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You searched for subject:(Standards of Learning). Showing records 1 – 30 of 70 total matches.

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Virginia Tech

1. Foulke, Gary Brian. Staying the Course: The Development of Virginia's Standards of Learning and the Decision not to Adopt the Common Core State Standards.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 The research study investigated the history of the curriculum standards movement in the Commonwealth of Virginia in the context of the national standards movement in… (more)

Subjects/Keywords: : K-12 public school reform; national curriculum standards; Virginia Standards of Learning; Common Core State Standards

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APA (6th Edition):

Foulke, G. B. (2015). Staying the Course: The Development of Virginia's Standards of Learning and the Decision not to Adopt the Common Core State Standards. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71710

Chicago Manual of Style (16th Edition):

Foulke, Gary Brian. “Staying the Course: The Development of Virginia's Standards of Learning and the Decision not to Adopt the Common Core State Standards.” 2015. Doctoral Dissertation, Virginia Tech. Accessed September 27, 2020. http://hdl.handle.net/10919/71710.

MLA Handbook (7th Edition):

Foulke, Gary Brian. “Staying the Course: The Development of Virginia's Standards of Learning and the Decision not to Adopt the Common Core State Standards.” 2015. Web. 27 Sep 2020.

Vancouver:

Foulke GB. Staying the Course: The Development of Virginia's Standards of Learning and the Decision not to Adopt the Common Core State Standards. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10919/71710.

Council of Science Editors:

Foulke GB. Staying the Course: The Development of Virginia's Standards of Learning and the Decision not to Adopt the Common Core State Standards. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/71710


Virginia Tech

2. Pilling, Barbara O. A Critical Analysis of the Modern Standards Movement: A Historical Portrayal Through Archival Review, Written Documents and Oral Testimony from 1983 to 1995.

Degree: EdD, Educational Leadership and Policy Studies, 1999, Virginia Tech

 This is a historical study of the modern standards movement starting in 1983 with the landmark report, A Nation At Risk: The Imperative for Educational… (more)

Subjects/Keywords: Education Policy; Modern Standards Movement; Virginia Standards of Learning

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APA (6th Edition):

Pilling, B. O. (1999). A Critical Analysis of the Modern Standards Movement: A Historical Portrayal Through Archival Review, Written Documents and Oral Testimony from 1983 to 1995. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26975

Chicago Manual of Style (16th Edition):

Pilling, Barbara O. “A Critical Analysis of the Modern Standards Movement: A Historical Portrayal Through Archival Review, Written Documents and Oral Testimony from 1983 to 1995.” 1999. Doctoral Dissertation, Virginia Tech. Accessed September 27, 2020. http://hdl.handle.net/10919/26975.

MLA Handbook (7th Edition):

Pilling, Barbara O. “A Critical Analysis of the Modern Standards Movement: A Historical Portrayal Through Archival Review, Written Documents and Oral Testimony from 1983 to 1995.” 1999. Web. 27 Sep 2020.

Vancouver:

Pilling BO. A Critical Analysis of the Modern Standards Movement: A Historical Portrayal Through Archival Review, Written Documents and Oral Testimony from 1983 to 1995. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10919/26975.

Council of Science Editors:

Pilling BO. A Critical Analysis of the Modern Standards Movement: A Historical Portrayal Through Archival Review, Written Documents and Oral Testimony from 1983 to 1995. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/26975


Liberty University

3. Randall, Pamela Perry. Preschool Education in Virginia and the Resulting Academic Effects for Third- and Fifth-Grade At-Risk Students.

Degree: 2010, Liberty University

 While there remains little doubt that the "founding" preschool programs in America – the High/Scope Perry Program, the Chicago Child-Parent Centers, and the Abecedarian Project – had… (more)

Subjects/Keywords: preschool; Standards of Learning; Virginia Preschool Initiative; Education, Early Childhood; Education, Elementary

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APA (6th Edition):

Randall, P. P. (2010). Preschool Education in Virginia and the Resulting Academic Effects for Third- and Fifth-Grade At-Risk Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/367

Chicago Manual of Style (16th Edition):

Randall, Pamela Perry. “Preschool Education in Virginia and the Resulting Academic Effects for Third- and Fifth-Grade At-Risk Students.” 2010. Doctoral Dissertation, Liberty University. Accessed September 27, 2020. http://digitalcommons.liberty.edu/doctoral/367.

MLA Handbook (7th Edition):

Randall, Pamela Perry. “Preschool Education in Virginia and the Resulting Academic Effects for Third- and Fifth-Grade At-Risk Students.” 2010. Web. 27 Sep 2020.

Vancouver:

Randall PP. Preschool Education in Virginia and the Resulting Academic Effects for Third- and Fifth-Grade At-Risk Students. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2020 Sep 27]. Available from: http://digitalcommons.liberty.edu/doctoral/367.

Council of Science Editors:

Randall PP. Preschool Education in Virginia and the Resulting Academic Effects for Third- and Fifth-Grade At-Risk Students. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/367


Virginia Tech

4. Cox, Paul Andrew. Comparison of Selected Benchmark Testing Methodologies as Predictors of Virginia Standards of Learning Test Scores.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Virginia Tech

 This study examined how Math-Curriculum Based Measurement (M-CBM) benchmark assessment scores predict fifth grade math Standards of Learning (SOL) assessment scores.  Three school districts participated… (more)

Subjects/Keywords: Predictors; Student Achievement; Keywords: Benchmark Assessments; Curriculum Based Measures; Virginia Standards of Learning

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APA (6th Edition):

Cox, P. A. (2011). Comparison of Selected Benchmark Testing Methodologies as Predictors of Virginia Standards of Learning Test Scores. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29586

Chicago Manual of Style (16th Edition):

Cox, Paul Andrew. “Comparison of Selected Benchmark Testing Methodologies as Predictors of Virginia Standards of Learning Test Scores.” 2011. Doctoral Dissertation, Virginia Tech. Accessed September 27, 2020. http://hdl.handle.net/10919/29586.

MLA Handbook (7th Edition):

Cox, Paul Andrew. “Comparison of Selected Benchmark Testing Methodologies as Predictors of Virginia Standards of Learning Test Scores.” 2011. Web. 27 Sep 2020.

Vancouver:

Cox PA. Comparison of Selected Benchmark Testing Methodologies as Predictors of Virginia Standards of Learning Test Scores. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10919/29586.

Council of Science Editors:

Cox PA. Comparison of Selected Benchmark Testing Methodologies as Predictors of Virginia Standards of Learning Test Scores. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/29586


Virginia Tech

5. Rayfield, James Denard III. Effects of Two Models of High School Block Scheduling on The Virginia Standards of Learning Assessments.

Degree: EdD, Educational Leadership and Policy Studies, 2002, Virginia Tech

 Educators across the nation are rethinking the organization of the high school day in relation to time as they face the challenges of a new… (more)

Subjects/Keywords: Achievement; Block Scheduling; Standards of Learning

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APA (6th Edition):

Rayfield, J. D. I. (2002). Effects of Two Models of High School Block Scheduling on The Virginia Standards of Learning Assessments. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29478

Chicago Manual of Style (16th Edition):

Rayfield, James Denard III. “Effects of Two Models of High School Block Scheduling on The Virginia Standards of Learning Assessments.” 2002. Doctoral Dissertation, Virginia Tech. Accessed September 27, 2020. http://hdl.handle.net/10919/29478.

MLA Handbook (7th Edition):

Rayfield, James Denard III. “Effects of Two Models of High School Block Scheduling on The Virginia Standards of Learning Assessments.” 2002. Web. 27 Sep 2020.

Vancouver:

Rayfield JDI. Effects of Two Models of High School Block Scheduling on The Virginia Standards of Learning Assessments. [Internet] [Doctoral dissertation]. Virginia Tech; 2002. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10919/29478.

Council of Science Editors:

Rayfield JDI. Effects of Two Models of High School Block Scheduling on The Virginia Standards of Learning Assessments. [Doctoral Dissertation]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/29478


Virginia Tech

6. Hargrove, Tinkhani Ushe. Can I Do Math If I Can't Read? - The Relationship Between Reading and Mathematics Standards of Learning Assessments in One High School In Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 How well students perform in mathematics and sciences continues to be a measure of a country's worth (Conference Board of the Mathematical Sciences [CBMS], 2012).… (more)

Subjects/Keywords: reading; mathematics; Algebra I success; standards of learning; mathematics achievement; content literacy; predicting math outcomes

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APA (6th Edition):

Hargrove, T. U. (2015). Can I Do Math If I Can't Read? - The Relationship Between Reading and Mathematics Standards of Learning Assessments in One High School In Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77543

Chicago Manual of Style (16th Edition):

Hargrove, Tinkhani Ushe. “Can I Do Math If I Can't Read? - The Relationship Between Reading and Mathematics Standards of Learning Assessments in One High School In Virginia.” 2015. Doctoral Dissertation, Virginia Tech. Accessed September 27, 2020. http://hdl.handle.net/10919/77543.

MLA Handbook (7th Edition):

Hargrove, Tinkhani Ushe. “Can I Do Math If I Can't Read? - The Relationship Between Reading and Mathematics Standards of Learning Assessments in One High School In Virginia.” 2015. Web. 27 Sep 2020.

Vancouver:

Hargrove TU. Can I Do Math If I Can't Read? - The Relationship Between Reading and Mathematics Standards of Learning Assessments in One High School In Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10919/77543.

Council of Science Editors:

Hargrove TU. Can I Do Math If I Can't Read? - The Relationship Between Reading and Mathematics Standards of Learning Assessments in One High School In Virginia. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/77543


Virginia Tech

7. Susbury, Sarah Jane. Virginia's Implementation of Web-based High-stakes Testing in Public Education.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 The purpose of this study was to investigate how online testing was implemented within a statewide high-stakes testing program in Virginia's public education system. Virginia's… (more)

Subjects/Keywords: Web-based; Online; Assessment; Standards of Learning; High-stakes; Testing; Virginia; Statewide

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APA (6th Edition):

Susbury, S. J. (2015). Virginia's Implementation of Web-based High-stakes Testing in Public Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51769

Chicago Manual of Style (16th Edition):

Susbury, Sarah Jane. “Virginia's Implementation of Web-based High-stakes Testing in Public Education.” 2015. Doctoral Dissertation, Virginia Tech. Accessed September 27, 2020. http://hdl.handle.net/10919/51769.

MLA Handbook (7th Edition):

Susbury, Sarah Jane. “Virginia's Implementation of Web-based High-stakes Testing in Public Education.” 2015. Web. 27 Sep 2020.

Vancouver:

Susbury SJ. Virginia's Implementation of Web-based High-stakes Testing in Public Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10919/51769.

Council of Science Editors:

Susbury SJ. Virginia's Implementation of Web-based High-stakes Testing in Public Education. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/51769


East Tennessee State University

8. Fuller, Randetta Lynn. A Comparative Study between the Standards of Learning and In-Class Grades.

Degree: MS, Mathematical Sciences, 2010, East Tennessee State University

  We examined the Standards of Learning mathematics scores and in-class grades for a rural Virginia county public school system. We looked at third, fourth,… (more)

Subjects/Keywords: statistics; comparative; Standards of Learning; Institutional and Historical; Physical Sciences and Mathematics; Statistics and Probability

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APA (6th Edition):

Fuller, R. L. (2010). A Comparative Study between the Standards of Learning and In-Class Grades. (Masters Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1737

Chicago Manual of Style (16th Edition):

Fuller, Randetta Lynn. “A Comparative Study between the Standards of Learning and In-Class Grades.” 2010. Masters Thesis, East Tennessee State University. Accessed September 27, 2020. https://dc.etsu.edu/etd/1737.

MLA Handbook (7th Edition):

Fuller, Randetta Lynn. “A Comparative Study between the Standards of Learning and In-Class Grades.” 2010. Web. 27 Sep 2020.

Vancouver:

Fuller RL. A Comparative Study between the Standards of Learning and In-Class Grades. [Internet] [Masters thesis]. East Tennessee State University; 2010. [cited 2020 Sep 27]. Available from: https://dc.etsu.edu/etd/1737.

Council of Science Editors:

Fuller RL. A Comparative Study between the Standards of Learning and In-Class Grades. [Masters Thesis]. East Tennessee State University; 2010. Available from: https://dc.etsu.edu/etd/1737

9. Bair, Ross. Relating Environmental Literacy to Standards of Learning for High School Biology and Earth Science: A Case Study from Prince William County, Virginia, U.S.A.

Degree: 2014, George Mason University

 Environmental problems are increasingly affecting the economic, health and welfare of our society. Because of this, our collective ability to knowledgably deal with issues of… (more)

Subjects/Keywords: environmental literacy; standards of learning

…SSELI Standards of Learning… …SOL ix ABSTRACT RELATING ENVIRONMENTAL LITERACY TO STANDARDS OF LEARNING FOR HIGH SCHOOL… …who had taken biology and earth science courses based on the Virginia Standards of Learning… …through its Standards of Learning (SOL), has implemented a standards-based system to… …Virginia Standards of Learning (SOL) The Elementary and Secondary… 

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APA (6th Edition):

Bair, R. (2014). Relating Environmental Literacy to Standards of Learning for High School Biology and Earth Science: A Case Study from Prince William County, Virginia, U.S.A. (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8647

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):

Bair, Ross. “Relating Environmental Literacy to Standards of Learning for High School Biology and Earth Science: A Case Study from Prince William County, Virginia, U.S.A. ” 2014. Thesis, George Mason University. Accessed September 27, 2020. http://hdl.handle.net/1920/8647.

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

MLA Handbook (7th Edition):

Bair, Ross. “Relating Environmental Literacy to Standards of Learning for High School Biology and Earth Science: A Case Study from Prince William County, Virginia, U.S.A. ” 2014. Web. 27 Sep 2020.

Vancouver:

Bair R. Relating Environmental Literacy to Standards of Learning for High School Biology and Earth Science: A Case Study from Prince William County, Virginia, U.S.A. [Internet] [Thesis]. George Mason University; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1920/8647.

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

Council of Science Editors:

Bair R. Relating Environmental Literacy to Standards of Learning for High School Biology and Earth Science: A Case Study from Prince William County, Virginia, U.S.A. [Thesis]. George Mason University; 2014. Available from: http://hdl.handle.net/1920/8647

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


Virginia Tech

10. Martin, Darrin T. The Change Process: Stages of Concern of the Standards of Learning in Superintendents' Region Seven in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2000, Virginia Tech

 The purpose of this study was to determine the levels of concern of central office instructional administrators, building level principals, and teachers in Superintendents' Region… (more)

Subjects/Keywords: Change Process; Standards of Learning; Stages of Concern; Standards Movement; Educational Reform

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APA (6th Edition):

Martin, D. T. (2000). The Change Process: Stages of Concern of the Standards of Learning in Superintendents' Region Seven in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27036

Chicago Manual of Style (16th Edition):

Martin, Darrin T. “The Change Process: Stages of Concern of the Standards of Learning in Superintendents' Region Seven in Virginia.” 2000. Doctoral Dissertation, Virginia Tech. Accessed September 27, 2020. http://hdl.handle.net/10919/27036.

MLA Handbook (7th Edition):

Martin, Darrin T. “The Change Process: Stages of Concern of the Standards of Learning in Superintendents' Region Seven in Virginia.” 2000. Web. 27 Sep 2020.

Vancouver:

Martin DT. The Change Process: Stages of Concern of the Standards of Learning in Superintendents' Region Seven in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10919/27036.

Council of Science Editors:

Martin DT. The Change Process: Stages of Concern of the Standards of Learning in Superintendents' Region Seven in Virginia. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/27036


Liberty University

11. Thompson, Jessica Lynn. The Difference among School Librarians' Self-Efficacy Levels and the Relationship between Self-Efficacy of School Librarians and Reading Scores.

Degree: 2020, Liberty University

 This study examined the difference in school librarians’ self-efficacy between elementary, middle, and high school librarians. It also attempted to determine if self-efficacy levels in… (more)

Subjects/Keywords: Self-efficacy; School Librarian; Student Achievement; Standards of Learning Reading Assessment; Teacher Sense of Efficacy Scale; Librarian; Education

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APA (6th Edition):

Thompson, J. L. (2020). The Difference among School Librarians' Self-Efficacy Levels and the Relationship between Self-Efficacy of School Librarians and Reading Scores. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2492

Chicago Manual of Style (16th Edition):

Thompson, Jessica Lynn. “The Difference among School Librarians' Self-Efficacy Levels and the Relationship between Self-Efficacy of School Librarians and Reading Scores.” 2020. Doctoral Dissertation, Liberty University. Accessed September 27, 2020. https://digitalcommons.liberty.edu/doctoral/2492.

MLA Handbook (7th Edition):

Thompson, Jessica Lynn. “The Difference among School Librarians' Self-Efficacy Levels and the Relationship between Self-Efficacy of School Librarians and Reading Scores.” 2020. Web. 27 Sep 2020.

Vancouver:

Thompson JL. The Difference among School Librarians' Self-Efficacy Levels and the Relationship between Self-Efficacy of School Librarians and Reading Scores. [Internet] [Doctoral dissertation]. Liberty University; 2020. [cited 2020 Sep 27]. Available from: https://digitalcommons.liberty.edu/doctoral/2492.

Council of Science Editors:

Thompson JL. The Difference among School Librarians' Self-Efficacy Levels and the Relationship between Self-Efficacy of School Librarians and Reading Scores. [Doctoral Dissertation]. Liberty University; 2020. Available from: https://digitalcommons.liberty.edu/doctoral/2492

12. Ross, Nicole. The art curriculum as a model approach for cultivating higher order thinking skills.

Degree: 2018, James Madison University

 As a life-long learner, I am fascinated by the abyss of knowledge that characterizes and composes a life of consciousness. As a teacher and mentor,… (more)

Subjects/Keywords: curriculum; higher order thinking; art education; standards based curriculum; standards of learning (SOLs); Art Education; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Fine Arts

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APA (6th Edition):

Ross, N. (2018). The art curriculum as a model approach for cultivating higher order thinking skills. (Masters Thesis). James Madison University. Retrieved from https://commons.lib.jmu.edu/master201019/540

Chicago Manual of Style (16th Edition):

Ross, Nicole. “The art curriculum as a model approach for cultivating higher order thinking skills.” 2018. Masters Thesis, James Madison University. Accessed September 27, 2020. https://commons.lib.jmu.edu/master201019/540.

MLA Handbook (7th Edition):

Ross, Nicole. “The art curriculum as a model approach for cultivating higher order thinking skills.” 2018. Web. 27 Sep 2020.

Vancouver:

Ross N. The art curriculum as a model approach for cultivating higher order thinking skills. [Internet] [Masters thesis]. James Madison University; 2018. [cited 2020 Sep 27]. Available from: https://commons.lib.jmu.edu/master201019/540.

Council of Science Editors:

Ross N. The art curriculum as a model approach for cultivating higher order thinking skills. [Masters Thesis]. James Madison University; 2018. Available from: https://commons.lib.jmu.edu/master201019/540

13. Ghourabi, Samira. L’appropriation des référentiels normatifs dans les environnements d’apprentissage en ligne : evaluation de l’usage de la plate forme Moodle de l’Université Virtuelle de Tunis : The appropriation of reference standards in online learning environments : assessing the use of the Moodle platform of the Virtual University of Tunis.

Degree: Docteur es, Sciences de l'information et de la communication, 2016, Lille 3

Avec le développement fulgurant des Technologies de l’Information et de la Communication, les méthodes classiques de diffuser, d’accéder et de partager l’information ont été repensées.Actuellement,… (more)

Subjects/Keywords: Environnements d’apprentissage en ligne; Tice; Référentiels normatifs; E-Learning; Plateforme Moodle; Université Virtuelle de Tunis.; Online learning environments; Icte; Reference standards; E-Learning; Platform Moodle; Virtual University of Tunis

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APA (6th Edition):

Ghourabi, S. (2016). L’appropriation des référentiels normatifs dans les environnements d’apprentissage en ligne : evaluation de l’usage de la plate forme Moodle de l’Université Virtuelle de Tunis : The appropriation of reference standards in online learning environments : assessing the use of the Moodle platform of the Virtual University of Tunis. (Doctoral Dissertation). Lille 3. Retrieved from http://www.theses.fr/2016LIL30003

Chicago Manual of Style (16th Edition):

Ghourabi, Samira. “L’appropriation des référentiels normatifs dans les environnements d’apprentissage en ligne : evaluation de l’usage de la plate forme Moodle de l’Université Virtuelle de Tunis : The appropriation of reference standards in online learning environments : assessing the use of the Moodle platform of the Virtual University of Tunis.” 2016. Doctoral Dissertation, Lille 3. Accessed September 27, 2020. http://www.theses.fr/2016LIL30003.

MLA Handbook (7th Edition):

Ghourabi, Samira. “L’appropriation des référentiels normatifs dans les environnements d’apprentissage en ligne : evaluation de l’usage de la plate forme Moodle de l’Université Virtuelle de Tunis : The appropriation of reference standards in online learning environments : assessing the use of the Moodle platform of the Virtual University of Tunis.” 2016. Web. 27 Sep 2020.

Vancouver:

Ghourabi S. L’appropriation des référentiels normatifs dans les environnements d’apprentissage en ligne : evaluation de l’usage de la plate forme Moodle de l’Université Virtuelle de Tunis : The appropriation of reference standards in online learning environments : assessing the use of the Moodle platform of the Virtual University of Tunis. [Internet] [Doctoral dissertation]. Lille 3; 2016. [cited 2020 Sep 27]. Available from: http://www.theses.fr/2016LIL30003.

Council of Science Editors:

Ghourabi S. L’appropriation des référentiels normatifs dans les environnements d’apprentissage en ligne : evaluation de l’usage de la plate forme Moodle de l’Université Virtuelle de Tunis : The appropriation of reference standards in online learning environments : assessing the use of the Moodle platform of the Virtual University of Tunis. [Doctoral Dissertation]. Lille 3; 2016. Available from: http://www.theses.fr/2016LIL30003


Liberty University

14. Hawks, Kristel Williams. The Effects of Implementing Bloom's Taxonomy and Utilizing the Virginia Standards of Learning Curriculum Framework to Develop Mathematics Lessons for Elementary Students.

Degree: 2010, Liberty University

 The purpose of this study was to determine if teachers who developed lessons based on Bloom's Taxonomy and the Virginia Standards of Learning Curriculum Framework… (more)

Subjects/Keywords: Bloom's Taxonomy; Curriculum Framework; Higher Order Thinking; Mathematics; No Child Left Behind; Standards of Learning; Economics, General; Education, Curriculum and Instruction

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APA (6th Edition):

Hawks, K. W. (2010). The Effects of Implementing Bloom's Taxonomy and Utilizing the Virginia Standards of Learning Curriculum Framework to Develop Mathematics Lessons for Elementary Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/328

Chicago Manual of Style (16th Edition):

Hawks, Kristel Williams. “The Effects of Implementing Bloom's Taxonomy and Utilizing the Virginia Standards of Learning Curriculum Framework to Develop Mathematics Lessons for Elementary Students.” 2010. Doctoral Dissertation, Liberty University. Accessed September 27, 2020. http://digitalcommons.liberty.edu/doctoral/328.

MLA Handbook (7th Edition):

Hawks, Kristel Williams. “The Effects of Implementing Bloom's Taxonomy and Utilizing the Virginia Standards of Learning Curriculum Framework to Develop Mathematics Lessons for Elementary Students.” 2010. Web. 27 Sep 2020.

Vancouver:

Hawks KW. The Effects of Implementing Bloom's Taxonomy and Utilizing the Virginia Standards of Learning Curriculum Framework to Develop Mathematics Lessons for Elementary Students. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2020 Sep 27]. Available from: http://digitalcommons.liberty.edu/doctoral/328.

Council of Science Editors:

Hawks KW. The Effects of Implementing Bloom's Taxonomy and Utilizing the Virginia Standards of Learning Curriculum Framework to Develop Mathematics Lessons for Elementary Students. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/328


Liberty University

15. Furrow, Meredith. Reading Improvement in the Era of No Child Left Behind.

Degree: 2008, Liberty University

 This mixed-methodology study described the reading curriculum and instructional changes that occurred in a small, rural, intermediate school in Virginia as a result of the… (more)

Subjects/Keywords: No Child Left Behind; Virginia Standards of Learning; reading improvement; rural; Education, Curriculum and Instruction; Education, Reading; Curriculum and Instruction; Education

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APA (6th Edition):

Furrow, M. (2008). Reading Improvement in the Era of No Child Left Behind. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/67

Chicago Manual of Style (16th Edition):

Furrow, Meredith. “Reading Improvement in the Era of No Child Left Behind.” 2008. Doctoral Dissertation, Liberty University. Accessed September 27, 2020. http://digitalcommons.liberty.edu/doctoral/67.

MLA Handbook (7th Edition):

Furrow, Meredith. “Reading Improvement in the Era of No Child Left Behind.” 2008. Web. 27 Sep 2020.

Vancouver:

Furrow M. Reading Improvement in the Era of No Child Left Behind. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2020 Sep 27]. Available from: http://digitalcommons.liberty.edu/doctoral/67.

Council of Science Editors:

Furrow M. Reading Improvement in the Era of No Child Left Behind. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/67


Queensland University of Technology

16. Adie, Lenore Ellen. Developing shared understandings of standards-based assessment : online moderation practices across geographically diverse contexts.

Degree: 2010, Queensland University of Technology

 This thesis investigates the place of online moderation in supporting teachers to work in a system of standards-based assessment. The participants of the study were… (more)

Subjects/Keywords: standards-based assessment, social moderation, sociocultural theory of learning, judgement making, grounded theory, online moderation; ODTA

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

APA (6th Edition):

Adie, L. E. (2010). Developing shared understandings of standards-based assessment : online moderation practices across geographically diverse contexts. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/43355/

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):

Adie, Lenore Ellen. “Developing shared understandings of standards-based assessment : online moderation practices across geographically diverse contexts.” 2010. Thesis, Queensland University of Technology. Accessed September 27, 2020. https://eprints.qut.edu.au/43355/.

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

MLA Handbook (7th Edition):

Adie, Lenore Ellen. “Developing shared understandings of standards-based assessment : online moderation practices across geographically diverse contexts.” 2010. Web. 27 Sep 2020.

Vancouver:

Adie LE. Developing shared understandings of standards-based assessment : online moderation practices across geographically diverse contexts. [Internet] [Thesis]. Queensland University of Technology; 2010. [cited 2020 Sep 27]. Available from: https://eprints.qut.edu.au/43355/.

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

Council of Science Editors:

Adie LE. Developing shared understandings of standards-based assessment : online moderation practices across geographically diverse contexts. [Thesis]. Queensland University of Technology; 2010. Available from: https://eprints.qut.edu.au/43355/

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


Virginia Tech

17. Carroll, Jeffrey Damian. A Case Study of United States History Teachers in Virginia in an Era of the Standards of Learning Assessment.

Degree: PhD, Educational Leadership and Policy Studies, 2000, Virginia Tech

 <HTML> <HEAD> <META HTTP-EQUIV="Content-Type" CONTENT="text/html; charset=windows-1252"> <META NAME="Generator" CONTENT="Microsoft Word 97"> <TITLE>A CASE STUDY OF UNITED STATES HISTORY TEACHERS IN VIRGINIA IN AN ERA OF… (more)

Subjects/Keywords: Instruction; Standards of Learning; United States History; Accountability

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

APA (6th Edition):

Carroll, J. D. (2000). A Case Study of United States History Teachers in Virginia in an Era of the Standards of Learning Assessment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28592

Chicago Manual of Style (16th Edition):

Carroll, Jeffrey Damian. “A Case Study of United States History Teachers in Virginia in an Era of the Standards of Learning Assessment.” 2000. Doctoral Dissertation, Virginia Tech. Accessed September 27, 2020. http://hdl.handle.net/10919/28592.

MLA Handbook (7th Edition):

Carroll, Jeffrey Damian. “A Case Study of United States History Teachers in Virginia in an Era of the Standards of Learning Assessment.” 2000. Web. 27 Sep 2020.

Vancouver:

Carroll JD. A Case Study of United States History Teachers in Virginia in an Era of the Standards of Learning Assessment. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10919/28592.

Council of Science Editors:

Carroll JD. A Case Study of United States History Teachers in Virginia in an Era of the Standards of Learning Assessment. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/28592


Virginia Tech

18. Gustafson, Glenna Scarborough. The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia.

Degree: EdD, Curriculum and Instruction, 2006, Virginia Tech

 Assistive technologies can aid in removing many of the barriers that students with disabilities face in todayâ s classroom. This study addressed special educatorsâ perceptions… (more)

Subjects/Keywords: disabilities; technology standards; IDEIA of 2004; adult learning

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

APA (6th Edition):

Gustafson, G. S. (2006). The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26906

Chicago Manual of Style (16th Edition):

Gustafson, Glenna Scarborough. “The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia.” 2006. Doctoral Dissertation, Virginia Tech. Accessed September 27, 2020. http://hdl.handle.net/10919/26906.

MLA Handbook (7th Edition):

Gustafson, Glenna Scarborough. “The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia.” 2006. Web. 27 Sep 2020.

Vancouver:

Gustafson GS. The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10919/26906.

Council of Science Editors:

Gustafson GS. The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/26906


University of Stirling

19. Dewhirst, Claire. Thinking practice : CPD as ethical work.

Degree: Thesis (D.Ed.), 2013, University of Stirling

 This study draws upon a methodological approach based on the use of objects to explore the experiences of a group of teachers undertaking a Masters-level… (more)

Subjects/Keywords: 370.71; Foucault; CPD; ethical; objects; professional learning; askesis; parrhesia; standards; Teachers Training of Great Britain; Vocational qualifications

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

APA (6th Edition):

Dewhirst, C. (2013). Thinking practice : CPD as ethical work. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/19766

Chicago Manual of Style (16th Edition):

Dewhirst, Claire. “Thinking practice : CPD as ethical work.” 2013. Doctoral Dissertation, University of Stirling. Accessed September 27, 2020. http://hdl.handle.net/1893/19766.

MLA Handbook (7th Edition):

Dewhirst, Claire. “Thinking practice : CPD as ethical work.” 2013. Web. 27 Sep 2020.

Vancouver:

Dewhirst C. Thinking practice : CPD as ethical work. [Internet] [Doctoral dissertation]. University of Stirling; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1893/19766.

Council of Science Editors:

Dewhirst C. Thinking practice : CPD as ethical work. [Doctoral Dissertation]. University of Stirling; 2013. Available from: http://hdl.handle.net/1893/19766


University of Georgia

20. Heid, Karen Ann. Aesthetic development through sociocultural learning.

Degree: 2014, University of Georgia

 This study investigates how aesthetic development (Eisner, 2002; Efland, 2003;Siegesmund, 2000; Dewey, 1938) and sociocultural experience (Bingham, 1995; Kasten, 1993; Vygotsky, 1934/1978; Rogoff, Turkanis, &… (more)

Subjects/Keywords: Sociocultural learning; aesthetics; aesthetic experience; aesthetic development, care; zone of proximal development; more capable peers; standards; intrapersonal skills, interpersonal skills; cognition.

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

APA (6th Edition):

Heid, K. A. (2014). Aesthetic development through sociocultural learning. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22122

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):

Heid, Karen Ann. “Aesthetic development through sociocultural learning.” 2014. Thesis, University of Georgia. Accessed September 27, 2020. http://hdl.handle.net/10724/22122.

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

MLA Handbook (7th Edition):

Heid, Karen Ann. “Aesthetic development through sociocultural learning.” 2014. Web. 27 Sep 2020.

Vancouver:

Heid KA. Aesthetic development through sociocultural learning. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10724/22122.

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

Council of Science Editors:

Heid KA. Aesthetic development through sociocultural learning. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22122

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

21. Hines, Claudia Lorene. The Effects of Expressive Writing on Anxiety, Mathematics Anxiety, Stress, Cognitive Processes and Psychological Processes on the Virginia Standards of Learning (SOL) on a Sample of Urban High School Students Failing Mathematics.

Degree: PhD, 2011, Old Dominion University

  High school students who fail one or more mathematics' classes tend to be more likely to fail the Virginia Standard of Learning (SOL) tests… (more)

Subjects/Keywords: Adolescents; Expressive writing; Stress; Test anxiety; Cognitive processes; Virginia Standards of Learning Test; Educational Leadership; Science and Mathematics Education; Secondary Education

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APA (6th Edition):

Hines, C. L. (2011). The Effects of Expressive Writing on Anxiety, Mathematics Anxiety, Stress, Cognitive Processes and Psychological Processes on the Virginia Standards of Learning (SOL) on a Sample of Urban High School Students Failing Mathematics. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781124930121 ; https://digitalcommons.odu.edu/chs_etds/63

Chicago Manual of Style (16th Edition):

Hines, Claudia Lorene. “The Effects of Expressive Writing on Anxiety, Mathematics Anxiety, Stress, Cognitive Processes and Psychological Processes on the Virginia Standards of Learning (SOL) on a Sample of Urban High School Students Failing Mathematics.” 2011. Doctoral Dissertation, Old Dominion University. Accessed September 27, 2020. 9781124930121 ; https://digitalcommons.odu.edu/chs_etds/63.

MLA Handbook (7th Edition):

Hines, Claudia Lorene. “The Effects of Expressive Writing on Anxiety, Mathematics Anxiety, Stress, Cognitive Processes and Psychological Processes on the Virginia Standards of Learning (SOL) on a Sample of Urban High School Students Failing Mathematics.” 2011. Web. 27 Sep 2020.

Vancouver:

Hines CL. The Effects of Expressive Writing on Anxiety, Mathematics Anxiety, Stress, Cognitive Processes and Psychological Processes on the Virginia Standards of Learning (SOL) on a Sample of Urban High School Students Failing Mathematics. [Internet] [Doctoral dissertation]. Old Dominion University; 2011. [cited 2020 Sep 27]. Available from: 9781124930121 ; https://digitalcommons.odu.edu/chs_etds/63.

Council of Science Editors:

Hines CL. The Effects of Expressive Writing on Anxiety, Mathematics Anxiety, Stress, Cognitive Processes and Psychological Processes on the Virginia Standards of Learning (SOL) on a Sample of Urban High School Students Failing Mathematics. [Doctoral Dissertation]. Old Dominion University; 2011. Available from: 9781124930121 ; https://digitalcommons.odu.edu/chs_etds/63


Virginia Tech

22. Akers, Julia B. Confronting the Realities of Implementing Contextual Learning Ideas in a Biology Classroom.

Degree: EdD, Educational Leadership and Policy Studies, 1999, Virginia Tech

 The purpose of this study was to describe the implementation of contextual learning practices in a biology class. Research contends that contextual learning classrooms are… (more)

Subjects/Keywords: Discipline; State Standards of Learning; Collaborative research; Teacher role; Active learning

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

APA (6th Edition):

Akers, J. B. (1999). Confronting the Realities of Implementing Contextual Learning Ideas in a Biology Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27024

Chicago Manual of Style (16th Edition):

Akers, Julia B. “Confronting the Realities of Implementing Contextual Learning Ideas in a Biology Classroom.” 1999. Doctoral Dissertation, Virginia Tech. Accessed September 27, 2020. http://hdl.handle.net/10919/27024.

MLA Handbook (7th Edition):

Akers, Julia B. “Confronting the Realities of Implementing Contextual Learning Ideas in a Biology Classroom.” 1999. Web. 27 Sep 2020.

Vancouver:

Akers JB. Confronting the Realities of Implementing Contextual Learning Ideas in a Biology Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10919/27024.

Council of Science Editors:

Akers JB. Confronting the Realities of Implementing Contextual Learning Ideas in a Biology Classroom. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/27024


University of Alabama

23. Knight, Sharon B. The perceived effects of No Child Left Behind on student learning, curriculum, and instruction.

Degree: 2010, University of Alabama

 This dissertation examined perceptions of superintendents, principals and teachers about South Carolina's Palmetto Achievement Challenge Test or the Palmetto Assessment of State Standards testing program.… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Education, Administration; Education, Tests and Measurements; Education, General; effects of standards on teaching; effects of testing; learning and on curriculum; Palmetto Achievement Challenge Test; Palmetto Assessment of State Standards

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

APA (6th Edition):

Knight, S. B. (2010). The perceived effects of No Child Left Behind on student learning, curriculum, and instruction. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/13842

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):

Knight, Sharon B. “The perceived effects of No Child Left Behind on student learning, curriculum, and instruction.” 2010. Thesis, University of Alabama. Accessed September 27, 2020. http://purl.lib.ua.edu/13842.

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

MLA Handbook (7th Edition):

Knight, Sharon B. “The perceived effects of No Child Left Behind on student learning, curriculum, and instruction.” 2010. Web. 27 Sep 2020.

Vancouver:

Knight SB. The perceived effects of No Child Left Behind on student learning, curriculum, and instruction. [Internet] [Thesis]. University of Alabama; 2010. [cited 2020 Sep 27]. Available from: http://purl.lib.ua.edu/13842.

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

Council of Science Editors:

Knight SB. The perceived effects of No Child Left Behind on student learning, curriculum, and instruction. [Thesis]. University of Alabama; 2010. Available from: http://purl.lib.ua.edu/13842

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

24. Turkington, Mark. The Catholic Education Office (CEO) Sydney as a Learning Organization and its Perceived Impact on Standards.

Degree: 2004, Australian Catholic University

 The Catholic Education Office (CEO) Sydney is a large non-government education authority which administers the systemic, Catholic schools of the Archdiocese of Sydney, Australia. The… (more)

Subjects/Keywords: Sydney Catholic Education Office; Archdiocese of Sydney; Learning organisation; Educational standards; Curriculum outcomes

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APA (6th Edition):

Turkington, M. (2004). The Catholic Education Office (CEO) Sydney as a Learning Organization and its Perceived Impact on Standards. (Thesis). Australian Catholic University. Retrieved from http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp57.29082005

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):

Turkington, Mark. “The Catholic Education Office (CEO) Sydney as a Learning Organization and its Perceived Impact on Standards.” 2004. Thesis, Australian Catholic University. Accessed September 27, 2020. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp57.29082005.

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

MLA Handbook (7th Edition):

Turkington, Mark. “The Catholic Education Office (CEO) Sydney as a Learning Organization and its Perceived Impact on Standards.” 2004. Web. 27 Sep 2020.

Vancouver:

Turkington M. The Catholic Education Office (CEO) Sydney as a Learning Organization and its Perceived Impact on Standards. [Internet] [Thesis]. Australian Catholic University; 2004. [cited 2020 Sep 27]. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp57.29082005.

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

Council of Science Editors:

Turkington M. The Catholic Education Office (CEO) Sydney as a Learning Organization and its Perceived Impact on Standards. [Thesis]. Australian Catholic University; 2004. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp57.29082005

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


Michigan Technological University

25. Lauer, Jessica. ON THE SAME PAGE: THEORY, PRACTICE & THE ELA COMMON CORE STATE STANDARDS.

Degree: MS, Department of Humanities, 2017, Michigan Technological University

  This research sought to examine how writing was happening in high schools. States across the country, including Michigan, began implementing the Common Core State… (more)

Subjects/Keywords: writing; common core state standards; education; composition; Other Education; Other Rhetoric and Composition; Rhetoric; Rhetoric and Composition; Scholarship of Teaching and Learning; Secondary Education; Technical and Professional Writing

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APA (6th Edition):

Lauer, J. (2017). ON THE SAME PAGE: THEORY, PRACTICE & THE ELA COMMON CORE STATE STANDARDS. (Masters Thesis). Michigan Technological University. Retrieved from http://digitalcommons.mtu.edu/etdr/518

Chicago Manual of Style (16th Edition):

Lauer, Jessica. “ON THE SAME PAGE: THEORY, PRACTICE & THE ELA COMMON CORE STATE STANDARDS.” 2017. Masters Thesis, Michigan Technological University. Accessed September 27, 2020. http://digitalcommons.mtu.edu/etdr/518.

MLA Handbook (7th Edition):

Lauer, Jessica. “ON THE SAME PAGE: THEORY, PRACTICE & THE ELA COMMON CORE STATE STANDARDS.” 2017. Web. 27 Sep 2020.

Vancouver:

Lauer J. ON THE SAME PAGE: THEORY, PRACTICE & THE ELA COMMON CORE STATE STANDARDS. [Internet] [Masters thesis]. Michigan Technological University; 2017. [cited 2020 Sep 27]. Available from: http://digitalcommons.mtu.edu/etdr/518.

Council of Science Editors:

Lauer J. ON THE SAME PAGE: THEORY, PRACTICE & THE ELA COMMON CORE STATE STANDARDS. [Masters Thesis]. Michigan Technological University; 2017. Available from: http://digitalcommons.mtu.edu/etdr/518

26. Andrews, Catherine; Barnes, Christopher; Gibbs, Jeremy. Standards-based grading : moving toward equality of opportunity and advancement of learning for all students.

Degree: 2016, NC Docks

 This disquisition aims to identify and explore: (1) the unintended, negative consequences of traditional classroom grading practices, (2) an alternative grading practice—standards-based grading—with its positive… (more)

Subjects/Keywords: Grading and marking (Students); High school students  – Rating of; Effective teaching; Evaluation  – Standards; Examinations  – Design and construction; Learning  – Evaluation; High schools  – North Carolina  – Alleghany County

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APA (6th Edition):

Andrews, Catherine; Barnes, Christopher; Gibbs, J. (2016). Standards-based grading : moving toward equality of opportunity and advancement of learning for all students. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/wcu/f/AndrewsBarnesGibbs2016.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):

Andrews, Catherine; Barnes, Christopher; Gibbs, Jeremy. “Standards-based grading : moving toward equality of opportunity and advancement of learning for all students.” 2016. Thesis, NC Docks. Accessed September 27, 2020. http://libres.uncg.edu/ir/wcu/f/AndrewsBarnesGibbs2016.pdf.

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

MLA Handbook (7th Edition):

Andrews, Catherine; Barnes, Christopher; Gibbs, Jeremy. “Standards-based grading : moving toward equality of opportunity and advancement of learning for all students.” 2016. Web. 27 Sep 2020.

Vancouver:

Andrews, Catherine; Barnes, Christopher; Gibbs J. Standards-based grading : moving toward equality of opportunity and advancement of learning for all students. [Internet] [Thesis]. NC Docks; 2016. [cited 2020 Sep 27]. Available from: http://libres.uncg.edu/ir/wcu/f/AndrewsBarnesGibbs2016.pdf.

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

Council of Science Editors:

Andrews, Catherine; Barnes, Christopher; Gibbs J. Standards-based grading : moving toward equality of opportunity and advancement of learning for all students. [Thesis]. NC Docks; 2016. Available from: http://libres.uncg.edu/ir/wcu/f/AndrewsBarnesGibbs2016.pdf

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


University of Pretoria

27. Papier, Joy Cecilia. How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass.

Degree: Education Management and Policy Studies, 2008, University of Pretoria

 This study examines how university academics understand and enact knowledge requirements embedded in official teacher education policies. The research probes faculty understandings of what constitutes… (more)

Subjects/Keywords: Dominant pedagogies; Pedagogical knowledge; Knowledge requirements; Knowledge base; Policy directives; Mediating contexts; Norms and standards; Teaching and learning regimes; Components of tlrs; Institutional histories and traditions; UCTD

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

APA (6th Edition):

Papier, J. C. (2008). How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26151

Chicago Manual of Style (16th Edition):

Papier, Joy Cecilia. “How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass.” 2008. Doctoral Dissertation, University of Pretoria. Accessed September 27, 2020. http://hdl.handle.net/2263/26151.

MLA Handbook (7th Edition):

Papier, Joy Cecilia. “How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass.” 2008. Web. 27 Sep 2020.

Vancouver:

Papier JC. How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass. [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/2263/26151.

Council of Science Editors:

Papier JC. How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass. [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/26151


University of Pretoria

28. [No author]. How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass .

Degree: 2008, University of Pretoria

 This study examines how university academics understand and enact knowledge requirements embedded in official teacher education policies. The research probes faculty understandings of what constitutes… (more)

Subjects/Keywords: Dominant pedagogies; Pedagogical knowledge; Knowledge requirements; Knowledge base; Policy directives; Mediating contexts; Norms and standards; Teaching and learning regimes; Components of tlrs; Institutional histories and traditions; UCTD

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APA (6th Edition):

author], [. (2008). How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07092008-104741/

Chicago Manual of Style (16th Edition):

author], [No. “How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass .” 2008. Doctoral Dissertation, University of Pretoria. Accessed September 27, 2020. http://upetd.up.ac.za/thesis/available/etd-07092008-104741/.

MLA Handbook (7th Edition):

author], [No. “How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass .” 2008. Web. 27 Sep 2020.

Vancouver:

author] [. How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass . [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2020 Sep 27]. Available from: http://upetd.up.ac.za/thesis/available/etd-07092008-104741/.

Council of Science Editors:

author] [. How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass . [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-07092008-104741/


University of Delaware

29. Compello, Jill M. A systematic approach to professional learning: developing teachers' pedagogical content knowledge in literacy.

Degree: D.Ed., University of Delaware, School of Education, 2016, University of Delaware

 This portfolio represents a needs-based comprehensive professional learning (PL) initiative developed for a small independent school, serving a special population of students in grades 1-8.… (more)

Subjects/Keywords: Reading (Elementary); Reading (Middle school); Pedagogical content knowledge.; Professional learning communities.; Common Core State Standards (Education); Council of Chief State School Officers.

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

APA (6th Edition):

Compello, J. M. (2016). A systematic approach to professional learning: developing teachers' pedagogical content knowledge in literacy. (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/21509

Chicago Manual of Style (16th Edition):

Compello, Jill M. “A systematic approach to professional learning: developing teachers' pedagogical content knowledge in literacy.” 2016. Doctoral Dissertation, University of Delaware. Accessed September 27, 2020. http://udspace.udel.edu/handle/19716/21509.

MLA Handbook (7th Edition):

Compello, Jill M. “A systematic approach to professional learning: developing teachers' pedagogical content knowledge in literacy.” 2016. Web. 27 Sep 2020.

Vancouver:

Compello JM. A systematic approach to professional learning: developing teachers' pedagogical content knowledge in literacy. [Internet] [Doctoral dissertation]. University of Delaware; 2016. [cited 2020 Sep 27]. Available from: http://udspace.udel.edu/handle/19716/21509.

Council of Science Editors:

Compello JM. A systematic approach to professional learning: developing teachers' pedagogical content knowledge in literacy. [Doctoral Dissertation]. University of Delaware; 2016. Available from: http://udspace.udel.edu/handle/19716/21509


Western Carolina University

30. Andrews, Catherine; Barnes, Christopher. Standards-based grading : moving toward equality of opportunity and advancement of learning for all students.

Degree: 2016, Western Carolina University

 This disquisition aims to identify and explore: (1) the unintended, negative consequences of traditional classroom grading practices, (2) an alternative grading practice—standards-based grading—with its positive… (more)

Subjects/Keywords: Grading and marking (Students); High school students  – Rating of; Effective teaching; Evaluation  – Standards; Examinations  – Design and construction; Learning  – Evaluation; High schools  – North Carolina  – Alleghany County

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

APA (6th Edition):

Andrews, Catherine; Barnes, C. (2016). Standards-based grading : moving toward equality of opportunity and advancement of learning for all students. (Doctoral Dissertation). Western Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19420

Chicago Manual of Style (16th Edition):

Andrews, Catherine; Barnes, Christopher. “Standards-based grading : moving toward equality of opportunity and advancement of learning for all students.” 2016. Doctoral Dissertation, Western Carolina University. Accessed September 27, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19420.

MLA Handbook (7th Edition):

Andrews, Catherine; Barnes, Christopher. “Standards-based grading : moving toward equality of opportunity and advancement of learning for all students.” 2016. Web. 27 Sep 2020.

Vancouver:

Andrews, Catherine; Barnes C. Standards-based grading : moving toward equality of opportunity and advancement of learning for all students. [Internet] [Doctoral dissertation]. Western Carolina University; 2016. [cited 2020 Sep 27]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19420.

Council of Science Editors:

Andrews, Catherine; Barnes C. Standards-based grading : moving toward equality of opportunity and advancement of learning for all students. [Doctoral Dissertation]. Western Carolina University; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19420

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