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You searched for subject:(Writing teachers). Showing records 1 – 30 of 180 total matches.

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Montana State University

1. Malloy, Denise Glaser. How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study.

Degree: College of Education, Health & Human Development, 2016, Montana State University

 Attitudes and beliefs about writing held by preservice teachers play a significant role in how they will approach writing instruction in their future classrooms. Teachers(more)

Subjects/Keywords: Student teachers Attitudes.; Writing.; Teaching.

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APA (6th Edition):

Malloy, D. G. (2016). How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/12372

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):

Malloy, Denise Glaser. “How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study.” 2016. Thesis, Montana State University. Accessed January 22, 2020. https://scholarworks.montana.edu/xmlui/handle/1/12372.

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

MLA Handbook (7th Edition):

Malloy, Denise Glaser. “How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study.” 2016. Web. 22 Jan 2020.

Vancouver:

Malloy DG. How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Jan 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/12372.

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

Council of Science Editors:

Malloy DG. How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/12372

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


University of Florida

2. Liu, Qing. A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China.

Degree: PhD, Curriculum and Instruction (CUI) - Teaching and Learning, 2012, University of Florida

 Written English, as a way of communication in the globalized world, plays an increasingly important role in China. However, English instruction in China is still… (more)

Subjects/Keywords: English teachers; Students; Teachers; Writing; Writing ability; Writing instruction; Writing processes; Writing skills; Writing teachers; Writing tests; china  – efl  – english  – esl  – fallacy  – instructors  – native  – nes  – writing

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APA (6th Edition):

Liu, Q. (2012). A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043625

Chicago Manual of Style (16th Edition):

Liu, Qing. “A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China.” 2012. Doctoral Dissertation, University of Florida. Accessed January 22, 2020. http://ufdc.ufl.edu/UFE0043625.

MLA Handbook (7th Edition):

Liu, Qing. “A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China.” 2012. Web. 22 Jan 2020.

Vancouver:

Liu Q. A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2020 Jan 22]. Available from: http://ufdc.ufl.edu/UFE0043625.

Council of Science Editors:

Liu Q. A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0043625


University of Florida

3. Manak, Jennifer. Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2009, University of Florida

 Intertextual Connections: The Impact of Interactive Read Alouds on the Writing of Third Graders During Writing Workshop Teachers frequently read aloud as a part of… (more)

Subjects/Keywords: Authors; Literacy; Mentors; Nonfiction; Students; Teachers; Writing; Writing instruction; Writing teachers; Writing workshops; curriculum, instruction, intertextuality, literature, reading, workshop, writing

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APA (6th Edition):

Manak, J. (2009). Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0024950

Chicago Manual of Style (16th Edition):

Manak, Jennifer. “Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop.” 2009. Doctoral Dissertation, University of Florida. Accessed January 22, 2020. http://ufdc.ufl.edu/UFE0024950.

MLA Handbook (7th Edition):

Manak, Jennifer. “Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop.” 2009. Web. 22 Jan 2020.

Vancouver:

Manak J. Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2020 Jan 22]. Available from: http://ufdc.ufl.edu/UFE0024950.

Council of Science Editors:

Manak J. Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0024950


Georgia State University

4. Yigitoglu, Nur. Exploring Second Language Writing Teacher Cognition.

Degree: PhD, Applied Linguistics and English as a Second Language, 2011, Georgia State University

  Second language (L2) teacher cognition has in recent years attracted the attention of an increasing number of researchers. While much L2 teacher cognition research… (more)

Subjects/Keywords: Teaching writing; Teacher cognition; Second language (L2) writing teachers; Teaching practices; Second language teachers’ self-perceptions; Teachers’ writing experiences

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APA (6th Edition):

Yigitoglu, N. (2011). Exploring Second Language Writing Teacher Cognition. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/17

Chicago Manual of Style (16th Edition):

Yigitoglu, Nur. “Exploring Second Language Writing Teacher Cognition.” 2011. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/alesl_diss/17.

MLA Handbook (7th Edition):

Yigitoglu, Nur. “Exploring Second Language Writing Teacher Cognition.” 2011. Web. 22 Jan 2020.

Vancouver:

Yigitoglu N. Exploring Second Language Writing Teacher Cognition. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/alesl_diss/17.

Council of Science Editors:

Yigitoglu N. Exploring Second Language Writing Teacher Cognition. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/alesl_diss/17


Arizona State University

5. Alford, Katie. Writing Together A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities.

Degree: English, 2019, Arizona State University

 This mixed methods study explores the work of five small writing communities formed within a university-based preservice English language arts writing methods course. Fifteen preservice… (more)

Subjects/Keywords: Education; pre-service teachers writing; teachers writing in community; teacher-writers; writing instruction; writing teacher preparation

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APA (6th Edition):

Alford, K. (2019). Writing Together A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53602

Chicago Manual of Style (16th Edition):

Alford, Katie. “Writing Together A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities.” 2019. Doctoral Dissertation, Arizona State University. Accessed January 22, 2020. http://repository.asu.edu/items/53602.

MLA Handbook (7th Edition):

Alford, Katie. “Writing Together A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities.” 2019. Web. 22 Jan 2020.

Vancouver:

Alford K. Writing Together A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2020 Jan 22]. Available from: http://repository.asu.edu/items/53602.

Council of Science Editors:

Alford K. Writing Together A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53602


University of Exeter

6. Lines, Helen Elizabeth. "It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing.

Degree: PhD, 2014, University of Exeter

 This thesis presents an investigation into secondary school English teachers’ and students’ conceptualisations of good writing, and how they might use their understandings of quality… (more)

Subjects/Keywords: 808; good writing; writing quality; improving writing; writing assessment; evaluating writing; Secondary School teachers; Secondary School students; beliefs; cognition; pedagogy

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APA (6th Edition):

Lines, H. E. (2014). "It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/14806

Chicago Manual of Style (16th Edition):

Lines, Helen Elizabeth. “"It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing.” 2014. Doctoral Dissertation, University of Exeter. Accessed January 22, 2020. http://hdl.handle.net/10871/14806.

MLA Handbook (7th Edition):

Lines, Helen Elizabeth. “"It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing.” 2014. Web. 22 Jan 2020.

Vancouver:

Lines HE. "It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10871/14806.

Council of Science Editors:

Lines HE. "It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/14806


Montana State University

7. Keaster, Miranda Lee. Writing expectations and requirements : perspectives of high school teachers and college instructors.

Degree: College of Education, Health & Human Development, 2014, Montana State University

 The primary purpose of the study was to explore the writing expectations and requirements of educators, investigating the viewpoints of high school English teachers and… (more)

Subjects/Keywords: Writing.; Teachers Attitudes.; Education, Secondary.; Education, Higher.

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APA (6th Edition):

Keaster, M. L. (2014). Writing expectations and requirements : perspectives of high school teachers and college instructors. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3353

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):

Keaster, Miranda Lee. “Writing expectations and requirements : perspectives of high school teachers and college instructors.” 2014. Thesis, Montana State University. Accessed January 22, 2020. https://scholarworks.montana.edu/xmlui/handle/1/3353.

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

MLA Handbook (7th Edition):

Keaster, Miranda Lee. “Writing expectations and requirements : perspectives of high school teachers and college instructors.” 2014. Web. 22 Jan 2020.

Vancouver:

Keaster ML. Writing expectations and requirements : perspectives of high school teachers and college instructors. [Internet] [Thesis]. Montana State University; 2014. [cited 2020 Jan 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3353.

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

Council of Science Editors:

Keaster ML. Writing expectations and requirements : perspectives of high school teachers and college instructors. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3353

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


University of Waikato

8. Neumann, Melanie Jane. Year 7 and 8 Teachers' Understandings, Beliefs and Practices around the Teaching of Grammar in Relation to the Teaching of Writing .

Degree: 2016, University of Waikato

 In recent times, and in fact over the past five decades, the importance of teachers’ knowledge of grammar and the teaching of grammar has encountered… (more)

Subjects/Keywords: grammar; teachers; understandings; beliefs; practices; writing

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APA (6th Edition):

Neumann, M. J. (2016). Year 7 and 8 Teachers' Understandings, Beliefs and Practices around the Teaching of Grammar in Relation to the Teaching of Writing . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/10734

Chicago Manual of Style (16th Edition):

Neumann, Melanie Jane. “Year 7 and 8 Teachers' Understandings, Beliefs and Practices around the Teaching of Grammar in Relation to the Teaching of Writing .” 2016. Masters Thesis, University of Waikato. Accessed January 22, 2020. http://hdl.handle.net/10289/10734.

MLA Handbook (7th Edition):

Neumann, Melanie Jane. “Year 7 and 8 Teachers' Understandings, Beliefs and Practices around the Teaching of Grammar in Relation to the Teaching of Writing .” 2016. Web. 22 Jan 2020.

Vancouver:

Neumann MJ. Year 7 and 8 Teachers' Understandings, Beliefs and Practices around the Teaching of Grammar in Relation to the Teaching of Writing . [Internet] [Masters thesis]. University of Waikato; 2016. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10289/10734.

Council of Science Editors:

Neumann MJ. Year 7 and 8 Teachers' Understandings, Beliefs and Practices around the Teaching of Grammar in Relation to the Teaching of Writing . [Masters Thesis]. University of Waikato; 2016. Available from: http://hdl.handle.net/10289/10734


Texas A&M University

9. Hodges, Tracey S. The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction.

Degree: 2015, Texas A&M University

 In the United States, changes to policy as well as practice are negatively affecting writing instruction for K-12 students. While workforce demands continue to require… (more)

Subjects/Keywords: Preservice teachers; self-efficacy; mixed methods; writing; writing instruction

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APA (6th Edition):

Hodges, T. S. (2015). The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155427

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):

Hodges, Tracey S. “The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction.” 2015. Thesis, Texas A&M University. Accessed January 22, 2020. http://hdl.handle.net/1969.1/155427.

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

MLA Handbook (7th Edition):

Hodges, Tracey S. “The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction.” 2015. Web. 22 Jan 2020.

Vancouver:

Hodges TS. The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1969.1/155427.

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

Council of Science Editors:

Hodges TS. The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155427

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


Kent State University

10. Caswell, Nicole I. RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES.

Degree: PhD, College of Arts and Sciences / Department of English, 2012, Kent State University

 Current response research focuses on teachers’ practices (Sommers, 1982; Connors & Lunsford, 1993; Straub, 1996) and reading processes (Zebroski, 1989; Sperling, 1994; Phelps, 2000; Edgington,… (more)

Subjects/Keywords: Composition; Rhetoric; Emotion; Writing Teachers; Response; Writing Assessment

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APA (6th Edition):

Caswell, N. I. (2012). RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622

Chicago Manual of Style (16th Edition):

Caswell, Nicole I. “RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES.” 2012. Doctoral Dissertation, Kent State University. Accessed January 22, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622.

MLA Handbook (7th Edition):

Caswell, Nicole I. “RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES.” 2012. Web. 22 Jan 2020.

Vancouver:

Caswell NI. RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES. [Internet] [Doctoral dissertation]. Kent State University; 2012. [cited 2020 Jan 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622.

Council of Science Editors:

Caswell NI. RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES. [Doctoral Dissertation]. Kent State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622


University of Florida

11. Vecchio, Lindsay Beth. Haitian-American Generation 1.5 Students' Experiences Writing in a College Composition Course.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

 College students are often required to pass a composition course as a general education requirement. A body of literature describing generation 1.5 students' writing experiences… (more)

Subjects/Keywords: College students; Creoles; High school students; Literacy; Schools; Teachers; Writing assignments; Writing instruction; Writing teachers; Written composition; college  – composition  – esl

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APA (6th Edition):

Vecchio, L. B. (2015). Haitian-American Generation 1.5 Students' Experiences Writing in a College Composition Course. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049062

Chicago Manual of Style (16th Edition):

Vecchio, Lindsay Beth. “Haitian-American Generation 1.5 Students' Experiences Writing in a College Composition Course.” 2015. Doctoral Dissertation, University of Florida. Accessed January 22, 2020. http://ufdc.ufl.edu/UFE0049062.

MLA Handbook (7th Edition):

Vecchio, Lindsay Beth. “Haitian-American Generation 1.5 Students' Experiences Writing in a College Composition Course.” 2015. Web. 22 Jan 2020.

Vancouver:

Vecchio LB. Haitian-American Generation 1.5 Students' Experiences Writing in a College Composition Course. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2020 Jan 22]. Available from: http://ufdc.ufl.edu/UFE0049062.

Council of Science Editors:

Vecchio LB. Haitian-American Generation 1.5 Students' Experiences Writing in a College Composition Course. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049062


University of Florida

12. Christensen, Kathy I. Using Collaborative Writing to Help English Language Learners Actualize the Common Core State Standards.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 The Common Core State Standards in writing call for higher levels of writing competencies in all genres for all students. The seismic shift in writing(more)

Subjects/Keywords: Collaborative learning; English language learners; Learning; Students; Teachers; Writers; Writing; Writing instruction; Writing teachers; Writing workshops; collaborative  – elementary  – english  – grade  – language  – learners  – nonlinguistic  – rehearsal  – representation  – school  – second  – workshop  – writers  – writing

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APA (6th Edition):

Christensen, K. I. (2014). Using Collaborative Writing to Help English Language Learners Actualize the Common Core State Standards. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046960

Chicago Manual of Style (16th Edition):

Christensen, Kathy I. “Using Collaborative Writing to Help English Language Learners Actualize the Common Core State Standards.” 2014. Doctoral Dissertation, University of Florida. Accessed January 22, 2020. http://ufdc.ufl.edu/UFE0046960.

MLA Handbook (7th Edition):

Christensen, Kathy I. “Using Collaborative Writing to Help English Language Learners Actualize the Common Core State Standards.” 2014. Web. 22 Jan 2020.

Vancouver:

Christensen KI. Using Collaborative Writing to Help English Language Learners Actualize the Common Core State Standards. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2020 Jan 22]. Available from: http://ufdc.ufl.edu/UFE0046960.

Council of Science Editors:

Christensen KI. Using Collaborative Writing to Help English Language Learners Actualize the Common Core State Standards. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046960


University of Florida

13. Montero, Olivia. Evaluating Digital Storytelling iPad Applications and their Alignment with Literacy Development in the Elementary Classroom.

Degree: 2015, University of Florida

 The purpose of this project was to evaluate ten popular digital storytelling iPad applications on their ability to effectively support literacy development. The researcher began… (more)

Subjects/Keywords: Adobe; Classrooms; Literacy; Puppets; Reading comprehension; Storytelling; Students; Teachers; Writing; Writing instruction

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APA (6th Edition):

Montero, O. (2015). Evaluating Digital Storytelling iPad Applications and their Alignment with Literacy Development in the Elementary Classroom. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00038567

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):

Montero, Olivia. “Evaluating Digital Storytelling iPad Applications and their Alignment with Literacy Development in the Elementary Classroom.” 2015. Thesis, University of Florida. Accessed January 22, 2020. http://ufdc.ufl.edu/AA00038567.

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

MLA Handbook (7th Edition):

Montero, Olivia. “Evaluating Digital Storytelling iPad Applications and their Alignment with Literacy Development in the Elementary Classroom.” 2015. Web. 22 Jan 2020.

Vancouver:

Montero O. Evaluating Digital Storytelling iPad Applications and their Alignment with Literacy Development in the Elementary Classroom. [Internet] [Thesis]. University of Florida; 2015. [cited 2020 Jan 22]. Available from: http://ufdc.ufl.edu/AA00038567.

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

Council of Science Editors:

Montero O. Evaluating Digital Storytelling iPad Applications and their Alignment with Literacy Development in the Elementary Classroom. [Thesis]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/AA00038567

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

14. Dashiell, Julie Bridget Mary. An Examination of Teachers' Writing Self-Efficacy, First-Grade Students' Attitudes and Self-Efficacy in Writing, and Students' Writing Behaviors.

Degree: PhD, Comm Disorders & Special Educ, 2014, Old Dominion University

Teachers' self-efficacy has been demonstrated to be an important construct linked to teacher competence (Goddard, Hoy, & Woolfolk Hoy, 2000; Graham & Perin, 2007).… (more)

Subjects/Keywords: Teachers' self-efficacy; Student self-efficacy; Writing orientations; Writing practices; Early Childhood Education; Elementary Education

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APA (6th Edition):

Dashiell, J. B. M. (2014). An Examination of Teachers' Writing Self-Efficacy, First-Grade Students' Attitudes and Self-Efficacy in Writing, and Students' Writing Behaviors. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321561760 ; https://digitalcommons.odu.edu/earlychildhood_etds/4

Chicago Manual of Style (16th Edition):

Dashiell, Julie Bridget Mary. “An Examination of Teachers' Writing Self-Efficacy, First-Grade Students' Attitudes and Self-Efficacy in Writing, and Students' Writing Behaviors.” 2014. Doctoral Dissertation, Old Dominion University. Accessed January 22, 2020. 9781321561760 ; https://digitalcommons.odu.edu/earlychildhood_etds/4.

MLA Handbook (7th Edition):

Dashiell, Julie Bridget Mary. “An Examination of Teachers' Writing Self-Efficacy, First-Grade Students' Attitudes and Self-Efficacy in Writing, and Students' Writing Behaviors.” 2014. Web. 22 Jan 2020.

Vancouver:

Dashiell JBM. An Examination of Teachers' Writing Self-Efficacy, First-Grade Students' Attitudes and Self-Efficacy in Writing, and Students' Writing Behaviors. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2020 Jan 22]. Available from: 9781321561760 ; https://digitalcommons.odu.edu/earlychildhood_etds/4.

Council of Science Editors:

Dashiell JBM. An Examination of Teachers' Writing Self-Efficacy, First-Grade Students' Attitudes and Self-Efficacy in Writing, and Students' Writing Behaviors. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781321561760 ; https://digitalcommons.odu.edu/earlychildhood_etds/4


University of Florida

15. Ergle, Roberta. Becoming Writers Boy-Writers in a Fourth Grade.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2008, University of Florida

 Boys have fallen significantly behind girls in the area of writing. The purpose of this study was to study fourth grade boy writers within the… (more)

Subjects/Keywords: Classrooms; Literacy; Schools; Teachers; Writing; Writing assignments; Writing instruction; Writing teachers; Writing tests; Writing workshops; boys, gender, literacy, writing

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

APA (6th Edition):

Ergle, R. (2008). Becoming Writers Boy-Writers in a Fourth Grade. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0022881

Chicago Manual of Style (16th Edition):

Ergle, Roberta. “Becoming Writers Boy-Writers in a Fourth Grade.” 2008. Doctoral Dissertation, University of Florida. Accessed January 22, 2020. http://ufdc.ufl.edu/UFE0022881.

MLA Handbook (7th Edition):

Ergle, Roberta. “Becoming Writers Boy-Writers in a Fourth Grade.” 2008. Web. 22 Jan 2020.

Vancouver:

Ergle R. Becoming Writers Boy-Writers in a Fourth Grade. [Internet] [Doctoral dissertation]. University of Florida; 2008. [cited 2020 Jan 22]. Available from: http://ufdc.ufl.edu/UFE0022881.

Council of Science Editors:

Ergle R. Becoming Writers Boy-Writers in a Fourth Grade. [Doctoral Dissertation]. University of Florida; 2008. Available from: http://ufdc.ufl.edu/UFE0022881


University of Florida

16. Harrell, Carol P. The professional development of four teachers participating in a writing project.

Degree: PhD, Instruction and Curriculum, 1997, University of Florida

Subjects/Keywords: Classrooms; Creative writing; Students; Teachers; Writing; Writing assignments; Writing instruction; Writing process approach; Writing processes; Writing teachers

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

APA (6th Edition):

Harrell, C. P. (1997). The professional development of four teachers participating in a writing project. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00025775

Chicago Manual of Style (16th Edition):

Harrell, Carol P. “The professional development of four teachers participating in a writing project.” 1997. Doctoral Dissertation, University of Florida. Accessed January 22, 2020. http://ufdc.ufl.edu/AA00025775.

MLA Handbook (7th Edition):

Harrell, Carol P. “The professional development of four teachers participating in a writing project.” 1997. Web. 22 Jan 2020.

Vancouver:

Harrell CP. The professional development of four teachers participating in a writing project. [Internet] [Doctoral dissertation]. University of Florida; 1997. [cited 2020 Jan 22]. Available from: http://ufdc.ufl.edu/AA00025775.

Council of Science Editors:

Harrell CP. The professional development of four teachers participating in a writing project. [Doctoral Dissertation]. University of Florida; 1997. Available from: http://ufdc.ufl.edu/AA00025775


University of Florida

17. Apraiz, Kristen L. The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 The purpose of this study was to determine the extent to which elementary prospective teachers beliefs about mathematics instruction change as a result of participating… (more)

Subjects/Keywords: Classrooms; College mathematics; Learning; Letter writing; Mathematics; Mathematics education; Mathematics teachers; Preservice teachers; Students; Teachers; beliefs  – mathematics  – preservice

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

APA (6th Edition):

Apraiz, K. L. (2014). The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046939

Chicago Manual of Style (16th Edition):

Apraiz, Kristen L. “The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction.” 2014. Doctoral Dissertation, University of Florida. Accessed January 22, 2020. http://ufdc.ufl.edu/UFE0046939.

MLA Handbook (7th Edition):

Apraiz, Kristen L. “The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction.” 2014. Web. 22 Jan 2020.

Vancouver:

Apraiz KL. The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2020 Jan 22]. Available from: http://ufdc.ufl.edu/UFE0046939.

Council of Science Editors:

Apraiz KL. The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046939


University of Florida

18. Rodesiler, Lucas B. Portraits of Participation Exploring Secondary English Teachers' Professionally Oriented Participation Online.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2013, University of Florida

 With the emergence of new media technologies, participatory cultures in which teachers are encouraged to take part in the generation and distribution of new content… (more)

Subjects/Keywords: Blogs; Classrooms; English teachers; Literacy; Narratives; Online learning; Reading instruction; Social media; Teachers; Writing instruction; education  – english  – online  – participation  – teachers

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

APA (6th Edition):

Rodesiler, L. B. (2013). Portraits of Participation Exploring Secondary English Teachers' Professionally Oriented Participation Online. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045652

Chicago Manual of Style (16th Edition):

Rodesiler, Lucas B. “Portraits of Participation Exploring Secondary English Teachers' Professionally Oriented Participation Online.” 2013. Doctoral Dissertation, University of Florida. Accessed January 22, 2020. http://ufdc.ufl.edu/UFE0045652.

MLA Handbook (7th Edition):

Rodesiler, Lucas B. “Portraits of Participation Exploring Secondary English Teachers' Professionally Oriented Participation Online.” 2013. Web. 22 Jan 2020.

Vancouver:

Rodesiler LB. Portraits of Participation Exploring Secondary English Teachers' Professionally Oriented Participation Online. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2020 Jan 22]. Available from: http://ufdc.ufl.edu/UFE0045652.

Council of Science Editors:

Rodesiler LB. Portraits of Participation Exploring Secondary English Teachers' Professionally Oriented Participation Online. [Doctoral Dissertation]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045652


Kennesaw State University

19. Hamby, Patsy A. Writing across the Curriculum: Case Studies of Three Content-Area Teachers.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2011, Kennesaw State University

  In a qualitative study in a school district transitioning from rural to suburban based on a population growth and a shift in demographics, attitudes… (more)

Subjects/Keywords: writing; teachers; past experiences; case studies; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Hamby, P. A. (2011). Writing across the Curriculum: Case Studies of Three Content-Area Teachers. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/477

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):

Hamby, Patsy A. “Writing across the Curriculum: Case Studies of Three Content-Area Teachers.” 2011. Thesis, Kennesaw State University. Accessed January 22, 2020. https://digitalcommons.kennesaw.edu/etd/477.

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

MLA Handbook (7th Edition):

Hamby, Patsy A. “Writing across the Curriculum: Case Studies of Three Content-Area Teachers.” 2011. Web. 22 Jan 2020.

Vancouver:

Hamby PA. Writing across the Curriculum: Case Studies of Three Content-Area Teachers. [Internet] [Thesis]. Kennesaw State University; 2011. [cited 2020 Jan 22]. Available from: https://digitalcommons.kennesaw.edu/etd/477.

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

Council of Science Editors:

Hamby PA. Writing across the Curriculum: Case Studies of Three Content-Area Teachers. [Thesis]. Kennesaw State University; 2011. Available from: https://digitalcommons.kennesaw.edu/etd/477

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

20. Selbach, Simone. A constituição da docência em blogs do PIBID : um estudo sobre os modos de escrita de si.

Degree: 2016, Universidade de Caxias do Sul

A presente dissertação, cujo tema principal é a constituição da docência, vincula-se à linha de pesquisa de História e Filosofia da Educação do Programa de… (more)

Subjects/Keywords: Professores - Formação; Escrita; Blogs; Teachers, Training of; Writing

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

APA (6th Edition):

Selbach, S. (2016). A constituição da docência em blogs do PIBID : um estudo sobre os modos de escrita de si. (Masters Thesis). Universidade de Caxias do Sul. Retrieved from https://repositorio.ucs.br/handle/11338/1175

Chicago Manual of Style (16th Edition):

Selbach, Simone. “A constituição da docência em blogs do PIBID : um estudo sobre os modos de escrita de si.” 2016. Masters Thesis, Universidade de Caxias do Sul. Accessed January 22, 2020. https://repositorio.ucs.br/handle/11338/1175.

MLA Handbook (7th Edition):

Selbach, Simone. “A constituição da docência em blogs do PIBID : um estudo sobre os modos de escrita de si.” 2016. Web. 22 Jan 2020.

Vancouver:

Selbach S. A constituição da docência em blogs do PIBID : um estudo sobre os modos de escrita de si. [Internet] [Masters thesis]. Universidade de Caxias do Sul; 2016. [cited 2020 Jan 22]. Available from: https://repositorio.ucs.br/handle/11338/1175.

Council of Science Editors:

Selbach S. A constituição da docência em blogs do PIBID : um estudo sobre os modos de escrita de si. [Masters Thesis]. Universidade de Caxias do Sul; 2016. Available from: https://repositorio.ucs.br/handle/11338/1175


Universidade do Rio Grande do Sul

21. Homrich, Marcele Teixeira. Tempos, movimentos e escrita: experiência de escuta analítica de professoras.

Degree: 2014, Universidade do Rio Grande do Sul

Esta pesquisa, que aborda o tema escuta de professoras, apresenta como problema fundamental uma investigação acerca das condições que alicerçam a possibilidade de escutar professoras.… (more)

Subjects/Keywords: Teachers; Escuta; Listening; Escrita; Psicanálise; Writing; Logical time; Psychoanalysis

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

APA (6th Edition):

Homrich, M. T. (2014). Tempos, movimentos e escrita: experiência de escuta analítica de professoras. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/102258

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):

Homrich, Marcele Teixeira. “Tempos, movimentos e escrita: experiência de escuta analítica de professoras.” 2014. Thesis, Universidade do Rio Grande do Sul. Accessed January 22, 2020. http://hdl.handle.net/10183/102258.

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

MLA Handbook (7th Edition):

Homrich, Marcele Teixeira. “Tempos, movimentos e escrita: experiência de escuta analítica de professoras.” 2014. Web. 22 Jan 2020.

Vancouver:

Homrich MT. Tempos, movimentos e escrita: experiência de escuta analítica de professoras. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2014. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10183/102258.

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

Council of Science Editors:

Homrich MT. Tempos, movimentos e escrita: experiência de escuta analítica de professoras. [Thesis]. Universidade do Rio Grande do Sul; 2014. Available from: http://hdl.handle.net/10183/102258

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

22. Waterton, Nigel Paul. Teacher consultant transformation in a local National Writing Project site.

Degree: College of Education, Health & Human Development, 2016, Montana State University

 Teacher professional development is both evidentially and emotively understood to be largely ineffective. Yet the National Writing Project's professional development model has established a long-term… (more)

Subjects/Keywords: Writing.; Career development.; Teachers.

…lives of two National Writing Project teachers in the contexts of their classrooms… …BAWP’s first Summer Institute for writing teachers came at a time when there was a cry for… …SI) on three basic endeavors: Teachers share their most successful writing instruction… …Writing Project. Problem Teachers have been considered passive consumers of prepackaged… …teachers over time. Considering the National Writing Project’s consistent record of measurable… 

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

APA (6th Edition):

Waterton, N. P. (2016). Teacher consultant transformation in a local National Writing Project site. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9894

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):

Waterton, Nigel Paul. “Teacher consultant transformation in a local National Writing Project site.” 2016. Thesis, Montana State University. Accessed January 22, 2020. https://scholarworks.montana.edu/xmlui/handle/1/9894.

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

MLA Handbook (7th Edition):

Waterton, Nigel Paul. “Teacher consultant transformation in a local National Writing Project site.” 2016. Web. 22 Jan 2020.

Vancouver:

Waterton NP. Teacher consultant transformation in a local National Writing Project site. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Jan 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9894.

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

Council of Science Editors:

Waterton NP. Teacher consultant transformation in a local National Writing Project site. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9894

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


Montana State University

23. Shipman, Dustin Harry. An investigation of school factors related to enrollment in remedial writing at postsecondary institutions in Montana.

Degree: College of Education, Health & Human Development, 2011, Montana State University

 Remedial postsecondary coursework, while ubiquitous, is a high cost means for students to become prepared to complete the rigors of postsecondary education. Remedial coursework represents… (more)

Subjects/Keywords: Teachers.; Career development.; Continuing education.; Writing.; Remedial teaching.

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

APA (6th Edition):

Shipman, D. H. (2011). An investigation of school factors related to enrollment in remedial writing at postsecondary institutions in Montana. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2267

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):

Shipman, Dustin Harry. “An investigation of school factors related to enrollment in remedial writing at postsecondary institutions in Montana.” 2011. Thesis, Montana State University. Accessed January 22, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2267.

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

MLA Handbook (7th Edition):

Shipman, Dustin Harry. “An investigation of school factors related to enrollment in remedial writing at postsecondary institutions in Montana.” 2011. Web. 22 Jan 2020.

Vancouver:

Shipman DH. An investigation of school factors related to enrollment in remedial writing at postsecondary institutions in Montana. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Jan 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2267.

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

Council of Science Editors:

Shipman DH. An investigation of school factors related to enrollment in remedial writing at postsecondary institutions in Montana. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2267

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


Montana State University

24. Abernethy, Joshua David. Effects of student reflective writing on understanding of middle school science concepts.

Degree: Graduate School, 2014, Montana State University

 This project focused on using various writing activities, such as exit tickets, student indicator sheets, and participation log, in a middle school science classroom to… (more)

Subjects/Keywords: Science Study and teaching.; Writing.; Middle school students.; Teachers Attitudes.

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APA (6th Edition):

Abernethy, J. D. (2014). Effects of student reflective writing on understanding of middle school science concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3531

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):

Abernethy, Joshua David. “Effects of student reflective writing on understanding of middle school science concepts.” 2014. Thesis, Montana State University. Accessed January 22, 2020. https://scholarworks.montana.edu/xmlui/handle/1/3531.

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

MLA Handbook (7th Edition):

Abernethy, Joshua David. “Effects of student reflective writing on understanding of middle school science concepts.” 2014. Web. 22 Jan 2020.

Vancouver:

Abernethy JD. Effects of student reflective writing on understanding of middle school science concepts. [Internet] [Thesis]. Montana State University; 2014. [cited 2020 Jan 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3531.

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

Council of Science Editors:

Abernethy JD. Effects of student reflective writing on understanding of middle school science concepts. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3531

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


Utah State University

25. Schwarze, Karen. What in a Good Cause Men May Both Dare and Venture.

Degree: MA, English, 2016, Utah State University

  “What in a Good Cause Men May Both Dare and Venture” is a historical short story that features schoolteachers in Munich, Bavaria, during the… (more)

Subjects/Keywords: 1848 revolution; 19th century; Bavaria; Munich; teachers; Creative Writing; European History

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

APA (6th Edition):

Schwarze, K. (2016). What in a Good Cause Men May Both Dare and Venture. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4742

Chicago Manual of Style (16th Edition):

Schwarze, Karen. “What in a Good Cause Men May Both Dare and Venture.” 2016. Masters Thesis, Utah State University. Accessed January 22, 2020. https://digitalcommons.usu.edu/etd/4742.

MLA Handbook (7th Edition):

Schwarze, Karen. “What in a Good Cause Men May Both Dare and Venture.” 2016. Web. 22 Jan 2020.

Vancouver:

Schwarze K. What in a Good Cause Men May Both Dare and Venture. [Internet] [Masters thesis]. Utah State University; 2016. [cited 2020 Jan 22]. Available from: https://digitalcommons.usu.edu/etd/4742.

Council of Science Editors:

Schwarze K. What in a Good Cause Men May Both Dare and Venture. [Masters Thesis]. Utah State University; 2016. Available from: https://digitalcommons.usu.edu/etd/4742


University of Central Florida

26. Dadurka, David T. Metaphoric Competence As A Means To Meta-cognitive Awareness In First-year Composition.

Degree: 2012, University of Central Florida

 A growing body of writing research suggests college students’ and teachers’ conceptualizations of writing play an important role in learning to write and making the… (more)

Subjects/Keywords: Writing; metaphor; metaphoring; meta cognitive awareness; reflection; mindfulness; habits of mind; writing beliefs; first year composition; first year writing; college students; college writing; academic writing; auto ethnography; writing process; writing processes; pre service teachers; writing teachers; writing instruction; Rhetoric and Composition; Arts and Humanities  – Dissertations, Academic, Dissertations, Academic  – Arts and Humanities

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

APA (6th Edition):

Dadurka, D. T. (2012). Metaphoric Competence As A Means To Meta-cognitive Awareness In First-year Composition. (Masters Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2116

Chicago Manual of Style (16th Edition):

Dadurka, David T. “Metaphoric Competence As A Means To Meta-cognitive Awareness In First-year Composition.” 2012. Masters Thesis, University of Central Florida. Accessed January 22, 2020. https://stars.library.ucf.edu/etd/2116.

MLA Handbook (7th Edition):

Dadurka, David T. “Metaphoric Competence As A Means To Meta-cognitive Awareness In First-year Composition.” 2012. Web. 22 Jan 2020.

Vancouver:

Dadurka DT. Metaphoric Competence As A Means To Meta-cognitive Awareness In First-year Composition. [Internet] [Masters thesis]. University of Central Florida; 2012. [cited 2020 Jan 22]. Available from: https://stars.library.ucf.edu/etd/2116.

Council of Science Editors:

Dadurka DT. Metaphoric Competence As A Means To Meta-cognitive Awareness In First-year Composition. [Masters Thesis]. University of Central Florida; 2012. Available from: https://stars.library.ucf.edu/etd/2116


University of Florida

27. Wood, Susan Nelson, 1954-. A case study of three teachers in the Kentucky telecommunications writing project.

Degree: 1997, University of Florida

Subjects/Keywords: Classrooms; Learning; Professional development; Schools; Students; Teachers; Telecommunications; Writing; Writing instruction; Writing teachers

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

APA (6th Edition):

Wood, Susan Nelson, 1. (1997). A case study of three teachers in the Kentucky telecommunications writing project. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00002041

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):

Wood, Susan Nelson, 1954-. “A case study of three teachers in the Kentucky telecommunications writing project.” 1997. Thesis, University of Florida. Accessed January 22, 2020. http://ufdc.ufl.edu/AA00002041.

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

MLA Handbook (7th Edition):

Wood, Susan Nelson, 1954-. “A case study of three teachers in the Kentucky telecommunications writing project.” 1997. Web. 22 Jan 2020.

Vancouver:

Wood, Susan Nelson 1. A case study of three teachers in the Kentucky telecommunications writing project. [Internet] [Thesis]. University of Florida; 1997. [cited 2020 Jan 22]. Available from: http://ufdc.ufl.edu/AA00002041.

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

Council of Science Editors:

Wood, Susan Nelson 1. A case study of three teachers in the Kentucky telecommunications writing project. [Thesis]. University of Florida; 1997. Available from: http://ufdc.ufl.edu/AA00002041

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


University of Florida

28. Sailor, Susan Hardee, 1963-. The effect of peer response groups on writing apprehension, writing achievement, and revision decisions of adult community college composition students.

Degree: PhD, Instruction and Curriculum, 1996, University of Florida

Subjects/Keywords: Adult education; College students; Community colleges; Teachers; Writing achievement; Writing apprehension; Writing assignments; Writing instruction; Writing teachers; Written composition

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

APA (6th Edition):

Sailor, Susan Hardee, 1. (1996). The effect of peer response groups on writing apprehension, writing achievement, and revision decisions of adult community college composition students. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00022381

Chicago Manual of Style (16th Edition):

Sailor, Susan Hardee, 1963-. “The effect of peer response groups on writing apprehension, writing achievement, and revision decisions of adult community college composition students.” 1996. Doctoral Dissertation, University of Florida. Accessed January 22, 2020. http://ufdc.ufl.edu/AA00022381.

MLA Handbook (7th Edition):

Sailor, Susan Hardee, 1963-. “The effect of peer response groups on writing apprehension, writing achievement, and revision decisions of adult community college composition students.” 1996. Web. 22 Jan 2020.

Vancouver:

Sailor, Susan Hardee 1. The effect of peer response groups on writing apprehension, writing achievement, and revision decisions of adult community college composition students. [Internet] [Doctoral dissertation]. University of Florida; 1996. [cited 2020 Jan 22]. Available from: http://ufdc.ufl.edu/AA00022381.

Council of Science Editors:

Sailor, Susan Hardee 1. The effect of peer response groups on writing apprehension, writing achievement, and revision decisions of adult community college composition students. [Doctoral Dissertation]. University of Florida; 1996. Available from: http://ufdc.ufl.edu/AA00022381

29. Steinbach, Lisa. Pilot study of WrAP: A video-cued writing program with a computerized assessment component used to enhance the writing skills of students.

Degree: MA, Teacher Education, 2011, Texas Woman's University

 The purpose of this study was to ascertain if a video cued writing system will enhance students' writing skills by reinforcing the previously taught writing(more)

Subjects/Keywords: Special education; Students; Writing; Videotape recordings; Sex differences; Teachers; Writing processes; Junior high school education; Texas

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

APA (6th Edition):

Steinbach, L. (2011). Pilot study of WrAP: A video-cued writing program with a computerized assessment component used to enhance the writing skills of students. (Masters Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10378

Chicago Manual of Style (16th Edition):

Steinbach, Lisa. “Pilot study of WrAP: A video-cued writing program with a computerized assessment component used to enhance the writing skills of students.” 2011. Masters Thesis, Texas Woman's University. Accessed January 22, 2020. http://hdl.handle.net/11274/10378.

MLA Handbook (7th Edition):

Steinbach, Lisa. “Pilot study of WrAP: A video-cued writing program with a computerized assessment component used to enhance the writing skills of students.” 2011. Web. 22 Jan 2020.

Vancouver:

Steinbach L. Pilot study of WrAP: A video-cued writing program with a computerized assessment component used to enhance the writing skills of students. [Internet] [Masters thesis]. Texas Woman's University; 2011. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/11274/10378.

Council of Science Editors:

Steinbach L. Pilot study of WrAP: A video-cued writing program with a computerized assessment component used to enhance the writing skills of students. [Masters Thesis]. Texas Woman's University; 2011. Available from: http://hdl.handle.net/11274/10378


NSYSU

30. Lee, Chia-fang. A Study of Teachers' Perceptions of Writing Instruction at Junior High Schools.

Degree: Master, Foreign Language and Literature, 2006, NSYSU

Writing instruction has been ignored in junior high school in Taiwan. Since teachers and schools have started to focus on communicative ability, should writing gain… (more)

Subjects/Keywords: Basic Competence Test; Writing Instruction; Teachers' Perceptions; Writing Assessment

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

APA (6th Edition):

Lee, C. (2006). A Study of Teachers' Perceptions of Writing Instruction at Junior High Schools. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0720106-131824

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):

Lee, Chia-fang. “A Study of Teachers' Perceptions of Writing Instruction at Junior High Schools.” 2006. Thesis, NSYSU. Accessed January 22, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0720106-131824.

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

MLA Handbook (7th Edition):

Lee, Chia-fang. “A Study of Teachers' Perceptions of Writing Instruction at Junior High Schools.” 2006. Web. 22 Jan 2020.

Vancouver:

Lee C. A Study of Teachers' Perceptions of Writing Instruction at Junior High Schools. [Internet] [Thesis]. NSYSU; 2006. [cited 2020 Jan 22]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0720106-131824.

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

Council of Science Editors:

Lee C. A Study of Teachers' Perceptions of Writing Instruction at Junior High Schools. [Thesis]. NSYSU; 2006. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0720106-131824

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

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