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You searched for subject:(Scholarship of Teaching AND Learning). Showing records 1 – 30 of 5925 total matches.

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East Tennessee State University

1. Lowdermilk, Margaret A. Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  The purpose of this study was to determine the learning styles of Doctor of Physical Therapy (DPT) students and associate degree Physical Therapist Assistant… (more)

Subjects/Keywords: Learning Styles; Physical Therapy; Learning Preferences; Scholarship of Teaching and Learning

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APA (6th Edition):

Lowdermilk, M. A. (2016). Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3081

Chicago Manual of Style (16th Edition):

Lowdermilk, Margaret A. “Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed August 25, 2019. https://dc.etsu.edu/etd/3081.

MLA Handbook (7th Edition):

Lowdermilk, Margaret A. “Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs.” 2016. Web. 25 Aug 2019.

Vancouver:

Lowdermilk MA. Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2019 Aug 25]. Available from: https://dc.etsu.edu/etd/3081.

Council of Science Editors:

Lowdermilk MA. Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3081


Duquesne University

2. Antolik, Katelyn. Text Based Analysis in the Undergraduate Classroom.

Degree: MA, English, 2017, Duquesne University

  This project compromises of both a written and technical portion. I have created an interactive web source for teaches in the undergraduate literature classroom… (more)

Subjects/Keywords: Digital humanities; scholarship of teaching and learning; english; literature; text analysis; Digital Humanities; Scholarship of Teaching and Learning

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APA (6th Edition):

Antolik, K. (2017). Text Based Analysis in the Undergraduate Classroom. (Masters Thesis). Duquesne University. Retrieved from https://dsc.duq.edu/etd/218

Chicago Manual of Style (16th Edition):

Antolik, Katelyn. “Text Based Analysis in the Undergraduate Classroom.” 2017. Masters Thesis, Duquesne University. Accessed August 25, 2019. https://dsc.duq.edu/etd/218.

MLA Handbook (7th Edition):

Antolik, Katelyn. “Text Based Analysis in the Undergraduate Classroom.” 2017. Web. 25 Aug 2019.

Vancouver:

Antolik K. Text Based Analysis in the Undergraduate Classroom. [Internet] [Masters thesis]. Duquesne University; 2017. [cited 2019 Aug 25]. Available from: https://dsc.duq.edu/etd/218.

Council of Science Editors:

Antolik K. Text Based Analysis in the Undergraduate Classroom. [Masters Thesis]. Duquesne University; 2017. Available from: https://dsc.duq.edu/etd/218

3. Pharn, Tseng-Fouw Gloria. Southeast Asian Higher Educational Attainment in the United States – A Narrative Study.

Degree: MAin Organization and Leadership (O&L), 2018, University of San Francisco

  Southeast Asian Americans have among the lowest higher educational attainment rates among the Asians. However, aggregated data and the model minority myth often conceal… (more)

Subjects/Keywords: Educational Leadership; Educational Methods; Scholarship of Teaching and Learning

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APA (6th Edition):

Pharn, T. G. (2018). Southeast Asian Higher Educational Attainment in the United States – A Narrative Study. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/thes/1062

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

Chicago Manual of Style (16th Edition):

Pharn, Tseng-Fouw Gloria. “Southeast Asian Higher Educational Attainment in the United States – A Narrative Study.” 2018. Thesis, University of San Francisco. Accessed August 25, 2019. https://repository.usfca.edu/thes/1062.

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

MLA Handbook (7th Edition):

Pharn, Tseng-Fouw Gloria. “Southeast Asian Higher Educational Attainment in the United States – A Narrative Study.” 2018. Web. 25 Aug 2019.

Vancouver:

Pharn TG. Southeast Asian Higher Educational Attainment in the United States – A Narrative Study. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Aug 25]. Available from: https://repository.usfca.edu/thes/1062.

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

Council of Science Editors:

Pharn TG. Southeast Asian Higher Educational Attainment in the United States – A Narrative Study. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/thes/1062

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


Montana Tech

4. Peters, Greg. Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course.

Degree: MA, 2017, Montana Tech

  Textbooks are ubiquitous tools in college classes, particularly in the sciences. Regular use of textbooks to complement science coursework can foster academic achievement and… (more)

Subjects/Keywords: science; education; student-written; textbook; college; Scholarship of Teaching and Learning

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APA (6th Edition):

Peters, G. (2017). Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/11089

Chicago Manual of Style (16th Edition):

Peters, Greg. “Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course.” 2017. Masters Thesis, Montana Tech. Accessed August 25, 2019. https://scholarworks.umt.edu/etd/11089.

MLA Handbook (7th Edition):

Peters, Greg. “Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course.” 2017. Web. 25 Aug 2019.

Vancouver:

Peters G. Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course. [Internet] [Masters thesis]. Montana Tech; 2017. [cited 2019 Aug 25]. Available from: https://scholarworks.umt.edu/etd/11089.

Council of Science Editors:

Peters G. Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course. [Masters Thesis]. Montana Tech; 2017. Available from: https://scholarworks.umt.edu/etd/11089


California State University – San Bernardino

5. Christman, Carl. Instructor Humor as a Tool to Increase Student Engagement.

Degree: Doctor of Education in Educational Leadership, Education, 2018, California State University – San Bernardino

  As various stakeholders examine the value and quality of higher education, a greater emphasis is being put on educational outcomes. There is constant focus… (more)

Subjects/Keywords: student engagement; humor; Scholarship of Teaching and Learning

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APA (6th Edition):

Christman, C. (2018). Instructor Humor as a Tool to Increase Student Engagement. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/747

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

Chicago Manual of Style (16th Edition):

Christman, Carl. “Instructor Humor as a Tool to Increase Student Engagement.” 2018. Thesis, California State University – San Bernardino. Accessed August 25, 2019. http://scholarworks.lib.csusb.edu/etd/747.

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

MLA Handbook (7th Edition):

Christman, Carl. “Instructor Humor as a Tool to Increase Student Engagement.” 2018. Web. 25 Aug 2019.

Vancouver:

Christman C. Instructor Humor as a Tool to Increase Student Engagement. [Internet] [Thesis]. California State University – San Bernardino; 2018. [cited 2019 Aug 25]. Available from: http://scholarworks.lib.csusb.edu/etd/747.

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

Council of Science Editors:

Christman C. Instructor Humor as a Tool to Increase Student Engagement. [Thesis]. California State University – San Bernardino; 2018. Available from: http://scholarworks.lib.csusb.edu/etd/747

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


Edith Cowan University

6. Baatard, Greg. A model for the measurement and presentation of participation awareness in online groupware systems.

Degree: 2010, Edith Cowan University

 The need to support effective group work in online environments has become a prominent issue in both education and enterprise. Universities continue to adopt constructivist-based… (more)

Subjects/Keywords: teriary education; online; computer; university; software; Scholarship of Teaching and Learning

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APA (6th Edition):

Baatard, G. (2010). A model for the measurement and presentation of participation awareness in online groupware systems. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/313

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

Chicago Manual of Style (16th Edition):

Baatard, Greg. “A model for the measurement and presentation of participation awareness in online groupware systems.” 2010. Thesis, Edith Cowan University. Accessed August 25, 2019. https://ro.ecu.edu.au/theses/313.

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

MLA Handbook (7th Edition):

Baatard, Greg. “A model for the measurement and presentation of participation awareness in online groupware systems.” 2010. Web. 25 Aug 2019.

Vancouver:

Baatard G. A model for the measurement and presentation of participation awareness in online groupware systems. [Internet] [Thesis]. Edith Cowan University; 2010. [cited 2019 Aug 25]. Available from: https://ro.ecu.edu.au/theses/313.

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

Council of Science Editors:

Baatard G. A model for the measurement and presentation of participation awareness in online groupware systems. [Thesis]. Edith Cowan University; 2010. Available from: https://ro.ecu.edu.au/theses/313

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


Queens University

7. Decarie, Christina Louise. POSSIBLE SELVES, INFORMATIONAL INTERVIEWS, AND YOUNGER ADULT LEARNERS .

Degree: Education, 2011, Queens University

 This is an exploratory study, using quantitative and qualitative tools, studying younger adult students (aged 18 to 25) at a college in Ontario and proposes… (more)

Subjects/Keywords: Informational Interviews; Possible Selves; Adult Learners; Scholarship of Teaching and Learning

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APA (6th Edition):

Decarie, C. L. (2011). POSSIBLE SELVES, INFORMATIONAL INTERVIEWS, AND YOUNGER ADULT LEARNERS . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6354

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

Chicago Manual of Style (16th Edition):

Decarie, Christina Louise. “POSSIBLE SELVES, INFORMATIONAL INTERVIEWS, AND YOUNGER ADULT LEARNERS .” 2011. Thesis, Queens University. Accessed August 25, 2019. http://hdl.handle.net/1974/6354.

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

MLA Handbook (7th Edition):

Decarie, Christina Louise. “POSSIBLE SELVES, INFORMATIONAL INTERVIEWS, AND YOUNGER ADULT LEARNERS .” 2011. Web. 25 Aug 2019.

Vancouver:

Decarie CL. POSSIBLE SELVES, INFORMATIONAL INTERVIEWS, AND YOUNGER ADULT LEARNERS . [Internet] [Thesis]. Queens University; 2011. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1974/6354.

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

Council of Science Editors:

Decarie CL. POSSIBLE SELVES, INFORMATIONAL INTERVIEWS, AND YOUNGER ADULT LEARNERS . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6354

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


Penn State University

8. Rice, Laura Lea. A CONTENT ANALYSIS OF TEACHING PHILOSOPHY STATEMENTS OF AWARD WINNING COLLEGES OF AGRICULTURE PROFESSORS.

Degree: MS, Agricultural and Extension Education, 2011, Penn State University

 As our economy calls for improved employment skills, educational institutions must provide quality teaching to prepare students for success. A series of studies has confirmed… (more)

Subjects/Keywords: scholarship of teaching and learning; effective teaching characteristics; teaching philosophy statement; award winning professors

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APA (6th Edition):

Rice, L. L. (2011). A CONTENT ANALYSIS OF TEACHING PHILOSOPHY STATEMENTS OF AWARD WINNING COLLEGES OF AGRICULTURE PROFESSORS. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/12296

Chicago Manual of Style (16th Edition):

Rice, Laura Lea. “A CONTENT ANALYSIS OF TEACHING PHILOSOPHY STATEMENTS OF AWARD WINNING COLLEGES OF AGRICULTURE PROFESSORS.” 2011. Masters Thesis, Penn State University. Accessed August 25, 2019. https://etda.libraries.psu.edu/catalog/12296.

MLA Handbook (7th Edition):

Rice, Laura Lea. “A CONTENT ANALYSIS OF TEACHING PHILOSOPHY STATEMENTS OF AWARD WINNING COLLEGES OF AGRICULTURE PROFESSORS.” 2011. Web. 25 Aug 2019.

Vancouver:

Rice LL. A CONTENT ANALYSIS OF TEACHING PHILOSOPHY STATEMENTS OF AWARD WINNING COLLEGES OF AGRICULTURE PROFESSORS. [Internet] [Masters thesis]. Penn State University; 2011. [cited 2019 Aug 25]. Available from: https://etda.libraries.psu.edu/catalog/12296.

Council of Science Editors:

Rice LL. A CONTENT ANALYSIS OF TEACHING PHILOSOPHY STATEMENTS OF AWARD WINNING COLLEGES OF AGRICULTURE PROFESSORS. [Masters Thesis]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/12296

9. Williams, Jennifer Lynn. Faculty Engagement with Learning Outcomes Assessment: A Study of Public Two-Year Colleges in Colorado.

Degree: PhD, Higher Education, 2013, U of Denver

  The problem addressed in this study was the assumption that faculty at the postsecondary level in the U. S. are not sufficiently or effectively… (more)

Subjects/Keywords: Faculty Engagement; Institutional Effectiveness; Learning Outcomes Assessment; Scholarship of Assessment; Student Learning; Teaching and Learning

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APA (6th Edition):

Williams, J. L. (2013). Faculty Engagement with Learning Outcomes Assessment: A Study of Public Two-Year Colleges in Colorado. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/711

Chicago Manual of Style (16th Edition):

Williams, Jennifer Lynn. “Faculty Engagement with Learning Outcomes Assessment: A Study of Public Two-Year Colleges in Colorado.” 2013. Doctoral Dissertation, U of Denver. Accessed August 25, 2019. https://digitalcommons.du.edu/etd/711.

MLA Handbook (7th Edition):

Williams, Jennifer Lynn. “Faculty Engagement with Learning Outcomes Assessment: A Study of Public Two-Year Colleges in Colorado.” 2013. Web. 25 Aug 2019.

Vancouver:

Williams JL. Faculty Engagement with Learning Outcomes Assessment: A Study of Public Two-Year Colleges in Colorado. [Internet] [Doctoral dissertation]. U of Denver; 2013. [cited 2019 Aug 25]. Available from: https://digitalcommons.du.edu/etd/711.

Council of Science Editors:

Williams JL. Faculty Engagement with Learning Outcomes Assessment: A Study of Public Two-Year Colleges in Colorado. [Doctoral Dissertation]. U of Denver; 2013. Available from: https://digitalcommons.du.edu/etd/711


University of South Carolina

10. Hartman III, James Dry. Interactive Whiteboard Impact On Algebra Teachers’ Implementation Of Selected Mathematics Teaching Practices.

Degree: PhD, 2018, University of South Carolina

  This study investigated the use of the interactive white board (IWB) and the impact the technology had on mathematics teaching practices for algebra teachers.… (more)

Subjects/Keywords: Scholarship of Teaching and Learning; Interactive Whiteboard; Algebra Teachers; Selected Mathematics; Teaching Practices

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APA (6th Edition):

Hartman III, J. D. (2018). Interactive Whiteboard Impact On Algebra Teachers’ Implementation Of Selected Mathematics Teaching Practices. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4987

Chicago Manual of Style (16th Edition):

Hartman III, James Dry. “Interactive Whiteboard Impact On Algebra Teachers’ Implementation Of Selected Mathematics Teaching Practices.” 2018. Doctoral Dissertation, University of South Carolina. Accessed August 25, 2019. https://scholarcommons.sc.edu/etd/4987.

MLA Handbook (7th Edition):

Hartman III, James Dry. “Interactive Whiteboard Impact On Algebra Teachers’ Implementation Of Selected Mathematics Teaching Practices.” 2018. Web. 25 Aug 2019.

Vancouver:

Hartman III JD. Interactive Whiteboard Impact On Algebra Teachers’ Implementation Of Selected Mathematics Teaching Practices. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Aug 25]. Available from: https://scholarcommons.sc.edu/etd/4987.

Council of Science Editors:

Hartman III JD. Interactive Whiteboard Impact On Algebra Teachers’ Implementation Of Selected Mathematics Teaching Practices. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4987

11. Kessler, Andrea. The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of New England

  Interprofessional education (IPE) is a global initiative to prepare pre-licensure health professional students for health care team collaboration (WHO, 2010). However, many barriers limit… (more)

Subjects/Keywords: Educational Leadership; Higher Education; Higher Education and Teaching; Scholarship of Teaching and Learning

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APA (6th Edition):

Kessler, A. (2017). The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/118

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

Chicago Manual of Style (16th Edition):

Kessler, Andrea. “The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education.” 2017. Thesis, University of New England. Accessed August 25, 2019. https://dune.une.edu/theses/118.

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

MLA Handbook (7th Edition):

Kessler, Andrea. “The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education.” 2017. Web. 25 Aug 2019.

Vancouver:

Kessler A. The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education. [Internet] [Thesis]. University of New England; 2017. [cited 2019 Aug 25]. Available from: https://dune.une.edu/theses/118.

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

Council of Science Editors:

Kessler A. The Attitudes And Social Identity Of Faculty After Participating In Interprofessional Education. [Thesis]. University of New England; 2017. Available from: https://dune.une.edu/theses/118

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


University of Tennessee – Knoxville

12. Smith, John Thomas. Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students.

Degree: 2016, University of Tennessee – Knoxville

 All too often education research focuses on academic disparities with under-served student populations. Frequently, both remedial and introductory college-level mathematics courses are cited as gatekeepers… (more)

Subjects/Keywords: community college; mathematics education; hermeneutic phenomenology; transformative learning; Scholarship of Teaching and Learning

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APA (6th Edition):

Smith, J. T. (2016). Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4168

Chicago Manual of Style (16th Edition):

Smith, John Thomas. “Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students.” 2016. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed August 25, 2019. https://trace.tennessee.edu/utk_graddiss/4168.

MLA Handbook (7th Edition):

Smith, John Thomas. “Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students.” 2016. Web. 25 Aug 2019.

Vancouver:

Smith JT. Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2016. [cited 2019 Aug 25]. Available from: https://trace.tennessee.edu/utk_graddiss/4168.

Council of Science Editors:

Smith JT. Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2016. Available from: https://trace.tennessee.edu/utk_graddiss/4168


University of South Carolina

13. Miller, Cory Susanne. Service-Learning: An Interpretive case study of Teachers’ Perspectives and Planning Strategies.

Degree: PhD, Educational Studies, 2017, University of South Carolina

  This interpretive case study focused on elementary teachers who were implementing a service-learning project in their classroom. Research suggests that service-learning is beneficial for… (more)

Subjects/Keywords: Education; Scholarship of Teaching and Learning; Teachers; Perspectives; Planning; Strategies; Service; Learning

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APA (6th Edition):

Miller, C. S. (2017). Service-Learning: An Interpretive case study of Teachers’ Perspectives and Planning Strategies. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4435

Chicago Manual of Style (16th Edition):

Miller, Cory Susanne. “Service-Learning: An Interpretive case study of Teachers’ Perspectives and Planning Strategies.” 2017. Doctoral Dissertation, University of South Carolina. Accessed August 25, 2019. https://scholarcommons.sc.edu/etd/4435.

MLA Handbook (7th Edition):

Miller, Cory Susanne. “Service-Learning: An Interpretive case study of Teachers’ Perspectives and Planning Strategies.” 2017. Web. 25 Aug 2019.

Vancouver:

Miller CS. Service-Learning: An Interpretive case study of Teachers’ Perspectives and Planning Strategies. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Aug 25]. Available from: https://scholarcommons.sc.edu/etd/4435.

Council of Science Editors:

Miller CS. Service-Learning: An Interpretive case study of Teachers’ Perspectives and Planning Strategies. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4435


Seton Hall University

14. Miller, Robert L. The Impact of Resource Allocation on Graduation Rates.

Degree: PhD, Education Leadership, Management and Policy, 2014, Seton Hall University

  Higher Education is currently facing challenges from a variety of forces; a stagnant economy, shifting student demographics, increased accountability and need for the demonstration… (more)

Subjects/Keywords: Graduation Rate; Resource Allocation; Selectivity; Higher Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Miller, R. L. (2014). The Impact of Resource Allocation on Graduation Rates. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2128

Chicago Manual of Style (16th Edition):

Miller, Robert L. “The Impact of Resource Allocation on Graduation Rates.” 2014. Doctoral Dissertation, Seton Hall University. Accessed August 25, 2019. http://scholarship.shu.edu/dissertations/2128.

MLA Handbook (7th Edition):

Miller, Robert L. “The Impact of Resource Allocation on Graduation Rates.” 2014. Web. 25 Aug 2019.

Vancouver:

Miller RL. The Impact of Resource Allocation on Graduation Rates. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Aug 25]. Available from: http://scholarship.shu.edu/dissertations/2128.

Council of Science Editors:

Miller RL. The Impact of Resource Allocation on Graduation Rates. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2128


Lehigh University

15. Aragona-Young, Emily. Developing Equity Literacy: A Collaborative Approach.

Degree: PhD, Teaching, Learning, and Technology, 2017, Lehigh University

 Historically, students of color, learners with special needs, non-English speakers, etc. are at risk for underperforming academically and behaviorally in school. To meet the needs… (more)

Subjects/Keywords: equity; equity literacy; professional development; self-efficacy; Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Aragona-Young, E. (2017). Developing Equity Literacy: A Collaborative Approach. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2492

Chicago Manual of Style (16th Edition):

Aragona-Young, Emily. “Developing Equity Literacy: A Collaborative Approach.” 2017. Doctoral Dissertation, Lehigh University. Accessed August 25, 2019. https://preserve.lehigh.edu/etd/2492.

MLA Handbook (7th Edition):

Aragona-Young, Emily. “Developing Equity Literacy: A Collaborative Approach.” 2017. Web. 25 Aug 2019.

Vancouver:

Aragona-Young E. Developing Equity Literacy: A Collaborative Approach. [Internet] [Doctoral dissertation]. Lehigh University; 2017. [cited 2019 Aug 25]. Available from: https://preserve.lehigh.edu/etd/2492.

Council of Science Editors:

Aragona-Young E. Developing Equity Literacy: A Collaborative Approach. [Doctoral Dissertation]. Lehigh University; 2017. Available from: https://preserve.lehigh.edu/etd/2492


Lehigh University

16. Vallera, Farah Lynn. Weaving More than Just Fibers: Integrating a Fully Stem-Focused, Project-Based Agricultural Literacy Module into Elementary Curricula.

Degree: PhD, Teaching, Learning, and Technology, 2016, Lehigh University

 Agriculture can serve as a unifying topic that connects science, technology, engineering, and mathematics (STEM) subjects through similar knowledge, skills, and attitudes/beliefs (KSABs) exhibited in… (more)

Subjects/Keywords: Agricultural Literacy; Educational Technology; Integrated Curriculum; STEM; Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Vallera, F. L. (2016). Weaving More than Just Fibers: Integrating a Fully Stem-Focused, Project-Based Agricultural Literacy Module into Elementary Curricula. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2854

Chicago Manual of Style (16th Edition):

Vallera, Farah Lynn. “Weaving More than Just Fibers: Integrating a Fully Stem-Focused, Project-Based Agricultural Literacy Module into Elementary Curricula.” 2016. Doctoral Dissertation, Lehigh University. Accessed August 25, 2019. https://preserve.lehigh.edu/etd/2854.

MLA Handbook (7th Edition):

Vallera, Farah Lynn. “Weaving More than Just Fibers: Integrating a Fully Stem-Focused, Project-Based Agricultural Literacy Module into Elementary Curricula.” 2016. Web. 25 Aug 2019.

Vancouver:

Vallera FL. Weaving More than Just Fibers: Integrating a Fully Stem-Focused, Project-Based Agricultural Literacy Module into Elementary Curricula. [Internet] [Doctoral dissertation]. Lehigh University; 2016. [cited 2019 Aug 25]. Available from: https://preserve.lehigh.edu/etd/2854.

Council of Science Editors:

Vallera FL. Weaving More than Just Fibers: Integrating a Fully Stem-Focused, Project-Based Agricultural Literacy Module into Elementary Curricula. [Doctoral Dissertation]. Lehigh University; 2016. Available from: https://preserve.lehigh.edu/etd/2854


University of Arkansas

17. Nichols, Malachi. Mindset, Mentor, and Money: How Each Influences College Success.

Degree: PhD, 2018, University of Arkansas

  Across society, the consistent influx of students enrolling in higher education institutions without a comparable increase in degree attainment has produced a heightened awareness… (more)

Subjects/Keywords: Higher Education; Non-cognitive Skills; Peer-mentors; Education Policy; Scholarship of Teaching and Learning

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APA (6th Edition):

Nichols, M. (2018). Mindset, Mentor, and Money: How Each Influences College Success. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3028

Chicago Manual of Style (16th Edition):

Nichols, Malachi. “Mindset, Mentor, and Money: How Each Influences College Success.” 2018. Doctoral Dissertation, University of Arkansas. Accessed August 25, 2019. https://scholarworks.uark.edu/etd/3028.

MLA Handbook (7th Edition):

Nichols, Malachi. “Mindset, Mentor, and Money: How Each Influences College Success.” 2018. Web. 25 Aug 2019.

Vancouver:

Nichols M. Mindset, Mentor, and Money: How Each Influences College Success. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Aug 25]. Available from: https://scholarworks.uark.edu/etd/3028.

Council of Science Editors:

Nichols M. Mindset, Mentor, and Money: How Each Influences College Success. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/3028


Virginia Commonwealth University

18. Newmark, Ananda. Student Engagement in Undergraduate Social Work Education Among “at-risk” Students.

Degree: PhD, Social Work, 2016, Virginia Commonwealth University

  College student engagement is an important factor that contributes to student success. This study is one of the first to explore student engagement in… (more)

Subjects/Keywords: social work; student engagement; at-risk; Scholarship of Teaching and Learning; Social Work

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APA (6th Edition):

Newmark, A. (2016). Student Engagement in Undergraduate Social Work Education Among “at-risk” Students. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4450

Chicago Manual of Style (16th Edition):

Newmark, Ananda. “Student Engagement in Undergraduate Social Work Education Among “at-risk” Students.” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed August 25, 2019. https://scholarscompass.vcu.edu/etd/4450.

MLA Handbook (7th Edition):

Newmark, Ananda. “Student Engagement in Undergraduate Social Work Education Among “at-risk” Students.” 2016. Web. 25 Aug 2019.

Vancouver:

Newmark A. Student Engagement in Undergraduate Social Work Education Among “at-risk” Students. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2019 Aug 25]. Available from: https://scholarscompass.vcu.edu/etd/4450.

Council of Science Editors:

Newmark A. Student Engagement in Undergraduate Social Work Education Among “at-risk” Students. [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://scholarscompass.vcu.edu/etd/4450


University of South Carolina

19. Hacker Hadwin, Monica J. Meeting the Needs of Middle Grades Social Studies Students with Language Based Learning Disabilities: An Analysis of Students’ and Teachers’ Perspectives.

Degree: PhD, Educational Studies, 2017, University of South Carolina

  The purpose of this study was to investigate the consistency with which middle level social studies and special education teachers and administrators assist, educate,… (more)

Subjects/Keywords: Education; Higher Education; Scholarship of Teaching and Learning; Middle Grades; Social Studies

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APA (6th Edition):

Hacker Hadwin, M. J. (2017). Meeting the Needs of Middle Grades Social Studies Students with Language Based Learning Disabilities: An Analysis of Students’ and Teachers’ Perspectives. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4333

Chicago Manual of Style (16th Edition):

Hacker Hadwin, Monica J. “Meeting the Needs of Middle Grades Social Studies Students with Language Based Learning Disabilities: An Analysis of Students’ and Teachers’ Perspectives.” 2017. Doctoral Dissertation, University of South Carolina. Accessed August 25, 2019. https://scholarcommons.sc.edu/etd/4333.

MLA Handbook (7th Edition):

Hacker Hadwin, Monica J. “Meeting the Needs of Middle Grades Social Studies Students with Language Based Learning Disabilities: An Analysis of Students’ and Teachers’ Perspectives.” 2017. Web. 25 Aug 2019.

Vancouver:

Hacker Hadwin MJ. Meeting the Needs of Middle Grades Social Studies Students with Language Based Learning Disabilities: An Analysis of Students’ and Teachers’ Perspectives. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Aug 25]. Available from: https://scholarcommons.sc.edu/etd/4333.

Council of Science Editors:

Hacker Hadwin MJ. Meeting the Needs of Middle Grades Social Studies Students with Language Based Learning Disabilities: An Analysis of Students’ and Teachers’ Perspectives. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4333


University of South Carolina

20. A. Spencer, Rebecca. Impact of a Practicum in Education Course Designed to Recruit Stem Majors into a Teacher Education Program.

Degree: PhD, Educational Studies, 2018, University of South Carolina

  Research suggests that the most efficient way of improving students’ performance, in mathematics and science, is by recruiting and retaining highly qualified mathematics and… (more)

Subjects/Keywords: Scholarship of Teaching and Learning; Practicum; Education Course; Stem Majors; Teacher; Education

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APA (6th Edition):

A. Spencer, R. (2018). Impact of a Practicum in Education Course Designed to Recruit Stem Majors into a Teacher Education Program. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4502

Chicago Manual of Style (16th Edition):

A. Spencer, Rebecca. “Impact of a Practicum in Education Course Designed to Recruit Stem Majors into a Teacher Education Program.” 2018. Doctoral Dissertation, University of South Carolina. Accessed August 25, 2019. https://scholarcommons.sc.edu/etd/4502.

MLA Handbook (7th Edition):

A. Spencer, Rebecca. “Impact of a Practicum in Education Course Designed to Recruit Stem Majors into a Teacher Education Program.” 2018. Web. 25 Aug 2019.

Vancouver:

A. Spencer R. Impact of a Practicum in Education Course Designed to Recruit Stem Majors into a Teacher Education Program. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Aug 25]. Available from: https://scholarcommons.sc.edu/etd/4502.

Council of Science Editors:

A. Spencer R. Impact of a Practicum in Education Course Designed to Recruit Stem Majors into a Teacher Education Program. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4502


University of Arkansas

21. Smith, Kerri Anna. Perceptions of Skill Development in a Living-Learning First-Year Experience Program.

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

  The purpose of this study was to explore the perceptions of students and faculty involved in a living-learning first-year experience program at a small,… (more)

Subjects/Keywords: Education; First-year experience; Living-learning program; Skill development; Higher Education; Higher Education and Teaching; Scholarship of Teaching and Learning

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APA (6th Edition):

Smith, K. A. (2012). Perceptions of Skill Development in a Living-Learning First-Year Experience Program. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/464

Chicago Manual of Style (16th Edition):

Smith, Kerri Anna. “Perceptions of Skill Development in a Living-Learning First-Year Experience Program.” 2012. Doctoral Dissertation, University of Arkansas. Accessed August 25, 2019. https://scholarworks.uark.edu/etd/464.

MLA Handbook (7th Edition):

Smith, Kerri Anna. “Perceptions of Skill Development in a Living-Learning First-Year Experience Program.” 2012. Web. 25 Aug 2019.

Vancouver:

Smith KA. Perceptions of Skill Development in a Living-Learning First-Year Experience Program. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Aug 25]. Available from: https://scholarworks.uark.edu/etd/464.

Council of Science Editors:

Smith KA. Perceptions of Skill Development in a Living-Learning First-Year Experience Program. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/464


East Tennessee State University

22. Bentley, Ashley B. Inversed Learning in an Intermediate Accounting Course.

Degree: EdD (Doctor of Education), Educational Leadership, 2019, East Tennessee State University

  Students enrolled in accounting courses often struggle because of the complexity of the topic. Accounting instructors have searched for effective means of fostering student… (more)

Subjects/Keywords: Accounting Education; Blended Learning; Flipped Classroom; Accounting; Higher Education and Teaching; Scholarship of Teaching and Learning

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APA (6th Edition):

Bentley, A. B. (2019). Inversed Learning in an Intermediate Accounting Course. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3533

Chicago Manual of Style (16th Edition):

Bentley, Ashley B. “Inversed Learning in an Intermediate Accounting Course.” 2019. Doctoral Dissertation, East Tennessee State University. Accessed August 25, 2019. https://dc.etsu.edu/etd/3533.

MLA Handbook (7th Edition):

Bentley, Ashley B. “Inversed Learning in an Intermediate Accounting Course.” 2019. Web. 25 Aug 2019.

Vancouver:

Bentley AB. Inversed Learning in an Intermediate Accounting Course. [Internet] [Doctoral dissertation]. East Tennessee State University; 2019. [cited 2019 Aug 25]. Available from: https://dc.etsu.edu/etd/3533.

Council of Science Editors:

Bentley AB. Inversed Learning in an Intermediate Accounting Course. [Doctoral Dissertation]. East Tennessee State University; 2019. Available from: https://dc.etsu.edu/etd/3533


University of South Carolina

23. Garvin, Brittany A. An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth.

Degree: PhD, Educational Studies, 2015, University of South Carolina

  The demographics of today’s schools are becoming more and more ethnically and linguistically diverse, as culturally diverse students comprise approximately one third of school… (more)

Subjects/Keywords: Education; Higher Education; Scholarship of Teaching and Learning; school diversity; students of Color; science; STEM; low academic achievement; learning

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APA (6th Edition):

Garvin, B. A. (2015). An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/3191

Chicago Manual of Style (16th Edition):

Garvin, Brittany A. “An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth.” 2015. Doctoral Dissertation, University of South Carolina. Accessed August 25, 2019. https://scholarcommons.sc.edu/etd/3191.

MLA Handbook (7th Edition):

Garvin, Brittany A. “An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth.” 2015. Web. 25 Aug 2019.

Vancouver:

Garvin BA. An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth. [Internet] [Doctoral dissertation]. University of South Carolina; 2015. [cited 2019 Aug 25]. Available from: https://scholarcommons.sc.edu/etd/3191.

Council of Science Editors:

Garvin BA. An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth. [Doctoral Dissertation]. University of South Carolina; 2015. Available from: https://scholarcommons.sc.edu/etd/3191

24. Stanlick, Sarah Eliza. Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course.

Degree: PhD, Teaching, Learning, and Technology, 2015, Lehigh University

 Transformative learning can be characterized as a learning process that, through critical self-reflection and discourse, results in learners shifting their identity, beliefs, and/or actions (Dirkx,… (more)

Subjects/Keywords: Critical Reflection; Global Citizenship; High Impact Practices; Identity; Mixed Methods; Transformative Learning; Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Stanlick, S. E. (2015). Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2824

Chicago Manual of Style (16th Edition):

Stanlick, Sarah Eliza. “Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course.” 2015. Doctoral Dissertation, Lehigh University. Accessed August 25, 2019. https://preserve.lehigh.edu/etd/2824.

MLA Handbook (7th Edition):

Stanlick, Sarah Eliza. “Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course.” 2015. Web. 25 Aug 2019.

Vancouver:

Stanlick SE. Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course. [Internet] [Doctoral dissertation]. Lehigh University; 2015. [cited 2019 Aug 25]. Available from: https://preserve.lehigh.edu/etd/2824.

Council of Science Editors:

Stanlick SE. Quality and Directionality of Global Citizenship Identity Development in the Context of Online and Offline Reflections During an Introductory Global Citizenship Course. [Doctoral Dissertation]. Lehigh University; 2015. Available from: https://preserve.lehigh.edu/etd/2824


East Tennessee State University

25. Dula, Mark. Learning Support Effectiveness in Mathematics at a Tennessee University.

Degree: EdD (Doctor of Education), Educational Leadership, 2015, East Tennessee State University

  Every year thousands of students graduate from high school and move on to higher education, but many of them are not yet prepared for… (more)

Subjects/Keywords: Developmental Studies; Learning Support; Underprepared; Mathematics; Educational Leadership; Scholarship of Teaching and Learning; Science and Mathematics Education

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APA (6th Edition):

Dula, M. (2015). Learning Support Effectiveness in Mathematics at a Tennessee University. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2576

Chicago Manual of Style (16th Edition):

Dula, Mark. “Learning Support Effectiveness in Mathematics at a Tennessee University.” 2015. Doctoral Dissertation, East Tennessee State University. Accessed August 25, 2019. https://dc.etsu.edu/etd/2576.

MLA Handbook (7th Edition):

Dula, Mark. “Learning Support Effectiveness in Mathematics at a Tennessee University.” 2015. Web. 25 Aug 2019.

Vancouver:

Dula M. Learning Support Effectiveness in Mathematics at a Tennessee University. [Internet] [Doctoral dissertation]. East Tennessee State University; 2015. [cited 2019 Aug 25]. Available from: https://dc.etsu.edu/etd/2576.

Council of Science Editors:

Dula M. Learning Support Effectiveness in Mathematics at a Tennessee University. [Doctoral Dissertation]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2576


Boise State University

26. Rice, Mari. Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency.

Degree: 2019, Boise State University

 Service-learning (SL) is a high-impact pedagogical strategy that has been shown to have both cognitive and affective benefits for students and has the potential to… (more)

Subjects/Keywords: service-learning; STEM; agency; high-impact-practices; Curriculum and Instruction; Scholarship of Teaching and Learning; Science and Mathematics Education

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APA (6th Edition):

Rice, M. (2019). Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1550

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

Chicago Manual of Style (16th Edition):

Rice, Mari. “Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency.” 2019. Thesis, Boise State University. Accessed August 25, 2019. https://scholarworks.boisestate.edu/td/1550.

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

MLA Handbook (7th Edition):

Rice, Mari. “Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency.” 2019. Web. 25 Aug 2019.

Vancouver:

Rice M. Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency. [Internet] [Thesis]. Boise State University; 2019. [cited 2019 Aug 25]. Available from: https://scholarworks.boisestate.edu/td/1550.

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

Council of Science Editors:

Rice M. Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency. [Thesis]. Boise State University; 2019. Available from: https://scholarworks.boisestate.edu/td/1550

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


Penn State University

27. Zimmerman, Nancy S. Who is the self that teaches? Perspectives of faculty as they learn to teach Spanish as a heritage language.

Degree: EdD, Adult Education, 2011, Penn State University

 Abstract Having orally proficient Spanish speaking heritage learners in a class alongside monolingual English speakers who are learning Spanish as a second language is quite… (more)

Subjects/Keywords: teaching Spanish as a heritage language; Spanish speaking heritage learners; university faculty development; adult education; scholarship of teaching and learning; culturally responsive teaching; experiential learning theory

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APA (6th Edition):

Zimmerman, N. S. (2011). Who is the self that teaches? Perspectives of faculty as they learn to teach Spanish as a heritage language. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11977

Chicago Manual of Style (16th Edition):

Zimmerman, Nancy S. “Who is the self that teaches? Perspectives of faculty as they learn to teach Spanish as a heritage language.” 2011. Doctoral Dissertation, Penn State University. Accessed August 25, 2019. https://etda.libraries.psu.edu/catalog/11977.

MLA Handbook (7th Edition):

Zimmerman, Nancy S. “Who is the self that teaches? Perspectives of faculty as they learn to teach Spanish as a heritage language.” 2011. Web. 25 Aug 2019.

Vancouver:

Zimmerman NS. Who is the self that teaches? Perspectives of faculty as they learn to teach Spanish as a heritage language. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2019 Aug 25]. Available from: https://etda.libraries.psu.edu/catalog/11977.

Council of Science Editors:

Zimmerman NS. Who is the self that teaches? Perspectives of faculty as they learn to teach Spanish as a heritage language. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/11977


Liberty University

28. Penland, Nathan. Exploring the Impact of Undergraduate Intramural Sports on Undergraduate Students’ Perceived Sense of Community: A Multiple Regression Analysis.

Degree: 2017, Liberty University

 Research has shown benefits to the student experience for college students when they participate in intramural sports on university campuses. These benefits include improved physical… (more)

Subjects/Keywords: Community; Higher Education; Intramurals; Involvement; Education; Educational Assessment, Evaluation, and Research; Higher Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Penland, N. (2017). Exploring the Impact of Undergraduate Intramural Sports on Undergraduate Students’ Perceived Sense of Community: A Multiple Regression Analysis. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1494

Chicago Manual of Style (16th Edition):

Penland, Nathan. “Exploring the Impact of Undergraduate Intramural Sports on Undergraduate Students’ Perceived Sense of Community: A Multiple Regression Analysis.” 2017. Doctoral Dissertation, Liberty University. Accessed August 25, 2019. http://digitalcommons.liberty.edu/doctoral/1494.

MLA Handbook (7th Edition):

Penland, Nathan. “Exploring the Impact of Undergraduate Intramural Sports on Undergraduate Students’ Perceived Sense of Community: A Multiple Regression Analysis.” 2017. Web. 25 Aug 2019.

Vancouver:

Penland N. Exploring the Impact of Undergraduate Intramural Sports on Undergraduate Students’ Perceived Sense of Community: A Multiple Regression Analysis. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Aug 25]. Available from: http://digitalcommons.liberty.edu/doctoral/1494.

Council of Science Editors:

Penland N. Exploring the Impact of Undergraduate Intramural Sports on Undergraduate Students’ Perceived Sense of Community: A Multiple Regression Analysis. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1494


Lehigh University

29. Reed, Rajika Emily. Using Geospatial Thinking And Reasoning Skills To Examine Vector Borne Disease Transmission Through Web Gis In Undergraduate Students Studying Public Health.

Degree: PhD, Teaching, Learning, and Technology, 2017, Lehigh University

 Geospatial thinking and reasoning skills (GSTR) are currently not routinely integrated into public health curriculum for undergraduate students in institutions of higher education. However, integrating… (more)

Subjects/Keywords: Curriculum Design; Disease patterns; Educational technology; Geospatial thinking; Public Health; Web GIS; Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Reed, R. E. (2017). Using Geospatial Thinking And Reasoning Skills To Examine Vector Borne Disease Transmission Through Web Gis In Undergraduate Students Studying Public Health. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2778

Chicago Manual of Style (16th Edition):

Reed, Rajika Emily. “Using Geospatial Thinking And Reasoning Skills To Examine Vector Borne Disease Transmission Through Web Gis In Undergraduate Students Studying Public Health.” 2017. Doctoral Dissertation, Lehigh University. Accessed August 25, 2019. https://preserve.lehigh.edu/etd/2778.

MLA Handbook (7th Edition):

Reed, Rajika Emily. “Using Geospatial Thinking And Reasoning Skills To Examine Vector Borne Disease Transmission Through Web Gis In Undergraduate Students Studying Public Health.” 2017. Web. 25 Aug 2019.

Vancouver:

Reed RE. Using Geospatial Thinking And Reasoning Skills To Examine Vector Borne Disease Transmission Through Web Gis In Undergraduate Students Studying Public Health. [Internet] [Doctoral dissertation]. Lehigh University; 2017. [cited 2019 Aug 25]. Available from: https://preserve.lehigh.edu/etd/2778.

Council of Science Editors:

Reed RE. Using Geospatial Thinking And Reasoning Skills To Examine Vector Borne Disease Transmission Through Web Gis In Undergraduate Students Studying Public Health. [Doctoral Dissertation]. Lehigh University; 2017. Available from: https://preserve.lehigh.edu/etd/2778


Lehigh University

30. Shameem, Ali. Influence of culture on teachers’ attitudes towards technology.

Degree: PhD, Teaching, Learning, and Technology, 2016, Lehigh University

 Many consider the adoption and use of technology in schools an integral part of modernization (Kozma & Vota, 2014; Pelgrum, 2001). Prior research indicated that… (more)

Subjects/Keywords: cultural perceptions; developing countries; teacher autonomy; technology access; technology attitudes; technology attributes; Education; Scholarship of Teaching and Learning

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

APA (6th Edition):

Shameem, A. (2016). Influence of culture on teachers’ attitudes towards technology. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2802

Chicago Manual of Style (16th Edition):

Shameem, Ali. “Influence of culture on teachers’ attitudes towards technology.” 2016. Doctoral Dissertation, Lehigh University. Accessed August 25, 2019. https://preserve.lehigh.edu/etd/2802.

MLA Handbook (7th Edition):

Shameem, Ali. “Influence of culture on teachers’ attitudes towards technology.” 2016. Web. 25 Aug 2019.

Vancouver:

Shameem A. Influence of culture on teachers’ attitudes towards technology. [Internet] [Doctoral dissertation]. Lehigh University; 2016. [cited 2019 Aug 25]. Available from: https://preserve.lehigh.edu/etd/2802.

Council of Science Editors:

Shameem A. Influence of culture on teachers’ attitudes towards technology. [Doctoral Dissertation]. Lehigh University; 2016. Available from: https://preserve.lehigh.edu/etd/2802

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