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You searched for subject:(Secondary Education AND Teaching). Showing records 1 – 30 of 16941 total matches.

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Purdue University

1. Huffman, Tanner J. The effects of a model-eliciting activity on high school student design performance.

Degree: PhD, Technology, 2015, Purdue University

  Modeling allows students to become more effective designers. High school technology and engineering students engage in engineering design challenges as part of traditional instructional… (more)

Subjects/Keywords: Secondary Education and Teaching

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APA (6th Edition):

Huffman, T. J. (2015). The effects of a model-eliciting activity on high school student design performance. (Doctoral Dissertation). Purdue University. Retrieved from http://docs.lib.purdue.edu/open_access_dissertations/477

Chicago Manual of Style (16th Edition):

Huffman, Tanner J. “The effects of a model-eliciting activity on high school student design performance.” 2015. Doctoral Dissertation, Purdue University. Accessed January 23, 2019. http://docs.lib.purdue.edu/open_access_dissertations/477.

MLA Handbook (7th Edition):

Huffman, Tanner J. “The effects of a model-eliciting activity on high school student design performance.” 2015. Web. 23 Jan 2019.

Vancouver:

Huffman TJ. The effects of a model-eliciting activity on high school student design performance. [Internet] [Doctoral dissertation]. Purdue University; 2015. [cited 2019 Jan 23]. Available from: http://docs.lib.purdue.edu/open_access_dissertations/477.

Council of Science Editors:

Huffman TJ. The effects of a model-eliciting activity on high school student design performance. [Doctoral Dissertation]. Purdue University; 2015. Available from: http://docs.lib.purdue.edu/open_access_dissertations/477


University of Central Florida

2. Sims, Deshawn. The Source and Impact of Student Engagement for Black Students in an Urban High School.

Degree: 2016, University of Central Florida

 The achievement of Black students has repeatedly met only the lowest standards of performance on standardized assessments, which begs the question; do American schools have… (more)

Subjects/Keywords: Secondary Education and Teaching

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APA (6th Edition):

Sims, D. (2016). The Source and Impact of Student Engagement for Black Students in an Urban High School. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/5179

Chicago Manual of Style (16th Edition):

Sims, Deshawn. “The Source and Impact of Student Engagement for Black Students in an Urban High School.” 2016. Doctoral Dissertation, University of Central Florida. Accessed January 23, 2019. http://stars.library.ucf.edu/etd/5179.

MLA Handbook (7th Edition):

Sims, Deshawn. “The Source and Impact of Student Engagement for Black Students in an Urban High School.” 2016. Web. 23 Jan 2019.

Vancouver:

Sims D. The Source and Impact of Student Engagement for Black Students in an Urban High School. [Internet] [Doctoral dissertation]. University of Central Florida; 2016. [cited 2019 Jan 23]. Available from: http://stars.library.ucf.edu/etd/5179.

Council of Science Editors:

Sims D. The Source and Impact of Student Engagement for Black Students in an Urban High School. [Doctoral Dissertation]. University of Central Florida; 2016. Available from: http://stars.library.ucf.edu/etd/5179


University of New Mexico

3. Edwards, Karen G. Adams. The Interrelationship of Identities: How Artistic Practice Informs Teaching in the Visual Arts.

Degree: UNM Department of Art and Art History, 2010, University of New Mexico

 This research is an investigation into the relationship between artistic practice and art teaching in secondary art teachers. After an examination of various perspectives on… (more)

Subjects/Keywords: art education; secondary art teaching

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APA (6th Edition):

Edwards, K. G. A. (2010). The Interrelationship of Identities: How Artistic Practice Informs Teaching in the Visual Arts. (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/10812

Chicago Manual of Style (16th Edition):

Edwards, Karen G Adams. “The Interrelationship of Identities: How Artistic Practice Informs Teaching in the Visual Arts.” 2010. Masters Thesis, University of New Mexico. Accessed January 23, 2019. http://hdl.handle.net/1928/10812.

MLA Handbook (7th Edition):

Edwards, Karen G Adams. “The Interrelationship of Identities: How Artistic Practice Informs Teaching in the Visual Arts.” 2010. Web. 23 Jan 2019.

Vancouver:

Edwards KGA. The Interrelationship of Identities: How Artistic Practice Informs Teaching in the Visual Arts. [Internet] [Masters thesis]. University of New Mexico; 2010. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/1928/10812.

Council of Science Editors:

Edwards KGA. The Interrelationship of Identities: How Artistic Practice Informs Teaching in the Visual Arts. [Masters Thesis]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/10812


University of South Florida

4. Keefer, Natalie Elizabeth. Teachers' Narratives of Experience with Social Class.

Degree: 2012, University of South Florida

 Equality of educational opportunity has been a long elusive goal of public education in the United States. This narrative, phenomenological study conducted inquiry into how… (more)

Subjects/Keywords: Secondary Education and Teaching

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APA (6th Edition):

Keefer, N. E. (2012). Teachers' Narratives of Experience with Social Class. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/4346

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):

Keefer, Natalie Elizabeth. “Teachers' Narratives of Experience with Social Class.” 2012. Thesis, University of South Florida. Accessed January 23, 2019. https://scholarcommons.usf.edu/etd/4346.

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

MLA Handbook (7th Edition):

Keefer, Natalie Elizabeth. “Teachers' Narratives of Experience with Social Class.” 2012. Web. 23 Jan 2019.

Vancouver:

Keefer NE. Teachers' Narratives of Experience with Social Class. [Internet] [Thesis]. University of South Florida; 2012. [cited 2019 Jan 23]. Available from: https://scholarcommons.usf.edu/etd/4346.

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

Council of Science Editors:

Keefer NE. Teachers' Narratives of Experience with Social Class. [Thesis]. University of South Florida; 2012. Available from: https://scholarcommons.usf.edu/etd/4346

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


Columbia University

5. Miller, Alison Riley. Examining the Relationship between Physical Models and Students' Science Practices.

Degree: 2015, Columbia University

 Scientists engage with practices like model development and use, data analysis and interpretation, explanation construction, and argumentation in order to expand the frontiers of science,… (more)

Subjects/Keywords: Science – Study and teaching; Education; Education, Secondary

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APA (6th Edition):

Miller, A. R. (2015). Examining the Relationship between Physical Models and Students' Science Practices. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D86T0KP5

Chicago Manual of Style (16th Edition):

Miller, Alison Riley. “Examining the Relationship between Physical Models and Students' Science Practices.” 2015. Doctoral Dissertation, Columbia University. Accessed January 23, 2019. https://doi.org/10.7916/D86T0KP5.

MLA Handbook (7th Edition):

Miller, Alison Riley. “Examining the Relationship between Physical Models and Students' Science Practices.” 2015. Web. 23 Jan 2019.

Vancouver:

Miller AR. Examining the Relationship between Physical Models and Students' Science Practices. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2019 Jan 23]. Available from: https://doi.org/10.7916/D86T0KP5.

Council of Science Editors:

Miller AR. Examining the Relationship between Physical Models and Students' Science Practices. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D86T0KP5


University of Missouri – Columbia

6. Peck, Barbara A. Postmodern art education: voices and practices of select secondary teachers.

Degree: 2013, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This dissertation examined current postmodern art teaching practices in select secondary art classrooms in Missouri… (more)

Subjects/Keywords: art education; secondary education; teaching practices

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APA (6th Edition):

Peck, B. A. (2013). Postmodern art education: voices and practices of select secondary teachers. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/37866

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):

Peck, Barbara A. “Postmodern art education: voices and practices of select secondary teachers.” 2013. Thesis, University of Missouri – Columbia. Accessed January 23, 2019. http://hdl.handle.net/10355/37866.

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

MLA Handbook (7th Edition):

Peck, Barbara A. “Postmodern art education: voices and practices of select secondary teachers.” 2013. Web. 23 Jan 2019.

Vancouver:

Peck BA. Postmodern art education: voices and practices of select secondary teachers. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/10355/37866.

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

Council of Science Editors:

Peck BA. Postmodern art education: voices and practices of select secondary teachers. [Thesis]. University of Missouri – Columbia; 2013. Available from: http://hdl.handle.net/10355/37866

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


SUNY College at Brockport

7. Hosey, Daniel M. Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  The interactive-engagement techniques of Peer Instruction and context rich problems were implemented in a secondary physics classroom. The study took place during a three-week… (more)

Subjects/Keywords: physics; peer instruction; secondary education; Education; Physics; Secondary Education and Teaching

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APA (6th Edition):

Hosey, D. M. (2008). Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/247

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):

Hosey, Daniel M. “Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course.” 2008. Thesis, SUNY College at Brockport. Accessed January 23, 2019. https://digitalcommons.brockport.edu/ehd_theses/247.

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

MLA Handbook (7th Edition):

Hosey, Daniel M. “Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course.” 2008. Web. 23 Jan 2019.

Vancouver:

Hosey DM. Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 Jan 23]. Available from: https://digitalcommons.brockport.edu/ehd_theses/247.

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

Council of Science Editors:

Hosey DM. Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/247

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


SUNY College at Brockport

8. O'Neill, Jerome James. Effective Approaches for Teaching Revision.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  Beyond the grammatical slip, punctuation error, or misspelled word, revision is a fundamental skill that resides at the very heart of the writing and… (more)

Subjects/Keywords: language arts; secondary education; revision; teaching; writing skills; composition; Education; Secondary Education and Teaching

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APA (6th Edition):

O'Neill, J. J. (2008). Effective Approaches for Teaching Revision. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/236

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):

O'Neill, Jerome James. “Effective Approaches for Teaching Revision.” 2008. Thesis, SUNY College at Brockport. Accessed January 23, 2019. https://digitalcommons.brockport.edu/ehd_theses/236.

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

MLA Handbook (7th Edition):

O'Neill, Jerome James. “Effective Approaches for Teaching Revision.” 2008. Web. 23 Jan 2019.

Vancouver:

O'Neill JJ. Effective Approaches for Teaching Revision. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 Jan 23]. Available from: https://digitalcommons.brockport.edu/ehd_theses/236.

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

Council of Science Editors:

O'Neill JJ. Effective Approaches for Teaching Revision. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/236

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

9. Lindner, Albert P. The School Climate in a K-12 Single-Campus School as Perceived by Students, Graduates, Parents, and Teachers.

Degree: PhD, Educational Leadership PhD, 2009, Andrews University

  Problem. Pressures created by consistently higher expectations of No Child Left Behind (NCLB) legislation are forcing school boards and professional educators to examine current… (more)

Subjects/Keywords: Education; Elementary Education and Teaching; Secondary Education and Teaching

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APA (6th Edition):

Lindner, A. P. (2009). The School Climate in a K-12 Single-Campus School as Perceived by Students, Graduates, Parents, and Teachers. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/522

Chicago Manual of Style (16th Edition):

Lindner, Albert P. “The School Climate in a K-12 Single-Campus School as Perceived by Students, Graduates, Parents, and Teachers.” 2009. Doctoral Dissertation, Andrews University. Accessed January 23, 2019. https://digitalcommons.andrews.edu/dissertations/522.

MLA Handbook (7th Edition):

Lindner, Albert P. “The School Climate in a K-12 Single-Campus School as Perceived by Students, Graduates, Parents, and Teachers.” 2009. Web. 23 Jan 2019.

Vancouver:

Lindner AP. The School Climate in a K-12 Single-Campus School as Perceived by Students, Graduates, Parents, and Teachers. [Internet] [Doctoral dissertation]. Andrews University; 2009. [cited 2019 Jan 23]. Available from: https://digitalcommons.andrews.edu/dissertations/522.

Council of Science Editors:

Lindner AP. The School Climate in a K-12 Single-Campus School as Perceived by Students, Graduates, Parents, and Teachers. [Doctoral Dissertation]. Andrews University; 2009. Available from: https://digitalcommons.andrews.edu/dissertations/522


Loyola University Chicago

10. Strom, Brent T. The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test.

Degree: Doctor of Education (EdD), School of Education, 2010, Loyola University Chicago

  Though Shakespeare remains the most taught author in American secondary school curriculum, and though there is growing evidence to suggest that the best practice… (more)

Subjects/Keywords: Critical thinking; performance; secondary English education; Shakespeare; Secondary Education and Teaching

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APA (6th Edition):

Strom, B. T. (2010). The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/69

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):

Strom, Brent T. “The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test.” 2010. Thesis, Loyola University Chicago. Accessed January 23, 2019. https://ecommons.luc.edu/luc_diss/69.

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

MLA Handbook (7th Edition):

Strom, Brent T. “The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test.” 2010. Web. 23 Jan 2019.

Vancouver:

Strom BT. The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test. [Internet] [Thesis]. Loyola University Chicago; 2010. [cited 2019 Jan 23]. Available from: https://ecommons.luc.edu/luc_diss/69.

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

Council of Science Editors:

Strom BT. The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test. [Thesis]. Loyola University Chicago; 2010. Available from: https://ecommons.luc.edu/luc_diss/69

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


Victoria University of Wellington

11. Stanyon, Celia Elaine. Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand.

Degree: 2013, Victoria University of Wellington

 New Zealand-trained teachers have good reasons to teach abroad, change careers or retire and there are sound reasons to hire overseas-trained teachers (OTTs) to fill… (more)

Subjects/Keywords: Overseas trained teachers; Secondary education; Teaching career

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APA (6th Edition):

Stanyon, C. E. (2013). Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3082

Chicago Manual of Style (16th Edition):

Stanyon, Celia Elaine. “Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand.” 2013. Masters Thesis, Victoria University of Wellington. Accessed January 23, 2019. http://hdl.handle.net/10063/3082.

MLA Handbook (7th Edition):

Stanyon, Celia Elaine. “Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand.” 2013. Web. 23 Jan 2019.

Vancouver:

Stanyon CE. Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/10063/3082.

Council of Science Editors:

Stanyon CE. Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand. [Masters Thesis]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/3082


University of Tasmania

12. Pill, SA. Rethinking sport teaching in physical education.

Degree: 2012, University of Tasmania

 The purpose of this research was to describe and examine sport literacy in the context of secondary physical education and to investigate the limits, constraints… (more)

Subjects/Keywords: physical education; sport; teaching; secondary school

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APA (6th Edition):

Pill, S. (2012). Rethinking sport teaching in physical education. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/15016/2/whole-Pill-thesis-2012.pdf

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

Chicago Manual of Style (16th Edition):

Pill, SA. “Rethinking sport teaching in physical education.” 2012. Thesis, University of Tasmania. Accessed January 23, 2019. https://eprints.utas.edu.au/15016/2/whole-Pill-thesis-2012.pdf.

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

MLA Handbook (7th Edition):

Pill, SA. “Rethinking sport teaching in physical education.” 2012. Web. 23 Jan 2019.

Vancouver:

Pill S. Rethinking sport teaching in physical education. [Internet] [Thesis]. University of Tasmania; 2012. [cited 2019 Jan 23]. Available from: https://eprints.utas.edu.au/15016/2/whole-Pill-thesis-2012.pdf.

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

Council of Science Editors:

Pill S. Rethinking sport teaching in physical education. [Thesis]. University of Tasmania; 2012. Available from: https://eprints.utas.edu.au/15016/2/whole-Pill-thesis-2012.pdf

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


Mahatma Gandhi University

13. Mathew, Regi P. Developing an interdisciplinary synthetic model for the teaching of population education at the secondary level;.

Degree: Education, 2014, Mahatma Gandhi University

Present study is a unique of its kind not only in India but also in South East Asian Region which is faced with very grave… (more)

Subjects/Keywords: Population education; Secondary schools; Synthetic model; Teaching

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APA (6th Edition):

Mathew, R. P. (2014). Developing an interdisciplinary synthetic model for the teaching of population education at the secondary level;. (Thesis). Mahatma Gandhi University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/19647

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):

Mathew, Regi P. “Developing an interdisciplinary synthetic model for the teaching of population education at the secondary level;.” 2014. Thesis, Mahatma Gandhi University. Accessed January 23, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/19647.

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

MLA Handbook (7th Edition):

Mathew, Regi P. “Developing an interdisciplinary synthetic model for the teaching of population education at the secondary level;.” 2014. Web. 23 Jan 2019.

Vancouver:

Mathew RP. Developing an interdisciplinary synthetic model for the teaching of population education at the secondary level;. [Internet] [Thesis]. Mahatma Gandhi University; 2014. [cited 2019 Jan 23]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/19647.

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

Council of Science Editors:

Mathew RP. Developing an interdisciplinary synthetic model for the teaching of population education at the secondary level;. [Thesis]. Mahatma Gandhi University; 2014. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/19647

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


University of KwaZulu-Natal

14. [No author]. Instructional appproaches in the teaching of Euclidean Geometry in grade 11.

Degree: Education, 2007, University of KwaZulu-Natal

 The main focus of the research was to find out the causes of a poor performance in euclidean geometry especially in a grade eleven class.… (more)

Subjects/Keywords: Geometry – Study and teaching (Secondary); Education.

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APA (6th Edition):

author], [. (2007). Instructional appproaches in the teaching of Euclidean Geometry in grade 11. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1385

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):

author], [No. “Instructional appproaches in the teaching of Euclidean Geometry in grade 11. ” 2007. Thesis, University of KwaZulu-Natal. Accessed January 23, 2019. http://hdl.handle.net/10413/1385.

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

MLA Handbook (7th Edition):

author], [No. “Instructional appproaches in the teaching of Euclidean Geometry in grade 11. ” 2007. Web. 23 Jan 2019.

Vancouver:

author] [. Instructional appproaches in the teaching of Euclidean Geometry in grade 11. [Internet] [Thesis]. University of KwaZulu-Natal; 2007. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/10413/1385.

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

Council of Science Editors:

author] [. Instructional appproaches in the teaching of Euclidean Geometry in grade 11. [Thesis]. University of KwaZulu-Natal; 2007. Available from: http://hdl.handle.net/10413/1385

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


Oregon State University

15. Gray, Ron E. Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry.

Degree: PhD, Science Education, 2009, Oregon State University

 The purpose of this exploratory study was to examine scientific arguments constructed by secondary science teachers during instruction. The analysis focused on how arguments constructed… (more)

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

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APA (6th Edition):

Gray, R. E. (2009). Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/13559

Chicago Manual of Style (16th Edition):

Gray, Ron E. “Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry.” 2009. Doctoral Dissertation, Oregon State University. Accessed January 23, 2019. http://hdl.handle.net/1957/13559.

MLA Handbook (7th Edition):

Gray, Ron E. “Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry.” 2009. Web. 23 Jan 2019.

Vancouver:

Gray RE. Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry. [Internet] [Doctoral dissertation]. Oregon State University; 2009. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/1957/13559.

Council of Science Editors:

Gray RE. Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry. [Doctoral Dissertation]. Oregon State University; 2009. Available from: http://hdl.handle.net/1957/13559


California State University – San Bernardino

16. Nolasco, Jesus. THE STRUGGLE WITH INVERSE FUNCTIONS DOING AND UNDOING PROCESS.

Degree: MAin Teaching, Mathematics, Mathematics, 2018, California State University – San Bernardino

  This study examines why students have difficulty with inverse functions (inverse functions is the process of doing and undoing operations) and what we can… (more)

Subjects/Keywords: Inverse Functions; Secondary Education and Teaching

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APA (6th Edition):

Nolasco, J. (2018). THE STRUGGLE WITH INVERSE FUNCTIONS DOING AND UNDOING PROCESS. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/652

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):

Nolasco, Jesus. “THE STRUGGLE WITH INVERSE FUNCTIONS DOING AND UNDOING PROCESS.” 2018. Thesis, California State University – San Bernardino. Accessed January 23, 2019. http://scholarworks.lib.csusb.edu/etd/652.

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

MLA Handbook (7th Edition):

Nolasco, Jesus. “THE STRUGGLE WITH INVERSE FUNCTIONS DOING AND UNDOING PROCESS.” 2018. Web. 23 Jan 2019.

Vancouver:

Nolasco J. THE STRUGGLE WITH INVERSE FUNCTIONS DOING AND UNDOING PROCESS. [Internet] [Thesis]. California State University – San Bernardino; 2018. [cited 2019 Jan 23]. Available from: http://scholarworks.lib.csusb.edu/etd/652.

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

Council of Science Editors:

Nolasco J. THE STRUGGLE WITH INVERSE FUNCTIONS DOING AND UNDOING PROCESS. [Thesis]. California State University – San Bernardino; 2018. Available from: http://scholarworks.lib.csusb.edu/etd/652

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


Utah Valley University

17. Littler, Kimberly Renae. The Creation and Implementation of Effective Teacher Evaluation .

Degree: 2018, Utah Valley University

This creative project investigates current scholarly research and best practices, as well as the input of current students and teachers, for student evaluation of teachers,… (more)

Subjects/Keywords: Education, Secondary; Effective teaching; Evaluation; Academic theses

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

APA (6th Edition):

Littler, K. R. (2018). The Creation and Implementation of Effective Teacher Evaluation . (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,732

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):

Littler, Kimberly Renae. “The Creation and Implementation of Effective Teacher Evaluation .” 2018. Thesis, Utah Valley University. Accessed January 23, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,732.

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

MLA Handbook (7th Edition):

Littler, Kimberly Renae. “The Creation and Implementation of Effective Teacher Evaluation .” 2018. Web. 23 Jan 2019.

Vancouver:

Littler KR. The Creation and Implementation of Effective Teacher Evaluation . [Internet] [Thesis]. Utah Valley University; 2018. [cited 2019 Jan 23]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,732.

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

Council of Science Editors:

Littler KR. The Creation and Implementation of Effective Teacher Evaluation . [Thesis]. Utah Valley University; 2018. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,732

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


Eastern Illinois University

18. Williamson, Dannette L. The Risks and Rewards of Personal Writing in the High School Classroom.

Degree: MA, English, 2014, Eastern Illinois University

  In light of the Common Core State Standards, more research is needed on the importance and transfer value of personal writing high school classrooms.… (more)

Subjects/Keywords: Rhetoric and Composition; Secondary Education and Teaching

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APA (6th Edition):

Williamson, D. L. (2014). The Risks and Rewards of Personal Writing in the High School Classroom. (Masters Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/1354

Chicago Manual of Style (16th Edition):

Williamson, Dannette L. “The Risks and Rewards of Personal Writing in the High School Classroom.” 2014. Masters Thesis, Eastern Illinois University. Accessed January 23, 2019. http://thekeep.eiu.edu/theses/1354.

MLA Handbook (7th Edition):

Williamson, Dannette L. “The Risks and Rewards of Personal Writing in the High School Classroom.” 2014. Web. 23 Jan 2019.

Vancouver:

Williamson DL. The Risks and Rewards of Personal Writing in the High School Classroom. [Internet] [Masters thesis]. Eastern Illinois University; 2014. [cited 2019 Jan 23]. Available from: http://thekeep.eiu.edu/theses/1354.

Council of Science Editors:

Williamson DL. The Risks and Rewards of Personal Writing in the High School Classroom. [Masters Thesis]. Eastern Illinois University; 2014. Available from: http://thekeep.eiu.edu/theses/1354


University of Central Florida

19. Franzese, Victoria. A Formative Process Evaluation Study of Teacher Usage of a Learning Management System in a K-12 Public School.

Degree: 2017, University of Central Florida

  The purpose of this study is to explore teacher perceptions, concerns, and integration of a Learning Management System (LMS) in a K-12 public school.… (more)

Subjects/Keywords: Educational Methods; Secondary Education and Teaching

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

APA (6th Edition):

Franzese, V. (2017). A Formative Process Evaluation Study of Teacher Usage of a Learning Management System in a K-12 Public School. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/5611

Chicago Manual of Style (16th Edition):

Franzese, Victoria. “A Formative Process Evaluation Study of Teacher Usage of a Learning Management System in a K-12 Public School.” 2017. Doctoral Dissertation, University of Central Florida. Accessed January 23, 2019. http://stars.library.ucf.edu/etd/5611.

MLA Handbook (7th Edition):

Franzese, Victoria. “A Formative Process Evaluation Study of Teacher Usage of a Learning Management System in a K-12 Public School.” 2017. Web. 23 Jan 2019.

Vancouver:

Franzese V. A Formative Process Evaluation Study of Teacher Usage of a Learning Management System in a K-12 Public School. [Internet] [Doctoral dissertation]. University of Central Florida; 2017. [cited 2019 Jan 23]. Available from: http://stars.library.ucf.edu/etd/5611.

Council of Science Editors:

Franzese V. A Formative Process Evaluation Study of Teacher Usage of a Learning Management System in a K-12 Public School. [Doctoral Dissertation]. University of Central Florida; 2017. Available from: http://stars.library.ucf.edu/etd/5611


University of the Western Cape

20. Soga, Mncedisi Help. The introduction to integers in a grade 7 classroom through an intentional teaching strategy .

Degree: 2017, University of the Western Cape

 This research investigated how grade 7 learners dealt with introductory aspects of integers when they are introduced through a temperature model. In particular, the study… (more)

Subjects/Keywords: Effective teaching; Intentional teaching model; Secondary education; Teaching strategy

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APA (6th Edition):

Soga, M. H. (2017). The introduction to integers in a grade 7 classroom through an intentional teaching strategy . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5691

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):

Soga, Mncedisi Help. “The introduction to integers in a grade 7 classroom through an intentional teaching strategy .” 2017. Thesis, University of the Western Cape. Accessed January 23, 2019. http://hdl.handle.net/11394/5691.

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

MLA Handbook (7th Edition):

Soga, Mncedisi Help. “The introduction to integers in a grade 7 classroom through an intentional teaching strategy .” 2017. Web. 23 Jan 2019.

Vancouver:

Soga MH. The introduction to integers in a grade 7 classroom through an intentional teaching strategy . [Internet] [Thesis]. University of the Western Cape; 2017. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/11394/5691.

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

Council of Science Editors:

Soga MH. The introduction to integers in a grade 7 classroom through an intentional teaching strategy . [Thesis]. University of the Western Cape; 2017. Available from: http://hdl.handle.net/11394/5691

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

21. Baylis, Myrna. Instructional Accommodations for Students with Asperger Syndrome in the General High School Classroom.

Degree: MS, Education, 2011, Dominican University of California

  General education teachers in the secondary sector are held responsible for adapting their lessons and classroom environment for students with Asperger Syndrome. With the… (more)

Subjects/Keywords: Secondary Education and Teaching; Special Education and Teaching

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

APA (6th Edition):

Baylis, M. (2011). Instructional Accommodations for Students with Asperger Syndrome in the General High School Classroom. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/124

Chicago Manual of Style (16th Edition):

Baylis, Myrna. “Instructional Accommodations for Students with Asperger Syndrome in the General High School Classroom.” 2011. Masters Thesis, Dominican University of California. Accessed January 23, 2019. https://scholar.dominican.edu/masters-theses/124.

MLA Handbook (7th Edition):

Baylis, Myrna. “Instructional Accommodations for Students with Asperger Syndrome in the General High School Classroom.” 2011. Web. 23 Jan 2019.

Vancouver:

Baylis M. Instructional Accommodations for Students with Asperger Syndrome in the General High School Classroom. [Internet] [Masters thesis]. Dominican University of California; 2011. [cited 2019 Jan 23]. Available from: https://scholar.dominican.edu/masters-theses/124.

Council of Science Editors:

Baylis M. Instructional Accommodations for Students with Asperger Syndrome in the General High School Classroom. [Masters Thesis]. Dominican University of California; 2011. Available from: https://scholar.dominican.edu/masters-theses/124


Columbia University

22. Zuckerman, Kelly Gavin. Portraits of Pedagogical Promise: Rendering Visible Successful Teaching Practices for Latino Male Students in One New York City Public High School.

Degree: 2018, Columbia University

 Drawing upon a critical constructivist framework and informed by scholarship on culturally relevant, responsive, and sustaining pedagogy (CRRSP) and student voice, this qualitative study utilizes… (more)

Subjects/Keywords: Education – Study and teaching; Teaching; Education, Secondary; Hispanic American students

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

APA (6th Edition):

Zuckerman, K. G. (2018). Portraits of Pedagogical Promise: Rendering Visible Successful Teaching Practices for Latino Male Students in One New York City Public High School. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8JH4ZNS

Chicago Manual of Style (16th Edition):

Zuckerman, Kelly Gavin. “Portraits of Pedagogical Promise: Rendering Visible Successful Teaching Practices for Latino Male Students in One New York City Public High School.” 2018. Doctoral Dissertation, Columbia University. Accessed January 23, 2019. https://doi.org/10.7916/D8JH4ZNS.

MLA Handbook (7th Edition):

Zuckerman, Kelly Gavin. “Portraits of Pedagogical Promise: Rendering Visible Successful Teaching Practices for Latino Male Students in One New York City Public High School.” 2018. Web. 23 Jan 2019.

Vancouver:

Zuckerman KG. Portraits of Pedagogical Promise: Rendering Visible Successful Teaching Practices for Latino Male Students in One New York City Public High School. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Jan 23]. Available from: https://doi.org/10.7916/D8JH4ZNS.

Council of Science Editors:

Zuckerman KG. Portraits of Pedagogical Promise: Rendering Visible Successful Teaching Practices for Latino Male Students in One New York City Public High School. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8JH4ZNS


Marietta College

23. Harper, Cary L. Perceptions of the co-teaching experience: Examining the views of teaching staff and students.

Degree: MEd, Education, 2009, Marietta College

 With the push toward inclusion in public schools, districts are turning toward the co-teaching model of instruction to meet the many needs of special education(more)

Subjects/Keywords: Education; Secondary Education; Teacher Education; Co-teaching; co-teacher; team teaching; paired teaching

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

APA (6th Edition):

Harper, C. L. (2009). Perceptions of the co-teaching experience: Examining the views of teaching staff and students. (Masters Thesis). Marietta College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241468954

Chicago Manual of Style (16th Edition):

Harper, Cary L. “Perceptions of the co-teaching experience: Examining the views of teaching staff and students.” 2009. Masters Thesis, Marietta College. Accessed January 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241468954.

MLA Handbook (7th Edition):

Harper, Cary L. “Perceptions of the co-teaching experience: Examining the views of teaching staff and students.” 2009. Web. 23 Jan 2019.

Vancouver:

Harper CL. Perceptions of the co-teaching experience: Examining the views of teaching staff and students. [Internet] [Masters thesis]. Marietta College; 2009. [cited 2019 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241468954.

Council of Science Editors:

Harper CL. Perceptions of the co-teaching experience: Examining the views of teaching staff and students. [Masters Thesis]. Marietta College; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241468954


Columbia University

24. Budd, Jonathan Stephen. "Doing" Close Reading: Investigating Text Complexity and Text Difficulty in the Secondary English Language Arts Context.

Degree: 2015, Columbia University

 This dissertation examines how the reading of complex literary texts is enacted by select tenth-grade students, and their teachers, both within and outside of the… (more)

Subjects/Keywords: Reading; Reading (Secondary); Reading comprehension – Study and teaching (Secondary); English language – Study and teaching (Secondary); Education, Secondary; Literature

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APA (6th Edition):

Budd, J. S. (2015). "Doing" Close Reading: Investigating Text Complexity and Text Difficulty in the Secondary English Language Arts Context. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8T72GCC

Chicago Manual of Style (16th Edition):

Budd, Jonathan Stephen. “"Doing" Close Reading: Investigating Text Complexity and Text Difficulty in the Secondary English Language Arts Context.” 2015. Doctoral Dissertation, Columbia University. Accessed January 23, 2019. https://doi.org/10.7916/D8T72GCC.

MLA Handbook (7th Edition):

Budd, Jonathan Stephen. “"Doing" Close Reading: Investigating Text Complexity and Text Difficulty in the Secondary English Language Arts Context.” 2015. Web. 23 Jan 2019.

Vancouver:

Budd JS. "Doing" Close Reading: Investigating Text Complexity and Text Difficulty in the Secondary English Language Arts Context. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2019 Jan 23]. Available from: https://doi.org/10.7916/D8T72GCC.

Council of Science Editors:

Budd JS. "Doing" Close Reading: Investigating Text Complexity and Text Difficulty in the Secondary English Language Arts Context. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D8T72GCC


Purdue University

25. Smith, Stephen I. Navigating stress in public education: A personal reflection and narrative study of my closest relationships in teaching.

Degree: MSEd, Curriculum & Instruction, 2016, Purdue University

  This study originally intended to explore the various effects of burnout – defined by the researcher as the steady decline of joy and increase… (more)

Subjects/Keywords: Education; Administration; Burnout; Education; Stress; Students; Teaching; Education; Secondary Education

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APA (6th Edition):

Smith, S. I. (2016). Navigating stress in public education: A personal reflection and narrative study of my closest relationships in teaching. (Thesis). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_theses/1006

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):

Smith, Stephen I. “Navigating stress in public education: A personal reflection and narrative study of my closest relationships in teaching.” 2016. Thesis, Purdue University. Accessed January 23, 2019. https://docs.lib.purdue.edu/open_access_theses/1006.

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

MLA Handbook (7th Edition):

Smith, Stephen I. “Navigating stress in public education: A personal reflection and narrative study of my closest relationships in teaching.” 2016. Web. 23 Jan 2019.

Vancouver:

Smith SI. Navigating stress in public education: A personal reflection and narrative study of my closest relationships in teaching. [Internet] [Thesis]. Purdue University; 2016. [cited 2019 Jan 23]. Available from: https://docs.lib.purdue.edu/open_access_theses/1006.

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

Council of Science Editors:

Smith SI. Navigating stress in public education: A personal reflection and narrative study of my closest relationships in teaching. [Thesis]. Purdue University; 2016. Available from: https://docs.lib.purdue.edu/open_access_theses/1006

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


University of Central Florida

26. Moorehead, Tanya. Roles And Interactions Of General And Special Education Teachers In Secondary Co-taught Teams.

Degree: 2010, University of Central Florida

 This study focused on identifying the components that contribute to instructional delivery in co-taught secondary classrooms in hopes of enhancing the understanding in the field… (more)

Subjects/Keywords: Co-Teaching; Secondary Education; General Education; Special Education; Roles; Interactions; Education

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APA (6th Edition):

Moorehead, T. (2010). Roles And Interactions Of General And Special Education Teachers In Secondary Co-taught Teams. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/4238

Chicago Manual of Style (16th Edition):

Moorehead, Tanya. “Roles And Interactions Of General And Special Education Teachers In Secondary Co-taught Teams.” 2010. Doctoral Dissertation, University of Central Florida. Accessed January 23, 2019. http://stars.library.ucf.edu/etd/4238.

MLA Handbook (7th Edition):

Moorehead, Tanya. “Roles And Interactions Of General And Special Education Teachers In Secondary Co-taught Teams.” 2010. Web. 23 Jan 2019.

Vancouver:

Moorehead T. Roles And Interactions Of General And Special Education Teachers In Secondary Co-taught Teams. [Internet] [Doctoral dissertation]. University of Central Florida; 2010. [cited 2019 Jan 23]. Available from: http://stars.library.ucf.edu/etd/4238.

Council of Science Editors:

Moorehead T. Roles And Interactions Of General And Special Education Teachers In Secondary Co-taught Teams. [Doctoral Dissertation]. University of Central Florida; 2010. Available from: http://stars.library.ucf.edu/etd/4238


University of Wisconsin – Oshkosh

27. Richardson, Todd M. Seeking lucidity : a reimaging of the visual arts curriculum.

Degree: 2014, University of Wisconsin – Oshkosh

A Thesis Submitted In Partial Fulfillment of the Requirements For the Degree of Master of Science-Educational Leadership

The impact of modernism and postmodernism on contemporary… (more)

Subjects/Keywords: Art - Study and teaching - Secondary; Art - Curricula; Education - Secondary - Curricula

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APA (6th Edition):

Richardson, T. M. (2014). Seeking lucidity : a reimaging of the visual arts curriculum. (Thesis). University of Wisconsin – Oshkosh. Retrieved from http://digital.library.wisc.edu/1793/69528

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):

Richardson, Todd M. “Seeking lucidity : a reimaging of the visual arts curriculum.” 2014. Thesis, University of Wisconsin – Oshkosh. Accessed January 23, 2019. http://digital.library.wisc.edu/1793/69528.

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

MLA Handbook (7th Edition):

Richardson, Todd M. “Seeking lucidity : a reimaging of the visual arts curriculum.” 2014. Web. 23 Jan 2019.

Vancouver:

Richardson TM. Seeking lucidity : a reimaging of the visual arts curriculum. [Internet] [Thesis]. University of Wisconsin – Oshkosh; 2014. [cited 2019 Jan 23]. Available from: http://digital.library.wisc.edu/1793/69528.

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

Council of Science Editors:

Richardson TM. Seeking lucidity : a reimaging of the visual arts curriculum. [Thesis]. University of Wisconsin – Oshkosh; 2014. Available from: http://digital.library.wisc.edu/1793/69528

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


University of Namibia

28. Iipinge, Joseph J. Socio-cultural factors that influence girls' participation in mathematics in secondary schools in the Oshana education region .

Degree: 2014, University of Namibia

 This study sought to find out how socio-cultural factors (traditions, culture, norms and beliefs) influenced the girls’ participation in Mathematics in the Oshana Education Region.… (more)

Subjects/Keywords: Socio-cultural factors ; Mathematics, Study and teaching(Secondary) ; Girls, Education (Secondary)

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APA (6th Edition):

Iipinge, J. J. (2014). Socio-cultural factors that influence girls' participation in mathematics in secondary schools in the Oshana education region . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/832

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):

Iipinge, Joseph J. “Socio-cultural factors that influence girls' participation in mathematics in secondary schools in the Oshana education region .” 2014. Thesis, University of Namibia. Accessed January 23, 2019. http://hdl.handle.net/11070/832.

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

MLA Handbook (7th Edition):

Iipinge, Joseph J. “Socio-cultural factors that influence girls' participation in mathematics in secondary schools in the Oshana education region .” 2014. Web. 23 Jan 2019.

Vancouver:

Iipinge JJ. Socio-cultural factors that influence girls' participation in mathematics in secondary schools in the Oshana education region . [Internet] [Thesis]. University of Namibia; 2014. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/11070/832.

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

Council of Science Editors:

Iipinge JJ. Socio-cultural factors that influence girls' participation in mathematics in secondary schools in the Oshana education region . [Thesis]. University of Namibia; 2014. Available from: http://hdl.handle.net/11070/832

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


Utah Valley University

29. LeBaron, Michael James. Students' Perceptions of Effective Spanish Methods.

Degree: 2015, Utah Valley University

As the primary foreign language being taught throughout the United States, one of the principal struggles Spanish teachers face is information on better teaching practices… (more)

Subjects/Keywords: Spanish language – Study and teaching (Secondary); Education, Secondary; Dissertations, Academic

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

APA (6th Edition):

LeBaron, M. J. (2015). Students' Perceptions of Effective Spanish Methods. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,675

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):

LeBaron, Michael James. “Students' Perceptions of Effective Spanish Methods.” 2015. Thesis, Utah Valley University. Accessed January 23, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,675.

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

MLA Handbook (7th Edition):

LeBaron, Michael James. “Students' Perceptions of Effective Spanish Methods.” 2015. Web. 23 Jan 2019.

Vancouver:

LeBaron MJ. Students' Perceptions of Effective Spanish Methods. [Internet] [Thesis]. Utah Valley University; 2015. [cited 2019 Jan 23]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,675.

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

Council of Science Editors:

LeBaron MJ. Students' Perceptions of Effective Spanish Methods. [Thesis]. Utah Valley University; 2015. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,675

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


Rhodes University

30. Mwandingi, Albertina Ndahambelela. An investigation of Grade 11 learners' mathematical preparedness in a selected Namibian school: a case study.

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

 The proliferation in the number of schools offering junior secondary education in Namibia since independence in 1990 has led to an increase in the number… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Secondary)  – Namibia; Education, Secondary  – Namibia; Mathematical readiness

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APA (6th Edition):

Mwandingi, A. N. (2011). An investigation of Grade 11 learners' mathematical preparedness in a selected Namibian school: a case study. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003509

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):

Mwandingi, Albertina Ndahambelela. “An investigation of Grade 11 learners' mathematical preparedness in a selected Namibian school: a case study.” 2011. Thesis, Rhodes University. Accessed January 23, 2019. http://hdl.handle.net/10962/d1003509.

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

MLA Handbook (7th Edition):

Mwandingi, Albertina Ndahambelela. “An investigation of Grade 11 learners' mathematical preparedness in a selected Namibian school: a case study.” 2011. Web. 23 Jan 2019.

Vancouver:

Mwandingi AN. An investigation of Grade 11 learners' mathematical preparedness in a selected Namibian school: a case study. [Internet] [Thesis]. Rhodes University; 2011. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/10962/d1003509.

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

Council of Science Editors:

Mwandingi AN. An investigation of Grade 11 learners' mathematical preparedness in a selected Namibian school: a case study. [Thesis]. Rhodes University; 2011. Available from: http://hdl.handle.net/10962/d1003509

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

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