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You searched for subject:(Service learning United States). Showing records 1 – 30 of 89657 total matches.

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1. Beeler, Amanda T. The role of required volunteerism and service-learning on student perceptions of civic responsibility.

Degree: 2018, University of Tennessee – Chattanooga

 Civic education has historically been one of the fundamental goals of U.S. higher education. However, the importance placed on teaching civic responsibility in this environment… (more)

Subjects/Keywords: Education, Higher  – Social aspects  – United States; Experiential learning  – United States; Service learning  – United States

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

APA (6th Edition):

Beeler, A. T. (2018). The role of required volunteerism and service-learning on student perceptions of civic responsibility. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/573

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):

Beeler, Amanda T. “The role of required volunteerism and service-learning on student perceptions of civic responsibility.” 2018. Thesis, University of Tennessee – Chattanooga. Accessed March 31, 2020. https://scholar.utc.edu/theses/573.

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

MLA Handbook (7th Edition):

Beeler, Amanda T. “The role of required volunteerism and service-learning on student perceptions of civic responsibility.” 2018. Web. 31 Mar 2020.

Vancouver:

Beeler AT. The role of required volunteerism and service-learning on student perceptions of civic responsibility. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2018. [cited 2020 Mar 31]. Available from: https://scholar.utc.edu/theses/573.

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

Council of Science Editors:

Beeler AT. The role of required volunteerism and service-learning on student perceptions of civic responsibility. [Thesis]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/573

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


University of North Texas

2. Kittle, Kris J. The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student.

Degree: 2010, University of North Texas

Service-learning continues to gain in popularity across the higher education landscape and can be found in most educational institutions. Although more often found in student… (more)

Subjects/Keywords: University; community service; service-learning; campus involvement; college; Service learning  – United States.; Student volunteers in social service  – United States.; Student activities  – United States.; College students  – United States.

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APA (6th Edition):

Kittle, K. J. (2010). The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33179/

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):

Kittle, Kris J. “The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student.” 2010. Thesis, University of North Texas. Accessed March 31, 2020. https://digital.library.unt.edu/ark:/67531/metadc33179/.

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

MLA Handbook (7th Edition):

Kittle, Kris J. “The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student.” 2010. Web. 31 Mar 2020.

Vancouver:

Kittle KJ. The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student. [Internet] [Thesis]. University of North Texas; 2010. [cited 2020 Mar 31]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33179/.

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

Council of Science Editors:

Kittle KJ. The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33179/

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


University of North Carolina – Greensboro

3. Coble, Esther M. Underwood. Power to young hands: an exploration into student experiences from service-learning participation.

Degree: 2014, University of North Carolina – Greensboro

Service-learning is an instructional strategy that links academic learning with the community's needs. It provides opportunities for learning to occur outside of the traditional classroom… (more)

Subjects/Keywords: Service learning – United States; Student volunteers in social service – United States – Attitudes; Experiential learning – United States; High school students – United States – Conduct of life

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APA (6th Edition):

Coble, E. M. U. (2014). Power to young hands: an exploration into student experiences from service-learning participation. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15835

Chicago Manual of Style (16th Edition):

Coble, Esther M Underwood. “Power to young hands: an exploration into student experiences from service-learning participation.” 2014. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed March 31, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15835.

MLA Handbook (7th Edition):

Coble, Esther M Underwood. “Power to young hands: an exploration into student experiences from service-learning participation.” 2014. Web. 31 Mar 2020.

Vancouver:

Coble EMU. Power to young hands: an exploration into student experiences from service-learning participation. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2014. [cited 2020 Mar 31]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15835.

Council of Science Editors:

Coble EMU. Power to young hands: an exploration into student experiences from service-learning participation. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2014. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15835

4. Coble, Esther M. Underwood. Power to young hands: an exploration into student experiences from service-learning participation.

Degree: 2014, NC Docks

Service-learning is an instructional strategy that links academic learning with the community's needs. It provides opportunities for learning to occur outside of the traditional classroom… (more)

Subjects/Keywords: Service learning $z United States; Student volunteers in social service $z United States $x Attitudes; Experiential learning $z United States; High school students $z United States $x Conduct of life

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

APA (6th Edition):

Coble, E. M. U. (2014). Power to young hands: an exploration into student experiences from service-learning participation. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Coble_uncg_0154D_11416.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):

Coble, Esther M Underwood. “Power to young hands: an exploration into student experiences from service-learning participation.” 2014. Thesis, NC Docks. Accessed March 31, 2020. http://libres.uncg.edu/ir/uncg/f/Coble_uncg_0154D_11416.pdf.

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

MLA Handbook (7th Edition):

Coble, Esther M Underwood. “Power to young hands: an exploration into student experiences from service-learning participation.” 2014. Web. 31 Mar 2020.

Vancouver:

Coble EMU. Power to young hands: an exploration into student experiences from service-learning participation. [Internet] [Thesis]. NC Docks; 2014. [cited 2020 Mar 31]. Available from: http://libres.uncg.edu/ir/uncg/f/Coble_uncg_0154D_11416.pdf.

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

Council of Science Editors:

Coble EMU. Power to young hands: an exploration into student experiences from service-learning participation. [Thesis]. NC Docks; 2014. Available from: http://libres.uncg.edu/ir/uncg/f/Coble_uncg_0154D_11416.pdf

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

5. Finesilver, Tiffany L. Service-learning and reflection in dental hygiene education.

Degree: MS, Dental Hygiene, 2013, Eastern Washington University

  "Service-Learning (SL) is widely used in education today. Little is known about the use of SL pedagogy on dental hygiene students. SL in dental… (more)

Subjects/Keywords: Dental hygienists – Education – United States; Dental hygiene – Study and teaching – United States; Service learning – United States; Dentistry

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

APA (6th Edition):

Finesilver, T. L. (2013). Service-learning and reflection in dental hygiene education. (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/133

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):

Finesilver, Tiffany L. “Service-learning and reflection in dental hygiene education.” 2013. Thesis, Eastern Washington University. Accessed March 31, 2020. https://dc.ewu.edu/theses/133.

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

MLA Handbook (7th Edition):

Finesilver, Tiffany L. “Service-learning and reflection in dental hygiene education.” 2013. Web. 31 Mar 2020.

Vancouver:

Finesilver TL. Service-learning and reflection in dental hygiene education. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2020 Mar 31]. Available from: https://dc.ewu.edu/theses/133.

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

Council of Science Editors:

Finesilver TL. Service-learning and reflection in dental hygiene education. [Thesis]. Eastern Washington University; 2013. Available from: https://dc.ewu.edu/theses/133

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

6. Unger, Suzanne Beth. Perspectives of International Students Performing Service-Learning in the United States: A Case study With Amizade.

Degree: PhD, Teaching and Learning, 2014, Old Dominion University

  Past research has demonstrated consequences of service-learning and impacts of service-learning experiences on students and community members in domestic and international settings. Researchers have… (more)

Subjects/Keywords: United States; International; Interpersonal; Psychological; Service-learning; Socio-cultural; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Service Learning

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

APA (6th Edition):

Unger, S. B. (2014). Perspectives of International Students Performing Service-Learning in the United States: A Case study With Amizade. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781303990830 ; https://digitalcommons.odu.edu/teachinglearning_etds/32

Chicago Manual of Style (16th Edition):

Unger, Suzanne Beth. “Perspectives of International Students Performing Service-Learning in the United States: A Case study With Amizade.” 2014. Doctoral Dissertation, Old Dominion University. Accessed March 31, 2020. 9781303990830 ; https://digitalcommons.odu.edu/teachinglearning_etds/32.

MLA Handbook (7th Edition):

Unger, Suzanne Beth. “Perspectives of International Students Performing Service-Learning in the United States: A Case study With Amizade.” 2014. Web. 31 Mar 2020.

Vancouver:

Unger SB. Perspectives of International Students Performing Service-Learning in the United States: A Case study With Amizade. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2020 Mar 31]. Available from: 9781303990830 ; https://digitalcommons.odu.edu/teachinglearning_etds/32.

Council of Science Editors:

Unger SB. Perspectives of International Students Performing Service-Learning in the United States: A Case study With Amizade. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781303990830 ; https://digitalcommons.odu.edu/teachinglearning_etds/32


Central Connecticut State University

7. Martin, Antionette D., 1948-. Community service: Effects of Reflection and Direct Contact on Citizenship.

Degree: Department of Psychology, 2008, Central Connecticut State University

 In the recent past there has been a growing concern for the decline in civic and political attitudes long associated with a spirit of citizenship… (more)

Subjects/Keywords: Service learning  – United States; AmeriCorps (U.S.)

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APA (6th Edition):

Martin, Antionette D., 1. (2008). Community service: Effects of Reflection and Direct Contact on Citizenship. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,903

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):

Martin, Antionette D., 1948-. “Community service: Effects of Reflection and Direct Contact on Citizenship.” 2008. Thesis, Central Connecticut State University. Accessed March 31, 2020. http://content.library.ccsu.edu/u?/ccsutheses,903.

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

MLA Handbook (7th Edition):

Martin, Antionette D., 1948-. “Community service: Effects of Reflection and Direct Contact on Citizenship.” 2008. Web. 31 Mar 2020.

Vancouver:

Martin, Antionette D. 1. Community service: Effects of Reflection and Direct Contact on Citizenship. [Internet] [Thesis]. Central Connecticut State University; 2008. [cited 2020 Mar 31]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,903.

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

Council of Science Editors:

Martin, Antionette D. 1. Community service: Effects of Reflection and Direct Contact on Citizenship. [Thesis]. Central Connecticut State University; 2008. Available from: http://content.library.ccsu.edu/u?/ccsutheses,903

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


Northeastern University

8. Greenlund, Mollie. Virtual human resource development in the United States Navy: a qualitative study of how Navy Service Members advance their professional knowledge through informal learning using Navy-related social media tools.

Degree: EdD, School of Education, 2019, Northeastern University

 The purpose of this study was to explore how Navy active duty service members advance professional knowledge through informal learning using Navy-related social media tools.… (more)

Subjects/Keywords: Informal learning; Service member; Social media; United States Navy; Virtual human resource development; Information technology

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

APA (6th Edition):

Greenlund, M. (2019). Virtual human resource development in the United States Navy: a qualitative study of how Navy Service Members advance their professional knowledge through informal learning using Navy-related social media tools. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20328916

Chicago Manual of Style (16th Edition):

Greenlund, Mollie. “Virtual human resource development in the United States Navy: a qualitative study of how Navy Service Members advance their professional knowledge through informal learning using Navy-related social media tools.” 2019. Doctoral Dissertation, Northeastern University. Accessed March 31, 2020. http://hdl.handle.net/2047/D20328916.

MLA Handbook (7th Edition):

Greenlund, Mollie. “Virtual human resource development in the United States Navy: a qualitative study of how Navy Service Members advance their professional knowledge through informal learning using Navy-related social media tools.” 2019. Web. 31 Mar 2020.

Vancouver:

Greenlund M. Virtual human resource development in the United States Navy: a qualitative study of how Navy Service Members advance their professional knowledge through informal learning using Navy-related social media tools. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2047/D20328916.

Council of Science Editors:

Greenlund M. Virtual human resource development in the United States Navy: a qualitative study of how Navy Service Members advance their professional knowledge through informal learning using Navy-related social media tools. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20328916

9. Worthy, Teresa B. Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative.

Degree: 2016, Western Carolina University

 The community college enrolls over 40 percent of all higher education undergraduate students (Mullin, 2012). Recent calls for educational reform and demands for accountability within… (more)

Subjects/Keywords: Community college teachers  – In-service training  – United States; College teaching  – Evaluation; Effective teaching  – Evaluation; Professional learning communities  – United States; Group work in education  – United States; Education, Higher  – Research

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APA (6th Edition):

Worthy, T. B. (2016). Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative. (Doctoral Dissertation). Western Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19462

Chicago Manual of Style (16th Edition):

Worthy, Teresa B. “Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative.” 2016. Doctoral Dissertation, Western Carolina University. Accessed March 31, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19462.

MLA Handbook (7th Edition):

Worthy, Teresa B. “Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative.” 2016. Web. 31 Mar 2020.

Vancouver:

Worthy TB. Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative. [Internet] [Doctoral dissertation]. Western Carolina University; 2016. [cited 2020 Mar 31]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19462.

Council of Science Editors:

Worthy TB. Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative. [Doctoral Dissertation]. Western Carolina University; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19462

10. NC DOCKS at Western Carolina University; Worthy, Teresa B. Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative.

Degree: 2016, NC Docks

 The community college enrolls over 40 percent of all higher education undergraduate students (Mullin, 2012). Recent calls for educational reform and demands for accountability within… (more)

Subjects/Keywords: Community college teachers  – In-service training  – United States; College teaching  – Evaluation; Effective teaching  – Evaluation; Professional learning communities  – United States; Group work in education  – United States; Education, Higher  – Research

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

APA (6th Edition):

NC DOCKS at Western Carolina University; Worthy, T. B. (2016). Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/wcu/f/Worthy2016.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):

NC DOCKS at Western Carolina University; Worthy, Teresa B. “Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative.” 2016. Thesis, NC Docks. Accessed March 31, 2020. http://libres.uncg.edu/ir/wcu/f/Worthy2016.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at Western Carolina University; Worthy, Teresa B. “Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative.” 2016. Web. 31 Mar 2020.

Vancouver:

NC DOCKS at Western Carolina University; Worthy TB. Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative. [Internet] [Thesis]. NC Docks; 2016. [cited 2020 Mar 31]. Available from: http://libres.uncg.edu/ir/wcu/f/Worthy2016.pdf.

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

Council of Science Editors:

NC DOCKS at Western Carolina University; Worthy TB. Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative. [Thesis]. NC Docks; 2016. Available from: http://libres.uncg.edu/ir/wcu/f/Worthy2016.pdf

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


Florida Atlantic University

11. Jesteadt, Lindsay. Principals' knowledge of special education policies and procedures: does it matter in leadership?.

Degree: PhD, 2012, Florida Atlantic University

Summary: Research has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs… (more)

Subjects/Keywords: United States.; United States.; School improvement programs – Florida; Educational leadership – Florida; Learning disabled children – Education – Florida; School principals – In-service training; Response to intervention (Learning disabled children)

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

APA (6th Edition):

Jesteadt, L. (2012). Principals' knowledge of special education policies and procedures: does it matter in leadership?. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3355571

Chicago Manual of Style (16th Edition):

Jesteadt, Lindsay. “Principals' knowledge of special education policies and procedures: does it matter in leadership?.” 2012. Doctoral Dissertation, Florida Atlantic University. Accessed March 31, 2020. http://purl.flvc.org/FAU/3355571.

MLA Handbook (7th Edition):

Jesteadt, Lindsay. “Principals' knowledge of special education policies and procedures: does it matter in leadership?.” 2012. Web. 31 Mar 2020.

Vancouver:

Jesteadt L. Principals' knowledge of special education policies and procedures: does it matter in leadership?. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2012. [cited 2020 Mar 31]. Available from: http://purl.flvc.org/FAU/3355571.

Council of Science Editors:

Jesteadt L. Principals' knowledge of special education policies and procedures: does it matter in leadership?. [Doctoral Dissertation]. Florida Atlantic University; 2012. Available from: http://purl.flvc.org/FAU/3355571


Michigan State University

12. Zawacki, Kathleen G. Personal and family factors related to service-learning in an undergraduate course on diversity.

Degree: PhD, Department of Family and Child Ecology, 1997, Michigan State University

Subjects/Keywords: Service learning – United States; Student volunteers in social service – United States; Community and college – United States; Education, Higher – Curricula – United States; Experiential learning – United States

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APA (6th Edition):

Zawacki, K. G. (1997). Personal and family factors related to service-learning in an undergraduate course on diversity. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:25466

Chicago Manual of Style (16th Edition):

Zawacki, Kathleen G. “Personal and family factors related to service-learning in an undergraduate course on diversity.” 1997. Doctoral Dissertation, Michigan State University. Accessed March 31, 2020. http://etd.lib.msu.edu/islandora/object/etd:25466.

MLA Handbook (7th Edition):

Zawacki, Kathleen G. “Personal and family factors related to service-learning in an undergraduate course on diversity.” 1997. Web. 31 Mar 2020.

Vancouver:

Zawacki KG. Personal and family factors related to service-learning in an undergraduate course on diversity. [Internet] [Doctoral dissertation]. Michigan State University; 1997. [cited 2020 Mar 31]. Available from: http://etd.lib.msu.edu/islandora/object/etd:25466.

Council of Science Editors:

Zawacki KG. Personal and family factors related to service-learning in an undergraduate course on diversity. [Doctoral Dissertation]. Michigan State University; 1997. Available from: http://etd.lib.msu.edu/islandora/object/etd:25466


Rutgers University

13. Ford, Ray B., 1936-. What went missing: a case study of faculty and organizational elements necessary to sustain university-based service learning programs.

Degree: Social and Philosophical Foundations of Education, 2011, Rutgers University

Subjects/Keywords: Service learning – United States – Case studies; Service learning – United States – Evaluation; Teachers and community – United States

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APA (6th Edition):

Ford, Ray B., 1. (2011). What went missing: a case study of faculty and organizational elements necessary to sustain university-based service learning programs. (Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000057487

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):

Ford, Ray B., 1936-. “What went missing: a case study of faculty and organizational elements necessary to sustain university-based service learning programs.” 2011. Thesis, Rutgers University. Accessed March 31, 2020. http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000057487.

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

MLA Handbook (7th Edition):

Ford, Ray B., 1936-. “What went missing: a case study of faculty and organizational elements necessary to sustain university-based service learning programs.” 2011. Web. 31 Mar 2020.

Vancouver:

Ford, Ray B. 1. What went missing: a case study of faculty and organizational elements necessary to sustain university-based service learning programs. [Internet] [Thesis]. Rutgers University; 2011. [cited 2020 Mar 31]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000057487.

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

Council of Science Editors:

Ford, Ray B. 1. What went missing: a case study of faculty and organizational elements necessary to sustain university-based service learning programs. [Thesis]. Rutgers University; 2011. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000057487

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


Rutgers University

14. Graphia, Renee Dianne, 1979-. An exploratory study of the perceived utility and effectiveness of state fusion centers.

Degree: PhD, Criminal Justice, 2010, Rutgers University

After the 9/11 terrorist attacks, the 9/11 Commission concluded that the nation's intelligence agencies had failed to "connect the dots," and improving the country's intelligence… (more)

Subjects/Keywords: Intelligence service – United States; Terrorism – United States – Prevention; Criminal justice, Administration of – United States

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

APA (6th Edition):

Graphia, Renee Dianne, 1. (2010). An exploratory study of the perceived utility and effectiveness of state fusion centers. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10002600001.ETD.000052951

Chicago Manual of Style (16th Edition):

Graphia, Renee Dianne, 1979-. “An exploratory study of the perceived utility and effectiveness of state fusion centers.” 2010. Doctoral Dissertation, Rutgers University. Accessed March 31, 2020. http://hdl.rutgers.edu/1782.2/rucore10002600001.ETD.000052951.

MLA Handbook (7th Edition):

Graphia, Renee Dianne, 1979-. “An exploratory study of the perceived utility and effectiveness of state fusion centers.” 2010. Web. 31 Mar 2020.

Vancouver:

Graphia, Renee Dianne 1. An exploratory study of the perceived utility and effectiveness of state fusion centers. [Internet] [Doctoral dissertation]. Rutgers University; 2010. [cited 2020 Mar 31]. Available from: http://hdl.rutgers.edu/1782.2/rucore10002600001.ETD.000052951.

Council of Science Editors:

Graphia, Renee Dianne 1. An exploratory study of the perceived utility and effectiveness of state fusion centers. [Doctoral Dissertation]. Rutgers University; 2010. Available from: http://hdl.rutgers.edu/1782.2/rucore10002600001.ETD.000052951


East Carolina University

15. Perry, Anna Theresa. SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT.

Degree: 2010, East Carolina University

 The value of professional development continues to be emphasized on educational and governmental levels. Even as this study was being conducted the U.S. Department of… (more)

Subjects/Keywords: Teachers – In-service training – United States; Teacher effectiveness – United States

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

APA (6th Edition):

Perry, A. T. (2010). SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT. (Doctoral Dissertation). East Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14611

Chicago Manual of Style (16th Edition):

Perry, Anna Theresa. “SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT.” 2010. Doctoral Dissertation, East Carolina University. Accessed March 31, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14611.

MLA Handbook (7th Edition):

Perry, Anna Theresa. “SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT.” 2010. Web. 31 Mar 2020.

Vancouver:

Perry AT. SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT. [Internet] [Doctoral dissertation]. East Carolina University; 2010. [cited 2020 Mar 31]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14611.

Council of Science Editors:

Perry AT. SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT. [Doctoral Dissertation]. East Carolina University; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14611

16. NC DOCKS at East Carolina University; Perry, Anna Theresa. SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT.

Degree: 2011, NC Docks

 The value of professional development continues to be emphasized on educational and governmental levels. Even as this study was being conducted the U.S. Department of… (more)

Subjects/Keywords: Teachers – In-service training – United States; Teacher effectiveness – United States

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

APA (6th Edition):

NC DOCKS at East Carolina University; Perry, A. T. (2011). SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt

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):

NC DOCKS at East Carolina University; Perry, Anna Theresa. “SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT.” 2011. Thesis, NC Docks. Accessed March 31, 2020. http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt.

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

MLA Handbook (7th Edition):

NC DOCKS at East Carolina University; Perry, Anna Theresa. “SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT.” 2011. Web. 31 Mar 2020.

Vancouver:

NC DOCKS at East Carolina University; Perry AT. SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT. [Internet] [Thesis]. NC Docks; 2011. [cited 2020 Mar 31]. Available from: http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt.

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

Council of Science Editors:

NC DOCKS at East Carolina University; Perry AT. SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT. [Thesis]. NC Docks; 2011. Available from: http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt

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


University of North Carolina – Wilmington

17. Baker, Karen. The effects of cognitive coaching on initially licensed teachers.

Degree: 2009, University of North Carolina – Wilmington

 This study looks at the effects of cognitive coaching (CC) on Initially Licensed Teachers (ILT). Specifically the study examines if CC increases an ILTs level… (more)

Subjects/Keywords: Teachers  – In-service training  – United States; Learning strategies

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

APA (6th Edition):

Baker, K. (2009). The effects of cognitive coaching on initially licensed teachers. (Masters Thesis). University of North Carolina – Wilmington. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=543

Chicago Manual of Style (16th Edition):

Baker, Karen. “The effects of cognitive coaching on initially licensed teachers.” 2009. Masters Thesis, University of North Carolina – Wilmington. Accessed March 31, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=543.

MLA Handbook (7th Edition):

Baker, Karen. “The effects of cognitive coaching on initially licensed teachers.” 2009. Web. 31 Mar 2020.

Vancouver:

Baker K. The effects of cognitive coaching on initially licensed teachers. [Internet] [Masters thesis]. University of North Carolina – Wilmington; 2009. [cited 2020 Mar 31]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=543.

Council of Science Editors:

Baker K. The effects of cognitive coaching on initially licensed teachers. [Masters Thesis]. University of North Carolina – Wilmington; 2009. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=543


University of Wisconsin – Stout

18. Maccani King, Heidi. How does service learning in the Washburn School District , grades 7-12 affect students' citizenship and academic achievement?.

Degree: 2008, University of Wisconsin – Stout

Subjects/Keywords: Service learning – Evaluation; Citizenship – United States; Academic achievement

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APA (6th Edition):

Maccani King, H. (2008). How does service learning in the Washburn School District , grades 7-12 affect students' citizenship and academic achievement?. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2008/2008maccanikingh.pdf ; http://digital.library.wisc.edu/1793/42763

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):

Maccani King, Heidi. “How does service learning in the Washburn School District , grades 7-12 affect students' citizenship and academic achievement?.” 2008. Thesis, University of Wisconsin – Stout. Accessed March 31, 2020. http://www.uwstout.edu/lib/thesis/2008/2008maccanikingh.pdf ; http://digital.library.wisc.edu/1793/42763.

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

MLA Handbook (7th Edition):

Maccani King, Heidi. “How does service learning in the Washburn School District , grades 7-12 affect students' citizenship and academic achievement?.” 2008. Web. 31 Mar 2020.

Vancouver:

Maccani King H. How does service learning in the Washburn School District , grades 7-12 affect students' citizenship and academic achievement?. [Internet] [Thesis]. University of Wisconsin – Stout; 2008. [cited 2020 Mar 31]. Available from: http://www.uwstout.edu/lib/thesis/2008/2008maccanikingh.pdf ; http://digital.library.wisc.edu/1793/42763.

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

Council of Science Editors:

Maccani King H. How does service learning in the Washburn School District , grades 7-12 affect students' citizenship and academic achievement?. [Thesis]. University of Wisconsin – Stout; 2008. Available from: http://www.uwstout.edu/lib/thesis/2008/2008maccanikingh.pdf ; http://digital.library.wisc.edu/1793/42763

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

19. Baker, Karen. The effects of cognitive coaching on initially licensed teachers.

Degree: 2009, NC Docks

 This study looks at the effects of cognitive coaching (CC) on Initially Licensed Teachers (ILT). Specifically the study examines if CC increases an ILTs level… (more)

Subjects/Keywords: Teachers  – In-service training  – United States; Learning strategies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Baker, K. (2009). The effects of cognitive coaching on initially licensed teachers. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncw/f/bakerk2008-1.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):

Baker, Karen. “The effects of cognitive coaching on initially licensed teachers.” 2009. Thesis, NC Docks. Accessed March 31, 2020. http://libres.uncg.edu/ir/uncw/f/bakerk2008-1.pdf.

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

MLA Handbook (7th Edition):

Baker, Karen. “The effects of cognitive coaching on initially licensed teachers.” 2009. Web. 31 Mar 2020.

Vancouver:

Baker K. The effects of cognitive coaching on initially licensed teachers. [Internet] [Thesis]. NC Docks; 2009. [cited 2020 Mar 31]. Available from: http://libres.uncg.edu/ir/uncw/f/bakerk2008-1.pdf.

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

Council of Science Editors:

Baker K. The effects of cognitive coaching on initially licensed teachers. [Thesis]. NC Docks; 2009. Available from: http://libres.uncg.edu/ir/uncw/f/bakerk2008-1.pdf

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

20. Mizer Stachler, Wendi Marie. Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm.

Degree: MS, College of Human Development and Education, 2012, North Dakota State University

 The purpose of this study was to determine the sustainability of professional development teacher utilization of the Science-in-CTE pedagogical model and science enhanced CTE lessons… (more)

Subjects/Keywords: Technical education  – Curricula  – United States.; Career education  – Curricula  – United States.; Career development  – United States.; Science teachers  – In-service training  – United States.

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APA (6th Edition):

Mizer Stachler, W. M. (2012). Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm. (Masters Thesis). North Dakota State University. Retrieved from http://hdl.handle.net/10365/19633

Chicago Manual of Style (16th Edition):

Mizer Stachler, Wendi Marie. “Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm.” 2012. Masters Thesis, North Dakota State University. Accessed March 31, 2020. http://hdl.handle.net/10365/19633.

MLA Handbook (7th Edition):

Mizer Stachler, Wendi Marie. “Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm.” 2012. Web. 31 Mar 2020.

Vancouver:

Mizer Stachler WM. Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm. [Internet] [Masters thesis]. North Dakota State University; 2012. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10365/19633.

Council of Science Editors:

Mizer Stachler WM. Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm. [Masters Thesis]. North Dakota State University; 2012. Available from: http://hdl.handle.net/10365/19633

21. Stachler, Wendi Marie Mizer. Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm.

Degree: MS, School of Education, 2012, North Dakota State University

 The purpose of this study was to determine the sustainability of professional development – teacher utilization of the Science-in-CTE pedagogical model and science-enhanced CTE lessons – one… (more)

Subjects/Keywords: Technical education  – Curricula  – United States.; Career education  – Curricula  – United States.; Career development  – United States.; Science teachers  – In-service training  – United States.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Stachler, W. M. M. (2012). Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm. (Masters Thesis). North Dakota State University. Retrieved from http://hdl.handle.net/10365/26644

Chicago Manual of Style (16th Edition):

Stachler, Wendi Marie Mizer. “Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm.” 2012. Masters Thesis, North Dakota State University. Accessed March 31, 2020. http://hdl.handle.net/10365/26644.

MLA Handbook (7th Edition):

Stachler, Wendi Marie Mizer. “Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm.” 2012. Web. 31 Mar 2020.

Vancouver:

Stachler WMM. Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm. [Internet] [Masters thesis]. North Dakota State University; 2012. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10365/26644.

Council of Science Editors:

Stachler WMM. Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm. [Masters Thesis]. North Dakota State University; 2012. Available from: http://hdl.handle.net/10365/26644


Texas Christian University

22. Taggart, Amy Rupiper. Sustaining service learning : pentadic analysis for programmatic critique / by Amy Rupiper Taggart.

Degree: 2002, Texas Christian University

Subjects/Keywords: Student service – United States; Student volunteers in social service – United States; Experiential learning – United States; Curriculum evaluation; Education, Higher – United States – Curricula

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APA (6th Edition):

Taggart, A. R. (2002). Sustaining service learning : pentadic analysis for programmatic critique / by Amy Rupiper Taggart. (Thesis). Texas Christian University. Retrieved from https://repository.tcu.edu/handle/116099117/32734

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):

Taggart, Amy Rupiper. “Sustaining service learning : pentadic analysis for programmatic critique / by Amy Rupiper Taggart.” 2002. Thesis, Texas Christian University. Accessed March 31, 2020. https://repository.tcu.edu/handle/116099117/32734.

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

MLA Handbook (7th Edition):

Taggart, Amy Rupiper. “Sustaining service learning : pentadic analysis for programmatic critique / by Amy Rupiper Taggart.” 2002. Web. 31 Mar 2020.

Vancouver:

Taggart AR. Sustaining service learning : pentadic analysis for programmatic critique / by Amy Rupiper Taggart. [Internet] [Thesis]. Texas Christian University; 2002. [cited 2020 Mar 31]. Available from: https://repository.tcu.edu/handle/116099117/32734.

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

Council of Science Editors:

Taggart AR. Sustaining service learning : pentadic analysis for programmatic critique / by Amy Rupiper Taggart. [Thesis]. Texas Christian University; 2002. Available from: https://repository.tcu.edu/handle/116099117/32734

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

23. Hunt, Sarah. The Learning Alliance Between Clinical Instructors and Students at a Campus Occupational Therapy Teaching Clinic: Support for the Development of Clinical Reasoning.

Degree: MSOT, Occupational Therapy, 2013, University of Puget-Sound

  In order to practice as an occupational therapist, students must complete clinical educational experience as part of their graduation requirements. During this experience, a… (more)

Subjects/Keywords: Occupational Therapy; Apprenticeship programs – United States; Experiential learning – United States

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APA (6th Edition):

Hunt, S. (2013). The Learning Alliance Between Clinical Instructors and Students at a Campus Occupational Therapy Teaching Clinic: Support for the Development of Clinical Reasoning. (Masters Thesis). University of Puget-Sound. Retrieved from http://soundideas.pugetsound.edu/ms_occ_therapy/74 ; http://soundideas.pugetsound.edu/ms_occ_therapy/74

Chicago Manual of Style (16th Edition):

Hunt, Sarah. “The Learning Alliance Between Clinical Instructors and Students at a Campus Occupational Therapy Teaching Clinic: Support for the Development of Clinical Reasoning.” 2013. Masters Thesis, University of Puget-Sound. Accessed March 31, 2020. http://soundideas.pugetsound.edu/ms_occ_therapy/74 ; http://soundideas.pugetsound.edu/ms_occ_therapy/74.

MLA Handbook (7th Edition):

Hunt, Sarah. “The Learning Alliance Between Clinical Instructors and Students at a Campus Occupational Therapy Teaching Clinic: Support for the Development of Clinical Reasoning.” 2013. Web. 31 Mar 2020.

Vancouver:

Hunt S. The Learning Alliance Between Clinical Instructors and Students at a Campus Occupational Therapy Teaching Clinic: Support for the Development of Clinical Reasoning. [Internet] [Masters thesis]. University of Puget-Sound; 2013. [cited 2020 Mar 31]. Available from: http://soundideas.pugetsound.edu/ms_occ_therapy/74 ; http://soundideas.pugetsound.edu/ms_occ_therapy/74.

Council of Science Editors:

Hunt S. The Learning Alliance Between Clinical Instructors and Students at a Campus Occupational Therapy Teaching Clinic: Support for the Development of Clinical Reasoning. [Masters Thesis]. University of Puget-Sound; 2013. Available from: http://soundideas.pugetsound.edu/ms_occ_therapy/74 ; http://soundideas.pugetsound.edu/ms_occ_therapy/74


East Carolina University

24. Bouck, Christine L. Barker. The Questions of High School Students with Learning Disabilities About Attending College.

Degree: 2009, East Carolina University

 Students with learning disabilities currently comprise the largest number of students with disabilities in the public schools. Despite this, very few of them go on… (more)

Subjects/Keywords: Education, Special; Learning disabilities; College attendance – United States; Students with disabilities – United States; College students with disabilities – United States; Learning disabled teenagers – Education – United States; Curriculum planning – United States

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APA (6th Edition):

Bouck, C. L. B. (2009). The Questions of High School Students with Learning Disabilities About Attending College. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/2226

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):

Bouck, Christine L Barker. “The Questions of High School Students with Learning Disabilities About Attending College.” 2009. Thesis, East Carolina University. Accessed March 31, 2020. http://hdl.handle.net/10342/2226.

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

MLA Handbook (7th Edition):

Bouck, Christine L Barker. “The Questions of High School Students with Learning Disabilities About Attending College.” 2009. Web. 31 Mar 2020.

Vancouver:

Bouck CLB. The Questions of High School Students with Learning Disabilities About Attending College. [Internet] [Thesis]. East Carolina University; 2009. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10342/2226.

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

Council of Science Editors:

Bouck CLB. The Questions of High School Students with Learning Disabilities About Attending College. [Thesis]. East Carolina University; 2009. Available from: http://hdl.handle.net/10342/2226

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


University of California – San Diego

25. Ellis, Ryan Nelson. Networks, deregulation, and risk : the politics of critical infrastructure protection.

Degree: Communication, 2011, University of California – San Diego

 The dissertation, "Networks, Deregulation, and Risk: The Politics of Critical Infrastructure Protection," engages post-9/11 debates over the role of public policy and novel technologies in… (more)

Subjects/Keywords: Infrastructure (Economics) Protection United States; Terrorism Prevention Government policy United States; Postal service Protection United States; Railroads Freight Protection United States; Electric power systems Protection United States

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APA (6th Edition):

Ellis, R. N. (2011). Networks, deregulation, and risk : the politics of critical infrastructure protection. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/5b93r8tr

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):

Ellis, Ryan Nelson. “Networks, deregulation, and risk : the politics of critical infrastructure protection.” 2011. Thesis, University of California – San Diego. Accessed March 31, 2020. http://www.escholarship.org/uc/item/5b93r8tr.

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

MLA Handbook (7th Edition):

Ellis, Ryan Nelson. “Networks, deregulation, and risk : the politics of critical infrastructure protection.” 2011. Web. 31 Mar 2020.

Vancouver:

Ellis RN. Networks, deregulation, and risk : the politics of critical infrastructure protection. [Internet] [Thesis]. University of California – San Diego; 2011. [cited 2020 Mar 31]. Available from: http://www.escholarship.org/uc/item/5b93r8tr.

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

Council of Science Editors:

Ellis RN. Networks, deregulation, and risk : the politics of critical infrastructure protection. [Thesis]. University of California – San Diego; 2011. Available from: http://www.escholarship.org/uc/item/5b93r8tr

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


Texas A&M University

26. Chavanne, Jonathan Blackshear. The Battle for China: The U.S. Navy, Marine Corps, and the Cold War in Asia, 1944-1949.

Degree: PhD, History, 2017, Texas A&M University

 The U.S. Navy and Marine Corps’ long history in China before World War II was a prelude to a little known struggle. In the aftermath… (more)

Subjects/Keywords: United States Navy; United States Marine Corps; Intra-service rivarly; Asia; Cold War

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APA (6th Edition):

Chavanne, J. B. (2017). The Battle for China: The U.S. Navy, Marine Corps, and the Cold War in Asia, 1944-1949. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/159085

Chicago Manual of Style (16th Edition):

Chavanne, Jonathan Blackshear. “The Battle for China: The U.S. Navy, Marine Corps, and the Cold War in Asia, 1944-1949.” 2017. Doctoral Dissertation, Texas A&M University. Accessed March 31, 2020. http://hdl.handle.net/1969.1/159085.

MLA Handbook (7th Edition):

Chavanne, Jonathan Blackshear. “The Battle for China: The U.S. Navy, Marine Corps, and the Cold War in Asia, 1944-1949.” 2017. Web. 31 Mar 2020.

Vancouver:

Chavanne JB. The Battle for China: The U.S. Navy, Marine Corps, and the Cold War in Asia, 1944-1949. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1969.1/159085.

Council of Science Editors:

Chavanne JB. The Battle for China: The U.S. Navy, Marine Corps, and the Cold War in Asia, 1944-1949. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/159085


University of North Texas

27. Stiles, James M. (James Michael). A National Study of Community Service in Southern Baptist Institutions of Higher Education.

Degree: 1998, University of North Texas

This study surveyed the community service programs in the 53 identified Southern Baptist colleges and universities in 18 states of the United States to determine the presence and extent of any such programs. Advisors/Committee Members: Eddy, John, 1932-, Norton, E. Douglas, Newsom, Ron.

Subjects/Keywords: College community service; Southern Baptist colleges; Baptist universities and colleges  – United States.; Service learning  – United States.

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APA (6th Edition):

Stiles, J. M. (. M. (1998). A National Study of Community Service in Southern Baptist Institutions of Higher Education. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc277833/

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):

Stiles, James M (James Michael). “A National Study of Community Service in Southern Baptist Institutions of Higher Education.” 1998. Thesis, University of North Texas. Accessed March 31, 2020. https://digital.library.unt.edu/ark:/67531/metadc277833/.

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

MLA Handbook (7th Edition):

Stiles, James M (James Michael). “A National Study of Community Service in Southern Baptist Institutions of Higher Education.” 1998. Web. 31 Mar 2020.

Vancouver:

Stiles JM(M. A National Study of Community Service in Southern Baptist Institutions of Higher Education. [Internet] [Thesis]. University of North Texas; 1998. [cited 2020 Mar 31]. Available from: https://digital.library.unt.edu/ark:/67531/metadc277833/.

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

Council of Science Editors:

Stiles JM(M. A National Study of Community Service in Southern Baptist Institutions of Higher Education. [Thesis]. University of North Texas; 1998. Available from: https://digital.library.unt.edu/ark:/67531/metadc277833/

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

28. Ankenbruck, Jana L. The impact of Response to Intervention on reading achievement and special education student population in an urban midwestern school district.

Degree: Thesis (D. Ed.), 2013, Ball State University

 The purpose of this study was to detail the implementation of a Response to Intervention program in an urban school district and to measure the… (more)

Subjects/Keywords: Response to intervention (Learning disabled children)  – United States; Reading (Elementary)  – United States; Learning disabled children  – United States

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

APA (6th Edition):

Ankenbruck, J. L. (2013). The impact of Response to Intervention on reading achievement and special education student population in an urban midwestern school district. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/197128

Chicago Manual of Style (16th Edition):

Ankenbruck, Jana L. “The impact of Response to Intervention on reading achievement and special education student population in an urban midwestern school district.” 2013. Doctoral Dissertation, Ball State University. Accessed March 31, 2020. http://cardinalscholar.bsu.edu/handle/123456789/197128.

MLA Handbook (7th Edition):

Ankenbruck, Jana L. “The impact of Response to Intervention on reading achievement and special education student population in an urban midwestern school district.” 2013. Web. 31 Mar 2020.

Vancouver:

Ankenbruck JL. The impact of Response to Intervention on reading achievement and special education student population in an urban midwestern school district. [Internet] [Doctoral dissertation]. Ball State University; 2013. [cited 2020 Mar 31]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197128.

Council of Science Editors:

Ankenbruck JL. The impact of Response to Intervention on reading achievement and special education student population in an urban midwestern school district. [Doctoral Dissertation]. Ball State University; 2013. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197128


Western Washington University

29. Otis, Megan M. (Megan Michelle). Engaging and empowering students in the culture of higher education: a "Native" analysis of students' experiences in the Teaching-Learning Academy.

Degree: MA, Anthropology, 2011, Western Washington University

  There is a marked climate of concern over the quality of teaching and learning in the culture of higher education. In the 1980s, The… (more)

Subjects/Keywords: Anthropology; Western Washington University. Teaching-Learning Academy; College students – United States – Attitudes; College teaching – United States; Learning; United States; masters theses

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

APA (6th Edition):

Otis, M. M. (. M. (2011). Engaging and empowering students in the culture of higher education: a "Native" analysis of students' experiences in the Teaching-Learning Academy. (Masters Thesis). Western Washington University. Retrieved from https://cedar.wwu.edu/wwuet/176

Chicago Manual of Style (16th Edition):

Otis, Megan M (Megan Michelle). “Engaging and empowering students in the culture of higher education: a "Native" analysis of students' experiences in the Teaching-Learning Academy.” 2011. Masters Thesis, Western Washington University. Accessed March 31, 2020. https://cedar.wwu.edu/wwuet/176.

MLA Handbook (7th Edition):

Otis, Megan M (Megan Michelle). “Engaging and empowering students in the culture of higher education: a "Native" analysis of students' experiences in the Teaching-Learning Academy.” 2011. Web. 31 Mar 2020.

Vancouver:

Otis MM(M. Engaging and empowering students in the culture of higher education: a "Native" analysis of students' experiences in the Teaching-Learning Academy. [Internet] [Masters thesis]. Western Washington University; 2011. [cited 2020 Mar 31]. Available from: https://cedar.wwu.edu/wwuet/176.

Council of Science Editors:

Otis MM(M. Engaging and empowering students in the culture of higher education: a "Native" analysis of students' experiences in the Teaching-Learning Academy. [Masters Thesis]. Western Washington University; 2011. Available from: https://cedar.wwu.edu/wwuet/176


Portland State University

30. Austin, Tiffany Bridgette. An Environment-based Education Approach to Professional Development: A Mixed Methods Analysis of the Creeks and Kids Watershed Workshop and Its Impact on K-12 Teachers.

Degree: MSin Teaching (M.S.T.) in General Science, Science Teaching, 2010, Portland State University

  This research is an in-depth study of an environment-based education (EBE) professional development program titled "Creeks and Kids" that models how to employ thematic… (more)

Subjects/Keywords: Science  – Study and teaching  – United States  – Methodology; Environmental education  – Standards  – United States; Science teachers  – In-service training  – United States

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

APA (6th Edition):

Austin, T. B. (2010). An Environment-based Education Approach to Professional Development: A Mixed Methods Analysis of the Creeks and Kids Watershed Workshop and Its Impact on K-12 Teachers. (Masters Thesis). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/103

Chicago Manual of Style (16th Edition):

Austin, Tiffany Bridgette. “An Environment-based Education Approach to Professional Development: A Mixed Methods Analysis of the Creeks and Kids Watershed Workshop and Its Impact on K-12 Teachers.” 2010. Masters Thesis, Portland State University. Accessed March 31, 2020. http://pdxscholar.library.pdx.edu/open_access_etds/103.

MLA Handbook (7th Edition):

Austin, Tiffany Bridgette. “An Environment-based Education Approach to Professional Development: A Mixed Methods Analysis of the Creeks and Kids Watershed Workshop and Its Impact on K-12 Teachers.” 2010. Web. 31 Mar 2020.

Vancouver:

Austin TB. An Environment-based Education Approach to Professional Development: A Mixed Methods Analysis of the Creeks and Kids Watershed Workshop and Its Impact on K-12 Teachers. [Internet] [Masters thesis]. Portland State University; 2010. [cited 2020 Mar 31]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/103.

Council of Science Editors:

Austin TB. An Environment-based Education Approach to Professional Development: A Mixed Methods Analysis of the Creeks and Kids Watershed Workshop and Its Impact on K-12 Teachers. [Masters Thesis]. Portland State University; 2010. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/103

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