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You searched for subject:(Social practices AND educational process). Showing records 1 – 30 of 533 total matches.

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1. Carolina Orquiza Cherfem. Mulheres marceneiras e autogestão na economia solidária : aspectos transformadores e obstáculos a serem transpostos na incubação em assentamento rural.

Degree: 2009, Universidade Federal de São Carlos

 A presente pesquisa buscou investigar o processo de incubação da marcenaria coletiva autogestionária, a Madeirate, do assentamento Pirituba II, localizado no município de Itapeva/SP. A… (more)

Subjects/Keywords: Educação; Práticas sociais e processos educativos; Relação de gênero; Economia solidária; Aprendizagem dialógica; Mulheres marceneiras; EDUCACAO; Carpenters women; Gender relations; Community economy; Dialogical learning; Social practices and educational process

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

APA (6th Edition):

Cherfem, C. O. (2009). Mulheres marceneiras e autogestão na economia solidária : aspectos transformadores e obstáculos a serem transpostos na incubação em assentamento rural. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2496

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):

Cherfem, Carolina Orquiza. “Mulheres marceneiras e autogestão na economia solidária : aspectos transformadores e obstáculos a serem transpostos na incubação em assentamento rural.” 2009. Thesis, Universidade Federal de São Carlos. Accessed January 26, 2020. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2496.

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

MLA Handbook (7th Edition):

Cherfem, Carolina Orquiza. “Mulheres marceneiras e autogestão na economia solidária : aspectos transformadores e obstáculos a serem transpostos na incubação em assentamento rural.” 2009. Web. 26 Jan 2020.

Vancouver:

Cherfem CO. Mulheres marceneiras e autogestão na economia solidária : aspectos transformadores e obstáculos a serem transpostos na incubação em assentamento rural. [Internet] [Thesis]. Universidade Federal de São Carlos; 2009. [cited 2020 Jan 26]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2496.

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

Council of Science Editors:

Cherfem CO. Mulheres marceneiras e autogestão na economia solidária : aspectos transformadores e obstáculos a serem transpostos na incubação em assentamento rural. [Thesis]. Universidade Federal de São Carlos; 2009. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2496

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


University of California – Riverside

2. Lin, Yuting. Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills.

Degree: Education, 2016, University of California – Riverside

 This study examines associations between teacher effectiveness in improving both students’ academic achievement and social-emotional skills. Using hierarchical linear modeling, a specific set of teacher… (more)

Subjects/Keywords: Educational psychology; academic achievement; social-emotional skills; teacher effectiveness; teacher practices

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APA (6th Edition):

Lin, Y. (2016). Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/4z33d2b4

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):

Lin, Yuting. “Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills.” 2016. Thesis, University of California – Riverside. Accessed January 26, 2020. http://www.escholarship.org/uc/item/4z33d2b4.

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

MLA Handbook (7th Edition):

Lin, Yuting. “Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills.” 2016. Web. 26 Jan 2020.

Vancouver:

Lin Y. Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills. [Internet] [Thesis]. University of California – Riverside; 2016. [cited 2020 Jan 26]. Available from: http://www.escholarship.org/uc/item/4z33d2b4.

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

Council of Science Editors:

Lin Y. Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills. [Thesis]. University of California – Riverside; 2016. Available from: http://www.escholarship.org/uc/item/4z33d2b4

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


Western Michigan University

3. Rynberg, Andrew D. Using RTP (Responsible Thinking Process) as a Lever For Improving School Culture: A Case Study of an Alternative Secondary School’s Implementation Of RTP.

Degree: PhD, Educational Leadership, Research and Technology, 2016, Western Michigan University

  There is an urgent need to improve our K-12 system. How to implement and sustain educational change, however, is a challenge facing the K-12… (more)

Subjects/Keywords: Student Disciplinary Program; Implementation practices; sustainability practices; behavioral programs; Responsible Thinking Process (RTP); alternative secondary schools; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods

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APA (6th Edition):

Rynberg, A. D. (2016). Using RTP (Responsible Thinking Process) as a Lever For Improving School Culture: A Case Study of an Alternative Secondary School’s Implementation Of RTP. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/1401

Chicago Manual of Style (16th Edition):

Rynberg, Andrew D. “Using RTP (Responsible Thinking Process) as a Lever For Improving School Culture: A Case Study of an Alternative Secondary School’s Implementation Of RTP.” 2016. Doctoral Dissertation, Western Michigan University. Accessed January 26, 2020. https://scholarworks.wmich.edu/dissertations/1401.

MLA Handbook (7th Edition):

Rynberg, Andrew D. “Using RTP (Responsible Thinking Process) as a Lever For Improving School Culture: A Case Study of an Alternative Secondary School’s Implementation Of RTP.” 2016. Web. 26 Jan 2020.

Vancouver:

Rynberg AD. Using RTP (Responsible Thinking Process) as a Lever For Improving School Culture: A Case Study of an Alternative Secondary School’s Implementation Of RTP. [Internet] [Doctoral dissertation]. Western Michigan University; 2016. [cited 2020 Jan 26]. Available from: https://scholarworks.wmich.edu/dissertations/1401.

Council of Science Editors:

Rynberg AD. Using RTP (Responsible Thinking Process) as a Lever For Improving School Culture: A Case Study of an Alternative Secondary School’s Implementation Of RTP. [Doctoral Dissertation]. Western Michigan University; 2016. Available from: https://scholarworks.wmich.edu/dissertations/1401


Wayne State University

4. Tischler, Amy. Boys' masculinities in three adventure physical education classes.

Degree: PhD, Kinesiology and Pedagogy, 2011, Wayne State University

  The diminished state of youth health in the United States has been a rising concern over the past few decades (Fahlman, Dake, McCaughtry, &… (more)

Subjects/Keywords: Hierarchies, Masculinities, Masculinity, Physical education, Social hierarchies, Social practices; Educational Sociology; Other Education

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APA (6th Edition):

Tischler, A. (2011). Boys' masculinities in three adventure physical education classes. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/419

Chicago Manual of Style (16th Edition):

Tischler, Amy. “Boys' masculinities in three adventure physical education classes.” 2011. Doctoral Dissertation, Wayne State University. Accessed January 26, 2020. https://digitalcommons.wayne.edu/oa_dissertations/419.

MLA Handbook (7th Edition):

Tischler, Amy. “Boys' masculinities in three adventure physical education classes.” 2011. Web. 26 Jan 2020.

Vancouver:

Tischler A. Boys' masculinities in three adventure physical education classes. [Internet] [Doctoral dissertation]. Wayne State University; 2011. [cited 2020 Jan 26]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/419.

Council of Science Editors:

Tischler A. Boys' masculinities in three adventure physical education classes. [Doctoral Dissertation]. Wayne State University; 2011. Available from: https://digitalcommons.wayne.edu/oa_dissertations/419


East Tennessee State University

5. Hall, Amy W. National Board Certification: The Impact on Teaching Practices of Three Elementary Teachers.

Degree: EdD (Doctor of Education), Educational Leadership, 2012, East Tennessee State University

  During the past century the educational reform movements focused on the need for highly qualified teachers based on research surrounding the effects on student… (more)

Subjects/Keywords: Educational Evaluation ; Educational Leadership; Best Practices; National Board Certification; Educational Sociology; Social and Behavioral Sciences; Sociology

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

APA (6th Edition):

Hall, A. W. (2012). National Board Certification: The Impact on Teaching Practices of Three Elementary Teachers. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1467

Chicago Manual of Style (16th Edition):

Hall, Amy W. “National Board Certification: The Impact on Teaching Practices of Three Elementary Teachers.” 2012. Doctoral Dissertation, East Tennessee State University. Accessed January 26, 2020. https://dc.etsu.edu/etd/1467.

MLA Handbook (7th Edition):

Hall, Amy W. “National Board Certification: The Impact on Teaching Practices of Three Elementary Teachers.” 2012. Web. 26 Jan 2020.

Vancouver:

Hall AW. National Board Certification: The Impact on Teaching Practices of Three Elementary Teachers. [Internet] [Doctoral dissertation]. East Tennessee State University; 2012. [cited 2020 Jan 26]. Available from: https://dc.etsu.edu/etd/1467.

Council of Science Editors:

Hall AW. National Board Certification: The Impact on Teaching Practices of Three Elementary Teachers. [Doctoral Dissertation]. East Tennessee State University; 2012. Available from: https://dc.etsu.edu/etd/1467


University of Oxford

6. González-Sancho, Carlos. Educational homogamy, parenting practices and children's early development.

Degree: PhD, 2014, University of Oxford

 This thesis investigates the pattern of parental educational homogamy and its implications for parenting practices and children’s early development in contemporary Britain. At the heart… (more)

Subjects/Keywords: 305.231; Social Sciences; Sociology; Families; Social mobility; Education; educational homogamy; educational assortative mating; parenting attitudes; parenting practices; child development

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APA (6th Edition):

González-Sancho, C. (2014). Educational homogamy, parenting practices and children's early development. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:69d45235-1fee-4f4b-a8f6-0f53a76fa2a2 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600520

Chicago Manual of Style (16th Edition):

González-Sancho, Carlos. “Educational homogamy, parenting practices and children's early development.” 2014. Doctoral Dissertation, University of Oxford. Accessed January 26, 2020. http://ora.ox.ac.uk/objects/uuid:69d45235-1fee-4f4b-a8f6-0f53a76fa2a2 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600520.

MLA Handbook (7th Edition):

González-Sancho, Carlos. “Educational homogamy, parenting practices and children's early development.” 2014. Web. 26 Jan 2020.

Vancouver:

González-Sancho C. Educational homogamy, parenting practices and children's early development. [Internet] [Doctoral dissertation]. University of Oxford; 2014. [cited 2020 Jan 26]. Available from: http://ora.ox.ac.uk/objects/uuid:69d45235-1fee-4f4b-a8f6-0f53a76fa2a2 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600520.

Council of Science Editors:

González-Sancho C. Educational homogamy, parenting practices and children's early development. [Doctoral Dissertation]. University of Oxford; 2014. Available from: http://ora.ox.ac.uk/objects/uuid:69d45235-1fee-4f4b-a8f6-0f53a76fa2a2 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600520


East Tennessee State University

7. Brown, Lori Lynne. Educator Perceptions of Instructional Leadership in the School Improvement Process.

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

  The purpose of this case study was to conduct an investigation of educator perceptions of instructional leadership in the school improvement process. Interviews were… (more)

Subjects/Keywords: Instructional Leadership; Teacher Perceptions; Accountability; School Improvement Process; Best Practices; School Reform; Educational Administration and Supervision; Educational Leadership; Educational Methods; Elementary and Middle and Secondary Education Administration

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

APA (6th Edition):

Brown, L. L. (2016). Educator Perceptions of Instructional Leadership in the School Improvement Process. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3031

Chicago Manual of Style (16th Edition):

Brown, Lori Lynne. “Educator Perceptions of Instructional Leadership in the School Improvement Process.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed January 26, 2020. https://dc.etsu.edu/etd/3031.

MLA Handbook (7th Edition):

Brown, Lori Lynne. “Educator Perceptions of Instructional Leadership in the School Improvement Process.” 2016. Web. 26 Jan 2020.

Vancouver:

Brown LL. Educator Perceptions of Instructional Leadership in the School Improvement Process. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2020 Jan 26]. Available from: https://dc.etsu.edu/etd/3031.

Council of Science Editors:

Brown LL. Educator Perceptions of Instructional Leadership in the School Improvement Process. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3031


Universidade Federal de Viçosa

8. Kelen Rodrigues da Fonseca Amaral. Trajetórias, práticas familiares e representações sociais de funcionários da UFV: a escola e o núcleo de educação de adultos.

Degree: 2009, Universidade Federal de Viçosa

O objetivo deste trabalho foi compreender as Representações Sociais dos educandos, funcionários da Universidade Federal de Viçosa (UFV), sobre a escola e o Núcleo de… (more)

Subjects/Keywords: ECONOMIA DOMESTICA; Representações sociais; Trajetórias; Práticas educativas familiares; Social representations; Trajectories; Family educational practices

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APA (6th Edition):

Amaral, K. R. d. F. (2009). Trajetórias, práticas familiares e representações sociais de funcionários da UFV: a escola e o núcleo de educação de adultos. (Thesis). Universidade Federal de Viçosa. Retrieved from http://www.tede.ufv.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5362

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):

Amaral, Kelen Rodrigues da Fonseca. “Trajetórias, práticas familiares e representações sociais de funcionários da UFV: a escola e o núcleo de educação de adultos.” 2009. Thesis, Universidade Federal de Viçosa. Accessed January 26, 2020. http://www.tede.ufv.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5362.

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

MLA Handbook (7th Edition):

Amaral, Kelen Rodrigues da Fonseca. “Trajetórias, práticas familiares e representações sociais de funcionários da UFV: a escola e o núcleo de educação de adultos.” 2009. Web. 26 Jan 2020.

Vancouver:

Amaral KRdF. Trajetórias, práticas familiares e representações sociais de funcionários da UFV: a escola e o núcleo de educação de adultos. [Internet] [Thesis]. Universidade Federal de Viçosa; 2009. [cited 2020 Jan 26]. Available from: http://www.tede.ufv.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5362.

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

Council of Science Editors:

Amaral KRdF. Trajetórias, práticas familiares e representações sociais de funcionários da UFV: a escola e o núcleo de educação de adultos. [Thesis]. Universidade Federal de Viçosa; 2009. Available from: http://www.tede.ufv.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5362

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

9. Guelai, Tsouria Amel. Critères de différenciation et d'indifférenciation dans les représentations sociales de l'autistme chez les éducateurs : Criteria of differentiation and lack of differentiation in the social representations of the autist in the teachers.

Degree: Docteur es, Psychologie, 2015, Université Paul Valéry – Montpellier III

Malgré son intérêt heuristique, très peu d’études ont été menées à propos des représentationssociales de l’autisme. Et dans cette étude nous utilisons le concept de… (more)

Subjects/Keywords: Représentations sociales; Autisme; Pratiques éducatives; Centre psychopédagogique; Social representations; Autism; Educational practices; Psycho-pedagogical center

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APA (6th Edition):

Guelai, T. A. (2015). Critères de différenciation et d'indifférenciation dans les représentations sociales de l'autistme chez les éducateurs : Criteria of differentiation and lack of differentiation in the social representations of the autist in the teachers. (Doctoral Dissertation). Université Paul Valéry – Montpellier III. Retrieved from http://www.theses.fr/2015MON30050

Chicago Manual of Style (16th Edition):

Guelai, Tsouria Amel. “Critères de différenciation et d'indifférenciation dans les représentations sociales de l'autistme chez les éducateurs : Criteria of differentiation and lack of differentiation in the social representations of the autist in the teachers.” 2015. Doctoral Dissertation, Université Paul Valéry – Montpellier III. Accessed January 26, 2020. http://www.theses.fr/2015MON30050.

MLA Handbook (7th Edition):

Guelai, Tsouria Amel. “Critères de différenciation et d'indifférenciation dans les représentations sociales de l'autistme chez les éducateurs : Criteria of differentiation and lack of differentiation in the social representations of the autist in the teachers.” 2015. Web. 26 Jan 2020.

Vancouver:

Guelai TA. Critères de différenciation et d'indifférenciation dans les représentations sociales de l'autistme chez les éducateurs : Criteria of differentiation and lack of differentiation in the social representations of the autist in the teachers. [Internet] [Doctoral dissertation]. Université Paul Valéry – Montpellier III; 2015. [cited 2020 Jan 26]. Available from: http://www.theses.fr/2015MON30050.

Council of Science Editors:

Guelai TA. Critères de différenciation et d'indifférenciation dans les représentations sociales de l'autistme chez les éducateurs : Criteria of differentiation and lack of differentiation in the social representations of the autist in the teachers. [Doctoral Dissertation]. Université Paul Valéry – Montpellier III; 2015. Available from: http://www.theses.fr/2015MON30050


Addis Ababa University

10. AYALEW, DEMISSIE. EDUCATIONAL PRACTICES IN MULTICULTURAL COMMUNITY (THE CASE OF BATI-TOWN WOREDA) .

Degree: 2012, Addis Ababa University

 The study focused on examining the multicultural educational practices in multicultural community in Bati Town Woreda(Oromia Zone). It employed qualitative case study method. Semi-structured interview… (more)

Subjects/Keywords: EDUCATIONAL PRACTICES; MULTICULTURAL COMMUNITY

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APA (6th Edition):

AYALEW, D. (2012). EDUCATIONAL PRACTICES IN MULTICULTURAL COMMUNITY (THE CASE OF BATI-TOWN WOREDA) . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3705

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):

AYALEW, DEMISSIE. “EDUCATIONAL PRACTICES IN MULTICULTURAL COMMUNITY (THE CASE OF BATI-TOWN WOREDA) .” 2012. Thesis, Addis Ababa University. Accessed January 26, 2020. http://etd.aau.edu.et/dspace/handle/123456789/3705.

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

MLA Handbook (7th Edition):

AYALEW, DEMISSIE. “EDUCATIONAL PRACTICES IN MULTICULTURAL COMMUNITY (THE CASE OF BATI-TOWN WOREDA) .” 2012. Web. 26 Jan 2020.

Vancouver:

AYALEW D. EDUCATIONAL PRACTICES IN MULTICULTURAL COMMUNITY (THE CASE OF BATI-TOWN WOREDA) . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2020 Jan 26]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3705.

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

Council of Science Editors:

AYALEW D. EDUCATIONAL PRACTICES IN MULTICULTURAL COMMUNITY (THE CASE OF BATI-TOWN WOREDA) . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3705

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

11. Edwards, Wendy. What is the point of homework and should schools set it?.

Degree: PhD, 2017, University of Bedfordshire

 The research on homework since the 19th century in the United Kingdom (UK) shows that there are considerable issues to be addressed in this area.… (more)

Subjects/Keywords: educational practices; Homework; schools

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APA (6th Edition):

Edwards, W. (2017). What is the point of homework and should schools set it?. (Doctoral Dissertation). University of Bedfordshire. Retrieved from http://hdl.handle.net/10547/622645

Chicago Manual of Style (16th Edition):

Edwards, Wendy. “What is the point of homework and should schools set it?.” 2017. Doctoral Dissertation, University of Bedfordshire. Accessed January 26, 2020. http://hdl.handle.net/10547/622645.

MLA Handbook (7th Edition):

Edwards, Wendy. “What is the point of homework and should schools set it?.” 2017. Web. 26 Jan 2020.

Vancouver:

Edwards W. What is the point of homework and should schools set it?. [Internet] [Doctoral dissertation]. University of Bedfordshire; 2017. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/10547/622645.

Council of Science Editors:

Edwards W. What is the point of homework and should schools set it?. [Doctoral Dissertation]. University of Bedfordshire; 2017. Available from: http://hdl.handle.net/10547/622645


Virginia Commonwealth University

12. Yesbeck, Diana. Grading Practices: Teachers' Considerations of Academic and Non-Academic Factors.

Degree: PhD, Educational Leadership, 2011, Virginia Commonwealth University

 In the current era of student accountability, coupled with high-stakes testing, schools have focused on the alignment of standardized curriculums and assessments. However, developing standardized… (more)

Subjects/Keywords: grading practices; Education; Educational Leadership

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APA (6th Edition):

Yesbeck, D. (2011). Grading Practices: Teachers' Considerations of Academic and Non-Academic Factors. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2586

Chicago Manual of Style (16th Edition):

Yesbeck, Diana. “Grading Practices: Teachers' Considerations of Academic and Non-Academic Factors.” 2011. Doctoral Dissertation, Virginia Commonwealth University. Accessed January 26, 2020. https://scholarscompass.vcu.edu/etd/2586.

MLA Handbook (7th Edition):

Yesbeck, Diana. “Grading Practices: Teachers' Considerations of Academic and Non-Academic Factors.” 2011. Web. 26 Jan 2020.

Vancouver:

Yesbeck D. Grading Practices: Teachers' Considerations of Academic and Non-Academic Factors. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2011. [cited 2020 Jan 26]. Available from: https://scholarscompass.vcu.edu/etd/2586.

Council of Science Editors:

Yesbeck D. Grading Practices: Teachers' Considerations of Academic and Non-Academic Factors. [Doctoral Dissertation]. Virginia Commonwealth University; 2011. Available from: https://scholarscompass.vcu.edu/etd/2586


Université de Sherbrooke

13. Blackburn Maltais, Annie-Pier. Les conduites éducatives des éducateurs et éducatrices en milieu de garde et les compétences sociales des enfants d'âge préscolaire différences selon le sexe des éducateurs et des éducatrices .

Degree: 2011, Université de Sherbrooke

 L'approche démocratique des CPE est reconnue pour favoriser les compétences sociales des enfants. Or, bien que les hommes ne représentent que 4 % du personnel… (more)

Subjects/Keywords: Male educator; Male workers; Preschool, kindergarten; Child day care; Social competence; Social skills; Educational practices; Child care quality

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APA (6th Edition):

Blackburn Maltais, A. (2011). Les conduites éducatives des éducateurs et éducatrices en milieu de garde et les compétences sociales des enfants d'âge préscolaire différences selon le sexe des éducateurs et des éducatrices . (Masters Thesis). Université de Sherbrooke. Retrieved from http://hdl.handle.net/11143/5598

Chicago Manual of Style (16th Edition):

Blackburn Maltais, Annie-Pier. “Les conduites éducatives des éducateurs et éducatrices en milieu de garde et les compétences sociales des enfants d'âge préscolaire différences selon le sexe des éducateurs et des éducatrices .” 2011. Masters Thesis, Université de Sherbrooke. Accessed January 26, 2020. http://hdl.handle.net/11143/5598.

MLA Handbook (7th Edition):

Blackburn Maltais, Annie-Pier. “Les conduites éducatives des éducateurs et éducatrices en milieu de garde et les compétences sociales des enfants d'âge préscolaire différences selon le sexe des éducateurs et des éducatrices .” 2011. Web. 26 Jan 2020.

Vancouver:

Blackburn Maltais A. Les conduites éducatives des éducateurs et éducatrices en milieu de garde et les compétences sociales des enfants d'âge préscolaire différences selon le sexe des éducateurs et des éducatrices . [Internet] [Masters thesis]. Université de Sherbrooke; 2011. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/11143/5598.

Council of Science Editors:

Blackburn Maltais A. Les conduites éducatives des éducateurs et éducatrices en milieu de garde et les compétences sociales des enfants d'âge préscolaire différences selon le sexe des éducateurs et des éducatrices . [Masters Thesis]. Université de Sherbrooke; 2011. Available from: http://hdl.handle.net/11143/5598


Brigham Young University

14. Mason, Stacie Lee. Perceived Effects of Open Textbook Usage on Secondary Science Classroom Practice.

Degree: MS, 2017, Brigham Young University

 Open Educational Resources (OER) provide openly licensed alternatives to commercial instructional materials. Proponents of K-12 OER suggest that their benefits include cost savings, increased access,… (more)

Subjects/Keywords: textbooks; open education; educational practices; Educational Psychology

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APA (6th Edition):

Mason, S. L. (2017). Perceived Effects of Open Textbook Usage on Secondary Science Classroom Practice. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7914&context=etd

Chicago Manual of Style (16th Edition):

Mason, Stacie Lee. “Perceived Effects of Open Textbook Usage on Secondary Science Classroom Practice.” 2017. Masters Thesis, Brigham Young University. Accessed January 26, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7914&context=etd.

MLA Handbook (7th Edition):

Mason, Stacie Lee. “Perceived Effects of Open Textbook Usage on Secondary Science Classroom Practice.” 2017. Web. 26 Jan 2020.

Vancouver:

Mason SL. Perceived Effects of Open Textbook Usage on Secondary Science Classroom Practice. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2020 Jan 26]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7914&context=etd.

Council of Science Editors:

Mason SL. Perceived Effects of Open Textbook Usage on Secondary Science Classroom Practice. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7914&context=etd

15. Oliveira, Rosaline Bezerra de. Relação entre práticas educativas e sucesso escolar na educação do campo.

Degree: 2015, Repositório Científico Lusófona

O prisma central desta pesquisa se insere em analisar a relação entre práticas educativas e sucesso escolar na Educação do Campo do município Verde, assim… (more)

Subjects/Keywords: MESTRADO EM CIÊNCIAS DA EDUCAÇÃO; EDUCAÇÃO; MEIO RURAL; PRÁTICAS EDUCATIVAS; SUCESSO ESCOLAR; PROCESSO DE ENSINO-APRENDIZAGEM; BRASIL; EDUCATION; RURAL ENVIRONMENT; EDUCATIONAL PRACTICES; SCHOOL SUCCESS; TEACHING-LEARNING PROCESS; BRAZIL

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APA (6th Edition):

Oliveira, R. B. d. (2015). Relação entre práticas educativas e sucesso escolar na educação do campo. (Thesis). Repositório Científico Lusófona. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/6907

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):

Oliveira, Rosaline Bezerra de. “Relação entre práticas educativas e sucesso escolar na educação do campo.” 2015. Thesis, Repositório Científico Lusófona. Accessed January 26, 2020. https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/6907.

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

MLA Handbook (7th Edition):

Oliveira, Rosaline Bezerra de. “Relação entre práticas educativas e sucesso escolar na educação do campo.” 2015. Web. 26 Jan 2020.

Vancouver:

Oliveira RBd. Relação entre práticas educativas e sucesso escolar na educação do campo. [Internet] [Thesis]. Repositório Científico Lusófona; 2015. [cited 2020 Jan 26]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/6907.

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

Council of Science Editors:

Oliveira RBd. Relação entre práticas educativas e sucesso escolar na educação do campo. [Thesis]. Repositório Científico Lusófona; 2015. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/6907

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


Liberty University

16. Knight, Tammy. Public School Social Promotion Policies: Exploring Socially Promoted Students' Experiences.

Degree: 2014, Liberty University

 The purpose of this study was to examine the experiences of public school, general education students, who have not been diagnosed with a learning disability,… (more)

Subjects/Keywords: interventions; self-determination; self-efficacy; social promotion; teaching practices; work ethic; Education; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Knight, T. (2014). Public School Social Promotion Policies: Exploring Socially Promoted Students' Experiences. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/852

Chicago Manual of Style (16th Edition):

Knight, Tammy. “Public School Social Promotion Policies: Exploring Socially Promoted Students' Experiences.” 2014. Doctoral Dissertation, Liberty University. Accessed January 26, 2020. http://digitalcommons.liberty.edu/doctoral/852.

MLA Handbook (7th Edition):

Knight, Tammy. “Public School Social Promotion Policies: Exploring Socially Promoted Students' Experiences.” 2014. Web. 26 Jan 2020.

Vancouver:

Knight T. Public School Social Promotion Policies: Exploring Socially Promoted Students' Experiences. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2020 Jan 26]. Available from: http://digitalcommons.liberty.edu/doctoral/852.

Council of Science Editors:

Knight T. Public School Social Promotion Policies: Exploring Socially Promoted Students' Experiences. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/852

17. Érika de Andrade Silva. O despertar do músico para a educação musical: limitações e expectativas de sua atuação na sociedade.

Degree: 2011, Universidade Federal de São Carlos

 A presente pesquisa desenvolveu-se no Programa de Pós-Graduação em Educação da UFSCar, na linha de pesquisa Práticas Sociais e Processos Educativos. Trata-se da dissertação de… (more)

Subjects/Keywords: Musical education; Educação musical; Professores - formação; Práticas sociais e processos educativos; Música; EDUCACAO; Educational processes; Social practices; Training of music educators

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

APA (6th Edition):

Silva, . d. A. (2011). O despertar do músico para a educação musical: limitações e expectativas de sua atuação na sociedade. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=4033

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):

Silva, Érika de Andrade. “O despertar do músico para a educação musical: limitações e expectativas de sua atuação na sociedade.” 2011. Thesis, Universidade Federal de São Carlos. Accessed January 26, 2020. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=4033.

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

MLA Handbook (7th Edition):

Silva, Érika de Andrade. “O despertar do músico para a educação musical: limitações e expectativas de sua atuação na sociedade.” 2011. Web. 26 Jan 2020.

Vancouver:

Silva dA. O despertar do músico para a educação musical: limitações e expectativas de sua atuação na sociedade. [Internet] [Thesis]. Universidade Federal de São Carlos; 2011. [cited 2020 Jan 26]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=4033.

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

Council of Science Editors:

Silva dA. O despertar do músico para a educação musical: limitações e expectativas de sua atuação na sociedade. [Thesis]. Universidade Federal de São Carlos; 2011. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=4033

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

18. Vívian Parreira da Silva. Do chocalho ao bastão: processos educativos do terno de congado marinheiro de São Benedito Uberlândia-MG.

Degree: 2011, Universidade Federal de São Carlos

A partir de estudos das Festas populares é possível reconhecer aspectos diferenciados que as determinam como práticas estruturantes na vida das pessoas que as vivenciam.… (more)

Subjects/Keywords: Práticas sociais e processos educativos; Congada; EDUCACAO; Social practices; Educational processes; Congada; Popular culture; Cultura popular

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

APA (6th Edition):

Silva, V. P. d. (2011). Do chocalho ao bastão: processos educativos do terno de congado marinheiro de São Benedito Uberlândia-MG. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=4147

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):

Silva, Vívian Parreira da. “Do chocalho ao bastão: processos educativos do terno de congado marinheiro de São Benedito Uberlândia-MG.” 2011. Thesis, Universidade Federal de São Carlos. Accessed January 26, 2020. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=4147.

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

MLA Handbook (7th Edition):

Silva, Vívian Parreira da. “Do chocalho ao bastão: processos educativos do terno de congado marinheiro de São Benedito Uberlândia-MG.” 2011. Web. 26 Jan 2020.

Vancouver:

Silva VPd. Do chocalho ao bastão: processos educativos do terno de congado marinheiro de São Benedito Uberlândia-MG. [Internet] [Thesis]. Universidade Federal de São Carlos; 2011. [cited 2020 Jan 26]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=4147.

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

Council of Science Editors:

Silva VPd. Do chocalho ao bastão: processos educativos do terno de congado marinheiro de São Benedito Uberlândia-MG. [Thesis]. Universidade Federal de São Carlos; 2011. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=4147

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

19. Tine, Cheikh Tidiane. A la recherche de significations dans le discours et les pratiques des enseignants : Contenus et dynamique des représentations sociales de l’inclusion scolaire des enfants et adolescents en situation de handicap en Italie : Seeking meaning in teachers’ discourse and practices : Content and dynamics of social representations of school inclusion of children and teenagers living with disabilities in Italy.

Degree: Docteur es, Sciences de l'éducation, 2012, Université Lumière – Lyon II

Cette thèse aborde les représentations sociales du handicap et surtout de l’inclusion scolaire des enfants et adolescents en situation de handicap chez les enseignants. En… (more)

Subjects/Keywords: Enseignant; Représentations sociales; Handicap; Inclusion scolaire; Pratiques éducatives; Teacher; Social representations; Disability; School inclusion; Educational practices

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APA (6th Edition):

Tine, C. T. (2012). A la recherche de significations dans le discours et les pratiques des enseignants : Contenus et dynamique des représentations sociales de l’inclusion scolaire des enfants et adolescents en situation de handicap en Italie : Seeking meaning in teachers’ discourse and practices : Content and dynamics of social representations of school inclusion of children and teenagers living with disabilities in Italy. (Doctoral Dissertation). Université Lumière – Lyon II. Retrieved from http://www.theses.fr/2012LYO20003

Chicago Manual of Style (16th Edition):

Tine, Cheikh Tidiane. “A la recherche de significations dans le discours et les pratiques des enseignants : Contenus et dynamique des représentations sociales de l’inclusion scolaire des enfants et adolescents en situation de handicap en Italie : Seeking meaning in teachers’ discourse and practices : Content and dynamics of social representations of school inclusion of children and teenagers living with disabilities in Italy.” 2012. Doctoral Dissertation, Université Lumière – Lyon II. Accessed January 26, 2020. http://www.theses.fr/2012LYO20003.

MLA Handbook (7th Edition):

Tine, Cheikh Tidiane. “A la recherche de significations dans le discours et les pratiques des enseignants : Contenus et dynamique des représentations sociales de l’inclusion scolaire des enfants et adolescents en situation de handicap en Italie : Seeking meaning in teachers’ discourse and practices : Content and dynamics of social representations of school inclusion of children and teenagers living with disabilities in Italy.” 2012. Web. 26 Jan 2020.

Vancouver:

Tine CT. A la recherche de significations dans le discours et les pratiques des enseignants : Contenus et dynamique des représentations sociales de l’inclusion scolaire des enfants et adolescents en situation de handicap en Italie : Seeking meaning in teachers’ discourse and practices : Content and dynamics of social representations of school inclusion of children and teenagers living with disabilities in Italy. [Internet] [Doctoral dissertation]. Université Lumière – Lyon II; 2012. [cited 2020 Jan 26]. Available from: http://www.theses.fr/2012LYO20003.

Council of Science Editors:

Tine CT. A la recherche de significations dans le discours et les pratiques des enseignants : Contenus et dynamique des représentations sociales de l’inclusion scolaire des enfants et adolescents en situation de handicap en Italie : Seeking meaning in teachers’ discourse and practices : Content and dynamics of social representations of school inclusion of children and teenagers living with disabilities in Italy. [Doctoral Dissertation]. Université Lumière – Lyon II; 2012. Available from: http://www.theses.fr/2012LYO20003


George Mason University

20. Powell, Keyona LaNee'. SCHOOL DISCIPLINE POLICIES AND PRACTICES IN A MID-ATLANTIC INNER-RING SUBURBAN SCHOOL DISTRICT: A DESCRIPTIVE CASE STUDY .

Degree: 2017, George Mason University

 School disciplinary policies and practices are essential to public school systems throughout the United States. However, approximately 40 years of research has consistently demonstrated that… (more)

Subjects/Keywords: Educational leadership; Education; restorative practices; school-based interventions; school discipline; school discipline policies and practicies; school leadership; social justice leadership

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APA (6th Edition):

Powell, K. L. (2017). SCHOOL DISCIPLINE POLICIES AND PRACTICES IN A MID-ATLANTIC INNER-RING SUBURBAN SCHOOL DISTRICT: A DESCRIPTIVE CASE STUDY . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/11200

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):

Powell, Keyona LaNee'. “SCHOOL DISCIPLINE POLICIES AND PRACTICES IN A MID-ATLANTIC INNER-RING SUBURBAN SCHOOL DISTRICT: A DESCRIPTIVE CASE STUDY .” 2017. Thesis, George Mason University. Accessed January 26, 2020. http://hdl.handle.net/1920/11200.

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

MLA Handbook (7th Edition):

Powell, Keyona LaNee'. “SCHOOL DISCIPLINE POLICIES AND PRACTICES IN A MID-ATLANTIC INNER-RING SUBURBAN SCHOOL DISTRICT: A DESCRIPTIVE CASE STUDY .” 2017. Web. 26 Jan 2020.

Vancouver:

Powell KL. SCHOOL DISCIPLINE POLICIES AND PRACTICES IN A MID-ATLANTIC INNER-RING SUBURBAN SCHOOL DISTRICT: A DESCRIPTIVE CASE STUDY . [Internet] [Thesis]. George Mason University; 2017. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/1920/11200.

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

Council of Science Editors:

Powell KL. SCHOOL DISCIPLINE POLICIES AND PRACTICES IN A MID-ATLANTIC INNER-RING SUBURBAN SCHOOL DISTRICT: A DESCRIPTIVE CASE STUDY . [Thesis]. George Mason University; 2017. Available from: http://hdl.handle.net/1920/11200

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


Kennesaw State University

21. Bowen, Krista M. Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices.

Degree: Doctor of Education in Secondary Education, Education, 2017, Kennesaw State University

  This study sought to understand the influence of institutional structures of tracking and ability-grouping on the social worlds of an English language arts classroom… (more)

Subjects/Keywords: Ability-grouping; tracking; educational hierarchies; meritocracy; figured worlds; social worlds; positioning; negotiations of positionality; identity-focused literacy practices; dialogic literacy practices; student-centered classroom communities; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Methods; Language and Literacy Education; Secondary Education

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

APA (6th Edition):

Bowen, K. M. (2017). Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/seceddoc_etd/9

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):

Bowen, Krista M. “Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices.” 2017. Thesis, Kennesaw State University. Accessed January 26, 2020. https://digitalcommons.kennesaw.edu/seceddoc_etd/9.

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

MLA Handbook (7th Edition):

Bowen, Krista M. “Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices.” 2017. Web. 26 Jan 2020.

Vancouver:

Bowen KM. Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2020 Jan 26]. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/9.

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

Council of Science Editors:

Bowen KM. Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/9

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


Liberty University

22. Thacker, David. A Phenomenological Study of Middle School Teachers’ Implementation of Formative Assessment Practices in A Semi-Rural Northwest Georgia District.

Degree: 2016, Liberty University

 The purpose of this study was to understand middle school teachers’ implementation of formative assessment (FA) practices. The study used a transcendental phenomenological design to… (more)

Subjects/Keywords: Assessment for Learning; Assessment of Learning; Formative Assessment; Formative Assessment Practices; FormativeFfeedback; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Other Education

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

APA (6th Edition):

Thacker, D. (2016). A Phenomenological Study of Middle School Teachers’ Implementation of Formative Assessment Practices in A Semi-Rural Northwest Georgia District. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1168

Chicago Manual of Style (16th Edition):

Thacker, David. “A Phenomenological Study of Middle School Teachers’ Implementation of Formative Assessment Practices in A Semi-Rural Northwest Georgia District.” 2016. Doctoral Dissertation, Liberty University. Accessed January 26, 2020. http://digitalcommons.liberty.edu/doctoral/1168.

MLA Handbook (7th Edition):

Thacker, David. “A Phenomenological Study of Middle School Teachers’ Implementation of Formative Assessment Practices in A Semi-Rural Northwest Georgia District.” 2016. Web. 26 Jan 2020.

Vancouver:

Thacker D. A Phenomenological Study of Middle School Teachers’ Implementation of Formative Assessment Practices in A Semi-Rural Northwest Georgia District. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2020 Jan 26]. Available from: http://digitalcommons.liberty.edu/doctoral/1168.

Council of Science Editors:

Thacker D. A Phenomenological Study of Middle School Teachers’ Implementation of Formative Assessment Practices in A Semi-Rural Northwest Georgia District. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1168

23. Kallimani, Maria. Η γραπτή εξέταση στη δευτεροβάθμια εκπαίδευση: θεσμικές, οργανωτικές και διυποκειμενικές διαστάσεις.

Degree: 2017, University of Peloponesse; Πανεπιστήμιο Πελοποννήσου

 Within the scientific framework of Sociology of Education and Educational Policy, this dissertation explores the "Institutional, Organizational and Inter-Subjective Dimensions of Written Examinations", focusing on… (more)

Subjects/Keywords: Εκπαιδευτική πολιτική; Αξιολόγηση; Εκπαιδευτικές πρακτικές; Γραπτές εξετάσεις; Εκπαίδευση; Εκπαιδευτικοί; Κοινωνικές σημασίες; Υπόρρητες προθέσεις; Educational policy; Assessment; Educational practices; Written examinations; Education; Teachers; Social significations; Implicit intentions

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

APA (6th Edition):

Kallimani, M. (2017). Η γραπτή εξέταση στη δευτεροβάθμια εκπαίδευση: θεσμικές, οργανωτικές και διυποκειμενικές διαστάσεις. (Thesis). University of Peloponesse; Πανεπιστήμιο Πελοποννήσου. Retrieved from http://hdl.handle.net/10442/hedi/41109

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):

Kallimani, Maria. “Η γραπτή εξέταση στη δευτεροβάθμια εκπαίδευση: θεσμικές, οργανωτικές και διυποκειμενικές διαστάσεις.” 2017. Thesis, University of Peloponesse; Πανεπιστήμιο Πελοποννήσου. Accessed January 26, 2020. http://hdl.handle.net/10442/hedi/41109.

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

MLA Handbook (7th Edition):

Kallimani, Maria. “Η γραπτή εξέταση στη δευτεροβάθμια εκπαίδευση: θεσμικές, οργανωτικές και διυποκειμενικές διαστάσεις.” 2017. Web. 26 Jan 2020.

Vancouver:

Kallimani M. Η γραπτή εξέταση στη δευτεροβάθμια εκπαίδευση: θεσμικές, οργανωτικές και διυποκειμενικές διαστάσεις. [Internet] [Thesis]. University of Peloponesse; Πανεπιστήμιο Πελοποννήσου; 2017. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/10442/hedi/41109.

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

Council of Science Editors:

Kallimani M. Η γραπτή εξέταση στη δευτεροβάθμια εκπαίδευση: θεσμικές, οργανωτικές και διυποκειμενικές διαστάσεις. [Thesis]. University of Peloponesse; Πανεπιστήμιο Πελοποννήσου; 2017. Available from: http://hdl.handle.net/10442/hedi/41109

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


University of Pretoria

24. Du Preez, Elizabeth. The social construction of counsellor identity in a South African context.

Degree: Psychology, 2006, University of Pretoria

 During the past ten years the changing sociopolitical context in South Africa challenged mental health services to re-position themselves in order to stay relevant to… (more)

Subjects/Keywords: Analysis of visual material; Narrative analysis; Referential research context; Counsellor identity; Social constructionism in psychology; Collaborative knowledge production; Postmodern educational practices; Narrative therapy; Process-based evaluation; Training of counselors; Identity construction; UCTD

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

APA (6th Edition):

Du Preez, E. (2006). The social construction of counsellor identity in a South African context. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/27350

Chicago Manual of Style (16th Edition):

Du Preez, Elizabeth. “The social construction of counsellor identity in a South African context.” 2006. Doctoral Dissertation, University of Pretoria. Accessed January 26, 2020. http://hdl.handle.net/2263/27350.

MLA Handbook (7th Edition):

Du Preez, Elizabeth. “The social construction of counsellor identity in a South African context.” 2006. Web. 26 Jan 2020.

Vancouver:

Du Preez E. The social construction of counsellor identity in a South African context. [Internet] [Doctoral dissertation]. University of Pretoria; 2006. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/2263/27350.

Council of Science Editors:

Du Preez E. The social construction of counsellor identity in a South African context. [Doctoral Dissertation]. University of Pretoria; 2006. Available from: http://hdl.handle.net/2263/27350


University of Pretoria

25. [No author]. The social construction of counsellor identity in a South African context .

Degree: 2006, University of Pretoria

 During the past ten years the changing sociopolitical context in South Africa challenged mental health services to re-position themselves in order to stay relevant to… (more)

Subjects/Keywords: Analysis of visual material; Narrative analysis; Referential research context; Counsellor identity; Social constructionism in psychology; Collaborative knowledge production; Postmodern educational practices; Narrative therapy; Process-based evaluation; Training of counselors; Identity construction; UCTD

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

APA (6th Edition):

author], [. (2006). The social construction of counsellor identity in a South African context . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-08182005-154110/

Chicago Manual of Style (16th Edition):

author], [No. “The social construction of counsellor identity in a South African context .” 2006. Doctoral Dissertation, University of Pretoria. Accessed January 26, 2020. http://upetd.up.ac.za/thesis/available/etd-08182005-154110/.

MLA Handbook (7th Edition):

author], [No. “The social construction of counsellor identity in a South African context .” 2006. Web. 26 Jan 2020.

Vancouver:

author] [. The social construction of counsellor identity in a South African context . [Internet] [Doctoral dissertation]. University of Pretoria; 2006. [cited 2020 Jan 26]. Available from: http://upetd.up.ac.za/thesis/available/etd-08182005-154110/.

Council of Science Editors:

author] [. The social construction of counsellor identity in a South African context . [Doctoral Dissertation]. University of Pretoria; 2006. Available from: http://upetd.up.ac.za/thesis/available/etd-08182005-154110/


University of Leicester

26. Worthington, Frank. A theoretical and empirical study of small group work in schools.

Degree: PhD, 1973, University of Leicester

 A case is made out for the more extensive use of observational methods in educational research generally, and for the study of informal teaching and… (more)

Subjects/Keywords: 370; Educational practices

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

APA (6th Edition):

Worthington, F. (1973). A theoretical and empirical study of small group work in schools. (Doctoral Dissertation). University of Leicester. Retrieved from http://hdl.handle.net/2381/35688

Chicago Manual of Style (16th Edition):

Worthington, Frank. “A theoretical and empirical study of small group work in schools.” 1973. Doctoral Dissertation, University of Leicester. Accessed January 26, 2020. http://hdl.handle.net/2381/35688.

MLA Handbook (7th Edition):

Worthington, Frank. “A theoretical and empirical study of small group work in schools.” 1973. Web. 26 Jan 2020.

Vancouver:

Worthington F. A theoretical and empirical study of small group work in schools. [Internet] [Doctoral dissertation]. University of Leicester; 1973. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/2381/35688.

Council of Science Editors:

Worthington F. A theoretical and empirical study of small group work in schools. [Doctoral Dissertation]. University of Leicester; 1973. Available from: http://hdl.handle.net/2381/35688


University of South Carolina

27. McDaniel, Fred Glenn. An Investigation of the Validity of Best Grading Practices.

Degree: PhD, Educational Studies, 2010, University of South Carolina

  The validity of assessments, including grading, is paramount to education considering the high stakes decisions and inferences that are made based on grades. This… (more)

Subjects/Keywords: Education; Educational Psychology; Grading Practices; Validity

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

APA (6th Edition):

McDaniel, F. G. (2010). An Investigation of the Validity of Best Grading Practices. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/375

Chicago Manual of Style (16th Edition):

McDaniel, Fred Glenn. “An Investigation of the Validity of Best Grading Practices.” 2010. Doctoral Dissertation, University of South Carolina. Accessed January 26, 2020. https://scholarcommons.sc.edu/etd/375.

MLA Handbook (7th Edition):

McDaniel, Fred Glenn. “An Investigation of the Validity of Best Grading Practices.” 2010. Web. 26 Jan 2020.

Vancouver:

McDaniel FG. An Investigation of the Validity of Best Grading Practices. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2020 Jan 26]. Available from: https://scholarcommons.sc.edu/etd/375.

Council of Science Editors:

McDaniel FG. An Investigation of the Validity of Best Grading Practices. [Doctoral Dissertation]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/375


Addis Ababa University

28. MILKESA, NEGERA. THE PRACTICES AND CHALLENGES OF EDUCATIONAL LEADERSHIP ON THE ONE –TO- FIVE TEACHERS’ TEAMWORK IN THE SECONDARY SCHOOLS OF WEST SHOA ZONE .

Degree: 2014, Addis Ababa University

 The purpose of this study was to investigate the practices and challenges of educational leadership on the One –to- Five Teachers Teamwork in the Secondary… (more)

Subjects/Keywords: practices and challenges of educational leadership

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

APA (6th Edition):

MILKESA, N. (2014). THE PRACTICES AND CHALLENGES OF EDUCATIONAL LEADERSHIP ON THE ONE –TO- FIVE TEACHERS’ TEAMWORK IN THE SECONDARY SCHOOLS OF WEST SHOA ZONE . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7417

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):

MILKESA, NEGERA. “THE PRACTICES AND CHALLENGES OF EDUCATIONAL LEADERSHIP ON THE ONE –TO- FIVE TEACHERS’ TEAMWORK IN THE SECONDARY SCHOOLS OF WEST SHOA ZONE .” 2014. Thesis, Addis Ababa University. Accessed January 26, 2020. http://etd.aau.edu.et/dspace/handle/123456789/7417.

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

MLA Handbook (7th Edition):

MILKESA, NEGERA. “THE PRACTICES AND CHALLENGES OF EDUCATIONAL LEADERSHIP ON THE ONE –TO- FIVE TEACHERS’ TEAMWORK IN THE SECONDARY SCHOOLS OF WEST SHOA ZONE .” 2014. Web. 26 Jan 2020.

Vancouver:

MILKESA N. THE PRACTICES AND CHALLENGES OF EDUCATIONAL LEADERSHIP ON THE ONE –TO- FIVE TEACHERS’ TEAMWORK IN THE SECONDARY SCHOOLS OF WEST SHOA ZONE . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2020 Jan 26]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7417.

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

Council of Science Editors:

MILKESA N. THE PRACTICES AND CHALLENGES OF EDUCATIONAL LEADERSHIP ON THE ONE –TO- FIVE TEACHERS’ TEAMWORK IN THE SECONDARY SCHOOLS OF WEST SHOA ZONE . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7417

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


East Tennessee State University

29. Smith, Angela. Principals’ Perceptions of the Development of Leadership Practices Over Time.

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

  Principals with effective leadership practices may positively impact the success in schools. Although the topic of leadership has been researched extensively, more research may… (more)

Subjects/Keywords: leadership; education; development; leadership practices; Educational Leadership

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

APA (6th Edition):

Smith, A. (2019). Principals’ Perceptions of the Development of Leadership Practices Over Time. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3600

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

Chicago Manual of Style (16th Edition):

Smith, Angela. “Principals’ Perceptions of the Development of Leadership Practices Over Time.” 2019. Thesis, East Tennessee State University. Accessed January 26, 2020. https://dc.etsu.edu/etd/3600.

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

MLA Handbook (7th Edition):

Smith, Angela. “Principals’ Perceptions of the Development of Leadership Practices Over Time.” 2019. Web. 26 Jan 2020.

Vancouver:

Smith A. Principals’ Perceptions of the Development of Leadership Practices Over Time. [Internet] [Thesis]. East Tennessee State University; 2019. [cited 2020 Jan 26]. Available from: https://dc.etsu.edu/etd/3600.

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

Council of Science Editors:

Smith A. Principals’ Perceptions of the Development of Leadership Practices Over Time. [Thesis]. East Tennessee State University; 2019. Available from: https://dc.etsu.edu/etd/3600

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


University of California – San Diego

30. Steitz, Julie Beth. Restoring relationships: Exploring an alternative approach to traditional discipline practices.

Degree: Educational Leadership (Joint Doctoral with CSUSM), 2019, University of California – San Diego

 Large studies of the 13 southern United States and California reveal an issue of equity and project far-reaching social consequences. Disciplinary disproportionality has affected the… (more)

Subjects/Keywords: Educational leadership; relationships; restorative practices; school discipline

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

APA (6th Edition):

Steitz, J. B. (2019). Restoring relationships: Exploring an alternative approach to traditional discipline practices. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/4bn092j7

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):

Steitz, Julie Beth. “Restoring relationships: Exploring an alternative approach to traditional discipline practices.” 2019. Thesis, University of California – San Diego. Accessed January 26, 2020. http://www.escholarship.org/uc/item/4bn092j7.

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

MLA Handbook (7th Edition):

Steitz, Julie Beth. “Restoring relationships: Exploring an alternative approach to traditional discipline practices.” 2019. Web. 26 Jan 2020.

Vancouver:

Steitz JB. Restoring relationships: Exploring an alternative approach to traditional discipline practices. [Internet] [Thesis]. University of California – San Diego; 2019. [cited 2020 Jan 26]. Available from: http://www.escholarship.org/uc/item/4bn092j7.

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

Council of Science Editors:

Steitz JB. Restoring relationships: Exploring an alternative approach to traditional discipline practices. [Thesis]. University of California – San Diego; 2019. Available from: http://www.escholarship.org/uc/item/4bn092j7

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

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