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You searched for subject:(Teaching practices). Showing records 1 – 30 of 583 total matches.

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1. Teli, Afroditi. Σύγκριση συνθέσεων μεθόδων και τεχνικών, για τη διδασκαλία αριθμητικών συνδυασμών των τεσσάρων αριθμητικών πράξεων σε μαθητές με ήπιες εκπαιδευτικές ανάγκες.

Degree: 2016, Πανεπιστήμιο Μακεδονίας

This study examines the effect of four didactic compositions, principles, methods and teaching practices used in interventions for the conquest of arithmetic combinations (ACs) of… (more)

Subjects/Keywords: Μαθηματικές δυσκολίες; Ήπια νοητική αναπηρία; Αποτελεσματική διδασκαλία; Τεχνικές διδασκαλίας; Αριθμητικοί συνδυασμοί; Ειδικές Μαθησιακές Δυσκολίες; Math disabilities; Arithmetic combinations; Learning disabilities; Mild intellectual disabilities; Effective teaching; Teaching practices

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

APA (6th Edition):

Teli, A. (2016). Σύγκριση συνθέσεων μεθόδων και τεχνικών, για τη διδασκαλία αριθμητικών συνδυασμών των τεσσάρων αριθμητικών πράξεων σε μαθητές με ήπιες εκπαιδευτικές ανάγκες. (Thesis). Πανεπιστήμιο Μακεδονίας. Retrieved from http://hdl.handle.net/10442/hedi/43521

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):

Teli, Afroditi. “Σύγκριση συνθέσεων μεθόδων και τεχνικών, για τη διδασκαλία αριθμητικών συνδυασμών των τεσσάρων αριθμητικών πράξεων σε μαθητές με ήπιες εκπαιδευτικές ανάγκες.” 2016. Thesis, Πανεπιστήμιο Μακεδονίας. Accessed October 21, 2019. http://hdl.handle.net/10442/hedi/43521.

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

MLA Handbook (7th Edition):

Teli, Afroditi. “Σύγκριση συνθέσεων μεθόδων και τεχνικών, για τη διδασκαλία αριθμητικών συνδυασμών των τεσσάρων αριθμητικών πράξεων σε μαθητές με ήπιες εκπαιδευτικές ανάγκες.” 2016. Web. 21 Oct 2019.

Vancouver:

Teli A. Σύγκριση συνθέσεων μεθόδων και τεχνικών, για τη διδασκαλία αριθμητικών συνδυασμών των τεσσάρων αριθμητικών πράξεων σε μαθητές με ήπιες εκπαιδευτικές ανάγκες. [Internet] [Thesis]. Πανεπιστήμιο Μακεδονίας; 2016. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10442/hedi/43521.

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

Council of Science Editors:

Teli A. Σύγκριση συνθέσεων μεθόδων και τεχνικών, για τη διδασκαλία αριθμητικών συνδυασμών των τεσσάρων αριθμητικών πράξεων σε μαθητές με ήπιες εκπαιδευτικές ανάγκες. [Thesis]. Πανεπιστήμιο Μακεδονίας; 2016. Available from: http://hdl.handle.net/10442/hedi/43521

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

2. Msahazi, Ali Youssouf. Comores, l'enseignement des sciences physiques dans le secondaire : de l'analyse du curriculum à son appropriation par les enseignants : Comparative study of three oil extraction processes : qualitative and quantitative aspects : application to flaxseeds and grapeseeds.

Degree: Docteur es, Sciences de l'éducation, 2012, Aix Marseille Université

La thèse présentée ici développe deux axes d'étude concernant l'enseignement des sciences physiques dans les collèges et lycées de l'Union des Comores : D'abord une… (more)

Subjects/Keywords: Comores; Collège et lycée; Sciences physiques; Curriculum; Pratiques enseignantes; Comoros; College and high school; Physical science; Curriculum; Teaching practices

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

APA (6th Edition):

Msahazi, A. Y. (2012). Comores, l'enseignement des sciences physiques dans le secondaire : de l'analyse du curriculum à son appropriation par les enseignants : Comparative study of three oil extraction processes : qualitative and quantitative aspects : application to flaxseeds and grapeseeds. (Doctoral Dissertation). Aix Marseille Université. Retrieved from http://www.theses.fr/2012AIXM3135

Chicago Manual of Style (16th Edition):

Msahazi, Ali Youssouf. “Comores, l'enseignement des sciences physiques dans le secondaire : de l'analyse du curriculum à son appropriation par les enseignants : Comparative study of three oil extraction processes : qualitative and quantitative aspects : application to flaxseeds and grapeseeds.” 2012. Doctoral Dissertation, Aix Marseille Université. Accessed October 21, 2019. http://www.theses.fr/2012AIXM3135.

MLA Handbook (7th Edition):

Msahazi, Ali Youssouf. “Comores, l'enseignement des sciences physiques dans le secondaire : de l'analyse du curriculum à son appropriation par les enseignants : Comparative study of three oil extraction processes : qualitative and quantitative aspects : application to flaxseeds and grapeseeds.” 2012. Web. 21 Oct 2019.

Vancouver:

Msahazi AY. Comores, l'enseignement des sciences physiques dans le secondaire : de l'analyse du curriculum à son appropriation par les enseignants : Comparative study of three oil extraction processes : qualitative and quantitative aspects : application to flaxseeds and grapeseeds. [Internet] [Doctoral dissertation]. Aix Marseille Université 2012. [cited 2019 Oct 21]. Available from: http://www.theses.fr/2012AIXM3135.

Council of Science Editors:

Msahazi AY. Comores, l'enseignement des sciences physiques dans le secondaire : de l'analyse du curriculum à son appropriation par les enseignants : Comparative study of three oil extraction processes : qualitative and quantitative aspects : application to flaxseeds and grapeseeds. [Doctoral Dissertation]. Aix Marseille Université 2012. Available from: http://www.theses.fr/2012AIXM3135

3. Mamish, Abdallah. Effet d'un changement curriculaire sur les pratiques enseignantes : le cas de l'école primaire en Syrie illustré en mathématiques et en sciences expérimentales : Effects of curriculum change on the teaching practices : the case of primary school in Syria illustrated in mathematics and experimental sciences.

Degree: Docteur es, Sciences de l'education, 2018, Aix Marseille Université

La recherche porte sur une problématique spécifique à un système éducatif qui évolue. Notre orientation dans cette thèse est plutôt didactique, son objectif est d’étudier… (more)

Subjects/Keywords: Changement curriculaire; Pratiques enseignantes; Constructivisme; Contrat didactique; Topogenèse; École primaire.; Curriculum Change; Teaching Practices; Constructivism; Didactic Contract; Topogenesis; Elementary School.

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APA (6th Edition):

Mamish, A. (2018). Effet d'un changement curriculaire sur les pratiques enseignantes : le cas de l'école primaire en Syrie illustré en mathématiques et en sciences expérimentales : Effects of curriculum change on the teaching practices : the case of primary school in Syria illustrated in mathematics and experimental sciences. (Doctoral Dissertation). Aix Marseille Université. Retrieved from http://www.theses.fr/2018AIXM0156

Chicago Manual of Style (16th Edition):

Mamish, Abdallah. “Effet d'un changement curriculaire sur les pratiques enseignantes : le cas de l'école primaire en Syrie illustré en mathématiques et en sciences expérimentales : Effects of curriculum change on the teaching practices : the case of primary school in Syria illustrated in mathematics and experimental sciences.” 2018. Doctoral Dissertation, Aix Marseille Université. Accessed October 21, 2019. http://www.theses.fr/2018AIXM0156.

MLA Handbook (7th Edition):

Mamish, Abdallah. “Effet d'un changement curriculaire sur les pratiques enseignantes : le cas de l'école primaire en Syrie illustré en mathématiques et en sciences expérimentales : Effects of curriculum change on the teaching practices : the case of primary school in Syria illustrated in mathematics and experimental sciences.” 2018. Web. 21 Oct 2019.

Vancouver:

Mamish A. Effet d'un changement curriculaire sur les pratiques enseignantes : le cas de l'école primaire en Syrie illustré en mathématiques et en sciences expérimentales : Effects of curriculum change on the teaching practices : the case of primary school in Syria illustrated in mathematics and experimental sciences. [Internet] [Doctoral dissertation]. Aix Marseille Université 2018. [cited 2019 Oct 21]. Available from: http://www.theses.fr/2018AIXM0156.

Council of Science Editors:

Mamish A. Effet d'un changement curriculaire sur les pratiques enseignantes : le cas de l'école primaire en Syrie illustré en mathématiques et en sciences expérimentales : Effects of curriculum change on the teaching practices : the case of primary school in Syria illustrated in mathematics and experimental sciences. [Doctoral Dissertation]. Aix Marseille Université 2018. Available from: http://www.theses.fr/2018AIXM0156


Antioch University

4. Paulmann, Greg G. Master Teachers’ Critical Practice and Student Learning Strategies: A Case Study in an Urban School District.

Degree: PhD, Leadership and Change, 2009, Antioch University

 Job embedded professional development in the K-12 education setting has long been discussed and debated. This study builds on standards of critical reflection and thinking… (more)

Subjects/Keywords: Education; Educational Evaluation; Secondary Education; Teaching; clinical teaching practices; educational field testing; student strategies; differentiated instruction; student assessment; heuristics; habits of mind; professional learning communities; teachers; middle school instruction; teacher leadership

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APA (6th Edition):

Paulmann, G. G. (2009). Master Teachers’ Critical Practice and Student Learning Strategies: A Case Study in an Urban School District. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1263657018

Chicago Manual of Style (16th Edition):

Paulmann, Greg G. “Master Teachers’ Critical Practice and Student Learning Strategies: A Case Study in an Urban School District.” 2009. Doctoral Dissertation, Antioch University. Accessed October 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1263657018.

MLA Handbook (7th Edition):

Paulmann, Greg G. “Master Teachers’ Critical Practice and Student Learning Strategies: A Case Study in an Urban School District.” 2009. Web. 21 Oct 2019.

Vancouver:

Paulmann GG. Master Teachers’ Critical Practice and Student Learning Strategies: A Case Study in an Urban School District. [Internet] [Doctoral dissertation]. Antioch University; 2009. [cited 2019 Oct 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1263657018.

Council of Science Editors:

Paulmann GG. Master Teachers’ Critical Practice and Student Learning Strategies: A Case Study in an Urban School District. [Doctoral Dissertation]. Antioch University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1263657018


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

5. Κωνσταντινίδης, Μυρώδης. Αμοραλισμός μεταξύ των συγχρόνων του Σωκράτη.

Degree: 2001, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

Subjects/Keywords: Αμοραλισμός; Σοφιστικό κίνημα; Πατριαρχικά σπέρματα Πρωταγόρα; Αμοραλικές θεωρίες; Μηδενιστικές θεωρίες; Διδαχή διχοτομικής συμπεριφοράς; Σοφιστές; Αμοραλικές πρακτικές πολιτικής ισχύος και βίας; Amorality; Sophistic movement; Patriarchal seeds of Protagoras; Amoral theories; Teaching of split conduct; Sophists; Amoral practices of power politics and brutal force

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APA (6th Edition):

Κωνσταντινίδης, . . (2001). Αμοραλισμός μεταξύ των συγχρόνων του Σωκράτη. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/22781

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):

Κωνσταντινίδης, Μυρώδης. “Αμοραλισμός μεταξύ των συγχρόνων του Σωκράτη.” 2001. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed October 21, 2019. http://hdl.handle.net/10442/hedi/22781.

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

MLA Handbook (7th Edition):

Κωνσταντινίδης, Μυρώδης. “Αμοραλισμός μεταξύ των συγχρόνων του Σωκράτη.” 2001. Web. 21 Oct 2019.

Vancouver:

Κωνσταντινίδης . Αμοραλισμός μεταξύ των συγχρόνων του Σωκράτη. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2001. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10442/hedi/22781.

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

Council of Science Editors:

Κωνσταντινίδης . Αμοραλισμός μεταξύ των συγχρόνων του Σωκράτη. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2001. Available from: http://hdl.handle.net/10442/hedi/22781

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


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

6. Panatsa, Natalia. Ένα φεμινιστικό μοντέλο ηθικής θεώρησης της τεχνοεπιστημονικής ανάπτυξης και οι εκπαιδευτικές του προϋποθέσεις.

Degree: 2017, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

In this thesis a systematic effort is being made in order to highlight the moral dimension of gender issues which arise in the field of… (more)

Subjects/Keywords: Αγωγή - Εκπαίδευση; Φεμινιστική θεωρία; Ηθική φιλοσοφία; Κοινωνικό φύλο; Διδασκαλία και μάθηση στις φυσικές επιστήμες; Τεχνολογία και φιλοσοφία; Αντιλήψεις εκπαιδευτικών; Στάσεις και πρακτικές εκπαιδευτικών; Education; Feminist theory; Moral philosophy; Gender; Teaching and learning science; Technology and philosophy; Teachers views; Teachers' practices

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APA (6th Edition):

Panatsa, N. (2017). Ένα φεμινιστικό μοντέλο ηθικής θεώρησης της τεχνοεπιστημονικής ανάπτυξης και οι εκπαιδευτικές του προϋποθέσεις. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/41724

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):

Panatsa, Natalia. “Ένα φεμινιστικό μοντέλο ηθικής θεώρησης της τεχνοεπιστημονικής ανάπτυξης και οι εκπαιδευτικές του προϋποθέσεις.” 2017. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed October 21, 2019. http://hdl.handle.net/10442/hedi/41724.

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

MLA Handbook (7th Edition):

Panatsa, Natalia. “Ένα φεμινιστικό μοντέλο ηθικής θεώρησης της τεχνοεπιστημονικής ανάπτυξης και οι εκπαιδευτικές του προϋποθέσεις.” 2017. Web. 21 Oct 2019.

Vancouver:

Panatsa N. Ένα φεμινιστικό μοντέλο ηθικής θεώρησης της τεχνοεπιστημονικής ανάπτυξης και οι εκπαιδευτικές του προϋποθέσεις. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2017. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10442/hedi/41724.

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

Council of Science Editors:

Panatsa N. Ένα φεμινιστικό μοντέλο ηθικής θεώρησης της τεχνοεπιστημονικής ανάπτυξης και οι εκπαιδευτικές του προϋποθέσεις. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2017. Available from: http://hdl.handle.net/10442/hedi/41724

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


Arizona State University

7. Sprouls, Katie Sarah. Teachers' Use of Positive and Negative Feedback With Students Who Are High-Risk for Emotional Behavioral Disorders.

Degree: PhD, Special Education, 2011, Arizona State University

 Teachers use different rates of positive feedback with students who are high-risk for emotional and behavioral disorders (EBD) in comparison to the rates of positive… (more)

Subjects/Keywords: Education, General; emotional behavioral disorders; positive behavior intervention and supports; positive teaching strategies; school-wide PBS; teaching practices

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APA (6th Edition):

Sprouls, K. S. (2011). Teachers' Use of Positive and Negative Feedback With Students Who Are High-Risk for Emotional Behavioral Disorders. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8899

Chicago Manual of Style (16th Edition):

Sprouls, Katie Sarah. “Teachers' Use of Positive and Negative Feedback With Students Who Are High-Risk for Emotional Behavioral Disorders.” 2011. Doctoral Dissertation, Arizona State University. Accessed October 21, 2019. http://repository.asu.edu/items/8899.

MLA Handbook (7th Edition):

Sprouls, Katie Sarah. “Teachers' Use of Positive and Negative Feedback With Students Who Are High-Risk for Emotional Behavioral Disorders.” 2011. Web. 21 Oct 2019.

Vancouver:

Sprouls KS. Teachers' Use of Positive and Negative Feedback With Students Who Are High-Risk for Emotional Behavioral Disorders. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Oct 21]. Available from: http://repository.asu.edu/items/8899.

Council of Science Editors:

Sprouls KS. Teachers' Use of Positive and Negative Feedback With Students Who Are High-Risk for Emotional Behavioral Disorders. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8899

8. Granger, Kristen. Guiding Play: Preschool Teachers' Facilitation of Gender-Typed and Gender Neutral Activities with Boys, Girls, and Mixed-Sex Groups.

Degree: Family and Human Development, 2014, Arizona State University

 Preschool teachers have the opportunity to facilitate children's play with a variety of classroom activities. Preschool activities can be categorized as masculine, feminine, and gender-neutral… (more)

Subjects/Keywords: Early childhood education; Gender studies; Teacher education; facilitation; gender typed activities; play; preschool; teachers; teaching practices

…Tarulli, 2003). Therefore, guidelines for developmentally appropriate preschool practices… …gendered teaching behaviors. Considering teachers’ attitudes in relation to their classroom… …the 1970s, unequal gender-based educational practices, such as offering home economics… …their classroom practices. Teachers’ gender attitudes and facilitation of gender-typed and… …should strengthen the association between teachers’ gender attitudes and subsequent teaching… 

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APA (6th Edition):

Granger, K. (2014). Guiding Play: Preschool Teachers' Facilitation of Gender-Typed and Gender Neutral Activities with Boys, Girls, and Mixed-Sex Groups. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/27455

Chicago Manual of Style (16th Edition):

Granger, Kristen. “Guiding Play: Preschool Teachers' Facilitation of Gender-Typed and Gender Neutral Activities with Boys, Girls, and Mixed-Sex Groups.” 2014. Masters Thesis, Arizona State University. Accessed October 21, 2019. http://repository.asu.edu/items/27455.

MLA Handbook (7th Edition):

Granger, Kristen. “Guiding Play: Preschool Teachers' Facilitation of Gender-Typed and Gender Neutral Activities with Boys, Girls, and Mixed-Sex Groups.” 2014. Web. 21 Oct 2019.

Vancouver:

Granger K. Guiding Play: Preschool Teachers' Facilitation of Gender-Typed and Gender Neutral Activities with Boys, Girls, and Mixed-Sex Groups. [Internet] [Masters thesis]. Arizona State University; 2014. [cited 2019 Oct 21]. Available from: http://repository.asu.edu/items/27455.

Council of Science Editors:

Granger K. Guiding Play: Preschool Teachers' Facilitation of Gender-Typed and Gender Neutral Activities with Boys, Girls, and Mixed-Sex Groups. [Masters Thesis]. Arizona State University; 2014. Available from: http://repository.asu.edu/items/27455


Arizona State University

9. Pampel, Krysten Ashley. Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction.

Degree: Mathematics Education, 2017, Arizona State University

 The advancement of technology has substantively changed the practices of numerous professions, including teaching. When an instructor first adopts a new technology, established classroom practices(more)

Subjects/Keywords: Mathematics education; Didactic Object; Education; Graduate Teaching Assistant; Practices; Rational Functions; Technology

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APA (6th Edition):

Pampel, K. A. (2017). Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/46220

Chicago Manual of Style (16th Edition):

Pampel, Krysten Ashley. “Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction.” 2017. Doctoral Dissertation, Arizona State University. Accessed October 21, 2019. http://repository.asu.edu/items/46220.

MLA Handbook (7th Edition):

Pampel, Krysten Ashley. “Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction.” 2017. Web. 21 Oct 2019.

Vancouver:

Pampel KA. Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction. [Internet] [Doctoral dissertation]. Arizona State University; 2017. [cited 2019 Oct 21]. Available from: http://repository.asu.edu/items/46220.

Council of Science Editors:

Pampel KA. Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction. [Doctoral Dissertation]. Arizona State University; 2017. Available from: http://repository.asu.edu/items/46220

10. Pessia, Wayne J. Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education.

Degree: EdD, College of Education, 2014, Ashland University

 A growing amount of research and literature supports a relationship between student success at the college level and the implementation of student-centered learning. Millennial students… (more)

Subjects/Keywords: Education; Higher Education; Religious Education; Technology; Millennial generation; learning style; Christian higher education; mission compromise; online or distance learning; information technology; teaching practices; faculty training; student success; enrollment; education philosophy; spiritual formation

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APA (6th Edition):

Pessia, W. J. (2014). Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1393426628

Chicago Manual of Style (16th Edition):

Pessia, Wayne J. “Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education.” 2014. Doctoral Dissertation, Ashland University. Accessed October 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1393426628.

MLA Handbook (7th Edition):

Pessia, Wayne J. “Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education.” 2014. Web. 21 Oct 2019.

Vancouver:

Pessia WJ. Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2019 Oct 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1393426628.

Council of Science Editors:

Pessia WJ. Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1393426628


Baylor University

11. Goree, Krystal. An exploratory study of the factors that influence pre-service teachers’ instructional practices with diverse students.

Degree: Educational Psychology., 2011, Baylor University

 The purpose of this study was to examine the complex array of factors in teacher education programs that influence pre-service teachers’ instructional practices with diverse… (more)

Subjects/Keywords: Instructional practices.; Differentiated instruction.; Diverse learners.; Communities of practice.; Pre-service teachers.; Teacher education.; Student teaching.

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

APA (6th Edition):

Goree, K. (2011). An exploratory study of the factors that influence pre-service teachers’ instructional practices with diverse students. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/8262

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):

Goree, Krystal. “An exploratory study of the factors that influence pre-service teachers’ instructional practices with diverse students. ” 2011. Thesis, Baylor University. Accessed October 21, 2019. http://hdl.handle.net/2104/8262.

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

MLA Handbook (7th Edition):

Goree, Krystal. “An exploratory study of the factors that influence pre-service teachers’ instructional practices with diverse students. ” 2011. Web. 21 Oct 2019.

Vancouver:

Goree K. An exploratory study of the factors that influence pre-service teachers’ instructional practices with diverse students. [Internet] [Thesis]. Baylor University; 2011. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2104/8262.

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

Council of Science Editors:

Goree K. An exploratory study of the factors that influence pre-service teachers’ instructional practices with diverse students. [Thesis]. Baylor University; 2011. Available from: http://hdl.handle.net/2104/8262

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

12. Moftah, Suzanne. De l'analyse des besoins professionnels à l'élaboration d'un dispositif de formation à l'enseignement du F.L.E. : vers une professionnalisation contextualisée des futurs enseignants et des enseignants de F.L.E. du second degré au Yémen : From the analysis of preofessional needs to the development of a trainig curriculum for teaching FLE : towards a contextualized professionalization of teachers of French and future teachers of French in secondary schools in Yemen.

Degree: Docteur es, Sciences du langage, 2013, Besançon

La thèse porte sur la formation des enseignants de FLE exerçant dans les écoles secondaires au Yémen. Notre idée directrice est de démontrer l’importance d’une… (more)

Subjects/Keywords: Professionnalisation; Formation; Compétence professionnelle; Répertoire didactique; Pratiques enseignantes; Contextualisation; Professionalization; Training; Professional competence; Teaching repertoire; Teaching practices; 448.7

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

APA (6th Edition):

Moftah, S. (2013). De l'analyse des besoins professionnels à l'élaboration d'un dispositif de formation à l'enseignement du F.L.E. : vers une professionnalisation contextualisée des futurs enseignants et des enseignants de F.L.E. du second degré au Yémen : From the analysis of preofessional needs to the development of a trainig curriculum for teaching FLE : towards a contextualized professionalization of teachers of French and future teachers of French in secondary schools in Yemen. (Doctoral Dissertation). Besançon. Retrieved from http://www.theses.fr/2013BESA1016

Chicago Manual of Style (16th Edition):

Moftah, Suzanne. “De l'analyse des besoins professionnels à l'élaboration d'un dispositif de formation à l'enseignement du F.L.E. : vers une professionnalisation contextualisée des futurs enseignants et des enseignants de F.L.E. du second degré au Yémen : From the analysis of preofessional needs to the development of a trainig curriculum for teaching FLE : towards a contextualized professionalization of teachers of French and future teachers of French in secondary schools in Yemen.” 2013. Doctoral Dissertation, Besançon. Accessed October 21, 2019. http://www.theses.fr/2013BESA1016.

MLA Handbook (7th Edition):

Moftah, Suzanne. “De l'analyse des besoins professionnels à l'élaboration d'un dispositif de formation à l'enseignement du F.L.E. : vers une professionnalisation contextualisée des futurs enseignants et des enseignants de F.L.E. du second degré au Yémen : From the analysis of preofessional needs to the development of a trainig curriculum for teaching FLE : towards a contextualized professionalization of teachers of French and future teachers of French in secondary schools in Yemen.” 2013. Web. 21 Oct 2019.

Vancouver:

Moftah S. De l'analyse des besoins professionnels à l'élaboration d'un dispositif de formation à l'enseignement du F.L.E. : vers une professionnalisation contextualisée des futurs enseignants et des enseignants de F.L.E. du second degré au Yémen : From the analysis of preofessional needs to the development of a trainig curriculum for teaching FLE : towards a contextualized professionalization of teachers of French and future teachers of French in secondary schools in Yemen. [Internet] [Doctoral dissertation]. Besançon; 2013. [cited 2019 Oct 21]. Available from: http://www.theses.fr/2013BESA1016.

Council of Science Editors:

Moftah S. De l'analyse des besoins professionnels à l'élaboration d'un dispositif de formation à l'enseignement du F.L.E. : vers une professionnalisation contextualisée des futurs enseignants et des enseignants de F.L.E. du second degré au Yémen : From the analysis of preofessional needs to the development of a trainig curriculum for teaching FLE : towards a contextualized professionalization of teachers of French and future teachers of French in secondary schools in Yemen. [Doctoral Dissertation]. Besançon; 2013. Available from: http://www.theses.fr/2013BESA1016


Boise State University

13. Beymer, Lisa Leigh. Special Education Teacher Candidate Evaluation & Evidence-Based Practices.

Degree: 2016, Boise State University

 This project implemented an adapted version of RESET (Johnson, Ford, Crawford, & Moylan, 2016), a special education teacher observation measure, to identify the use of… (more)

Subjects/Keywords: special education; teacher candidate; evidence-based practices; teacher observation; teacher evaluation; teacher education; Higher Education; Special Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Beymer, L. L. (2016). Special Education Teacher Candidate Evaluation & Evidence-Based Practices. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1099

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):

Beymer, Lisa Leigh. “Special Education Teacher Candidate Evaluation & Evidence-Based Practices.” 2016. Thesis, Boise State University. Accessed October 21, 2019. https://scholarworks.boisestate.edu/td/1099.

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

MLA Handbook (7th Edition):

Beymer, Lisa Leigh. “Special Education Teacher Candidate Evaluation & Evidence-Based Practices.” 2016. Web. 21 Oct 2019.

Vancouver:

Beymer LL. Special Education Teacher Candidate Evaluation & Evidence-Based Practices. [Internet] [Thesis]. Boise State University; 2016. [cited 2019 Oct 21]. Available from: https://scholarworks.boisestate.edu/td/1099.

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

Council of Science Editors:

Beymer LL. Special Education Teacher Candidate Evaluation & Evidence-Based Practices. [Thesis]. Boise State University; 2016. Available from: https://scholarworks.boisestate.edu/td/1099

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


Boise State University

14. Rice, Mari. Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency.

Degree: 2019, Boise State University

 Service-learning (SL) is a high-impact pedagogical strategy that has been shown to have both cognitive and affective benefits for students and has the potential to… (more)

Subjects/Keywords: service-learning; STEM; agency; high-impact-practices; Curriculum and Instruction; Scholarship of Teaching and Learning; Science and Mathematics Education

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

APA (6th Edition):

Rice, M. (2019). Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1550

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):

Rice, Mari. “Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency.” 2019. Thesis, Boise State University. Accessed October 21, 2019. https://scholarworks.boisestate.edu/td/1550.

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

MLA Handbook (7th Edition):

Rice, Mari. “Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency.” 2019. Web. 21 Oct 2019.

Vancouver:

Rice M. Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency. [Internet] [Thesis]. Boise State University; 2019. [cited 2019 Oct 21]. Available from: https://scholarworks.boisestate.edu/td/1550.

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

Council of Science Editors:

Rice M. Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency. [Thesis]. Boise State University; 2019. Available from: https://scholarworks.boisestate.edu/td/1550

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


Boston College

15. Salomon, Yves P. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.

Degree: PhD, Educational Research, Measurement, and Evaluation, 2010, Boston College

 There is no question that teachers play an important role in student learning. In the last decade, researchers have shown evidence pointing to the prominence… (more)

Subjects/Keywords: Teaching practices; Teaching effectiveness

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APA (6th Edition):

Salomon, Y. P. (2010). Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101836

Chicago Manual of Style (16th Edition):

Salomon, Yves P. “Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.” 2010. Doctoral Dissertation, Boston College. Accessed October 21, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101836.

MLA Handbook (7th Edition):

Salomon, Yves P. “Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.” 2010. Web. 21 Oct 2019.

Vancouver:

Salomon YP. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2019 Oct 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101836.

Council of Science Editors:

Salomon YP. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101836

16. Wang, Tiffany R. Devout Pedagogies: A Textual Analysis of Late Nineteenth Century Christian Women.

Degree: PhD, English (Rhetoric and Writing) PhD, 2017, Bowling Green State University

 This project is situated in scholarship surrounding the rescue, recovery, and (re)inscription of historical women rhetors, particularly those within religious spaces. It places a lens… (more)

Subjects/Keywords: Rhetoric; Religious History; Composition; rhetoric; archival research; feminist rhetorical practices; teaching practices; pedagogy; textual analysis; case study; composition studies; religion; religious women

…128 Rhetorical Practices / Teaching Practices… …2. About the religious teaching practices of their period? 3. How are the feminist… …Researching Literate Practices of “Ordinary” People… …E. BARBER’S CORRESPONDENCE…............................ 164 1 I. RHETORICAL PRACTICES IN… …in feminist research practices as my primary methods of investigation. Further, I frame… 

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APA (6th Edition):

Wang, T. R. (2017). Devout Pedagogies: A Textual Analysis of Late Nineteenth Century Christian Women. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1498327741573647

Chicago Manual of Style (16th Edition):

Wang, Tiffany R. “Devout Pedagogies: A Textual Analysis of Late Nineteenth Century Christian Women.” 2017. Doctoral Dissertation, Bowling Green State University. Accessed October 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1498327741573647.

MLA Handbook (7th Edition):

Wang, Tiffany R. “Devout Pedagogies: A Textual Analysis of Late Nineteenth Century Christian Women.” 2017. Web. 21 Oct 2019.

Vancouver:

Wang TR. Devout Pedagogies: A Textual Analysis of Late Nineteenth Century Christian Women. [Internet] [Doctoral dissertation]. Bowling Green State University; 2017. [cited 2019 Oct 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1498327741573647.

Council of Science Editors:

Wang TR. Devout Pedagogies: A Textual Analysis of Late Nineteenth Century Christian Women. [Doctoral Dissertation]. Bowling Green State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1498327741573647


Bowling Green State University

17. Leone, Suzanna. The Relationship between Classroom Climate Variables and Student Achievement.

Degree: Doctor of Education (EdD), Leadership Studies, 2009, Bowling Green State University

  The purpose of this mixed methods study was to first analyze quantitative data to identify if a relationship existed between classroom climate variables and… (more)

Subjects/Keywords: Education; School Administration; Secondary Education; Special Education; Teaching; mixed methods research design; research-based practices; teacher effectiveness; classroom climate; student achievement; Progress Book

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

APA (6th Edition):

Leone, S. (2009). The Relationship between Classroom Climate Variables and Student Achievement. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1256594309

Chicago Manual of Style (16th Edition):

Leone, Suzanna. “The Relationship between Classroom Climate Variables and Student Achievement.” 2009. Doctoral Dissertation, Bowling Green State University. Accessed October 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1256594309.

MLA Handbook (7th Edition):

Leone, Suzanna. “The Relationship between Classroom Climate Variables and Student Achievement.” 2009. Web. 21 Oct 2019.

Vancouver:

Leone S. The Relationship between Classroom Climate Variables and Student Achievement. [Internet] [Doctoral dissertation]. Bowling Green State University; 2009. [cited 2019 Oct 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1256594309.

Council of Science Editors:

Leone S. The Relationship between Classroom Climate Variables and Student Achievement. [Doctoral Dissertation]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1256594309


Bowling Green State University

18. McDonald, Michelle Lynn. Teachers' and Students' Perceptions of Reading Motivation and Observable Classroom Practices: Investigating the Relationships.

Degree: MEd, Reading, 2008, Bowling Green State University

  The purpose of this study was to investigate the possible connects or disconnects between second-grade students and teachers perceptions of motivating classroom reading practices,… (more)

Subjects/Keywords: Education; Literacy; Reading Instruction; Teaching; reading motivation; classroom practices; teacher perceptions; student perceptions

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APA (6th Edition):

McDonald, M. L. (2008). Teachers' and Students' Perceptions of Reading Motivation and Observable Classroom Practices: Investigating the Relationships. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206326891

Chicago Manual of Style (16th Edition):

McDonald, Michelle Lynn. “Teachers' and Students' Perceptions of Reading Motivation and Observable Classroom Practices: Investigating the Relationships.” 2008. Masters Thesis, Bowling Green State University. Accessed October 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206326891.

MLA Handbook (7th Edition):

McDonald, Michelle Lynn. “Teachers' and Students' Perceptions of Reading Motivation and Observable Classroom Practices: Investigating the Relationships.” 2008. Web. 21 Oct 2019.

Vancouver:

McDonald ML. Teachers' and Students' Perceptions of Reading Motivation and Observable Classroom Practices: Investigating the Relationships. [Internet] [Masters thesis]. Bowling Green State University; 2008. [cited 2019 Oct 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206326891.

Council of Science Editors:

McDonald ML. Teachers' and Students' Perceptions of Reading Motivation and Observable Classroom Practices: Investigating the Relationships. [Masters Thesis]. Bowling Green State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206326891

19. Rathsack, Carrie E. A Profile of Early 21ST Century Teachers of Northwest Ohio: The Relationship Between Teachers' Technology Integration and Leadership Practices.

Degree: Doctor of Education (EdD), Leadership Studies, 2012, Bowling Green State University

  In 2010, U. S. Secretary of Education, Arne Duncan, encapsulated the national concern and immediate need for educational change in order to prepare our… (more)

Subjects/Keywords: Education; Educational Leadership; Teacher Education; Teaching; Technology; technology integration; leadership; leadership practices; teachers; Ohio; 21st Century Skills; TPACK; survey; professional development

teaching practices and student outcomes are vigorously being questioned, debated, examined… …remind me daily how important it is to work to improve teaching and student learning. Plus… …technology skills are to transforming teaching and learning for her generation; And most of all, to… …others, in the abstract sense: Microsoft – for teaching me patience, forwardplanning, double… …sparked my interest in and passion for educational technologies to improve teaching and learning… 

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APA (6th Edition):

Rathsack, C. E. (2012). A Profile of Early 21ST Century Teachers of Northwest Ohio: The Relationship Between Teachers' Technology Integration and Leadership Practices. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332162529

Chicago Manual of Style (16th Edition):

Rathsack, Carrie E. “A Profile of Early 21ST Century Teachers of Northwest Ohio: The Relationship Between Teachers' Technology Integration and Leadership Practices.” 2012. Doctoral Dissertation, Bowling Green State University. Accessed October 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332162529.

MLA Handbook (7th Edition):

Rathsack, Carrie E. “A Profile of Early 21ST Century Teachers of Northwest Ohio: The Relationship Between Teachers' Technology Integration and Leadership Practices.” 2012. Web. 21 Oct 2019.

Vancouver:

Rathsack CE. A Profile of Early 21ST Century Teachers of Northwest Ohio: The Relationship Between Teachers' Technology Integration and Leadership Practices. [Internet] [Doctoral dissertation]. Bowling Green State University; 2012. [cited 2019 Oct 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332162529.

Council of Science Editors:

Rathsack CE. A Profile of Early 21ST Century Teachers of Northwest Ohio: The Relationship Between Teachers' Technology Integration and Leadership Practices. [Doctoral Dissertation]. Bowling Green State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332162529

20. Perron, Séverine. Etude de l'articulation des démarches d'investigation scientifique avec les autres savoirs composant la structure disciplinaire : cas d'enseignants de sciences de la vie et de la Terre exerçant en collège français : Study of the articulation of scientific inquiry with the other knowledge components of the disciplinary structure.

Degree: Docteur es, Didactique des sciences, 2018, Brest; Université de Sherbrooke (Québec, Canada)

Les démarches scientifiques sont présentes à la fois dans les textes institutionnels et dans la documentation scientifique. Dans cette recherche, nous étudions comment des enseignants… (more)

Subjects/Keywords: Démarches d’investigation scientifique; Savoirs disciplinaires; Pratiques d’enseignement; Enseignement des sciences; Scientific inquiry; Disciplinary knowledge; Teaching practices; Science teaching

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APA (6th Edition):

Perron, S. (2018). Etude de l'articulation des démarches d'investigation scientifique avec les autres savoirs composant la structure disciplinaire : cas d'enseignants de sciences de la vie et de la Terre exerçant en collège français : Study of the articulation of scientific inquiry with the other knowledge components of the disciplinary structure. (Doctoral Dissertation). Brest; Université de Sherbrooke (Québec, Canada). Retrieved from http://www.theses.fr/2018BRES0063

Chicago Manual of Style (16th Edition):

Perron, Séverine. “Etude de l'articulation des démarches d'investigation scientifique avec les autres savoirs composant la structure disciplinaire : cas d'enseignants de sciences de la vie et de la Terre exerçant en collège français : Study of the articulation of scientific inquiry with the other knowledge components of the disciplinary structure.” 2018. Doctoral Dissertation, Brest; Université de Sherbrooke (Québec, Canada). Accessed October 21, 2019. http://www.theses.fr/2018BRES0063.

MLA Handbook (7th Edition):

Perron, Séverine. “Etude de l'articulation des démarches d'investigation scientifique avec les autres savoirs composant la structure disciplinaire : cas d'enseignants de sciences de la vie et de la Terre exerçant en collège français : Study of the articulation of scientific inquiry with the other knowledge components of the disciplinary structure.” 2018. Web. 21 Oct 2019.

Vancouver:

Perron S. Etude de l'articulation des démarches d'investigation scientifique avec les autres savoirs composant la structure disciplinaire : cas d'enseignants de sciences de la vie et de la Terre exerçant en collège français : Study of the articulation of scientific inquiry with the other knowledge components of the disciplinary structure. [Internet] [Doctoral dissertation]. Brest; Université de Sherbrooke (Québec, Canada); 2018. [cited 2019 Oct 21]. Available from: http://www.theses.fr/2018BRES0063.

Council of Science Editors:

Perron S. Etude de l'articulation des démarches d'investigation scientifique avec les autres savoirs composant la structure disciplinaire : cas d'enseignants de sciences de la vie et de la Terre exerçant en collège français : Study of the articulation of scientific inquiry with the other knowledge components of the disciplinary structure. [Doctoral Dissertation]. Brest; Université de Sherbrooke (Québec, Canada); 2018. Available from: http://www.theses.fr/2018BRES0063


Brigham Young University

21. Thayne, Shelby Werner. Facilitating Language Learner Motivation: Teacher Motivational Practice and Teacher Motivational Training.

Degree: MA, 2013, Brigham Young University

 This study investigated the connection between teacher use of motivational strategies and observable learner motivated behavior in an adult Intensive English Program (IEP) in the… (more)

Subjects/Keywords: motivation; motivational strategies; L2 motivation; teacher motivational practices; language teaching; language learning; teacher training; English as a second language; ESL; Intensive English Program; IEP; Linguistics

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APA (6th Edition):

Thayne, S. W. (2013). Facilitating Language Learner Motivation: Teacher Motivational Practice and Teacher Motivational Training. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5025&context=etd

Chicago Manual of Style (16th Edition):

Thayne, Shelby Werner. “Facilitating Language Learner Motivation: Teacher Motivational Practice and Teacher Motivational Training.” 2013. Masters Thesis, Brigham Young University. Accessed October 21, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5025&context=etd.

MLA Handbook (7th Edition):

Thayne, Shelby Werner. “Facilitating Language Learner Motivation: Teacher Motivational Practice and Teacher Motivational Training.” 2013. Web. 21 Oct 2019.

Vancouver:

Thayne SW. Facilitating Language Learner Motivation: Teacher Motivational Practice and Teacher Motivational Training. [Internet] [Masters thesis]. Brigham Young University; 2013. [cited 2019 Oct 21]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5025&context=etd.

Council of Science Editors:

Thayne SW. Facilitating Language Learner Motivation: Teacher Motivational Practice and Teacher Motivational Training. [Masters Thesis]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5025&context=etd


Brigham Young University

22. Hulet, Ashley Burgess. Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom.

Degree: MA, 2015, Brigham Young University

 Students do not always evaluate explanations based on the mathematics despite their teacher's effort to be the guide-on-the-side and delegate evaluation to the students. This… (more)

Subjects/Keywords: mathematics education; evaluation; authority; sociomathematical norms; classroom mathematical practices; inquiry-based teaching; Science and Mathematics Education

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APA (6th Edition):

Hulet, A. B. (2015). Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6714&context=etd

Chicago Manual of Style (16th Edition):

Hulet, Ashley Burgess. “Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom.” 2015. Masters Thesis, Brigham Young University. Accessed October 21, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6714&context=etd.

MLA Handbook (7th Edition):

Hulet, Ashley Burgess. “Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom.” 2015. Web. 21 Oct 2019.

Vancouver:

Hulet AB. Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom. [Internet] [Masters thesis]. Brigham Young University; 2015. [cited 2019 Oct 21]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6714&context=etd.

Council of Science Editors:

Hulet AB. Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom. [Masters Thesis]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6714&context=etd


Brigham Young University

23. Mullen, Ana-Lisa Clark. An Investigation into the Motivational Practice of Teachers of Albanian and Japanese.

Degree: MA, 2015, Brigham Young University

 This study explores the use and effectiveness of motivational strategies with teachers and learners of Albanian and Japanese at the Missionary Training Center (MTC) in… (more)

Subjects/Keywords: motivation; motivational strategies; L2 motivation; teacher motivational practices; language teaching; language learning; teacher training; Japanese; Albanian; Other Languages, Societies, and Cultures

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

APA (6th Edition):

Mullen, A. C. (2015). An Investigation into the Motivational Practice of Teachers of Albanian and Japanese. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6766&context=etd

Chicago Manual of Style (16th Edition):

Mullen, Ana-Lisa Clark. “An Investigation into the Motivational Practice of Teachers of Albanian and Japanese.” 2015. Masters Thesis, Brigham Young University. Accessed October 21, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6766&context=etd.

MLA Handbook (7th Edition):

Mullen, Ana-Lisa Clark. “An Investigation into the Motivational Practice of Teachers of Albanian and Japanese.” 2015. Web. 21 Oct 2019.

Vancouver:

Mullen AC. An Investigation into the Motivational Practice of Teachers of Albanian and Japanese. [Internet] [Masters thesis]. Brigham Young University; 2015. [cited 2019 Oct 21]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6766&context=etd.

Council of Science Editors:

Mullen AC. An Investigation into the Motivational Practice of Teachers of Albanian and Japanese. [Masters Thesis]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6766&context=etd

24. Cox, Stephanie Elizabeth. Perceptions and Influences Behind Teaching Practices: Do Teachers Teach as They Were Taught?.

Degree: MS, 2014, Brigham Young University

  Schools face the problem of recruiting and retaining students in Science, Technology, Engineering, and Mathematics (STEM) degrees. One reason that students leave STEM fields… (more)

Subjects/Keywords: student-centered learning; reformed teaching; teaching practices; undergraduate education; STEM retention; Biology

…why this pattern exists and what factors influence teaching practices. I predicted that if… …a change in face-to-face teaching practices (McQuiggan, 2012). In a study… …students rely on common sense and revert back to the teaching practices they themselves have… …experiences and current teaching practices as well as looks at faculty members that do not have the… …teaching practices. Table 1 contains the questions asked in the interview. 12 Table 1… 

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

APA (6th Edition):

Cox, S. E. (2014). Perceptions and Influences Behind Teaching Practices: Do Teachers Teach as They Were Taught?. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6300&context=etd

Chicago Manual of Style (16th Edition):

Cox, Stephanie Elizabeth. “Perceptions and Influences Behind Teaching Practices: Do Teachers Teach as They Were Taught?.” 2014. Masters Thesis, Brigham Young University. Accessed October 21, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6300&context=etd.

MLA Handbook (7th Edition):

Cox, Stephanie Elizabeth. “Perceptions and Influences Behind Teaching Practices: Do Teachers Teach as They Were Taught?.” 2014. Web. 21 Oct 2019.

Vancouver:

Cox SE. Perceptions and Influences Behind Teaching Practices: Do Teachers Teach as They Were Taught?. [Internet] [Masters thesis]. Brigham Young University; 2014. [cited 2019 Oct 21]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6300&context=etd.

Council of Science Editors:

Cox SE. Perceptions and Influences Behind Teaching Practices: Do Teachers Teach as They Were Taught?. [Masters Thesis]. Brigham Young University; 2014. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6300&context=etd


Brigham Young University

25. Weiss, Michelle. Do Paraeducators Use Best Practices With Students Who Exhibit Aggressive Behaviors?.

Degree: MS, 2012, Brigham Young University

 Researchers question the growing use of paraeducators in public school special education classrooms, complaining that the professionals with the least education are being asked to… (more)

Subjects/Keywords: paraeducator training; student aggressive behaviors; educator best practices; special education classrooms; emotional disturbance (ED); Counseling Psychology; Special Education and Teaching

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

APA (6th Edition):

Weiss, M. (2012). Do Paraeducators Use Best Practices With Students Who Exhibit Aggressive Behaviors?. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4148&context=etd

Chicago Manual of Style (16th Edition):

Weiss, Michelle. “Do Paraeducators Use Best Practices With Students Who Exhibit Aggressive Behaviors?.” 2012. Masters Thesis, Brigham Young University. Accessed October 21, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4148&context=etd.

MLA Handbook (7th Edition):

Weiss, Michelle. “Do Paraeducators Use Best Practices With Students Who Exhibit Aggressive Behaviors?.” 2012. Web. 21 Oct 2019.

Vancouver:

Weiss M. Do Paraeducators Use Best Practices With Students Who Exhibit Aggressive Behaviors?. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2019 Oct 21]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4148&context=etd.

Council of Science Editors:

Weiss M. Do Paraeducators Use Best Practices With Students Who Exhibit Aggressive Behaviors?. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4148&context=etd


Brock University

26. Vintan, Ana. Collaboration to Support ESL Instruction .

Degree: Department of Graduate and Undergraduate Studies in Education, Brock University

 Collaboration in English as a Second Language (ESL) education holds potential for consistency and efficiency in pedagogical planning for English Language Learners (ELLs), and supports… (more)

Subjects/Keywords: collaboration; ESL education; teaching practices; qualitative research

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

APA (6th Edition):

Vintan, A. (n.d.). Collaboration to Support ESL Instruction . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/13664

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vintan, Ana. “Collaboration to Support ESL Instruction .” Thesis, Brock University. Accessed October 21, 2019. http://hdl.handle.net/10464/13664.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vintan, Ana. “Collaboration to Support ESL Instruction .” Web. 21 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Vintan A. Collaboration to Support ESL Instruction . [Internet] [Thesis]. Brock University; [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10464/13664.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Vintan A. Collaboration to Support ESL Instruction . [Thesis]. Brock University; Available from: http://hdl.handle.net/10464/13664

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

27. Mattor, Millicent A. Student learning and effective teaching practices: how college students communicate learning through civic engagement .

Degree: 2015, California State University – Chico

 Civic engagement initiatives in higher education have reentered the classroom as an effective way to achieve course-related goals and prepare students for citizenry. Communication courses… (more)

Subjects/Keywords: Student learning; Civic engagement; Effective teaching practices

…ABSTRACT STUDENT LEARNING AND EFFECTIVE TEACHING PRACTICES: HOW COLLEGE STUDENTS… …to implement civic engagement practices because of the role communication plays in the… …practices, as well as the types of learning that occurs after students civically engage. This… …CHAPTER I INTRODUCTION Background A multitude of civic engagement practices are being… …learning through civic engagement practices utilizes quantitative data and focuses on the before… 

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

APA (6th Edition):

Mattor, M. A. (2015). Student learning and effective teaching practices: how college students communicate learning through civic engagement . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.3/144929

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):

Mattor, Millicent A. “Student learning and effective teaching practices: how college students communicate learning through civic engagement .” 2015. Thesis, California State University – Chico. Accessed October 21, 2019. http://hdl.handle.net/10211.3/144929.

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

MLA Handbook (7th Edition):

Mattor, Millicent A. “Student learning and effective teaching practices: how college students communicate learning through civic engagement .” 2015. Web. 21 Oct 2019.

Vancouver:

Mattor MA. Student learning and effective teaching practices: how college students communicate learning through civic engagement . [Internet] [Thesis]. California State University – Chico; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10211.3/144929.

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

Council of Science Editors:

Mattor MA. Student learning and effective teaching practices: how college students communicate learning through civic engagement . [Thesis]. California State University – Chico; 2015. Available from: http://hdl.handle.net/10211.3/144929

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

28. Liemthongsamout, Sareyrinny Hang. Benchmark assessments and their relationship to the California Standards Tests, teaching, and leadership in Title I elementary schools.

Degree: 2012, California State University – Sacramento

 Education plays an enormous and vital role in society as well as the United States??? economy, thus warranting laws mandating schools to implement accountability measures… (more)

Subjects/Keywords: Curriculum Associates Benchmark Assessments; Leadership practices; Teaching practices

…exists on the influence of benchmark assessments on teaching practices of teachers and… …assessments play an important role in the teaching practices of teachers and instructional… …later date? Moreover, how do benchmark assessments impact teaching practices of teachers and… …exists on the influence of benchmark assessments on teaching practices of teachers and… …benchmark assessments influenced teaching practices of teachers in elementary Year 5 Title I… 

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

APA (6th Edition):

Liemthongsamout, S. H. (2012). Benchmark assessments and their relationship to the California Standards Tests, teaching, and leadership in Title I elementary schools. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1879

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):

Liemthongsamout, Sareyrinny Hang. “Benchmark assessments and their relationship to the California Standards Tests, teaching, and leadership in Title I elementary schools.” 2012. Thesis, California State University – Sacramento. Accessed October 21, 2019. http://hdl.handle.net/10211.9/1879.

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

MLA Handbook (7th Edition):

Liemthongsamout, Sareyrinny Hang. “Benchmark assessments and their relationship to the California Standards Tests, teaching, and leadership in Title I elementary schools.” 2012. Web. 21 Oct 2019.

Vancouver:

Liemthongsamout SH. Benchmark assessments and their relationship to the California Standards Tests, teaching, and leadership in Title I elementary schools. [Internet] [Thesis]. California State University – Sacramento; 2012. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10211.9/1879.

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

Council of Science Editors:

Liemthongsamout SH. Benchmark assessments and their relationship to the California Standards Tests, teaching, and leadership in Title I elementary schools. [Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1879

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


California State University – Sacramento

29. Carino, Jessamyn R. Microgenesis of causal learning: semiotic mediation in play activities.

Degree: MA, Child Development (Theory and Research, 2014, California State University – Sacramento

 Causal learning development in young children has been explored extensively through quantitative studies. However, to date no studies have qualitatively examined young children???s causal learning… (more)

Subjects/Keywords: Informal learning settings; Preschool children; Cultural learning practices; Teaching practices; Linguistic resources; Learning through play; Play-based learning; Language processes; Problem solving tasks

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

APA (6th Edition):

Carino, J. R. (2014). Microgenesis of causal learning: semiotic mediation in play activities. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/125020

Chicago Manual of Style (16th Edition):

Carino, Jessamyn R. “Microgenesis of causal learning: semiotic mediation in play activities.” 2014. Masters Thesis, California State University – Sacramento. Accessed October 21, 2019. http://hdl.handle.net/10211.3/125020.

MLA Handbook (7th Edition):

Carino, Jessamyn R. “Microgenesis of causal learning: semiotic mediation in play activities.” 2014. Web. 21 Oct 2019.

Vancouver:

Carino JR. Microgenesis of causal learning: semiotic mediation in play activities. [Internet] [Masters thesis]. California State University – Sacramento; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10211.3/125020.

Council of Science Editors:

Carino JR. Microgenesis of causal learning: semiotic mediation in play activities. [Masters Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.3/125020


California State University – San Bernardino

30. Luke, Kimberlee A. STRATEGIES TO ASSIST IN DECREASING ESCAPE MAINTAINED BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER.

Degree: MAin Education, Education, 2017, California State University – San Bernardino

  Many children with ASD partake in escape maintain behaviors for numerous reasons. Children with autism might have difficulty attending to long tasks, can get… (more)

Subjects/Keywords: autism; escape maintained behaviors; antecedent based intervention; evidence based practices; Special Education and Teaching

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

APA (6th Edition):

Luke, K. A. (2017). STRATEGIES TO ASSIST IN DECREASING ESCAPE MAINTAINED BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/450

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):

Luke, Kimberlee A. “STRATEGIES TO ASSIST IN DECREASING ESCAPE MAINTAINED BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER.” 2017. Thesis, California State University – San Bernardino. Accessed October 21, 2019. http://scholarworks.lib.csusb.edu/etd/450.

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

MLA Handbook (7th Edition):

Luke, Kimberlee A. “STRATEGIES TO ASSIST IN DECREASING ESCAPE MAINTAINED BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER.” 2017. Web. 21 Oct 2019.

Vancouver:

Luke KA. STRATEGIES TO ASSIST IN DECREASING ESCAPE MAINTAINED BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER. [Internet] [Thesis]. California State University – San Bernardino; 2017. [cited 2019 Oct 21]. Available from: http://scholarworks.lib.csusb.edu/etd/450.

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

Council of Science Editors:

Luke KA. STRATEGIES TO ASSIST IN DECREASING ESCAPE MAINTAINED BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER. [Thesis]. California State University – San Bernardino; 2017. Available from: http://scholarworks.lib.csusb.edu/etd/450

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

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