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You searched for subject:(arts based assessment). Showing records 1 – 27 of 27 total matches.

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Brigham Young University

1. Davis, Aislin Pickett. A Comparison of Mobile and Computer Receptive Language ESL Tests.

Degree: MA, 2019, Brigham Young University

  The option to bring-your-own-device (BYOD) to educational settings is becoming more prevalent as mobile technologies are more accessible than ever, yet little research has… (more)

Subjects/Keywords: computer-based language assessment; mobile-based language assessment; ESL; Arts and Humanities

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

APA (6th Edition):

Davis, A. P. (2019). A Comparison of Mobile and Computer Receptive Language ESL Tests. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8392&context=etd

Chicago Manual of Style (16th Edition):

Davis, Aislin Pickett. “A Comparison of Mobile and Computer Receptive Language ESL Tests.” 2019. Masters Thesis, Brigham Young University. Accessed November 14, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8392&context=etd.

MLA Handbook (7th Edition):

Davis, Aislin Pickett. “A Comparison of Mobile and Computer Receptive Language ESL Tests.” 2019. Web. 14 Nov 2019.

Vancouver:

Davis AP. A Comparison of Mobile and Computer Receptive Language ESL Tests. [Internet] [Masters thesis]. Brigham Young University; 2019. [cited 2019 Nov 14]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8392&context=etd.

Council of Science Editors:

Davis AP. A Comparison of Mobile and Computer Receptive Language ESL Tests. [Masters Thesis]. Brigham Young University; 2019. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8392&context=etd

2. Bailey, Hannah; Giacona, Noelle M. Arts-Based Assessments and Projective Tests: An Interpretation of Self.

Degree: MA, Marital and Family Therapy, 2019, Loyola Marymount University

  This research seeks to understand the relationship between arts-based assessments and perception of self through exploration of participants’ interpretations of their own animal drawings.… (more)

Subjects/Keywords: personality assessment; projective test; arts-based assessment; standardized assessment; non-standardized assessment; interpretation; art therapy; Art Therapy

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APA (6th Edition):

Bailey, Hannah; Giacona, N. M. (2019). Arts-Based Assessments and Projective Tests: An Interpretation of Self. (Masters Thesis). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/825

Chicago Manual of Style (16th Edition):

Bailey, Hannah; Giacona, Noelle M. “Arts-Based Assessments and Projective Tests: An Interpretation of Self.” 2019. Masters Thesis, Loyola Marymount University. Accessed November 14, 2019. https://digitalcommons.lmu.edu/etd/825.

MLA Handbook (7th Edition):

Bailey, Hannah; Giacona, Noelle M. “Arts-Based Assessments and Projective Tests: An Interpretation of Self.” 2019. Web. 14 Nov 2019.

Vancouver:

Bailey, Hannah; Giacona NM. Arts-Based Assessments and Projective Tests: An Interpretation of Self. [Internet] [Masters thesis]. Loyola Marymount University; 2019. [cited 2019 Nov 14]. Available from: https://digitalcommons.lmu.edu/etd/825.

Council of Science Editors:

Bailey, Hannah; Giacona NM. Arts-Based Assessments and Projective Tests: An Interpretation of Self. [Masters Thesis]. Loyola Marymount University; 2019. Available from: https://digitalcommons.lmu.edu/etd/825


Kennesaw State University

3. Armstrong-Grodzicki, Colette. Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

  Project-based learning (PBL) is defined by Markham, Larner and Ravitz (2003) as “a systematic teaching method that engages students in learning knowledge and skills… (more)

Subjects/Keywords: project-based learning; secondary English language arts; standardized test; achievement; College Board advanced placement; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Armstrong-Grodzicki, C. (2013). Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/594

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):

Armstrong-Grodzicki, Colette. “Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?.” 2013. Thesis, Kennesaw State University. Accessed November 14, 2019. https://digitalcommons.kennesaw.edu/etd/594.

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

MLA Handbook (7th Edition):

Armstrong-Grodzicki, Colette. “Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?.” 2013. Web. 14 Nov 2019.

Vancouver:

Armstrong-Grodzicki C. Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Nov 14]. Available from: https://digitalcommons.kennesaw.edu/etd/594.

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

Council of Science Editors:

Armstrong-Grodzicki C. Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/594

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


University of South Florida

4. Saari, Bonnie. The effectiveness of prevent-teach-reinforce: Does the presence of comorbid internalizing behavior problems moderate outcomes for children with externalizing behavior problems?.

Degree: 2010, University of South Florida

 This study examined the effectiveness of a school-based intervention process known as Prevent-Teach-Reinforce for children with a combination of externalizing and internalizing behaviors compared to… (more)

Subjects/Keywords: School-based treatment; Positive behavior support; Elementary; Intervention; Functional behavior assessment; American Studies; Arts and Humanities

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APA (6th Edition):

Saari, B. (2010). The effectiveness of prevent-teach-reinforce: Does the presence of comorbid internalizing behavior problems moderate outcomes for children with externalizing behavior problems?. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/1757

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):

Saari, Bonnie. “The effectiveness of prevent-teach-reinforce: Does the presence of comorbid internalizing behavior problems moderate outcomes for children with externalizing behavior problems?.” 2010. Thesis, University of South Florida. Accessed November 14, 2019. https://scholarcommons.usf.edu/etd/1757.

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

MLA Handbook (7th Edition):

Saari, Bonnie. “The effectiveness of prevent-teach-reinforce: Does the presence of comorbid internalizing behavior problems moderate outcomes for children with externalizing behavior problems?.” 2010. Web. 14 Nov 2019.

Vancouver:

Saari B. The effectiveness of prevent-teach-reinforce: Does the presence of comorbid internalizing behavior problems moderate outcomes for children with externalizing behavior problems?. [Internet] [Thesis]. University of South Florida; 2010. [cited 2019 Nov 14]. Available from: https://scholarcommons.usf.edu/etd/1757.

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

Council of Science Editors:

Saari B. The effectiveness of prevent-teach-reinforce: Does the presence of comorbid internalizing behavior problems moderate outcomes for children with externalizing behavior problems?. [Thesis]. University of South Florida; 2010. Available from: https://scholarcommons.usf.edu/etd/1757

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


University of South Florida

5. March, Amanda. The Relationship Between Systems-Change Coaching and Levels of Implementation and Fidelity of Problem-Solving/Response to Intervention (PS/RtI).

Degree: 2011, University of South Florida

 This study examined the extent to which coaching facilitates the successful implementation of the Problem-Solving/Response to Intervention (PS/RtI) model in schools, as well as the… (more)

Subjects/Keywords: data-based decision-making; educators; organizational/systems change; problem-solving model; professional development; school-based coaches; American Studies; Arts and Humanities; Educational Assessment, Evaluation, and Research; Education Policy; Other Education

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APA (6th Edition):

March, A. (2011). The Relationship Between Systems-Change Coaching and Levels of Implementation and Fidelity of Problem-Solving/Response to Intervention (PS/RtI). (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/3231

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):

March, Amanda. “The Relationship Between Systems-Change Coaching and Levels of Implementation and Fidelity of Problem-Solving/Response to Intervention (PS/RtI).” 2011. Thesis, University of South Florida. Accessed November 14, 2019. https://scholarcommons.usf.edu/etd/3231.

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

MLA Handbook (7th Edition):

March, Amanda. “The Relationship Between Systems-Change Coaching and Levels of Implementation and Fidelity of Problem-Solving/Response to Intervention (PS/RtI).” 2011. Web. 14 Nov 2019.

Vancouver:

March A. The Relationship Between Systems-Change Coaching and Levels of Implementation and Fidelity of Problem-Solving/Response to Intervention (PS/RtI). [Internet] [Thesis]. University of South Florida; 2011. [cited 2019 Nov 14]. Available from: https://scholarcommons.usf.edu/etd/3231.

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

Council of Science Editors:

March A. The Relationship Between Systems-Change Coaching and Levels of Implementation and Fidelity of Problem-Solving/Response to Intervention (PS/RtI). [Thesis]. University of South Florida; 2011. Available from: https://scholarcommons.usf.edu/etd/3231

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


University of Pretoria

6. Vermeulen, Dorette. Implementing music in an integrated arts curriculum for South African primary schools.

Degree: Music, 2009, University of Pretoria

 Music Education as part of the learning area Arts and Culture is far from satisfactory in South African schools. Reasons for this include a highly… (more)

Subjects/Keywords: Process performance in arts education; Product performance in arts education; Foundation phase; Specialist versus generalist arts teachers; Teacher training; Arts and culture; Interdisciplinary arts; Integrated learning; Praxial music education; Assessment in teacher training for music education; Outcomes based education; UCTD

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APA (6th Edition):

Vermeulen, D. (2009). Implementing music in an integrated arts curriculum for South African primary schools. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28787

Chicago Manual of Style (16th Edition):

Vermeulen, Dorette. “Implementing music in an integrated arts curriculum for South African primary schools.” 2009. Doctoral Dissertation, University of Pretoria. Accessed November 14, 2019. http://hdl.handle.net/2263/28787.

MLA Handbook (7th Edition):

Vermeulen, Dorette. “Implementing music in an integrated arts curriculum for South African primary schools.” 2009. Web. 14 Nov 2019.

Vancouver:

Vermeulen D. Implementing music in an integrated arts curriculum for South African primary schools. [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/2263/28787.

Council of Science Editors:

Vermeulen D. Implementing music in an integrated arts curriculum for South African primary schools. [Doctoral Dissertation]. University of Pretoria; 2009. Available from: http://hdl.handle.net/2263/28787


University of Pretoria

7. Vermeulen, Dorette. Implementing music in an integrated arts curriculum for South African primary schools .

Degree: 2009, University of Pretoria

 Music Education as part of the learning area Arts and Culture is far from satisfactory in South African schools. Reasons for this include a highly… (more)

Subjects/Keywords: Process performance in arts education; Product performance in arts education; Foundation phase; Specialist versus generalist arts teachers; Teacher training; Arts and culture; Interdisciplinary arts; Integrated learning; Praxial music education; Assessment in teacher training for music education; Outcomes based education; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Vermeulen, D. (2009). Implementing music in an integrated arts curriculum for South African primary schools . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-10172009-121302/

Chicago Manual of Style (16th Edition):

Vermeulen, Dorette. “Implementing music in an integrated arts curriculum for South African primary schools .” 2009. Doctoral Dissertation, University of Pretoria. Accessed November 14, 2019. http://upetd.up.ac.za/thesis/available/etd-10172009-121302/.

MLA Handbook (7th Edition):

Vermeulen, Dorette. “Implementing music in an integrated arts curriculum for South African primary schools .” 2009. Web. 14 Nov 2019.

Vancouver:

Vermeulen D. Implementing music in an integrated arts curriculum for South African primary schools . [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2019 Nov 14]. Available from: http://upetd.up.ac.za/thesis/available/etd-10172009-121302/.

Council of Science Editors:

Vermeulen D. Implementing music in an integrated arts curriculum for South African primary schools . [Doctoral Dissertation]. University of Pretoria; 2009. Available from: http://upetd.up.ac.za/thesis/available/etd-10172009-121302/


University of New Orleans

8. Richter, Desi. Singing Their Stories: A Musical Narrative of Teaching and Testing.

Degree: PhD, Curriculum and Instruction, 2018, University of New Orleans

  This musical, arts-based educational research describes the lived experiences of four K-12 New Orleans educators who believe that end-of-year standardized tests hinder their ability… (more)

Subjects/Keywords: arts-based research, arts-based educational research, curricular narrowing, standardized testing, New Orleans school reform, musical inquiry, narrative inquiry; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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

APA (6th Edition):

Richter, D. (2018). Singing Their Stories: A Musical Narrative of Teaching and Testing. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2532

Chicago Manual of Style (16th Edition):

Richter, Desi. “Singing Their Stories: A Musical Narrative of Teaching and Testing.” 2018. Doctoral Dissertation, University of New Orleans. Accessed November 14, 2019. https://scholarworks.uno.edu/td/2532.

MLA Handbook (7th Edition):

Richter, Desi. “Singing Their Stories: A Musical Narrative of Teaching and Testing.” 2018. Web. 14 Nov 2019.

Vancouver:

Richter D. Singing Their Stories: A Musical Narrative of Teaching and Testing. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2019 Nov 14]. Available from: https://scholarworks.uno.edu/td/2532.

Council of Science Editors:

Richter D. Singing Their Stories: A Musical Narrative of Teaching and Testing. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2532


Massey University

9. Carnegie-Harding, Susan. E-asTTle as a catalyst for change.

Degree: Masters, Education - Teaching and Learning, 2016, Massey University

 This thesis studies the introduction and use of the formative assessment tool e-asTTle (Assessment for Teaching and Learning) in a low decile, high Māori school… (more)

Subjects/Keywords: Educational tests and measurement; Curriculum-based assessment; Language arts; Mathematical ability; Ability testing; Testing; Maori (New Zealand people); Education; New Zealand; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education

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APA (6th Edition):

Carnegie-Harding, S. (2016). E-asTTle as a catalyst for change. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/11566

Chicago Manual of Style (16th Edition):

Carnegie-Harding, Susan. “E-asTTle as a catalyst for change.” 2016. Masters Thesis, Massey University. Accessed November 14, 2019. http://hdl.handle.net/10179/11566.

MLA Handbook (7th Edition):

Carnegie-Harding, Susan. “E-asTTle as a catalyst for change.” 2016. Web. 14 Nov 2019.

Vancouver:

Carnegie-Harding S. E-asTTle as a catalyst for change. [Internet] [Masters thesis]. Massey University; 2016. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/10179/11566.

Council of Science Editors:

Carnegie-Harding S. E-asTTle as a catalyst for change. [Masters Thesis]. Massey University; 2016. Available from: http://hdl.handle.net/10179/11566


University of Wisconsin – Stout

10. Diercks, Barbara Ann. Curriculum-based measurement in written expression at the secondary level.

Degree: 2003, University of Wisconsin – Stout

Subjects/Keywords: Curriculum-based assessment; Composition (Language arts) – Study and teaching (Secondary) – Evaluation

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APA (6th Edition):

Diercks, B. A. (2003). Curriculum-based measurement in written expression at the secondary level. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2003/2003diercksb.pdf ; http://digital.library.wisc.edu/1793/40801

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):

Diercks, Barbara Ann. “Curriculum-based measurement in written expression at the secondary level.” 2003. Thesis, University of Wisconsin – Stout. Accessed November 14, 2019. http://www.uwstout.edu/lib/thesis/2003/2003diercksb.pdf ; http://digital.library.wisc.edu/1793/40801.

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

MLA Handbook (7th Edition):

Diercks, Barbara Ann. “Curriculum-based measurement in written expression at the secondary level.” 2003. Web. 14 Nov 2019.

Vancouver:

Diercks BA. Curriculum-based measurement in written expression at the secondary level. [Internet] [Thesis]. University of Wisconsin – Stout; 2003. [cited 2019 Nov 14]. Available from: http://www.uwstout.edu/lib/thesis/2003/2003diercksb.pdf ; http://digital.library.wisc.edu/1793/40801.

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

Council of Science Editors:

Diercks BA. Curriculum-based measurement in written expression at the secondary level. [Thesis]. University of Wisconsin – Stout; 2003. Available from: http://www.uwstout.edu/lib/thesis/2003/2003diercksb.pdf ; http://digital.library.wisc.edu/1793/40801

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


Western Kentucky University

11. Tadatada, Amanda. Growth Rates of Curriculum-Based Measurement-Written Expression at the Elementary School Level.

Degree: Specialist in Education, Department of Psychology, 2011, Western Kentucky University

  This project appears to be the first to determine growth rates for writing using Curriculum-Based Measurement-Written Expression (CBM-WE). Growth rates, or the amount of… (more)

Subjects/Keywords: written expression; curriculum-based assessment; educational tests and measurements; elementary school language arts; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching

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

APA (6th Edition):

Tadatada, A. (2011). Growth Rates of Curriculum-Based Measurement-Written Expression at the Elementary School Level. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/1040

Chicago Manual of Style (16th Edition):

Tadatada, Amanda. “Growth Rates of Curriculum-Based Measurement-Written Expression at the Elementary School Level.” 2011. Masters Thesis, Western Kentucky University. Accessed November 14, 2019. https://digitalcommons.wku.edu/theses/1040.

MLA Handbook (7th Edition):

Tadatada, Amanda. “Growth Rates of Curriculum-Based Measurement-Written Expression at the Elementary School Level.” 2011. Web. 14 Nov 2019.

Vancouver:

Tadatada A. Growth Rates of Curriculum-Based Measurement-Written Expression at the Elementary School Level. [Internet] [Masters thesis]. Western Kentucky University; 2011. [cited 2019 Nov 14]. Available from: https://digitalcommons.wku.edu/theses/1040.

Council of Science Editors:

Tadatada A. Growth Rates of Curriculum-Based Measurement-Written Expression at the Elementary School Level. [Masters Thesis]. Western Kentucky University; 2011. Available from: https://digitalcommons.wku.edu/theses/1040


University of Oregon

12. Rhoades, William B. Assessing early literacy development in Spanish speakers when Spanish is the language of instruction.

Degree: 2009, University of Oregon

 One of the fastest growing populations of students in American schools today is that of Spanish speaking English language learners. Many of these students are… (more)

Subjects/Keywords: Early literacy; Spanish; Spanish early literacy; Bilingual students; Curriculum-based measures; Spanish speaking; Assessment; Second language learning; Phonological awareness; Language arts; Bilingual education; Educational tests and measurements; Curriculum development

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

APA (6th Edition):

Rhoades, W. B. (2009). Assessing early literacy development in Spanish speakers when Spanish is the language of instruction. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/10070

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):

Rhoades, William B. “Assessing early literacy development in Spanish speakers when Spanish is the language of instruction.” 2009. Thesis, University of Oregon. Accessed November 14, 2019. http://hdl.handle.net/1794/10070.

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

MLA Handbook (7th Edition):

Rhoades, William B. “Assessing early literacy development in Spanish speakers when Spanish is the language of instruction.” 2009. Web. 14 Nov 2019.

Vancouver:

Rhoades WB. Assessing early literacy development in Spanish speakers when Spanish is the language of instruction. [Internet] [Thesis]. University of Oregon; 2009. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/1794/10070.

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

Council of Science Editors:

Rhoades WB. Assessing early literacy development in Spanish speakers when Spanish is the language of instruction. [Thesis]. University of Oregon; 2009. Available from: http://hdl.handle.net/1794/10070

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


University of South Florida

13. McNally, John D. Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment.

Degree: 2010, University of South Florida

 Many post-secondary schools across the country offer adult working students an opportunity to obtain at least partial credit for work and life experiences in their… (more)

Subjects/Keywords: Andragogy; Adult Learning Theory; Self-Directed Learners; Experiential Learning; Project-Based Learning; Kolb; Prior Learning Assessment; Portfolio; Knowles; American Studies; Arts and Humanities; Secondary Education and Teaching

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APA (6th Edition):

McNally, J. D. (2010). Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/3543

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):

McNally, John D. “Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment.” 2010. Thesis, University of South Florida. Accessed November 14, 2019. https://scholarcommons.usf.edu/etd/3543.

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

MLA Handbook (7th Edition):

McNally, John D. “Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment.” 2010. Web. 14 Nov 2019.

Vancouver:

McNally JD. Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment. [Internet] [Thesis]. University of South Florida; 2010. [cited 2019 Nov 14]. Available from: https://scholarcommons.usf.edu/etd/3543.

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

Council of Science Editors:

McNally JD. Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment. [Thesis]. University of South Florida; 2010. Available from: https://scholarcommons.usf.edu/etd/3543

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


University of South Florida

14. Gaunt, Brian T. Qualitative Analysis of Teacher Perceptions and Use of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Within a District-Wide Reading First Program.

Degree: 2008, University of South Florida

 The aim of the Reading First grant program was to (a) increase quality and consistency of instruction in K-3 classrooms; (b) conduct timely and valid… (more)

Subjects/Keywords: Data utilization; Education; Assessment; Data-based decisions; Evaluation; American Studies; Arts and Humanities

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APA (6th Edition):

Gaunt, B. T. (2008). Qualitative Analysis of Teacher Perceptions and Use of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Within a District-Wide Reading First Program. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/258

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):

Gaunt, Brian T. “Qualitative Analysis of Teacher Perceptions and Use of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Within a District-Wide Reading First Program.” 2008. Thesis, University of South Florida. Accessed November 14, 2019. https://scholarcommons.usf.edu/etd/258.

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

MLA Handbook (7th Edition):

Gaunt, Brian T. “Qualitative Analysis of Teacher Perceptions and Use of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Within a District-Wide Reading First Program.” 2008. Web. 14 Nov 2019.

Vancouver:

Gaunt BT. Qualitative Analysis of Teacher Perceptions and Use of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Within a District-Wide Reading First Program. [Internet] [Thesis]. University of South Florida; 2008. [cited 2019 Nov 14]. Available from: https://scholarcommons.usf.edu/etd/258.

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

Council of Science Editors:

Gaunt BT. Qualitative Analysis of Teacher Perceptions and Use of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Within a District-Wide Reading First Program. [Thesis]. University of South Florida; 2008. Available from: https://scholarcommons.usf.edu/etd/258

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


University of South Florida

15. Henson, Kelli S. Assessing Student Reading Progress: A Comparison of Generic and Basal Curriculum-Based Reading Probes.

Degree: 2004, University of South Florida

 The purpose of this study was to clarify and extend previous research on the comparibility of curriculum-based measurement oral reading fluency results using reading materials… (more)

Subjects/Keywords: curriculum-based measurement; assessment; fluency; literacy; American Studies; Arts and Humanities

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APA (6th Edition):

Henson, K. S. (2004). Assessing Student Reading Progress: A Comparison of Generic and Basal Curriculum-Based Reading Probes. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/1075

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):

Henson, Kelli S. “Assessing Student Reading Progress: A Comparison of Generic and Basal Curriculum-Based Reading Probes.” 2004. Thesis, University of South Florida. Accessed November 14, 2019. https://scholarcommons.usf.edu/etd/1075.

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

MLA Handbook (7th Edition):

Henson, Kelli S. “Assessing Student Reading Progress: A Comparison of Generic and Basal Curriculum-Based Reading Probes.” 2004. Web. 14 Nov 2019.

Vancouver:

Henson KS. Assessing Student Reading Progress: A Comparison of Generic and Basal Curriculum-Based Reading Probes. [Internet] [Thesis]. University of South Florida; 2004. [cited 2019 Nov 14]. Available from: https://scholarcommons.usf.edu/etd/1075.

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

Council of Science Editors:

Henson KS. Assessing Student Reading Progress: A Comparison of Generic and Basal Curriculum-Based Reading Probes. [Thesis]. University of South Florida; 2004. Available from: https://scholarcommons.usf.edu/etd/1075

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


University of South Florida

16. Russon, Ryan K. Computerized Measurement of Psychological Vital Signs in a Clinical Setting.

Degree: 2003, University of South Florida

 Due to the increasing demands of third-party payers to show measurable results in a decreased amount of time, mental health practitioners need new tools and… (more)

Subjects/Keywords: computer-based assessment; State Trait Personality Inventory; psychological assessment; vital signs; therapy; American Studies; Arts and Humanities

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APA (6th Edition):

Russon, R. K. (2003). Computerized Measurement of Psychological Vital Signs in a Clinical Setting. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/1463

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):

Russon, Ryan K. “Computerized Measurement of Psychological Vital Signs in a Clinical Setting.” 2003. Thesis, University of South Florida. Accessed November 14, 2019. https://scholarcommons.usf.edu/etd/1463.

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

MLA Handbook (7th Edition):

Russon, Ryan K. “Computerized Measurement of Psychological Vital Signs in a Clinical Setting.” 2003. Web. 14 Nov 2019.

Vancouver:

Russon RK. Computerized Measurement of Psychological Vital Signs in a Clinical Setting. [Internet] [Thesis]. University of South Florida; 2003. [cited 2019 Nov 14]. Available from: https://scholarcommons.usf.edu/etd/1463.

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

Council of Science Editors:

Russon RK. Computerized Measurement of Psychological Vital Signs in a Clinical Setting. [Thesis]. University of South Florida; 2003. Available from: https://scholarcommons.usf.edu/etd/1463

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


Virginia Commonwealth University

17. Moulana, Sultana Jesmine. SYNERGY: GAME DESIGN + QUR'AN MEMORIZATION.

Degree: MFA, Dean's Office Qatar, 2017, Virginia Commonwealth University

  The rise of digital technology has transformed nearly every part of our daily lives, including the way we learn and memorize. Such transformations raise… (more)

Subjects/Keywords: Memorization; Game-based learning; Game Design; the Qur’an; Qur’an Memorization; Digital Natives; Digital Immigrants; Art Education; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods; Fine Arts; Game Design; Instructional Media Design; Interactive Arts; Interdisciplinary Arts and Media; Islamic Studies; Other Arts and Humanities; Other Education; Religious Thought, Theology and Philosophy of Religion

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APA (6th Edition):

Moulana, S. J. (2017). SYNERGY: GAME DESIGN + QUR'AN MEMORIZATION. (Thesis). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5199

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):

Moulana, Sultana Jesmine. “SYNERGY: GAME DESIGN + QUR'AN MEMORIZATION.” 2017. Thesis, Virginia Commonwealth University. Accessed November 14, 2019. https://scholarscompass.vcu.edu/etd/5199.

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

MLA Handbook (7th Edition):

Moulana, Sultana Jesmine. “SYNERGY: GAME DESIGN + QUR'AN MEMORIZATION.” 2017. Web. 14 Nov 2019.

Vancouver:

Moulana SJ. SYNERGY: GAME DESIGN + QUR'AN MEMORIZATION. [Internet] [Thesis]. Virginia Commonwealth University; 2017. [cited 2019 Nov 14]. Available from: https://scholarscompass.vcu.edu/etd/5199.

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

Council of Science Editors:

Moulana SJ. SYNERGY: GAME DESIGN + QUR'AN MEMORIZATION. [Thesis]. Virginia Commonwealth University; 2017. Available from: https://scholarscompass.vcu.edu/etd/5199

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

18. Carper, Kristy Jo. Effect of Alternative Assessments on Behavior of Students in a Secondary Art Classroom.

Degree: 2012, IPFW

  Regular paper tests are used in the classroom as a way to test learned knowledge, but students with learning disabilities often have trouble successfully… (more)

Subjects/Keywords: alternative assessments; secondary art classroom; secondary classroom; art room; art; assessments; behavior; portfolio review; rubric; paper test; goal-setting; curriculum; printmaking; self-assessment; projects-based; project; Art and Design; Art Education; Art Practice; Arts and Humanities; Curriculum and Instruction; Disability and Equity in Education; Education; Educational Assessment, Evaluation, and Research; Fine Arts; Special Education and Teaching

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APA (6th Edition):

Carper, K. J. (2012). Effect of Alternative Assessments on Behavior of Students in a Secondary Art Classroom. (Masters Thesis). IPFW. Retrieved from http://opus.ipfw.edu/masters_theses/22

Chicago Manual of Style (16th Edition):

Carper, Kristy Jo. “Effect of Alternative Assessments on Behavior of Students in a Secondary Art Classroom.” 2012. Masters Thesis, IPFW. Accessed November 14, 2019. http://opus.ipfw.edu/masters_theses/22.

MLA Handbook (7th Edition):

Carper, Kristy Jo. “Effect of Alternative Assessments on Behavior of Students in a Secondary Art Classroom.” 2012. Web. 14 Nov 2019.

Vancouver:

Carper KJ. Effect of Alternative Assessments on Behavior of Students in a Secondary Art Classroom. [Internet] [Masters thesis]. IPFW; 2012. [cited 2019 Nov 14]. Available from: http://opus.ipfw.edu/masters_theses/22.

Council of Science Editors:

Carper KJ. Effect of Alternative Assessments on Behavior of Students in a Secondary Art Classroom. [Masters Thesis]. IPFW; 2012. Available from: http://opus.ipfw.edu/masters_theses/22


University of South Florida

19. Zabel, Sally A. Metacognitive Strategies in a Web-Enhanced Environment: The Effects on Achievement in Problem-Solving for Engineering Undergraduates.

Degree: 2005, University of South Florida

 This study focused on the effects of using metacognitive strategy cuing integrated into problem-solving activities in a web-based learning environment. Purposes of the study were… (more)

Subjects/Keywords: Metacognition; Instructional strategies; Embedded cuing; Reflective assessment; Web-based instruction; Self-regulated learning; American Studies; Arts and Humanities

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APA (6th Edition):

Zabel, S. A. (2005). Metacognitive Strategies in a Web-Enhanced Environment: The Effects on Achievement in Problem-Solving for Engineering Undergraduates. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/927

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):

Zabel, Sally A. “Metacognitive Strategies in a Web-Enhanced Environment: The Effects on Achievement in Problem-Solving for Engineering Undergraduates.” 2005. Thesis, University of South Florida. Accessed November 14, 2019. https://scholarcommons.usf.edu/etd/927.

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

MLA Handbook (7th Edition):

Zabel, Sally A. “Metacognitive Strategies in a Web-Enhanced Environment: The Effects on Achievement in Problem-Solving for Engineering Undergraduates.” 2005. Web. 14 Nov 2019.

Vancouver:

Zabel SA. Metacognitive Strategies in a Web-Enhanced Environment: The Effects on Achievement in Problem-Solving for Engineering Undergraduates. [Internet] [Thesis]. University of South Florida; 2005. [cited 2019 Nov 14]. Available from: https://scholarcommons.usf.edu/etd/927.

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

Council of Science Editors:

Zabel SA. Metacognitive Strategies in a Web-Enhanced Environment: The Effects on Achievement in Problem-Solving for Engineering Undergraduates. [Thesis]. University of South Florida; 2005. Available from: https://scholarcommons.usf.edu/etd/927

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


California State University – San Bernardino

20. Gilbert, Candace June. Large-scale portfolio assessment: Pitfalls and pathways.

Degree: MAin English Composition, English, 1999, California State University – San Bernardino

Subjects/Keywords: Portfolios in education  – Evaluation; Teaching  – Aids and devices; Composition (Language arts)  – Study and teaching; Curriculum-based assessment; Educational evaluation; Rhetoric and Composition

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APA (6th Edition):

Gilbert, C. J. (1999). Large-scale portfolio assessment: Pitfalls and pathways. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1524

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):

Gilbert, Candace June. “Large-scale portfolio assessment: Pitfalls and pathways.” 1999. Thesis, California State University – San Bernardino. Accessed November 14, 2019. http://scholarworks.lib.csusb.edu/etd-project/1524.

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

MLA Handbook (7th Edition):

Gilbert, Candace June. “Large-scale portfolio assessment: Pitfalls and pathways.” 1999. Web. 14 Nov 2019.

Vancouver:

Gilbert CJ. Large-scale portfolio assessment: Pitfalls and pathways. [Internet] [Thesis]. California State University – San Bernardino; 1999. [cited 2019 Nov 14]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1524.

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

Council of Science Editors:

Gilbert CJ. Large-scale portfolio assessment: Pitfalls and pathways. [Thesis]. California State University – San Bernardino; 1999. Available from: http://scholarworks.lib.csusb.edu/etd-project/1524

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


California State University – San Bernardino

21. Schonert, Laurie. Bridging the gap: A freshman focus program.

Degree: MAin Education, Education, 1998, California State University – San Bernardino

Subjects/Keywords: Rim of the World Unified School District; Interdisciplinary approach in education; Language arts (Secondary)  – California; Curriculum-based assessment; Curriculum planning; Educational evaluations; Academic achievement; Curriculum and Instruction

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APA (6th Edition):

Schonert, L. (1998). Bridging the gap: A freshman focus program. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1771

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):

Schonert, Laurie. “Bridging the gap: A freshman focus program.” 1998. Thesis, California State University – San Bernardino. Accessed November 14, 2019. http://scholarworks.lib.csusb.edu/etd-project/1771.

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

MLA Handbook (7th Edition):

Schonert, Laurie. “Bridging the gap: A freshman focus program.” 1998. Web. 14 Nov 2019.

Vancouver:

Schonert L. Bridging the gap: A freshman focus program. [Internet] [Thesis]. California State University – San Bernardino; 1998. [cited 2019 Nov 14]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1771.

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

Council of Science Editors:

Schonert L. Bridging the gap: A freshman focus program. [Thesis]. California State University – San Bernardino; 1998. Available from: http://scholarworks.lib.csusb.edu/etd-project/1771

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


Brigham Young University

22. Derby, John K. Accountability for the Implementation of Secondary Visual Arts Standards in Utah and Queensland.

Degree: MA, 2005, Brigham Young University

 Utah and the majority of states have adopted mandatory standards for visual arts, yet no accountability measures have been established. Consequently, it is impossible to… (more)

Subjects/Keywords: assessment; accountability; standards; implementation; visual arts; art; education; Utah; Queensland; moderation; moderated; school-based; QSA; NAEA; secondary; core; senior; syllabus; criteria-based; criteria; policy; curriculum; curricula; Art Practice

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APA (6th Edition):

Derby, J. K. (2005). Accountability for the Implementation of Secondary Visual Arts Standards in Utah and Queensland. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1256&context=etd

Chicago Manual of Style (16th Edition):

Derby, John K. “Accountability for the Implementation of Secondary Visual Arts Standards in Utah and Queensland.” 2005. Masters Thesis, Brigham Young University. Accessed November 14, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1256&context=etd.

MLA Handbook (7th Edition):

Derby, John K. “Accountability for the Implementation of Secondary Visual Arts Standards in Utah and Queensland.” 2005. Web. 14 Nov 2019.

Vancouver:

Derby JK. Accountability for the Implementation of Secondary Visual Arts Standards in Utah and Queensland. [Internet] [Masters thesis]. Brigham Young University; 2005. [cited 2019 Nov 14]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1256&context=etd.

Council of Science Editors:

Derby JK. Accountability for the Implementation of Secondary Visual Arts Standards in Utah and Queensland. [Masters Thesis]. Brigham Young University; 2005. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1256&context=etd


California State University – San Bernardino

23. Notarangelo, Maria Luisa Douglas. Connecting composition and literature through the rhetorical situation.

Degree: MAin English Composition, English, 2002, California State University – San Bernardino

 This thesis suggests that the idea of the rhetorical situation-a work's text (or language), author, audience, and social context-can serve as a connection between literature,… (more)

Subjects/Keywords: Emily Dickinson 1830-1886 Poem 754  – Criticism and interpretation; English language  – Composition and exercises  – Study and teaching; English language  – Rhetoric  – Study and teaching (Secondary); Composition (Language arts); Curriculum-based assessment; Rhetoric and Composition

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APA (6th Edition):

Notarangelo, M. L. D. (2002). Connecting composition and literature through the rhetorical situation. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2146

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):

Notarangelo, Maria Luisa Douglas. “Connecting composition and literature through the rhetorical situation.” 2002. Thesis, California State University – San Bernardino. Accessed November 14, 2019. http://scholarworks.lib.csusb.edu/etd-project/2146.

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

MLA Handbook (7th Edition):

Notarangelo, Maria Luisa Douglas. “Connecting composition and literature through the rhetorical situation.” 2002. Web. 14 Nov 2019.

Vancouver:

Notarangelo MLD. Connecting composition and literature through the rhetorical situation. [Internet] [Thesis]. California State University – San Bernardino; 2002. [cited 2019 Nov 14]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2146.

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

Council of Science Editors:

Notarangelo MLD. Connecting composition and literature through the rhetorical situation. [Thesis]. California State University – San Bernardino; 2002. Available from: http://scholarworks.lib.csusb.edu/etd-project/2146

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


Université de Montréal

24. De Broux-Leduc, Victor. Évaluation d’un programme de réadaptation en communauté par les arts visuels pour les jeunes présentant un trouble psychiatrique stabilisé .

Degree: 2019, Université de Montréal

Subjects/Keywords: jeunes; troubles mentaux; rétablissement; intervention par les arts; évaluation des effets; mécanismes d'action; méthodes mixtes; youths; mental disorders; rehabilitation; art-based interventions; implementation assessment; effects evaluation; theory of action; mixed methods

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APA (6th Edition):

De Broux-Leduc, V. (2019). Évaluation d’un programme de réadaptation en communauté par les arts visuels pour les jeunes présentant un trouble psychiatrique stabilisé . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/22308

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):

De Broux-Leduc, Victor. “Évaluation d’un programme de réadaptation en communauté par les arts visuels pour les jeunes présentant un trouble psychiatrique stabilisé .” 2019. Thesis, Université de Montréal. Accessed November 14, 2019. http://hdl.handle.net/1866/22308.

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

MLA Handbook (7th Edition):

De Broux-Leduc, Victor. “Évaluation d’un programme de réadaptation en communauté par les arts visuels pour les jeunes présentant un trouble psychiatrique stabilisé .” 2019. Web. 14 Nov 2019.

Vancouver:

De Broux-Leduc V. Évaluation d’un programme de réadaptation en communauté par les arts visuels pour les jeunes présentant un trouble psychiatrique stabilisé . [Internet] [Thesis]. Université de Montréal; 2019. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/1866/22308.

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

Council of Science Editors:

De Broux-Leduc V. Évaluation d’un programme de réadaptation en communauté par les arts visuels pour les jeunes présentant un trouble psychiatrique stabilisé . [Thesis]. Université de Montréal; 2019. Available from: http://hdl.handle.net/1866/22308

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

25. Archambault, Kim. Évaluation d’un programme novateur de réadaptation par les arts de la scène pour des jeunes présentant un trouble psychiatrique stabilisé : le programme Espace de Transition .

Degree: 2014, Université de Montréal

 L’objectif de cette thèse était d’évaluer Espace de Transition (ET), un programme novateur d’intervention par les arts de la scène visant à favoriser la réadaptation… (more)

Subjects/Keywords: Jeunes; Troubles mentaux; Réadaptation; Intervention par les arts; Évaluation de la mise en oeuvre; Évaluation des effets; Théorie d'action; Méthodes mixtes; Youths; Mental disorders; Rehabilitation; Art-based interventions; Implementation assessment; Effects evaluation; Theory of action; Mixed methods

…93 CHAPITRE III: A MIXED METHODS EVALUATION OF THE EFFECTS OF AN INNOVATIVE ART-BASED… …118 CHAPITRE IV: TOWARDS A THEORY OF ACTION OF THE ART-BASED PSYCHIATRIC REHABILITATION… …GAF : Global Assessment of Functioning MRSS : Morningside Rehabilitation Status Scale QES… …par les arts de la scène s’adressant des jeunes aux prises avec des troubles mentaux. Ce… …de même que les domaines de la réadaptation psychiatrique et de l’intervention par les arts… 

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APA (6th Edition):

Archambault, K. (2014). Évaluation d’un programme novateur de réadaptation par les arts de la scène pour des jeunes présentant un trouble psychiatrique stabilisé : le programme Espace de Transition . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/10531

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):

Archambault, Kim. “Évaluation d’un programme novateur de réadaptation par les arts de la scène pour des jeunes présentant un trouble psychiatrique stabilisé : le programme Espace de Transition .” 2014. Thesis, Université de Montréal. Accessed November 14, 2019. http://hdl.handle.net/1866/10531.

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

MLA Handbook (7th Edition):

Archambault, Kim. “Évaluation d’un programme novateur de réadaptation par les arts de la scène pour des jeunes présentant un trouble psychiatrique stabilisé : le programme Espace de Transition .” 2014. Web. 14 Nov 2019.

Vancouver:

Archambault K. Évaluation d’un programme novateur de réadaptation par les arts de la scène pour des jeunes présentant un trouble psychiatrique stabilisé : le programme Espace de Transition . [Internet] [Thesis]. Université de Montréal; 2014. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/1866/10531.

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

Council of Science Editors:

Archambault K. Évaluation d’un programme novateur de réadaptation par les arts de la scène pour des jeunes présentant un trouble psychiatrique stabilisé : le programme Espace de Transition . [Thesis]. Université de Montréal; 2014. Available from: http://hdl.handle.net/1866/10531

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

26. English, Brock. Single Gender Language Arts Classes and the Impact on Achievement of Males.

Degree: 2014, Liberty University

 The purpose of this causal comparative research design was to analyze the relationship between Language Arts scale scores of elementary male students on the Mississippi… (more)

Subjects/Keywords: brain-based learning; Language Arts; male achievement; reading comprehension; single gender education; Theory of Multiple Intelligences; Education; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Elementary Education and Teaching

…in vocabulary in Language Arts based on the type of classroom (single gender vs. mixed… …Arts based on the type of classroom (single gender vs. mixed gender). Null… …questions answered correctly in writing in Language Arts based on the type of classroom (… …Language Arts based on the type of classroom (single gender vs. mixed gender). Null… …of questions answered correctly in vocabulary in Language Arts based on the type of… 

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

APA (6th Edition):

English, B. (2014). Single Gender Language Arts Classes and the Impact on Achievement of Males. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/888

Chicago Manual of Style (16th Edition):

English, Brock. “Single Gender Language Arts Classes and the Impact on Achievement of Males.” 2014. Doctoral Dissertation, Liberty University. Accessed November 14, 2019. http://digitalcommons.liberty.edu/doctoral/888.

MLA Handbook (7th Edition):

English, Brock. “Single Gender Language Arts Classes and the Impact on Achievement of Males.” 2014. Web. 14 Nov 2019.

Vancouver:

English B. Single Gender Language Arts Classes and the Impact on Achievement of Males. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2019 Nov 14]. Available from: http://digitalcommons.liberty.edu/doctoral/888.

Council of Science Editors:

English B. Single Gender Language Arts Classes and the Impact on Achievement of Males. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/888


University of Florida

27. Endicott, Sonya G., 1940-. An administrative model for monitoring the teaching of student assessment standards in communication for third-grade students.

Degree: 1984, University of Florida

Subjects/Keywords: Communication skills; Curriculum evaluation; Educational evaluation; Instructional materials; School principals; Schools; Students; Teachers; Textbook evaluation; Textbooks; Competency-based education  – Curricula  – Evaluation  – Florida  – Hillsborough County; Competency-based education  – Evaluation  – Curricula; Education, Elementary  – Curricula  – Evaluation  – Florida  – Hillsborough County; Educational Administration and Supervision thesis Ed. D; English language  – Ability testing  – Florida  – Hillsborough County; English language  – Study and teaching (Elementary)  – Evaluation  – Florida  – Hillsborough County; Florida State Student Assessment Test; Language arts (Elementary)  – Ability testing  – Florida  – Hillsborough County; Third grade (Education)  – Florida  – Hillsborough County

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APA (6th Edition):

Endicott, Sonya G., 1. (1984). An administrative model for monitoring the teaching of student assessment standards in communication for third-grade students. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00048634

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):

Endicott, Sonya G., 1940-. “An administrative model for monitoring the teaching of student assessment standards in communication for third-grade students.” 1984. Thesis, University of Florida. Accessed November 14, 2019. http://ufdc.ufl.edu/AA00048634.

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

MLA Handbook (7th Edition):

Endicott, Sonya G., 1940-. “An administrative model for monitoring the teaching of student assessment standards in communication for third-grade students.” 1984. Web. 14 Nov 2019.

Vancouver:

Endicott, Sonya G. 1. An administrative model for monitoring the teaching of student assessment standards in communication for third-grade students. [Internet] [Thesis]. University of Florida; 1984. [cited 2019 Nov 14]. Available from: http://ufdc.ufl.edu/AA00048634.

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

Council of Science Editors:

Endicott, Sonya G. 1. An administrative model for monitoring the teaching of student assessment standards in communication for third-grade students. [Thesis]. University of Florida; 1984. Available from: http://ufdc.ufl.edu/AA00048634

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

.