Professional Studies.

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

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APA (6^th 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 (16^th Edition):

Crittenden, Etta Marie. “The effectiveness of two spelling approaches on vocabulary development for Hispanic learners.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed August 14, 2018. https://scholar.utc.edu/theses/240.

MLA Handbook (7^th Edition):

Crittenden, Etta Marie. “The effectiveness of two spelling approaches on vocabulary development for Hispanic learners.” 2013. Web. 14 Aug 2018.

Vancouver:

Crittenden EM. The effectiveness of two spelling approaches on vocabulary development for Hispanic learners. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2018 Aug 14]. 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

Montana State University

16. Hinck, Alice Angelina. An evaluation of cross age science outreach within public schools.

Degree: Graduate School, 2013, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/2791

► The purpose of this project was to evaluate the effectiveness of using advanced science high school students to teach science to elementary students. High school… (more)

Subjects/Keywords: Science Study and teaching.; Peer teaching.

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APA (6^th Edition):

Hinck, A. A. (2013). An evaluation of cross age science outreach within public schools. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2791

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

Chicago Manual of Style (16^th Edition):

Hinck, Alice Angelina. “An evaluation of cross age science outreach within public schools.” 2013. Thesis, Montana State University. Accessed August 14, 2018. https://scholarworks.montana.edu/xmlui/handle/1/2791.

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

MLA Handbook (7^th Edition):

Hinck, Alice Angelina. “An evaluation of cross age science outreach within public schools.” 2013. Web. 14 Aug 2018.

Vancouver:

Hinck AA. An evaluation of cross age science outreach within public schools. [Internet] [Thesis]. Montana State University; 2013. [cited 2018 Aug 14]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2791.

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

Council of Science Editors:

Hinck AA. An evaluation of cross age science outreach within public schools. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2791

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

Oregon State University

17. Villanueva, Keisha A. Investigating the Current Teaching Evaluation Practices used in Engineering Programs and their Usefulness to Educators.

Degree: MS, Civil Engineering, 2016, Oregon State University

URL: http://hdl.handle.net/1957/59841

► Evaluation of teaching is used to examine and improve teaching quality in higher education. The literature consists of best teaching evaluation practices that have been… (more)

Subjects/Keywords: Teaching Evaluation; Engineering – Study and teaching – Evaluation

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APA (6^th Edition):

Villanueva, K. A. (2016). Investigating the Current Teaching Evaluation Practices used in Engineering Programs and their Usefulness to Educators. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/59841

Chicago Manual of Style (16^th Edition):

Villanueva, Keisha A. “Investigating the Current Teaching Evaluation Practices used in Engineering Programs and their Usefulness to Educators.” 2016. Masters Thesis, Oregon State University. Accessed August 14, 2018. http://hdl.handle.net/1957/59841.

MLA Handbook (7^th Edition):

Villanueva, Keisha A. “Investigating the Current Teaching Evaluation Practices used in Engineering Programs and their Usefulness to Educators.” 2016. Web. 14 Aug 2018.

Vancouver:

Villanueva KA. Investigating the Current Teaching Evaluation Practices used in Engineering Programs and their Usefulness to Educators. [Internet] [Masters thesis]. Oregon State University; 2016. [cited 2018 Aug 14]. Available from: http://hdl.handle.net/1957/59841.

Council of Science Editors:

Villanueva KA. Investigating the Current Teaching Evaluation Practices used in Engineering Programs and their Usefulness to Educators. [Masters Thesis]. Oregon State University; 2016. Available from: http://hdl.handle.net/1957/59841

18. Abdul Rahim, Mohd Hisyam. Keserasian fasilah al-Qur'an: kajian dari aspek ilmu Munasabat.

Degree: PhD, Akademi Pengajian Islam, 2016, Universiti Malaya

URL: http://eprints.uthm.edu.my/9322/

► Istilah fasilah merujuk kepada kalimah akhir di penghujung setiap ayat al-Qur'an yang berperanan dalam menjaga kesempurnaan makna dan susur atur ayat. Lantaran kepelagaian rima yang… (more)

Subjects/Keywords: BP42-48 Study and Teaching

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APA (6^th Edition):

Abdul Rahim, M. H. (2016). Keserasian fasilah al-Qur'an: kajian dari aspek ilmu Munasabat. (Doctoral Dissertation). Universiti Malaya. Retrieved from http://eprints.uthm.edu.my/9322/

Chicago Manual of Style (16^th Edition):

Abdul Rahim, Mohd Hisyam. “Keserasian fasilah al-Qur'an: kajian dari aspek ilmu Munasabat.” 2016. Doctoral Dissertation, Universiti Malaya. Accessed August 14, 2018. http://eprints.uthm.edu.my/9322/.

MLA Handbook (7^th Edition):

Abdul Rahim, Mohd Hisyam. “Keserasian fasilah al-Qur'an: kajian dari aspek ilmu Munasabat.” 2016. Web. 14 Aug 2018.

Vancouver:

Abdul Rahim MH. Keserasian fasilah al-Qur'an: kajian dari aspek ilmu Munasabat. [Internet] [Doctoral dissertation]. Universiti Malaya; 2016. [cited 2018 Aug 14]. Available from: http://eprints.uthm.edu.my/9322/.

Council of Science Editors:

Abdul Rahim MH. Keserasian fasilah al-Qur'an: kajian dari aspek ilmu Munasabat. [Doctoral Dissertation]. Universiti Malaya; 2016. Available from: http://eprints.uthm.edu.my/9322/

Texas State University – San Marcos

19. Conti, Mariano. Perceptions and Experiences of Campus Climate of Latino/a Students who are Stem Majors.

Degree: MA, Sociology, 2011, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/2423

► Ten Latino/a students were interviewed about their experiences studying a STEM subject at Texas State University. The purpose was to ascertain what motivates students to… (more)

Subjects/Keywords: Latino; Hispanic Americans; Science – Study and teaching; Technology – Study and teaching; Engineering – Study and teaching; Mathematics – Study and teaching

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APA (6^th Edition):

Conti, M. (2011). Perceptions and Experiences of Campus Climate of Latino/a Students who are Stem Majors. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/2423

Chicago Manual of Style (16^th Edition):

Conti, Mariano. “Perceptions and Experiences of Campus Climate of Latino/a Students who are Stem Majors.” 2011. Masters Thesis, Texas State University – San Marcos. Accessed August 14, 2018. https://digital.library.txstate.edu/handle/10877/2423.

MLA Handbook (7^th Edition):

Conti, Mariano. “Perceptions and Experiences of Campus Climate of Latino/a Students who are Stem Majors.” 2011. Web. 14 Aug 2018.

Vancouver:

Conti M. Perceptions and Experiences of Campus Climate of Latino/a Students who are Stem Majors. [Internet] [Masters thesis]. Texas State University – San Marcos; 2011. [cited 2018 Aug 14]. Available from: https://digital.library.txstate.edu/handle/10877/2423.

Council of Science Editors:

Conti M. Perceptions and Experiences of Campus Climate of Latino/a Students who are Stem Majors. [Masters Thesis]. Texas State University – San Marcos; 2011. Available from: https://digital.library.txstate.edu/handle/10877/2423

Montana State University

20. Jensen, Taylor Austin. A study of the relationship between introductory calculus students' understanding of function and their understanding of limit.

Degree: 2009, Montana State University

URL: http://scholarworks.montana.edu/xmlui/handle/1/1557

► Introductory calculus students are often successful in doing procedural tasks in calculus even when their understanding of the underlying concepts is lacking, and these conceptual… (more)

▼ Introductory calculus students are often successful in doing procedural tasks in calculus even when their understanding of the underlying concepts is lacking, and these conceptual difficulties extend to the limit concept. Since the concept of limit in introductory calculus usually concerns a process applied to a single function, it seems reasonable to believe that a robust understanding of function is beneficial to and perhaps necessary for a meaningful understanding of limit. Therefore, the main goal of this dissertation is to quantitatively correlate students' understanding of function and their understanding of limit. In particular, the correlation between the two is examined in the context of an introductory calculus course for future scientists and engineers at a public, land grant research university in the west. In order to measure the strength of the correlation between understanding of function and understanding of limit, two tests-the Precalculus Concept Assessment (PCA) to measure function understanding and the Limit Understanding Assessment (LUA) to measure limit understanding-were administered to students in all sections of the aforementioned introductory calculus course in the fall of 2008. A linear regression which included appropriate covariates was utilized in which students' scores on the PCA were correlated with their scores on the LUA. Nonparametric bivariate correlations between students' PCA scores and students' scores on particular subcategories of limit understanding measured by the LUA were also calculated. Moreover, a descriptive profile of students' understanding of limit was created which included possible explanations as to why students responded to LUA items the way they did. There was a strong positive linear correlation between PCA and LUA scores, and this correlation was highly significant (p<0.001). Furthermore, the nonparametric correlations between PCA scores and LUA subcategory scores were all statistically significant (p<0.001). The descriptive profile of what the typical student understands about limit in each LUA subcategory supplied valuable context in which to interpret the quantitative results. Based on these results, it is concluded that understanding of function is a significant predictor of future understanding of limit. Recommendations for practicing mathematics educators and indications for future research are provided. Advisors/Committee Members: Chairperson, Graduate Committee: Maurice J. Burke. (advisor).

Subjects/Keywords: Mathematics Study and teaching.; Calculus.

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APA (6^th Edition):

Jensen, T. A. (2009). A study of the relationship between introductory calculus students' understanding of function and their understanding of limit. (Thesis). Montana State University. Retrieved from http://scholarworks.montana.edu/xmlui/handle/1/1557

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

Chicago Manual of Style (16^th Edition):

Jensen, Taylor Austin. “A study of the relationship between introductory calculus students' understanding of function and their understanding of limit.” 2009. Thesis, Montana State University. Accessed August 14, 2018. http://scholarworks.montana.edu/xmlui/handle/1/1557.

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

MLA Handbook (7^th Edition):

Jensen, Taylor Austin. “A study of the relationship between introductory calculus students' understanding of function and their understanding of limit.” 2009. Web. 14 Aug 2018.

Vancouver:

Jensen TA. A study of the relationship between introductory calculus students' understanding of function and their understanding of limit. [Internet] [Thesis]. Montana State University; 2009. [cited 2018 Aug 14]. Available from: http://scholarworks.montana.edu/xmlui/handle/1/1557.

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

Council of Science Editors:

Jensen TA. A study of the relationship between introductory calculus students' understanding of function and their understanding of limit. [Thesis]. Montana State University; 2009. Available from: http://scholarworks.montana.edu/xmlui/handle/1/1557

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

Montana State University

21. Brandt, Heidi Kay. Stroke education packet : the inpatient environment.

Degree: 2010, Montana State University

URL: http://scholarworks.montana.edu/xmlui/handle/1/967

► Stroke is a disease process that affects more than 700,000 people per year. Many of those individuals enter the acute care setting with questions and… (more)

Subjects/Keywords: Cerebrovascular disease Study and teaching.

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APA (6^th Edition):

Brandt, H. K. (2010). Stroke education packet : the inpatient environment. (Thesis). Montana State University. Retrieved from http://scholarworks.montana.edu/xmlui/handle/1/967

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

Chicago Manual of Style (16^th Edition):

Brandt, Heidi Kay. “Stroke education packet : the inpatient environment.” 2010. Thesis, Montana State University. Accessed August 14, 2018. http://scholarworks.montana.edu/xmlui/handle/1/967.

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

MLA Handbook (7^th Edition):

Brandt, Heidi Kay. “Stroke education packet : the inpatient environment.” 2010. Web. 14 Aug 2018.

Vancouver:

Brandt HK. Stroke education packet : the inpatient environment. [Internet] [Thesis]. Montana State University; 2010. [cited 2018 Aug 14]. Available from: http://scholarworks.montana.edu/xmlui/handle/1/967.

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

Council of Science Editors:

Brandt HK. Stroke education packet : the inpatient environment. [Thesis]. Montana State University; 2010. Available from: http://scholarworks.montana.edu/xmlui/handle/1/967

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

Montana State University

22. Skelton, Katie Elizabeth. Implementation and assessment of a teen focused prenatal education seminar.

Degree: 2014, Montana State University

URL: http://scholarworks.montana.edu/xmlui/handle/1/3381

► Teen pregnancy is an increasingly common occurrence in the United States with approximately 34.3 birth per 1,000 teens aged 15 to 19 in 2010 ("Montana… (more)

Subjects/Keywords: Childbirth Study and teaching.; Teenagers.

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APA (6^th Edition):

Skelton, K. E. (2014). Implementation and assessment of a teen focused prenatal education seminar. (Thesis). Montana State University. Retrieved from http://scholarworks.montana.edu/xmlui/handle/1/3381

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

Chicago Manual of Style (16^th Edition):

Skelton, Katie Elizabeth. “Implementation and assessment of a teen focused prenatal education seminar.” 2014. Thesis, Montana State University. Accessed August 14, 2018. http://scholarworks.montana.edu/xmlui/handle/1/3381.

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

MLA Handbook (7^th Edition):

Skelton, Katie Elizabeth. “Implementation and assessment of a teen focused prenatal education seminar.” 2014. Web. 14 Aug 2018.

Vancouver:

Skelton KE. Implementation and assessment of a teen focused prenatal education seminar. [Internet] [Thesis]. Montana State University; 2014. [cited 2018 Aug 14]. Available from: http://scholarworks.montana.edu/xmlui/handle/1/3381.

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

Council of Science Editors:

Skelton KE. Implementation and assessment of a teen focused prenatal education seminar. [Thesis]. Montana State University; 2014. Available from: http://scholarworks.montana.edu/xmlui/handle/1/3381

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

23. Pacheco, Megan. Problem-Based Learning in Mathematics: How Teacher Actions and Beliefs Impact the Level of Cognitive Demand.

Degree: 2012, Sonoma State University

URL: http://hdl.handle.net/10211.3/105523

► Purpose of the Study: Problem-based learning is a student-centered approach to teaching mathematics that helps students to develop critical thinking and problem-solving skills while learning… (more)

Subjects/Keywords: mathematics – study and teaching

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APA (6^th Edition):

Pacheco, M. (2012). Problem-Based Learning in Mathematics: How Teacher Actions and Beliefs Impact the Level of Cognitive Demand. (Masters Thesis). Sonoma State University. Retrieved from http://hdl.handle.net/10211.3/105523

Chicago Manual of Style (16^th Edition):

Pacheco, Megan. “Problem-Based Learning in Mathematics: How Teacher Actions and Beliefs Impact the Level of Cognitive Demand.” 2012. Masters Thesis, Sonoma State University. Accessed August 14, 2018. http://hdl.handle.net/10211.3/105523.

MLA Handbook (7^th Edition):

Pacheco, Megan. “Problem-Based Learning in Mathematics: How Teacher Actions and Beliefs Impact the Level of Cognitive Demand.” 2012. Web. 14 Aug 2018.

Vancouver:

Pacheco M. Problem-Based Learning in Mathematics: How Teacher Actions and Beliefs Impact the Level of Cognitive Demand. [Internet] [Masters thesis]. Sonoma State University; 2012. [cited 2018 Aug 14]. Available from: http://hdl.handle.net/10211.3/105523.

Council of Science Editors:

Pacheco M. Problem-Based Learning in Mathematics: How Teacher Actions and Beliefs Impact the Level of Cognitive Demand. [Masters Thesis]. Sonoma State University; 2012. Available from: http://hdl.handle.net/10211.3/105523

University of Zambia

24. Mumba, Ndashye. Response of administrators to poor performance in O-level physics examinations : The case of selected high schools of Copperbelt province .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/461

► This study aimed at investigating the response of School Administrators to poor performance in O-level Physics examinations. The study further aimed at finding out the… (more)

▼ This study aimed at investigating the response of School Administrators to poor performance in O-level Physics examinations. The study further aimed at finding out the views held by School Administrators on the high failure rate and the measures they had put in place to improve performance. The School Administrators included school Headteachers and Heads of Science Departments. The teachers of Physics were also included in the study. A sample size of 100 subjects was used, which included 12 Headteachers, 12 Heads of Science Departments and 76 teachers of Physics from 12 selected High Schools on the Copperbelt. Only High schools which offered O-level Physics were considered and these included Mpelembe, Kitwe Boys, Helen Kaunda, Saint John's Convent, Mindolo, Saint Andrews, Kansenshi, Dominican Convent, Ndola Modern, Muzi, Ibenga Girls and Sacred Heart High Schools.Physics Education in Zambia is one of the Science subjects which had continued to produce a high failure rate in examinations.It was however hoped that this study would provide vital information for Policy Makers,School Administrators, teachers of Physics and other Researchers who might want to venture into this field of study.The research methods used were fundamentally quantitative and qualitative, incorporating non participant observation, questionnaire survey and interviews. The findings revealed that the School Administrators had the following views about the poor performance in Physics : -lack of support from School Headteachers; -inadequate funding; -low teacher morale; - lack of Physics text books, equipment and Physics apparatus. In an attempt to improve performance, the following measures had been put in place in the High Schools visited: -constantly motivating pupils about the importance of Physics in Science and Technology. -increased contact periods for Physics classes; -in-house workshops for teachers of Physics; -employ qualified teachers of Physics; - twin schools with better resourced schools that are within the country or outside for support in the supply of Physics instructional materials. The recommendations of the study included the view that School Administrators must be given an orientation or training on how to effectively administer Physics in schools;inspectorate services should be intensified in High Schools; there should be provision of equipment and Physics instructional materials needed for practicals; authorities should organize in-service training for Physics teachers who need to acquire new skills.

Subjects/Keywords: Physics – Study and teaching; Examinations

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

APA (6^th Edition):

Mumba, N. (2011). Response of administrators to poor performance in O-level physics examinations : The case of selected high schools of Copperbelt province . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/461

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

Chicago Manual of Style (16^th Edition):

Mumba, Ndashye. “Response of administrators to poor performance in O-level physics examinations : The case of selected high schools of Copperbelt province .” 2011. Thesis, University of Zambia. Accessed August 14, 2018. http://hdl.handle.net/123456789/461.

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

MLA Handbook (7^th Edition):

Mumba, Ndashye. “Response of administrators to poor performance in O-level physics examinations : The case of selected high schools of Copperbelt province .” 2011. Web. 14 Aug 2018.

Vancouver:

Mumba N. Response of administrators to poor performance in O-level physics examinations : The case of selected high schools of Copperbelt province . [Internet] [Thesis]. University of Zambia; 2011. [cited 2018 Aug 14]. Available from: http://hdl.handle.net/123456789/461.

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

Council of Science Editors:

Mumba N. Response of administrators to poor performance in O-level physics examinations : The case of selected high schools of Copperbelt province . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/461

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

University of Zambia

25. Mundende, Kasonde. Implementation of Geography field project in Zambian high schools: A survey of Livingstone and Monze of Southern Province .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/667

► The New Zambian High School Geography Curriculum (NZHSGC) that was launched in the year 2000 by the Curriculum Development Centre (CDC) of the Ministry of… (more)

▼ The New Zambian High School Geography Curriculum (NZHSGC) that was launched in the year 2000 by the Curriculum Development Centre (CDC) of the Ministry of Education (MoE) carried with it a new component called the field project. The reason for proposing a field project was that the geography which was taught in schools then was just theoretical, text-book based and left pupils with little knowledge of their local areas. In addition, it effectively alienated the learners from their environment instead of imparting greater awareness of the same in them (Ntalasha et al 2004). In view of these concerns, this study evaluated the implementation process of the Geography Field Project (GFP) in six Zambian High Schools (ZHS) in the Southern Province of Zambia. The study investigated views, beliefs, attitudes as well as feelings and challenges experienced by Grade 11 and 12 pupils taking geography. It also sought the views of geography teachers who taught the new component of the field project, school managers and the MoE officers respectively. This study was very largely qualitative hence the use of research questions only rather than hypotheses. The questions used were: (a) What problems did teachers and pupils face in implementing geography field project in ZHS? (b) What should be the professional and academic qualifications for teachers of geography handling geography field project in ZHS? (c) What should be the specific geographical skills for a teacher handling a geography field project? (d) How equipped are the ZHS in terms of relevant geography field project? The research aimed at bringing out practical challenges experienced by stakeholders in order to equip them with necessary solutions to each concern. The study also sought to establish how each respondent group alleviated practical problems that were encountered in implementing the project. The main objectives of this study were: (a) To establish the problems teachers and pupils faced in implementing the project, (b) To find out the extent to which geography field project stakeholders were meeting the basic conditions in the implementation of the geography field project in ZHS as stated by authors such as Tilbury and Williams (1997) (eds) and AMSS (1958). This study employed descriptive and evaluative study design approaches to get different views, beliefs, attitudes and perceptions about the implementations of the project among different respondents.Although the NZHSGC was launched in the year 2000, the project component has not yet yielded satisfactory results because of various reasons. These included (a) inadequately trained teachers in project related courses (b) lack of appreciation of field projects by education administrators at different levels (c) unfavourable socio-economic, natural and environmental factors, (d) inadequate resources and (e) time for mounting field projects.To alleviate some of the challenges and experiences during the implementation of the geography field project in ZHS this study recommends that the Government of…

Subjects/Keywords: Geography – Study and teaching – Zambia

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

APA (6^th Edition):

Mundende, K. (2011). Implementation of Geography field project in Zambian high schools: A survey of Livingstone and Monze of Southern Province . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/667

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

Chicago Manual of Style (16^th Edition):

Mundende, Kasonde. “Implementation of Geography field project in Zambian high schools: A survey of Livingstone and Monze of Southern Province .” 2011. Thesis, University of Zambia. Accessed August 14, 2018. http://hdl.handle.net/123456789/667.

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

MLA Handbook (7^th Edition):

Mundende, Kasonde. “Implementation of Geography field project in Zambian high schools: A survey of Livingstone and Monze of Southern Province .” 2011. Web. 14 Aug 2018.

Vancouver:

Mundende K. Implementation of Geography field project in Zambian high schools: A survey of Livingstone and Monze of Southern Province . [Internet] [Thesis]. University of Zambia; 2011. [cited 2018 Aug 14]. Available from: http://hdl.handle.net/123456789/667.

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

Council of Science Editors:

Mundende K. Implementation of Geography field project in Zambian high schools: A survey of Livingstone and Monze of Southern Province . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/667

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

University of Zambia

26. Chiyuka, Albert. Effectiveness of the Teaching of religious Education as part of social and development studies in the integrated primary school curriculum in Zambia: The case of Solwezi Urban basic Schools .

Degree: 2012, University of Zambia

URL: http://hdl.handle.net/123456789/1000

► In 2004, the Ministry of Education (MOE) through Curriculum Development Centre (CDC) introduced the new integrated curriculum approach to lower and middle basic school level… (more)

▼ In 2004, the Ministry of Education (MOE) through Curriculum Development Centre (CDC) introduced the new integrated curriculum approach to lower and middle basic school level in Zambia. In the new curriculum Religious Education (RE) is taught as part of Social and Development Studies (SDS). This research study therefore, was aimed at finding out the effectiveness of teaching Religious Education RE as part of SDS. The objectives of the study were to: (1) to assess the effectiveness of teaching RE as part of SDS; (2) to examine the attitude of teachers towards the teaching of RE as part of SDS; and(3) to establish the qualifications of the teachers teaching RE as part of SDS in the integrated curriculum. The study was carried out in Solwezi district, North-Western Province. Four Solwezi urban basic schools were purposively selected for the study. The total sample was 140 respondents, i.e. 96 pupils, 40 teachers and 4 administrators were used to collect data. One-to-one interviews, focus group interviews and lesson observations methods of data collections were used. Qualitative methods were used to analyse the data. The findings of the study revealed that the teaching of RE as part of SDS is not effective because teachers are not adequately trained in the new integrated curriculum approach. The lack of teaching and learning materials in schools has contributed to ineffective teaching and learning of RE under SDS. In addition, there is no serious monitoring of teachers leading to some teachers leaving out some RE topics. Failure by CDC and District Education Standard Officers to make follow-ups on the implementation of the new integrated curriculum approach is another factor that has contributed to the ineffectiveness of the teaching of RE as part of SDS. The negative attitude by teachers towards the change of methodology has also contributed to the non effective teaching and learning of RE. Some teachers are giving out unexplained work to pupils because of not knowing what to do. The study recommends that teachers should be retrained in the new integrated methods and that teaching and learning resources, should be provided in schools if the programme is to be successful.

Subjects/Keywords: Religous Education – Study and Teaching

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APA (6^th Edition):

Chiyuka, A. (2012). Effectiveness of the Teaching of religious Education as part of social and development studies in the integrated primary school curriculum in Zambia: The case of Solwezi Urban basic Schools . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/1000

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

Chicago Manual of Style (16^th Edition):

Chiyuka, Albert. “Effectiveness of the Teaching of religious Education as part of social and development studies in the integrated primary school curriculum in Zambia: The case of Solwezi Urban basic Schools .” 2012. Thesis, University of Zambia. Accessed August 14, 2018. http://hdl.handle.net/123456789/1000.

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

MLA Handbook (7^th Edition):

Chiyuka, Albert. “Effectiveness of the Teaching of religious Education as part of social and development studies in the integrated primary school curriculum in Zambia: The case of Solwezi Urban basic Schools .” 2012. Web. 14 Aug 2018.

Vancouver:

Chiyuka A. Effectiveness of the Teaching of religious Education as part of social and development studies in the integrated primary school curriculum in Zambia: The case of Solwezi Urban basic Schools . [Internet] [Thesis]. University of Zambia; 2012. [cited 2018 Aug 14]. Available from: http://hdl.handle.net/123456789/1000.

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

Council of Science Editors:

Chiyuka A. Effectiveness of the Teaching of religious Education as part of social and development studies in the integrated primary school curriculum in Zambia: The case of Solwezi Urban basic Schools . [Thesis]. University of Zambia; 2012. Available from: http://hdl.handle.net/123456789/1000

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

University of Zambia

27. 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

URL: http://hdl.handle.net/123456789/3046

► 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)

▼ 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 a case study and for that reason qualitative method was used to collect data. The data were collected through interviews, lesson observations and out of classroom observations. The target population was all the Grade One refugee pupils at Meheba D Basic School. The total number was one hundred and twenty four (124) pupils. The class teacher, school head teacher and District Educational Board Secretary (DEBS) also were sampled in the study. The total of one hundred and twenty seven (127) respondents participated in the study. The study revealed six main challenges faced by refugee pupils in initial literacy acquisition. These were: the use of an unfamiliar language (Kikaonde) to teach/learn initial literacy, long distance between refugee pupils’ homes and the school; overcrowded classrooms; shortage of NBTL learning/teaching materials; frequent movements of refugees, and poverty among refugees.The study further revealed that Kikaonde was not the refugee pupils’ language of play both at home and school.In view of the findings, the following recommendations were made. The Ministry of Education, Science, Vocational Training and Early Education should revisit the language being used for teaching at Meheba D Basic School. The mother tongue of the refugee pupils should be used to teach and learn initial literacy. Since Meheba D Basic School is a public school, the government of Zambia through the Ministry in charge of Education in collaboration with UNHCR should train and employ refugee teachers to teach NBTL lessons so that refugee pupils are taught in their mother tongues. UNHCR in collaboration with the government of Zambia should build at least a basic school in all the zones of Maheba settlement in order to avoid the long distance covered by refugee pupils to Meheba D Basic School. There is a need to have smaller classes at Meheba D Basic School. The Ministry of Education, Science, Vocational Training and Early Education should split the grade one class into three classes. Finally, the Ministry of Education, Science, Vocational Training and Early Education should provide adequate NBTL materials in order to facilitate the acquisition of initial literacy at Meheba D Basic Schools. UNHCR should come in to help.

Subjects/Keywords: Reading; Literacy-Study and Teaching

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

APA (6^th 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 (16^th 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 August 14, 2018. 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 (7^th Edition):

Rukundo, Innocent. “Challenges faced by the Refugee pupil in intial literacy acquisition at Maheba D Basic School, North Western Province, Zambia .” 2013. Web. 14 Aug 2018.

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 2018 Aug 14]. 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

University of Zambia

28. Siwale, Able. The provision of teaching and learning materials in science subjects in the High School of Northern Province .

Degree: 2013, University of Zambia

URL: http://hdl.handle.net/123456789/3052

► This study investigated the provision of science teaching and learning materials in the high schools of Northern Province. The specific objectives of the study were… (more)

▼ This study investigated the provision of science teaching and learning materials in the high schools of Northern Province. The specific objectives of the study were to identify the current practices in the provision of teaching and learning materials in high schools; to assess the adequacy and state of the existing science physical infrastructure in high schools; to establish the adequacy of teaching and learning materials in science subjects through such indicators as pupil-book ratio; pupil-laboratory space ratio; and pupil-equipment ratio and to find out the challenges which schools face in the provision of teaching and learning materials in science subjects. The study employed a survey and descriptive study research designs were used. Twenty five schools, 25 heads of science departments and 15 deputy head teachers were randomly sampled to form the study sample. Data was collected using questionnaires and observation schedules. The statistical package for social sciences (SPSS) was used for quantitative analysis of data whereas the views of participants were analysed qualitatively by grouping them into categories according to emerging themes. The findings were that some key science teaching and learning materials were not available in school. Even those which were available were not adequate. For instance, the pupil-apparatus ratio for the most abundant apparatus was 14:1. Similarly, the pupil-book ratios for the most abundant text books were 7.2:1, 14:1 and 23: for biology, chemistry and physics respectively. Most schools did not have science laboratories. Furthermore, most schools did not have a science policy. Apart from that teachers were facing a lot of challenges in the teaching of science such as over-enrolment of pupils amidst lack of teaching and learning materials. It was also revealed that the local book publishing industry and the National Science Centre were doing very little to increase the availability of teaching and learning materials in science in schools.The study recommends increased government funding towards the purchasing of science materials by increasing per pupil capita; government investment in laboratory and classroom construction and support for the book publishing industry.

Subjects/Keywords: Science-Study and teaching

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

APA (6^th Edition):

Siwale, A. (2013). The provision of teaching and learning materials in science subjects in the High School of Northern Province . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3052

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

Chicago Manual of Style (16^th Edition):

Siwale, Able. “The provision of teaching and learning materials in science subjects in the High School of Northern Province .” 2013. Thesis, University of Zambia. Accessed August 14, 2018. http://hdl.handle.net/123456789/3052.

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

MLA Handbook (7^th Edition):

Siwale, Able. “The provision of teaching and learning materials in science subjects in the High School of Northern Province .” 2013. Web. 14 Aug 2018.

Vancouver:

Siwale A. The provision of teaching and learning materials in science subjects in the High School of Northern Province . [Internet] [Thesis]. University of Zambia; 2013. [cited 2018 Aug 14]. Available from: http://hdl.handle.net/123456789/3052.

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

Council of Science Editors:

Siwale A. The provision of teaching and learning materials in science subjects in the High School of Northern Province . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/3052

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

University of Zambia

29. Musonda, Moses. Biology topics perceived as different by High School Pupils of Kasama and Mungwi Districts of Zambia .

Degree: 2014, University of Zambia

URL: http://hdl.handle.net/123456789/3198

► This study aimed at identifying which topics pupils perceived as difficult to learn in high school biology based on high schools in Kasama and Mungwi… (more)

▼ This study aimed at identifying which topics pupils perceived as difficult to learn in high school biology based on high schools in Kasama and Mungwi districts. It also examined the reasons for these difficulties and came up with recommendations on how to overcome the difficulties. Eleven heads of departments, 19 biology teachers and 451 high school pupils constituted the sample. The data were collected through questionnaires and semi-structured interviews. All the heads of departments, biology teachers and pupils completed the questionnaire. The 19 biology teachers and 66 out of 451 pupils attended the follow-up oral interviews. Results of the study revealed that the most difficult topics in descending order of difficulty were; Mendelian genetics, mitosis and meiosis, genes and chromosomes, DNA synthesis, skeletal system and evolution. The identified the reasons why pupils experienced challenges in learning the above topics as the following: the topics were characterized by complex terms; teachers were not conducting practical laboratory work but taught theoretically; lack of teaching and learning resources including suitable text books and failure by the teachers to use ICT in the classroom. The study also established that neither pupils nor teachers had access to internet facilities at the schools. Some teachers failed to handle the difficult topics as evidenced by their poor explanation of concepts, and some of the teachers did not have the right qualification to handle senior classes. Gender differences were identified as having an impact on the pupils’ perception of learning difficulties. The teachers of biology agreed that gender had an effect on the pupils’ perception of learning difficulties but they did not agreed on which gender had a better or a more positive perception of learning difficulties. The study established that a variety of teaching strategies would help pupils learn the difficult topics effectively well. These strategies included: strict lesson planning by teachers, use of adequate teaching and learning resources, incorporating ICT in the classroom,promoting active learner-centred teaching strategies and employing effective communication skills characterised by clear explanations coupled with real-life practical examples. The study also showed that the biology teachers would lessen pupils’ learning challenges through motivating their pupils, administeringm remedial work to slow learners, revising the difficult topics with pupils, and giving to pupis some written assignments or research work followed by a feedback on such work.

Subjects/Keywords: Biology; Biology-Study and Teaching

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

APA (6^th Edition):

Musonda, M. (2014). Biology topics perceived as different by High School Pupils of Kasama and Mungwi Districts of Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3198

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

Chicago Manual of Style (16^th Edition):

Musonda, Moses. “Biology topics perceived as different by High School Pupils of Kasama and Mungwi Districts of Zambia .” 2014. Thesis, University of Zambia. Accessed August 14, 2018. http://hdl.handle.net/123456789/3198.

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

MLA Handbook (7^th Edition):

Musonda, Moses. “Biology topics perceived as different by High School Pupils of Kasama and Mungwi Districts of Zambia .” 2014. Web. 14 Aug 2018.

Vancouver:

Musonda M. Biology topics perceived as different by High School Pupils of Kasama and Mungwi Districts of Zambia . [Internet] [Thesis]. University of Zambia; 2014. [cited 2018 Aug 14]. Available from: http://hdl.handle.net/123456789/3198.

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

Council of Science Editors:

Musonda M. Biology topics perceived as different by High School Pupils of Kasama and Mungwi Districts of Zambia . [Thesis]. University of Zambia; 2014. Available from: http://hdl.handle.net/123456789/3198

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

University of Zambia

30. Kabwita, James. A study of the understanding and use of mathematical concepts by Secondary School Teachers of Physics: Case of selected Schools in Lusaka .

Degree: 2014, University of Zambia

URL: http://hdl.handle.net/123456789/3532

► Throughout the study of physics, mathematical related terms, facts, figures and concepts are learned. Although the relationship between mathematics and physics is evident and interwoven,… (more)

▼ Throughout the study of physics, mathematical related terms, facts, figures and concepts are learned. Although the relationship between mathematics and physics is evident and interwoven, no studies of Zambian origin have focused on how mathematical concepts should be understood and used by physics teachers in secondary schools. This situation indicates a gap in knowledge which calls for systematic investigation. The purpose of this study was to investigate the understanding and use of mathematical concepts by teachers of physics in teaching physics at secondary school.The participants of this study included 250 male and female secondary school learners aged between 15 and 25 who were in Grade 10, 11 and 12 in 2011. The study also included 25 teachers of physics. The methods used to collect data in this study included questionnaires, interviews, examination analysis, analysis of documents and diaries as well as observations. The research findings suggested that the majority of the teachers of physics used mathematical concepts in one physics lesson every two weeks. Their inadequate knowledge in the understanding of mathematical concepts prevented them from using them. This frequency was low though teachers used the concepts. The lesson observation revealed that the teachers of physics used methods which failed to reflect mathematical concepts as most of the lesson objectives were of low cognitive domain.It was recommended that teachers of physics should use methodologies of teaching that promote acquisition of the ability to understand and use mathematical concepts which allow learners to use and understand mathematical concepts. The ministry of education, science, vocational training and early education (MoESVTEE) should draw up a curriculum that emphasizes methodologies of teaching particularly in the use and understanding of mathematical concepts in science rather than in physics content only. Curricula in colleges, and universities should also be restructured so that they teach pre-service and in- service teachers methodologies that are in line with problem – solving approaches, which lead to a proper understanding and use of mathematical concepts in physics.

Subjects/Keywords: Physics-study and Teaching

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Kabwita, J. (2014). A study of the understanding and use of mathematical concepts by Secondary School Teachers of Physics: Case of selected Schools in Lusaka . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3532

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

Chicago Manual of Style (16^th Edition):

Kabwita, James. “A study of the understanding and use of mathematical concepts by Secondary School Teachers of Physics: Case of selected Schools in Lusaka .” 2014. Thesis, University of Zambia. Accessed August 14, 2018. http://hdl.handle.net/123456789/3532.

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

MLA Handbook (7^th Edition):

Kabwita, James. “A study of the understanding and use of mathematical concepts by Secondary School Teachers of Physics: Case of selected Schools in Lusaka .” 2014. Web. 14 Aug 2018.

Vancouver:

Kabwita J. A study of the understanding and use of mathematical concepts by Secondary School Teachers of Physics: Case of selected Schools in Lusaka . [Internet] [Thesis]. University of Zambia; 2014. [cited 2018 Aug 14]. Available from: http://hdl.handle.net/123456789/3532.

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

Council of Science Editors:

Kabwita J. A study of the understanding and use of mathematical concepts by Secondary School Teachers of Physics: Case of selected Schools in Lusaka . [Thesis]. University of Zambia; 2014. Available from: http://hdl.handle.net/123456789/3532

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

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Open Access Theses and Dissertations