subject:(Secondary)

1. Diazibarra, Dulce M. Measuring student attitudes towards philosophical chairs versus traditional discussion to promote argumentation in the science classroom.

Degree: 2016, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10140468

► Middle school students were introduced to the concept of scientific argumentation through the use of a pre and post performance task. Students were required… (more)

Subjects/Keywords: Secondary education

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

APA (6^th Edition):

Diazibarra, D. M. (2016). Measuring student attitudes towards philosophical chairs versus traditional discussion to promote argumentation in the science classroom. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10140468

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

Chicago Manual of Style (16^th Edition):

Diazibarra, Dulce M. “Measuring student attitudes towards philosophical chairs versus traditional discussion to promote argumentation in the science classroom.” 2016. Thesis, California State University, Long Beach. Accessed April 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10140468.

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

MLA Handbook (7^th Edition):

Diazibarra, Dulce M. “Measuring student attitudes towards philosophical chairs versus traditional discussion to promote argumentation in the science classroom.” 2016. Web. 20 Apr 2021.

Vancouver:

Diazibarra DM. Measuring student attitudes towards philosophical chairs versus traditional discussion to promote argumentation in the science classroom. [Internet] [Thesis]. California State University, Long Beach; 2016. [cited 2021 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10140468.

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

Council of Science Editors:

Diazibarra DM. Measuring student attitudes towards philosophical chairs versus traditional discussion to promote argumentation in the science classroom. [Thesis]. California State University, Long Beach; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10140468

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

2. Lesforis, Verneta. Secondary teachers' perceptions of the introduction of universal secondary education in St. Lucia.

Degree: 2011, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3450214

► Developing countries are constantly trying to improve their educational systems because research suggests that increased education can have benefits for individuals and countries in… (more)

▼ Developing countries are constantly trying to improve their educational systems because research suggests that increased education can have benefits for individuals and countries in terms of better health, higher wages and increased stability. The most recent change in educational policy in some of the Organization of Eastern Caribbean States (OECS) including St. Lucia is the implementation of Universal Secondary Education (USE) to provide secondary school access to all students. There has been little research on the perceptions of teachers from the various islands about the introduction of USE. This study sought to identify the perceptions of the secondary school teachers in St. Lucia about various aspects of the introduction of USE in 2006. The study sought the teachers’ perceptions on their involvement in the planning and implementation process; the availability of professional development opportunities; the availability of resources; curriculum and assessment modifications, the availability of student support services; the effect on school culture, and the effect on the educational system in St. Lucia. A qualitative design was selected utilizing document analysis; a researcher-designed questionnaire; and interviews with teachers, former and current Ministry of Education officials and other key informants. The results indicated that teachers had generally negative perceptions of almost all of the aspects of the introduction of USE studied, except their ability to teach diverse learners. Analysis of the interviews revealed there were similarities in the perceptions of the teachers, ministry officials and other key informants on some aspects of USE including the lack of preparation of teachers, but that there was disagreement on the level of involvement of teachers in the planning and implementation process. The result of this study sheds light on the importance of involving teachers in the change process to help ensure the success of the new policy. Recommendations based on the findings in this study are made, for policy implementation in St. Lucia with an emphasis on teacher involvement in the educational process and also on improving USE policy to better achieve its goals.

Subjects/Keywords: Education; Secondary

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APA (6^th Edition):

Lesforis, V. (2011). Secondary teachers' perceptions of the introduction of universal secondary education in St. Lucia. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3450214

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

Chicago Manual of Style (16^th Edition):

Lesforis, Verneta. “Secondary teachers' perceptions of the introduction of universal secondary education in St. Lucia.” 2011. Thesis, Lindenwood University. Accessed April 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3450214.

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

MLA Handbook (7^th Edition):

Lesforis, Verneta. “Secondary teachers' perceptions of the introduction of universal secondary education in St. Lucia.” 2011. Web. 20 Apr 2021.

Vancouver:

Lesforis V. Secondary teachers' perceptions of the introduction of universal secondary education in St. Lucia. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2021 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450214.

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

Council of Science Editors:

Lesforis V. Secondary teachers' perceptions of the introduction of universal secondary education in St. Lucia. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450214

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

3. Leary, Peggy H. A narrative inquiry of graduates from an alternative rural education program.

Degree: 2012, Capella University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3489821

► Some students find success difficult to achieve in a traditional high school setting. The lack of success may revolve around educational barriers, home challenges,… (more)

Subjects/Keywords: Education; Secondary

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APA (6^th Edition):

Leary, P. H. (2012). A narrative inquiry of graduates from an alternative rural education program. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3489821

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

Chicago Manual of Style (16^th Edition):

Leary, Peggy H. “A narrative inquiry of graduates from an alternative rural education program.” 2012. Thesis, Capella University. Accessed April 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3489821.

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

MLA Handbook (7^th Edition):

Leary, Peggy H. “A narrative inquiry of graduates from an alternative rural education program.” 2012. Web. 20 Apr 2021.

Vancouver:

Leary PH. A narrative inquiry of graduates from an alternative rural education program. [Internet] [Thesis]. Capella University; 2012. [cited 2021 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3489821.

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

Council of Science Editors:

Leary PH. A narrative inquiry of graduates from an alternative rural education program. [Thesis]. Capella University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3489821

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

4. Sanchez, Rhea. A culture of excellence – a study on high achieving public high schools in California.

Degree: 2012, Pepperdine University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3507725

► Pockets of success in the United States exist where public schools have been able to produce highly educated students. A wealth of information can… (more)

▼ Pockets of success in the United States exist where public schools have been able to produce highly educated students. A wealth of information can be gleaned from the successful practices being employed by these distinguished schools. The purpose of this study was to investigate the best practices being employed by these high achieving public high schools, specifically in California. A qualitative research design was used to explore the phenomenon that existed in high achieving public high schools, as well as in gathering the data concerning common best practices based on the perspectives of the participants in this study. The criteria that were used in selecting the participating schools included: (a) school was designated as a high school, serving ninth-twelfth grade students, (b) school had an Academic Performance Index score of 800 or above, and (c) school had a Similar School Ranking Score of 8 or above. The principals or the head of schools that met the criteria were invited to participate in the study. The approach used in this study most closely resembled the procedures employed in conducting a grounded theory research. The findings of this study might be beneficial to educators in improving the achievement level of their schools. The study described common best practices to development students' mastery and their application in reading, mathematics, and science literacy. The purpose of the study was to seek the programs and practices that helped students to enter and to prepare for post-secondary institutions, including STEM-related degrees. Also included in the study are the common best practices that created opportunities for students to foster and promote innovative and critical thinking skills. Moreover, this study explored the role of parents and community as well as the related common best practices that helped the schools build partnerships with parents and members of the local community. This study also included the participants' descriptions of effective teachers and school leaders. Finally, this study described how school leaders had overcome the challenges they faced in bringing their vision of high achieving public high schools to fulfillment.

Subjects/Keywords: Education; Secondary

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

APA (6^th Edition):

Sanchez, R. (2012). A culture of excellence – a study on high achieving public high schools in California. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3507725

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

Chicago Manual of Style (16^th Edition):

Sanchez, Rhea. “A culture of excellence – a study on high achieving public high schools in California.” 2012. Thesis, Pepperdine University. Accessed April 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3507725.

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

MLA Handbook (7^th Edition):

Sanchez, Rhea. “A culture of excellence – a study on high achieving public high schools in California.” 2012. Web. 20 Apr 2021.

Vancouver:

Sanchez R. A culture of excellence – a study on high achieving public high schools in California. [Internet] [Thesis]. Pepperdine University; 2012. [cited 2021 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3507725.

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

Council of Science Editors:

Sanchez R. A culture of excellence – a study on high achieving public high schools in California. [Thesis]. Pepperdine University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3507725

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

5. Williams, Jeremy H. Variables Affecting School Completion in a Rural Charter High School| A Phenomenological Study.

Degree: 2012, Piedmont College

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3508172

► The purpose of this phenomenological qualitative study was to identify variables that affect experiences among current and former students at a rural charter high… (more)

Subjects/Keywords: Education; Secondary

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APA (6^th Edition):

Williams, J. H. (2012). Variables Affecting School Completion in a Rural Charter High School| A Phenomenological Study. (Thesis). Piedmont College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3508172

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

Chicago Manual of Style (16^th Edition):

Williams, Jeremy H. “Variables Affecting School Completion in a Rural Charter High School| A Phenomenological Study.” 2012. Thesis, Piedmont College. Accessed April 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3508172.

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

MLA Handbook (7^th Edition):

Williams, Jeremy H. “Variables Affecting School Completion in a Rural Charter High School| A Phenomenological Study.” 2012. Web. 20 Apr 2021.

Vancouver:

Williams JH. Variables Affecting School Completion in a Rural Charter High School| A Phenomenological Study. [Internet] [Thesis]. Piedmont College; 2012. [cited 2021 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3508172.

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

Council of Science Editors:

Williams JH. Variables Affecting School Completion in a Rural Charter High School| A Phenomenological Study. [Thesis]. Piedmont College; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3508172

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

6. Modlin, Cheryl Dix. Student-teacher relationships and their effect on student achievement at the secondary level.

Degree: 2009, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3336717

► Previous research has demonstrated that adolescent learning increases with a proactive type of student-teacher relationship. However, due to the lack of common expectations for… (more)

Subjects/Keywords: Education; Secondary

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APA (6^th Edition):

Modlin, C. D. (2009). Student-teacher relationships and their effect on student achievement at the secondary level. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3336717

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

Chicago Manual of Style (16^th Edition):

Modlin, Cheryl Dix. “Student-teacher relationships and their effect on student achievement at the secondary level.” 2009. Thesis, Walden University. Accessed April 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3336717.

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

MLA Handbook (7^th Edition):

Modlin, Cheryl Dix. “Student-teacher relationships and their effect on student achievement at the secondary level.” 2009. Web. 20 Apr 2021.

Vancouver:

Modlin CD. Student-teacher relationships and their effect on student achievement at the secondary level. [Internet] [Thesis]. Walden University; 2009. [cited 2021 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3336717.

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

Council of Science Editors:

Modlin CD. Student-teacher relationships and their effect on student achievement at the secondary level. [Thesis]. Walden University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3336717

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

7. Burks, Tony Lamair, II. Testifying| A case study of students' perceptions of experiences as members of a school-based youth court at an early college high school.

Degree: 2009, The University of North Carolina at Greensboro

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3338741

► This dissertation explores students’ perceptions of—and experiences with —the Student Court at one of the first early college high schools in the southeastern region… (more)

Subjects/Keywords: Education; Secondary

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APA (6^th Edition):

Burks, Tony Lamair, I. (2009). Testifying| A case study of students' perceptions of experiences as members of a school-based youth court at an early college high school. (Thesis). The University of North Carolina at Greensboro. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3338741

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

Chicago Manual of Style (16^th Edition):

Burks, Tony Lamair, II. “Testifying| A case study of students' perceptions of experiences as members of a school-based youth court at an early college high school.” 2009. Thesis, The University of North Carolina at Greensboro. Accessed April 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3338741.

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

MLA Handbook (7^th Edition):

Burks, Tony Lamair, II. “Testifying| A case study of students' perceptions of experiences as members of a school-based youth court at an early college high school.” 2009. Web. 20 Apr 2021.

Vancouver:

Burks, Tony Lamair I. Testifying| A case study of students' perceptions of experiences as members of a school-based youth court at an early college high school. [Internet] [Thesis]. The University of North Carolina at Greensboro; 2009. [cited 2021 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3338741.

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

Council of Science Editors:

Burks, Tony Lamair I. Testifying| A case study of students' perceptions of experiences as members of a school-based youth court at an early college high school. [Thesis]. The University of North Carolina at Greensboro; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3338741

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

University of Montana

8. Beres, Corrienne Janet. Learning communities, achievement and completion| Exploring relationships in southern Alberta secondary schools.

Degree: 2008, University of Montana

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3303767

► Longitudinal studies carried out by Statistics Canada and Human Resources Development Canada (Bowlby & McMullen, 2002) identified that dropout rates are high in Canada… (more)

Subjects/Keywords: Education; Secondary

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APA (6^th Edition):

Beres, C. J. (2008). Learning communities, achievement and completion| Exploring relationships in southern Alberta secondary schools. (Thesis). University of Montana. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3303767

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

Chicago Manual of Style (16^th Edition):

Beres, Corrienne Janet. “Learning communities, achievement and completion| Exploring relationships in southern Alberta secondary schools.” 2008. Thesis, University of Montana. Accessed April 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3303767.

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

MLA Handbook (7^th Edition):

Beres, Corrienne Janet. “Learning communities, achievement and completion| Exploring relationships in southern Alberta secondary schools.” 2008. Web. 20 Apr 2021.

Vancouver:

Beres CJ. Learning communities, achievement and completion| Exploring relationships in southern Alberta secondary schools. [Internet] [Thesis]. University of Montana; 2008. [cited 2021 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3303767.

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

Council of Science Editors:

Beres CJ. Learning communities, achievement and completion| Exploring relationships in southern Alberta secondary schools. [Thesis]. University of Montana; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3303767

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

9. Sherban-Kline, Michelle. An evaluation of the Connecticut Scholars Program.

Degree: 2011, Southern Connecticut State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3437696

► In Connecticut a racial achievement gap exists on the National Assessment of Educational Progress (NAEP), the Connecticut Mastery Test (CMT), and the Connecticut Academic… (more)

Subjects/Keywords: Education; Secondary

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

APA (6^th Edition):

Sherban-Kline, M. (2011). An evaluation of the Connecticut Scholars Program. (Thesis). Southern Connecticut State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3437696

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

Chicago Manual of Style (16^th Edition):

Sherban-Kline, Michelle. “An evaluation of the Connecticut Scholars Program.” 2011. Thesis, Southern Connecticut State University. Accessed April 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3437696.

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

MLA Handbook (7^th Edition):

Sherban-Kline, Michelle. “An evaluation of the Connecticut Scholars Program.” 2011. Web. 20 Apr 2021.

Vancouver:

Sherban-Kline M. An evaluation of the Connecticut Scholars Program. [Internet] [Thesis]. Southern Connecticut State University; 2011. [cited 2021 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3437696.

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

Council of Science Editors:

Sherban-Kline M. An evaluation of the Connecticut Scholars Program. [Thesis]. Southern Connecticut State University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3437696

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

10. Tripp, Daniel Joseph. A Study of the Effect of Positive Behavior Interventions and Support on Student Behaviors and Academic Achievement in High-Poverty Schools.

Degree: 2011, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3478370

► Closing the academic achievement gap is a national epidemic. Schools across the world struggle to meet the needs of all students, especially students in… (more)

▼ Closing the academic achievement gap is a national epidemic. Schools across the world struggle to meet the needs of all students, especially students in poverty. Educators look for many solutions to close the gap, but student behaviors are often overlooked. Research has shown that implementing a Positive Behavioral Interventions and Supports (PBIS) system can decrease office disciplinary referrals and increase academic achievement. The purpose of this study was to add to the body of literature on PBIS, poverty, and academic achievement. This study was relevant because high-poverty schools across the world struggle to increase student academic achievement. This study analyzed high-poverty PBIS schools and determined whether a positive relationship existed between the percentage of students with fewer than two office referrals (Primary level) and the percentage of students in the Proficiency level or above on the Missouri Assessment Program (MAP) Communication Arts Exam. The hypothesis of this study was to determine if high-poverty PBIS elementary schools reflect a relationship between the percentage of students with fewer than two office referrals (ODRs) and the percentage of students at the Proficiency level or above on the MAP Communication Arts Exam. This study analyzed student academic achievement data and ODR data in a suburban school district in St. Louis County, Missouri. All 17 elementary schools in the study were above the state average for students in the free/reduced lunch program, and all schools had implemented a PBIS system. The study determined that a positive relationship existed between the percentage of students with fewer than two office referrals and the percentage of students in the Proficient Level or above on the MAP Communication Arts Exam. In addition to the quantitative analysis, the researcher conducted site visits at two of the high achieving schools in the district. Educators in the school were interviewed and shared their experience with implementing a PBIS system and their successful PBIS strategies for how a school may successfully implement a PBIS system. Furthermore, an unintended variable, school leadership, surfaced as one of the key ingredients to a successful PBIS program.

Subjects/Keywords: Education; Secondary

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APA (6^th Edition):

Tripp, D. J. (2011). A Study of the Effect of Positive Behavior Interventions and Support on Student Behaviors and Academic Achievement in High-Poverty Schools. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3478370

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

Chicago Manual of Style (16^th Edition):

Tripp, Daniel Joseph. “A Study of the Effect of Positive Behavior Interventions and Support on Student Behaviors and Academic Achievement in High-Poverty Schools.” 2011. Thesis, Lindenwood University. Accessed April 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3478370.

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

MLA Handbook (7^th Edition):

Tripp, Daniel Joseph. “A Study of the Effect of Positive Behavior Interventions and Support on Student Behaviors and Academic Achievement in High-Poverty Schools.” 2011. Web. 20 Apr 2021.

Vancouver:

Tripp DJ. A Study of the Effect of Positive Behavior Interventions and Support on Student Behaviors and Academic Achievement in High-Poverty Schools. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2021 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3478370.

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

Council of Science Editors:

Tripp DJ. A Study of the Effect of Positive Behavior Interventions and Support on Student Behaviors and Academic Achievement in High-Poverty Schools. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3478370

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

11. Button, Jacqueline. Effects of Single-Gender Classes on Student Literacy and Engagement.

Degree: 2012, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3490856

► Empirical evidence substantiating the effectiveness of engagement programs to support at-risk students is virtually nonexistent. In an attempt to improve student engagement and literacy… (more)

Subjects/Keywords: Education; Secondary

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APA (6^th Edition):

Button, J. (2012). Effects of Single-Gender Classes on Student Literacy and Engagement. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3490856

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

Chicago Manual of Style (16^th Edition):

Button, Jacqueline. “Effects of Single-Gender Classes on Student Literacy and Engagement.” 2012. Thesis, Walden University. Accessed April 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3490856.

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

MLA Handbook (7^th Edition):

Button, Jacqueline. “Effects of Single-Gender Classes on Student Literacy and Engagement.” 2012. Web. 20 Apr 2021.

Vancouver:

Button J. Effects of Single-Gender Classes on Student Literacy and Engagement. [Internet] [Thesis]. Walden University; 2012. [cited 2021 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3490856.

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

Council of Science Editors:

Button J. Effects of Single-Gender Classes on Student Literacy and Engagement. [Thesis]. Walden University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3490856

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

12. Wickert, Jonathan Scott. A Case Study of the Effectiveness of a Summer Transition Program for First-Time Ninth Grade Students.

Degree: 2016, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3666437

► High schools have undertaken numerous approaches to reduce the number of first-time 9^th grade students who do not move to 10th grade with their… (more)

Subjects/Keywords: Secondary education

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

APA (6^th Edition):

Wickert, J. S. (2016). A Case Study of the Effectiveness of a Summer Transition Program for First-Time Ninth Grade Students. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3666437

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

Chicago Manual of Style (16^th Edition):

Wickert, Jonathan Scott. “A Case Study of the Effectiveness of a Summer Transition Program for First-Time Ninth Grade Students.” 2016. Thesis, Walden University. Accessed April 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3666437.

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

MLA Handbook (7^th Edition):

Wickert, Jonathan Scott. “A Case Study of the Effectiveness of a Summer Transition Program for First-Time Ninth Grade Students.” 2016. Web. 20 Apr 2021.

Vancouver:

Wickert JS. A Case Study of the Effectiveness of a Summer Transition Program for First-Time Ninth Grade Students. [Internet] [Thesis]. Walden University; 2016. [cited 2021 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3666437.

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

Council of Science Editors:

Wickert JS. A Case Study of the Effectiveness of a Summer Transition Program for First-Time Ninth Grade Students. [Thesis]. Walden University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3666437

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

13. Charles, Anita S. "It's just part of what we do": Adolescent interactions with multimodal texts across social spaces.

Degree: PhD, 2009, University of New Hampshire

URL: https://scholars.unh.edu/dissertation/515

► This dissertation explores how adolescents are interacting with text across shifting social spaces, and how they learn to be literate across a range of… (more)

▼ This dissertation explores how adolescents are interacting with text across shifting social spaces, and how they learn to be literate across a range of social, academic, print, and digital contexts. The intent of the study is to help articulate the boundedness and fluidity of multiple discourses, and to better clarify how teens maneuver across these boundaries successfully. My research approach incorporates ethnographic methodology with a framework of critical sociocultural theory, drawing heavily upon Gee's (2005) work in discourse analysis. New technologies have broken down bounded spaces and dichotomous views of what it means to be literate, creating interrelationships among literacies and modalities (Kress, 2003). They have complicated notions of adolescent literacy, shifting definitions away from static and print-centric views toward a contextualized framing of multiple literacies, using the tools and texts within situated contexts (Kress, 2000a, 2003; Luke 2000; Maybin, 2000). This study examines the embeddedness of these tools and texts in the literacy experiences of today's Digital Natives (Prensky 2001a, 2001b). Because this study asks about lived experiences of participants, I chose an ethnographic approach (Agar, 2006a, 2006b; Schram, 2006; Silverman, 2007), relying on observations and interviews of student and teacher participants. My conceptual framework lies within critical sociocultural theory (Keller, 1995; Lewis, Enciso, and Moje, 2007; Moje and Lewis, 2007), with a consideration of the role of agency within dynamics of power. This work also deconstructs notions of literacy, discourse, context and text, and discusses the complications of these terms brought about by new Web 2.0 media. Major findings include the following: (1) Although teens are entrenched in a range of interactions with social digital text, they appreciate the value of academic literacies, and of teachers as conveyors of this knowledge. (2) While schools set rules that define appropriate behaviors with social digital networks, students and teachers frequently negotiate the boundaries through relationships founded on trust. (3) Teens are able to articulate and understand the boundedness of multiple discourse systems. This work explores pedagogical implications and delves into the complex issue of shifting power dynamics occurring in schools today. Advisors/Committee Members: Thomas H Schram.

Subjects/Keywords: Education; Secondary

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

APA (6^th Edition):

Charles, A. S. (2009). "It's just part of what we do": Adolescent interactions with multimodal texts across social spaces. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/515

Chicago Manual of Style (16^th Edition):

Charles, Anita S. “"It's just part of what we do": Adolescent interactions with multimodal texts across social spaces.” 2009. Doctoral Dissertation, University of New Hampshire. Accessed April 20, 2021. https://scholars.unh.edu/dissertation/515.

MLA Handbook (7^th Edition):

Charles, Anita S. “"It's just part of what we do": Adolescent interactions with multimodal texts across social spaces.” 2009. Web. 20 Apr 2021.

Vancouver:

Charles AS. "It's just part of what we do": Adolescent interactions with multimodal texts across social spaces. [Internet] [Doctoral dissertation]. University of New Hampshire; 2009. [cited 2021 Apr 20]. Available from: https://scholars.unh.edu/dissertation/515.

Council of Science Editors:

Charles AS. "It's just part of what we do": Adolescent interactions with multimodal texts across social spaces. [Doctoral Dissertation]. University of New Hampshire; 2009. Available from: https://scholars.unh.edu/dissertation/515

University of Johannesburg

14. Ford, Peter Harold. Reading in the junior secondary school phase.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/10682

►

M.Ed.

The overall concern of this investigation lies in the need to improve secondary school reading performance. This concern is of great importance given the… (more)

Subjects/Keywords: Reading (Secondary)

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APA (6^th Edition):

Ford, P. H. (2014). Reading in the junior secondary school phase. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10682

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

Chicago Manual of Style (16^th Edition):

Ford, Peter Harold. “Reading in the junior secondary school phase.” 2014. Thesis, University of Johannesburg. Accessed April 20, 2021. http://hdl.handle.net/10210/10682.

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

MLA Handbook (7^th Edition):

Ford, Peter Harold. “Reading in the junior secondary school phase.” 2014. Web. 20 Apr 2021.

Vancouver:

Ford PH. Reading in the junior secondary school phase. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/10210/10682.

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

Council of Science Editors:

Ford PH. Reading in the junior secondary school phase. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10682

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

University of Johannesburg

15. Geyser, Hester C. Die bevordering van leesmotivering op sekondere skoolvlak.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/9462

►

M.Ed. (Language Teaching)

The value and importance of reading as a skill is increasing. The demand for literacy is becoming more and more important in… (more)

Subjects/Keywords: Reading (Secondary)

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APA (6^th Edition):

Geyser, H. C. (2014). Die bevordering van leesmotivering op sekondere skoolvlak. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9462

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

Chicago Manual of Style (16^th Edition):

Geyser, Hester C. “Die bevordering van leesmotivering op sekondere skoolvlak.” 2014. Thesis, University of Johannesburg. Accessed April 20, 2021. http://hdl.handle.net/10210/9462.

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

MLA Handbook (7^th Edition):

Geyser, Hester C. “Die bevordering van leesmotivering op sekondere skoolvlak.” 2014. Web. 20 Apr 2021.

Vancouver:

Geyser HC. Die bevordering van leesmotivering op sekondere skoolvlak. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/10210/9462.

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

Council of Science Editors:

Geyser HC. Die bevordering van leesmotivering op sekondere skoolvlak. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9462

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

College of William and Mary

16. Smith, Micah Lonae. Promoting Student Success: A Program Evaluation of A Ninth Grade Transition Program.

Degree: Doctor of Education (EdD), Education, 2018, College of William and Mary

URL: https://scholarworks.wm.edu/etd/1530192452

► The purpose of this mixed-methods study is to evaluate the impact of Morrison High School’s ninth grade transition program, the Freshman Academy, on student outcomes.… (more)

Subjects/Keywords: Secondary Education

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APA (6^th Edition):

Smith, M. L. (2018). Promoting Student Success: A Program Evaluation of A Ninth Grade Transition Program. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1530192452

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

Chicago Manual of Style (16^th Edition):

Smith, Micah Lonae. “Promoting Student Success: A Program Evaluation of A Ninth Grade Transition Program.” 2018. Thesis, College of William and Mary. Accessed April 20, 2021. https://scholarworks.wm.edu/etd/1530192452.

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

MLA Handbook (7^th Edition):

Smith, Micah Lonae. “Promoting Student Success: A Program Evaluation of A Ninth Grade Transition Program.” 2018. Web. 20 Apr 2021.

Vancouver:

Smith ML. Promoting Student Success: A Program Evaluation of A Ninth Grade Transition Program. [Internet] [Thesis]. College of William and Mary; 2018. [cited 2021 Apr 20]. Available from: https://scholarworks.wm.edu/etd/1530192452.

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

Council of Science Editors:

Smith ML. Promoting Student Success: A Program Evaluation of A Ninth Grade Transition Program. [Thesis]. College of William and Mary; 2018. Available from: https://scholarworks.wm.edu/etd/1530192452

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

Nelson Mandela Metropolitan University

17. Mzini, Yondela. Factors in the school context that enhance resilience in high school learners from socio-economically challenged backgrounds.

Degree: 2020, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/46428

► School is a rich source of information about the world, history, nature and its phenomena. Learning is an important part in young people lives and… (more)

▼ School is a rich source of information about the world, history, nature and its phenomena. Learning is an important part in young people lives and it begins at school. A young person can learn various subjects and facts in schools that would be life-long remembered. Schools can thus be regarded as an important instrument contributing to the positive development of young people.These young people are born into families and in addition to the school the family is regarded as the basic source of strength, nurturance and support for its individual members as well as ensuring stability and generational continuity. Families also play a key role in the development of young people. However, many families struggle with socio-economic issues like poverty, substance abuse and conflict amongst parents and caregivers. The focus of this study is on factors within the school environment that enhance the resilience of high school learnerswhere their experiences of the family’s less than ideal socio-economic situation and challenges create barriers to learning. Literature shows that the school is a place where learners spend the largest portion of their time per day. When learners leave homeforschool, they become the responsibility of the teacher. Teachers in high schools are thus challenged to facilitatereal support to vast number of learners who facedifficult issues in their personal lives. The researcher was interested to know what these young people regard as the factors in school that enhance their resilience despite difficult family circumstances. This study employed a qualitative research approach, embedded in an explorative anddescriptive research design.The sample of the study was drawn from young people who have successfully completed high school. A non-probability, volunteer sampling technique wasemployed to recruit ten young people. They were interviewed using semi-structured interviews. The research ethics such as voluntary participation, informed consent, confidentiality and principle of no harm to participants were adhered to. To ensure the trustworthiness of the data, the researcher observed aspects of credibility, transferability, dependability and conformability. The findings of the study couldcontribute to local knowledge and an increased understanding of aspects of the school that supportresilience-building for young people from challenging circumstances. Young people interviewed in the study came from backgrounds where they experienced various socio-economic challenges, they were able to reflect on strengths in their family systems, personal strengths and how it influences their choices. They also spoke about the positive role the school played in building their resilience and made valuable contributions about how the school can be responsive to students with varying strength-sets.

Subjects/Keywords: Education; Secondary

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

APA (6^th Edition):

Mzini, Y. (2020). Factors in the school context that enhance resilience in high school learners from socio-economically challenged backgrounds. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/46428

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

Chicago Manual of Style (16^th Edition):

Mzini, Yondela. “Factors in the school context that enhance resilience in high school learners from socio-economically challenged backgrounds.” 2020. Thesis, Nelson Mandela Metropolitan University. Accessed April 20, 2021. http://hdl.handle.net/10948/46428.

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

MLA Handbook (7^th Edition):

Mzini, Yondela. “Factors in the school context that enhance resilience in high school learners from socio-economically challenged backgrounds.” 2020. Web. 20 Apr 2021.

Vancouver:

Mzini Y. Factors in the school context that enhance resilience in high school learners from socio-economically challenged backgrounds. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2020. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/10948/46428.

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

Council of Science Editors:

Mzini Y. Factors in the school context that enhance resilience in high school learners from socio-economically challenged backgrounds. [Thesis]. Nelson Mandela Metropolitan University; 2020. Available from: http://hdl.handle.net/10948/46428

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

18. Kingsmill, Talitha Jane. The experience of digital citizenship in a secondary school curriculum.

Degree: Doctor of Education (EdD), 2016, Australian Catholic University

URL: https://researchbank.acu.edu.au/theses/636

► The emergence of the global digital world has created large-scale transformation in how individuals and societies function. Citizenship in twenty_first century society now includes digital… (more)

▼ The emergence of the global digital world has created large-scale transformation in how individuals and societies function. Citizenship in twenty_first century society now includes digital citizenship – which is described in the research as the norms of appropriate, responsible behaviour regarding technology use. The rapid change of digital technologies has generated a need for new ways to develop responsible citizens. Schools are being challenged to address an increasing range of broader societal issues that influence individuals’ responsible citizenship such as cyber bullying and identity theft. The research problem addressed in this thesis concerns how learning communities cultivate responsible citizens. How this issue has been addressed is by school leaders implementing digital citizenship teaching and learning opportunities in the curriculum. The research purpose is to explore how students, teachers and leaders of one secondary school experience a curriculum that integrates digital citizenship. Three specific research questions focus the conduct of this study: How do members of a secondary school community experience a curriculum that integrates digital citizenship? How do members of a secondary school community engage with a curriculum that integrates digital citizenship? How does a curriculum that integrates digital citizenship influence members of the school community? Case study is the methodology adopted for the research. Participants are purposely selected from the student, teacher and leader body of a Catholic secondary college in Queensland. In total, 300 participants are involved. Data are gathered through focus group interviews, individual interviews, online questionnaires and participant observation. For the purpose of the research, the Constant Comparative Method of data analysis is applied. This research generates 10 conclusions: First, Ribble and Bailey’s Nine Elements Framework (2007; updated by Ribble, 2011) offers a productive strategy for school educators to conceptualise the issues concerning digital participation. It provides a defensible framework to prepare curriculum that incorporates digital citizenship themes. Staff and students confirm that a common language for digital citizenship is productive, however the Nine Elements Framework and digital citizenship terminology may be more meaningful for staff than students. Second, it is appropriate for digital citizenship teaching and learning opportunities to be included in school curriculum. Participants consider digital citizenship as a necessary and relevant focus for schools. Third, a curriculum that integrates digital citizenship promotes online behaviour standards in schools. Participants consider the integrated curriculum a relevant educative approach for developing staff and students’ capacities for responsible online participation. Fourth, there is a need for government informed leadership to school systems and schools concerning digital citizenship. Direction on the relationship between digital citizenship and Australian education…

Subjects/Keywords: Secondary Education

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APA (6^th Edition):

Kingsmill, T. J. (2016). The experience of digital citizenship in a secondary school curriculum. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/636

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

Chicago Manual of Style (16^th Edition):

Kingsmill, Talitha Jane. “The experience of digital citizenship in a secondary school curriculum.” 2016. Thesis, Australian Catholic University. Accessed April 20, 2021. https://researchbank.acu.edu.au/theses/636.

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

MLA Handbook (7^th Edition):

Kingsmill, Talitha Jane. “The experience of digital citizenship in a secondary school curriculum.” 2016. Web. 20 Apr 2021.

Vancouver:

Kingsmill TJ. The experience of digital citizenship in a secondary school curriculum. [Internet] [Thesis]. Australian Catholic University; 2016. [cited 2021 Apr 20]. Available from: https://researchbank.acu.edu.au/theses/636.

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

Council of Science Editors:

Kingsmill TJ. The experience of digital citizenship in a secondary school curriculum. [Thesis]. Australian Catholic University; 2016. Available from: https://researchbank.acu.edu.au/theses/636

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

Columbia University

19. Blum-DeStefano, Jessica. Teaching and Learning With Self: Student Perspectives on Authenticity in Alternative Education.

Degree: 2014, Columbia University

URL: https://doi.org/10.7916/D85M63VH

► In light of current, high-stakes debates about teacher quality, evaluation, and effectiveness, as well as the increased call for student voice in education reform, this… (more)

▼ In light of current, high-stakes debates about teacher quality, evaluation, and effectiveness, as well as the increased call for student voice in education reform, this qualitative dissertation explored how nineteen students in two alternative high schools described, understood, and experienced good teachers. More specifically, it considered the teacher qualities and characteristics that student participants named as most important and helpful, regardless of context, subject matter, or grade level. The study also considered how, if at all, participants' sharings could help adapt and extend a model for authenticity in teaching (Cranton & Carusetta, 2004) to the alternative education context. Two in-depth, qualitative interviews with each of the nineteen participants (approximately 30 hours, transcribed verbatim) were the primary data source. Three focus groups (approximately 3 hours), extended observations (140 hours), and document analysis (e.g., program pamphlets and websites, newspaper articles, classroom handouts) provided additional data. Data analysis involved a number of iterative steps, including writing analytic notes and memos; reviewing, coding, and categorizing data to identify key themes within and across cases; and crafting narrative summaries. Because participants were drawn to their alternative schools for a variety reasons (e.g., previous school failure, social anxiety/withdrawal, learning or behavioral challenges, etc.), and since participants experienced a wide range of educational environments prior to their current enrollments, this dissertation synthesized and brought together the ideas of a diverse group of students traditionally considered "at-risk." Despite their prior struggles, however, participants from both sites described powerful stories of re-engagement with school, which they attributed, at least in part, to their work with teachers in their alternative settings. Particularly, findings suggested that, for these nineteen participants, (1) feeling genuinely seen and valued by teachers (in the psychological sense), (2) seeing their teachers as "real" people, and (3) connecting authentically with teachers and others in their alternative school communities led to important academic, social, and personal gains. Given both historical and contemporary constructions of teaching as a selfless act – as one directed by or conducted for others, for instance – participants' overwhelming emphasis on mutual recognition and teacher selfhood was an especially important finding. Participants' reflections and descriptions likewise contributed to the literature on student-teacher relationships by offering a more nuanced, up-close portrait of these and other important school-based relationships in action. Bringing these findings together, this dissertation presents an expanded, three-part model for authentic teaching in alternative schools that involves seeing students, teaching with self, and relating authentically – including pedagogical takeaways in each of these three…

Subjects/Keywords: Education; Secondary

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APA (6^th Edition):

Blum-DeStefano, J. (2014). Teaching and Learning With Self: Student Perspectives on Authenticity in Alternative Education. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D85M63VH

Chicago Manual of Style (16^th Edition):

Blum-DeStefano, Jessica. “Teaching and Learning With Self: Student Perspectives on Authenticity in Alternative Education.” 2014. Doctoral Dissertation, Columbia University. Accessed April 20, 2021. https://doi.org/10.7916/D85M63VH.

MLA Handbook (7^th Edition):

Blum-DeStefano, Jessica. “Teaching and Learning With Self: Student Perspectives on Authenticity in Alternative Education.” 2014. Web. 20 Apr 2021.

Vancouver:

Blum-DeStefano J. Teaching and Learning With Self: Student Perspectives on Authenticity in Alternative Education. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2021 Apr 20]. Available from: https://doi.org/10.7916/D85M63VH.

Council of Science Editors:

Blum-DeStefano J. Teaching and Learning With Self: Student Perspectives on Authenticity in Alternative Education. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D85M63VH

University of Manitoba

20. Romanowski, Dawn Elyse. Literacy on television.

Degree: Curriculum, Teaching and Learning, 2010, University of Manitoba

URL: http://hdl.handle.net/1993/4315

► This study examined how much literacy was depicted in six popular prime time situation comedies—Community, How I Met Your Mother, Modern Family, Parks and Recreation,… (more)

Subjects/Keywords: Reading; Secondary

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APA (6^th Edition):

Romanowski, D. E. (2010). Literacy on television. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4315

Chicago Manual of Style (16^th Edition):

Romanowski, Dawn Elyse. “Literacy on television.” 2010. Masters Thesis, University of Manitoba. Accessed April 20, 2021. http://hdl.handle.net/1993/4315.

MLA Handbook (7^th Edition):

Romanowski, Dawn Elyse. “Literacy on television.” 2010. Web. 20 Apr 2021.

Vancouver:

Romanowski DE. Literacy on television. [Internet] [Masters thesis]. University of Manitoba; 2010. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/1993/4315.

Council of Science Editors:

Romanowski DE. Literacy on television. [Masters Thesis]. University of Manitoba; 2010. Available from: http://hdl.handle.net/1993/4315

21. White, Lavonda. The Impact of Technology on the Implementation of Formative Assessment Lessons in Eighth Grade Math Classrooms.

Degree: EdD in Education, Education, 2019, University of Mississippi

URL: https://egrove.olemiss.edu/etd/1713

► Technology use has become commonplace in some mathematics classrooms, often being used for formative assessment. Research supports the use of technology to engage students, but… (more)

Subjects/Keywords: Secondary Education

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APA (6^th Edition):

White, L. (2019). The Impact of Technology on the Implementation of Formative Assessment Lessons in Eighth Grade Math Classrooms. (Thesis). University of Mississippi. Retrieved from https://egrove.olemiss.edu/etd/1713

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

Chicago Manual of Style (16^th Edition):

White, Lavonda. “The Impact of Technology on the Implementation of Formative Assessment Lessons in Eighth Grade Math Classrooms.” 2019. Thesis, University of Mississippi. Accessed April 20, 2021. https://egrove.olemiss.edu/etd/1713.

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

MLA Handbook (7^th Edition):

White, Lavonda. “The Impact of Technology on the Implementation of Formative Assessment Lessons in Eighth Grade Math Classrooms.” 2019. Web. 20 Apr 2021.

Vancouver:

White L. The Impact of Technology on the Implementation of Formative Assessment Lessons in Eighth Grade Math Classrooms. [Internet] [Thesis]. University of Mississippi; 2019. [cited 2021 Apr 20]. Available from: https://egrove.olemiss.edu/etd/1713.

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

Council of Science Editors:

White L. The Impact of Technology on the Implementation of Formative Assessment Lessons in Eighth Grade Math Classrooms. [Thesis]. University of Mississippi; 2019. Available from: https://egrove.olemiss.edu/etd/1713

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

Arizona State University

22. Towner, Shawn. Writing About Books of Choice: Building a Classroom Community in a Middle School English Language Arts Classroom.

Degree: English, 2020, Arizona State University

URL: http://repository.asu.edu/items/57036

► This qualitative dissertation study examines the use of shared writing about books of choice in an eighth-grade English Language Arts classroom. Drawing on data collected… (more)

Subjects/Keywords: Secondary education

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APA (6^th Edition):

Towner, S. (2020). Writing About Books of Choice: Building a Classroom Community in a Middle School English Language Arts Classroom. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/57036

Chicago Manual of Style (16^th Edition):

Towner, Shawn. “Writing About Books of Choice: Building a Classroom Community in a Middle School English Language Arts Classroom.” 2020. Doctoral Dissertation, Arizona State University. Accessed April 20, 2021. http://repository.asu.edu/items/57036.

MLA Handbook (7^th Edition):

Towner, Shawn. “Writing About Books of Choice: Building a Classroom Community in a Middle School English Language Arts Classroom.” 2020. Web. 20 Apr 2021.

Vancouver:

Towner S. Writing About Books of Choice: Building a Classroom Community in a Middle School English Language Arts Classroom. [Internet] [Doctoral dissertation]. Arizona State University; 2020. [cited 2021 Apr 20]. Available from: http://repository.asu.edu/items/57036.

Council of Science Editors:

Towner S. Writing About Books of Choice: Building a Classroom Community in a Middle School English Language Arts Classroom. [Doctoral Dissertation]. Arizona State University; 2020. Available from: http://repository.asu.edu/items/57036

University of Toronto

23. Zietara, Sandra. Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success.

Degree: 2016, University of Toronto

URL: http://hdl.handle.net/1807/72843

►

This study examined the transition from secondary to post-secondary mathematics, through the investigation of first-year and second-year calculus courses. Voluntary participants from a second-year calculus… (more)

Subjects/Keywords: Calculus; Post-secondary; Secondary; Transition; 0280

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APA (6^th Edition):

Zietara, S. (2016). Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/72843

Chicago Manual of Style (16^th Edition):

Zietara, Sandra. “Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success.” 2016. Masters Thesis, University of Toronto. Accessed April 20, 2021. http://hdl.handle.net/1807/72843.

MLA Handbook (7^th Edition):

Zietara, Sandra. “Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success.” 2016. Web. 20 Apr 2021.

Vancouver:

Zietara S. Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/1807/72843.

Council of Science Editors:

Zietara S. Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/72843

24. Katenga, Josephine. One Purpose, Multiple Realities: A Qualitative Study on Parental Involvement in Two Malawian Private Secondary Schools.

Degree: PhD, Curriculum and Instruction PhD, 2017, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1628

► Problem Studies of Parental Involvement at the secondary school level have consistently shown to improve student-learning outcomes. Parents who invest money in children’s education… (more)

▼ Problem Studies of Parental Involvement at the secondary school level have consistently shown to improve student-learning outcomes. Parents who invest money in children’s education want to see their children matriculate to higher education. Unfortunately, many private schools offer poor quality education. Students’ achievement in Malawi secondary schools requires the participation of each stakeholder. The purpose of this study therefore was threefold: to explore the nature of Parental Involvement in children’s education, to determine types of involvement, and to examine parents’ and educators’ attitudes towards Parental Involvement. The study participants came from two Malawian private secondary schools in Africa. Method This study used a descriptive multisite case study design, a qualitative approach for gathering information from 90 participants comprised of three proprietors, six administrators, 19 teachers and 62 parents. Data collection methods included interviews, focus groups, observation, open-ended questionnaires and document analysis. Grounded theory, an inductive methodology that uses constant comparative data analysis process, was used to make generalizations and discover emergent themes from the data. Finally, a cross-case analysis was conducted to explore similarities and differences across the cases. Results The cross-case analysis portrayed a package of contrasting ideologies held by proprietors, educators and parents which formed the bedrock of the type of partnership that existed between parents and educators. These ideological influences resulted in the formation of perspectives and attitudes, which in turn translated into participants’ practices. However, because of their position and ideological dispositions, the proprietors exerted greater influence on the type of Parental Involvement model, policies and practices at the schools. While in one school, the educators held a deficit thinking ideology against parents resulting in implementing an Alienation Parental Involvement model, the other school valued parents’ contributions and sought to collaborate with them, thus it implemented an Alliance Parental Involvement Model. In addition, data analysis indicated that all parents in this study were involved in their children’s education at different levels. Academic socialization (discussions pertaining to children’s schooling experiences and conversations about parents’ aspirations and expectations) was the most significant home-based Parental Involvement strategy. A significant but not surprising finding was the dissimilar influences of education and traditional values on parents’ support of their girls. Notwithstanding, the evidence also suggests that some parents considered their financial investment as the most meaningful involvement in children’s education because secondary education in Malawi is not free. Conclusions From the data analysis, a theory of Ideological Differentiation of Parental Involvement in Malawi was… Advisors/Committee Members: Larry Burton, Elvin Gabriel, Sharon Pittman.

Subjects/Keywords: Parental Involvement; Secondary Education; Malawi; Secondary Education

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

APA (6^th Edition):

Katenga, J. (2017). One Purpose, Multiple Realities: A Qualitative Study on Parental Involvement in Two Malawian Private Secondary Schools. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1628

Chicago Manual of Style (16^th Edition):

Katenga, Josephine. “One Purpose, Multiple Realities: A Qualitative Study on Parental Involvement in Two Malawian Private Secondary Schools.” 2017. Doctoral Dissertation, Andrews University. Accessed April 20, 2021. https://digitalcommons.andrews.edu/dissertations/1628.

MLA Handbook (7^th Edition):

Katenga, Josephine. “One Purpose, Multiple Realities: A Qualitative Study on Parental Involvement in Two Malawian Private Secondary Schools.” 2017. Web. 20 Apr 2021.

Vancouver:

Katenga J. One Purpose, Multiple Realities: A Qualitative Study on Parental Involvement in Two Malawian Private Secondary Schools. [Internet] [Doctoral dissertation]. Andrews University; 2017. [cited 2021 Apr 20]. Available from: https://digitalcommons.andrews.edu/dissertations/1628.

Council of Science Editors:

Katenga J. One Purpose, Multiple Realities: A Qualitative Study on Parental Involvement in Two Malawian Private Secondary Schools. [Doctoral Dissertation]. Andrews University; 2017. Available from: https://digitalcommons.andrews.edu/dissertations/1628

University of Zambia

25. Mulopo, Maurice. Stakeholders' Perceptions of factors that affect the performance of open secondary school classes: A case study of one open seceondary school centre in Mazabuka ,Zambia .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/453

► This research study aimed at identifying factors affecting performance of learners in open secondary school centres. The concern was the prevailing poor performance of learners… (more)

▼ This research study aimed at identifying factors affecting performance of learners in open secondary school centres. The concern was the prevailing poor performance of learners at an open secondary school centre in Mazabuka district pseudo named Mazabuka Open Secondary School centre in contrast to the good performance of learners at the regular school pseudo named Frost Secondary School where the teachers at this centre are also teaching. The methodology used in this study was a case study. In this study the researcher investigated the factors affecting the performance of open secondary learners from the stakeholders' point of view. He compared the teaching and learning at the regular school (where the performance is good) to that at the open secondary school centre (where the performance is poor) to show the gap in performance. This comparison was also intended to bring out the difference in the operations of the two institutions which in turn helped to explain the differences in performance. The respondents in this study were administrators who included the head teachers of the regular and the two basic schools from where the centre operates, the deputy head teachers for the regular school and one of the basic schools and the open secondary school centre committee; the teachers teaching at both the regular school and the open secondary school centre; grade 10,11 and 12 learners at the open secondary school centre and parents and guardians of learners at the open secondary school centre. Some teachers in this study were observed teaching from both the regular school and the open secondary school centre and then interviewed while others were involved in a Focus Group Discussion. The interview method was used to obtain data from head and deputy head teachers while Focus Group Discussions were used to get data from Open Secondary School Committee, teachers and learners.The findings of this study revealed that the open secondary school centre learners that sit for the same examinations with those from the regular school perform poorly because they are greatly disadvantaged in terms of the teaching and leaning environment. Factors that negatively affect performance of learners in open secondary schools include over enrolment; lack of teaching and learning materials; teachers that absent themselves from lessons, are tired and uncommitted; poor timing of sessions and poor assessment. These factors eventually lead to learner absenteeism that affects performance of learners. The identified factors seemed to result mostly from lack of strict monitoring and supervision. The suggested solution to the problem was providing facilities and factors that tend to enhance the performance of learners at the regular school like a strict supervisor, laboratories, a library, textbooks and extended learning time.

Subjects/Keywords: Secondary schools-Zambia

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APA (6^th Edition):

Mulopo, M. (2011). Stakeholders' Perceptions of factors that affect the performance of open secondary school classes: A case study of one open seceondary school centre in Mazabuka ,Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/453

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

Chicago Manual of Style (16^th Edition):

Mulopo, Maurice. “Stakeholders' Perceptions of factors that affect the performance of open secondary school classes: A case study of one open seceondary school centre in Mazabuka ,Zambia .” 2011. Thesis, University of Zambia. Accessed April 20, 2021. http://hdl.handle.net/123456789/453.

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

MLA Handbook (7^th Edition):

Mulopo, Maurice. “Stakeholders' Perceptions of factors that affect the performance of open secondary school classes: A case study of one open seceondary school centre in Mazabuka ,Zambia .” 2011. Web. 20 Apr 2021.

Vancouver:

Mulopo M. Stakeholders' Perceptions of factors that affect the performance of open secondary school classes: A case study of one open seceondary school centre in Mazabuka ,Zambia . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/123456789/453.

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

Council of Science Editors:

Mulopo M. Stakeholders' Perceptions of factors that affect the performance of open secondary school classes: A case study of one open seceondary school centre in Mazabuka ,Zambia . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/453

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

26. Licea, Evelyn. Teacher Perceptions of School Discipline| A Critical Interrogation of a Merit and Demerit Discipline System.

Degree: 2016, Loyola Marymount University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10157597

► Schools are seeking to understand how to build positive school environments that help students learn and become good citizens in the school community. One… (more)

Subjects/Keywords: Pedagogy; Secondary education

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

APA (6^th Edition):

Licea, E. (2016). Teacher Perceptions of School Discipline| A Critical Interrogation of a Merit and Demerit Discipline System. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10157597

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

Chicago Manual of Style (16^th Edition):

Licea, Evelyn. “Teacher Perceptions of School Discipline| A Critical Interrogation of a Merit and Demerit Discipline System.” 2016. Thesis, Loyola Marymount University. Accessed April 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10157597.

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

MLA Handbook (7^th Edition):

Licea, Evelyn. “Teacher Perceptions of School Discipline| A Critical Interrogation of a Merit and Demerit Discipline System.” 2016. Web. 20 Apr 2021.

Vancouver:

Licea E. Teacher Perceptions of School Discipline| A Critical Interrogation of a Merit and Demerit Discipline System. [Internet] [Thesis]. Loyola Marymount University; 2016. [cited 2021 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10157597.

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

Council of Science Editors:

Licea E. Teacher Perceptions of School Discipline| A Critical Interrogation of a Merit and Demerit Discipline System. [Thesis]. Loyola Marymount University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10157597

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

27. Henning, Judy Ann. A Case Study| Learner Capacities from a Capstone Senior Project.

Degree: 2016, Grand Canyon University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10162020

► High school capstone projects are adopted so students can increase their learning capacity and be better prepared to think critically and problem solve in… (more)

Subjects/Keywords: Pedagogy; Secondary education

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APA (6^th Edition):

Henning, J. A. (2016). A Case Study| Learner Capacities from a Capstone Senior Project. (Thesis). Grand Canyon University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10162020

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

Chicago Manual of Style (16^th Edition):

Henning, Judy Ann. “A Case Study| Learner Capacities from a Capstone Senior Project.” 2016. Thesis, Grand Canyon University. Accessed April 20, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10162020.

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

MLA Handbook (7^th Edition):

Henning, Judy Ann. “A Case Study| Learner Capacities from a Capstone Senior Project.” 2016. Web. 20 Apr 2021.

Vancouver:

Henning JA. A Case Study| Learner Capacities from a Capstone Senior Project. [Internet] [Thesis]. Grand Canyon University; 2016. [cited 2021 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10162020.

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

Council of Science Editors:

Henning JA. A Case Study| Learner Capacities from a Capstone Senior Project. [Thesis]. Grand Canyon University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10162020

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

University of Manchester

28. Reynolds, Lucy. Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions.

Degree: 2015, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268822

► Background: Research and professional experience suggest that young people with autism spectrum conditions (ASC) often find secondary school more difficult than primary school. Expert advice… (more)

▼ Background: Research and professional experience suggest that young people with autism spectrum conditions (ASC) often find secondary school more difficult than primary school. Expert advice suggests that Local Authorities should offer a ‘continuum of provision’ to meet the diverse needs associated with ASC, but the high number of tribunals within England relating to provision for young people with ASC suggests that pupils’ needs are not always being catered for appropriately. This project aimed to explore the range of secondary provision available to young people with ASC within one local authority and the decision-making processes used by parents and professionals to determine which provision is most appropriate for which pupils.Participants: Four Special Educational Needs Coordinators (SENCOs) and four parents of pupils with ASC were recruited from four different types of schools catering for secondary-aged pupils with ASC, along with two officers from the local authority involved with school placement decisions for children with ASC.Methods: This study used an embedded multiple case study design, with each school forming a case within the local authority system. Individual semi-structured interviews were carried out with each participant; these were audio-recorded and transcribed. Documents were gathered relating to school placement decisions and provision.Analysis/ Findings: Data were analysed using thematic analysis and content analysis. The findings were presented as thematic maps for each individual school followed by a local authority-wide cross-case synthesis. The findings relating to decision-making processes were analysed and presented separately.Conclusion/ Implications: The study extends understanding about the range of educational provision for secondary-aged students with ASC and how placement decisions are made within one local authority. Suggestions are made for further research. Advisors/Committee Members: WOODS, KEVIN KA, Woods, Kevin, Bond, Caroline.

Subjects/Keywords: autism; school; secondary

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

APA (6^th Edition):

Reynolds, L. (2015). Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268822

Chicago Manual of Style (16^th Edition):

Reynolds, Lucy. “Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions.” 2015. Doctoral Dissertation, University of Manchester. Accessed April 20, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268822.

MLA Handbook (7^th Edition):

Reynolds, Lucy. “Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions.” 2015. Web. 20 Apr 2021.

Vancouver:

Reynolds L. Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2021 Apr 20]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268822.

Council of Science Editors:

Reynolds L. Exploring good practice in the organisation and provision of secondary education for pupils with high functioning autism spectrum conditions. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268822

Texas A&M University

29. Milan, Cassandra Faye. Secondary Organic Aerosol Yield from Acetylene Oxidation During Cloud Processing Cycles.

Degree: MS, Atmospheric Sciences, 2018, Texas A&M University

URL: http://hdl.handle.net/1969.1/174049

► Many first and second generation products from oxidation of volatile organic compounds are water soluble, allowing for participation in aqueous phase chemistry. Secondary organic aerosol… (more)

Subjects/Keywords: Secondary; Organic; Aerosol

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APA (6^th Edition):

Milan, C. F. (2018). Secondary Organic Aerosol Yield from Acetylene Oxidation During Cloud Processing Cycles. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174049

Chicago Manual of Style (16^th Edition):

Milan, Cassandra Faye. “Secondary Organic Aerosol Yield from Acetylene Oxidation During Cloud Processing Cycles.” 2018. Masters Thesis, Texas A&M University. Accessed April 20, 2021. http://hdl.handle.net/1969.1/174049.

MLA Handbook (7^th Edition):

Milan, Cassandra Faye. “Secondary Organic Aerosol Yield from Acetylene Oxidation During Cloud Processing Cycles.” 2018. Web. 20 Apr 2021.

Vancouver:

Milan CF. Secondary Organic Aerosol Yield from Acetylene Oxidation During Cloud Processing Cycles. [Internet] [Masters thesis]. Texas A&M University; 2018. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/1969.1/174049.

Council of Science Editors:

Milan CF. Secondary Organic Aerosol Yield from Acetylene Oxidation During Cloud Processing Cycles. [Masters Thesis]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174049

Penn State University

30. Savini, Denise Danielle. AN AUTOETHNOGRAPHIC CASE STUDY OF A COLLABORATION WITHIN A SECONDARY CO-TEACHING INCLUSIVE SETTING .

Degree: 2011, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/12230

► The purpose of this study was to explore the collaboration of co-teachers in a secondary inclusive setting through an autoethnographic approach. “In terms of labels,… (more)

Subjects/Keywords: secondary; collaboration; inclusion

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APA (6^th Edition):

Savini, D. D. (2011). AN AUTOETHNOGRAPHIC CASE STUDY OF A COLLABORATION WITHIN A SECONDARY CO-TEACHING INCLUSIVE SETTING . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/12230

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

Chicago Manual of Style (16^th Edition):

Savini, Denise Danielle. “AN AUTOETHNOGRAPHIC CASE STUDY OF A COLLABORATION WITHIN A SECONDARY CO-TEACHING INCLUSIVE SETTING .” 2011. Thesis, Penn State University. Accessed April 20, 2021. https://submit-etda.libraries.psu.edu/catalog/12230.

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

MLA Handbook (7^th Edition):

Savini, Denise Danielle. “AN AUTOETHNOGRAPHIC CASE STUDY OF A COLLABORATION WITHIN A SECONDARY CO-TEACHING INCLUSIVE SETTING .” 2011. Web. 20 Apr 2021.

Vancouver:

Savini DD. AN AUTOETHNOGRAPHIC CASE STUDY OF A COLLABORATION WITHIN A SECONDARY CO-TEACHING INCLUSIVE SETTING . [Internet] [Thesis]. Penn State University; 2011. [cited 2021 Apr 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/12230.

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

Council of Science Editors:

Savini DD. AN AUTOETHNOGRAPHIC CASE STUDY OF A COLLABORATION WITHIN A SECONDARY CO-TEACHING INCLUSIVE SETTING . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/12230

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

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Open Access Theses and Dissertations