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You searched for subject:(classroom based research). Showing records 1 – 28 of 28 total matches.

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Deakin University

1. Michelle Ludecke. Firsts: performing ways first year teachers experience identity transformation.

Degree: 2013, Deakin University

 This thesis reports on research showing the survival discourse of beginning teaching has shifted from sink or swim metaphors to describe surviving transition shock and… (more)

Subjects/Keywords: First year teachers; Identity; Theatre-based research; Classroom management; Contract employment

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APA (6th Edition):

Ludecke, M. (2013). Firsts: performing ways first year teachers experience identity transformation. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30057355

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):

Ludecke, Michelle. “Firsts: performing ways first year teachers experience identity transformation.” 2013. Thesis, Deakin University. Accessed March 05, 2021. http://hdl.handle.net/10536/DRO/DU:30057355.

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

MLA Handbook (7th Edition):

Ludecke, Michelle. “Firsts: performing ways first year teachers experience identity transformation.” 2013. Web. 05 Mar 2021.

Vancouver:

Ludecke M. Firsts: performing ways first year teachers experience identity transformation. [Internet] [Thesis]. Deakin University; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10536/DRO/DU:30057355.

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

Council of Science Editors:

Ludecke M. Firsts: performing ways first year teachers experience identity transformation. [Thesis]. Deakin University; 2013. Available from: http://hdl.handle.net/10536/DRO/DU:30057355

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


California State University – Sacramento

2. Mihov, Radostina. Adapting love and logic skills for the strength based classroom.

Degree: 2019, California State University – Sacramento

 Successful and practical classroom management strategies can alleviate teacher stress and burnout rates. Despite the lack of support teachers report in implementing behavioral modifications, positive… (more)

Subjects/Keywords: Classroom management strategies; Behavioral modifications; Positive research-based approaches

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APA (6th Edition):

Mihov, R. (2019). Adapting love and logic skills for the strength based classroom. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/210516

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):

Mihov, Radostina. “Adapting love and logic skills for the strength based classroom.” 2019. Thesis, California State University – Sacramento. Accessed March 05, 2021. http://hdl.handle.net/10211.3/210516.

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

MLA Handbook (7th Edition):

Mihov, Radostina. “Adapting love and logic skills for the strength based classroom.” 2019. Web. 05 Mar 2021.

Vancouver:

Mihov R. Adapting love and logic skills for the strength based classroom. [Internet] [Thesis]. California State University – Sacramento; 2019. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10211.3/210516.

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

Council of Science Editors:

Mihov R. Adapting love and logic skills for the strength based classroom. [Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/210516

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


University of California – Berkeley

3. Higgs, Jennifer. Talking to Learn in the 21st Century: A National Study of Digital and Face-to-face Talk in K-12 Classrooms.

Degree: Education, 2017, University of California – Berkeley

Research has established the central role of high quality discussion in the developing understandings of readers and writers (e.g., Applebee, 1994; Freedman & Delp, 2007;… (more)

Subjects/Keywords: Education; classroom discussion; design-based research; dialogic teaching; digital talk; e-reader; tool mediation

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APA (6th Edition):

Higgs, J. (2017). Talking to Learn in the 21st Century: A National Study of Digital and Face-to-face Talk in K-12 Classrooms. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/3gb2h9t8

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):

Higgs, Jennifer. “Talking to Learn in the 21st Century: A National Study of Digital and Face-to-face Talk in K-12 Classrooms.” 2017. Thesis, University of California – Berkeley. Accessed March 05, 2021. http://www.escholarship.org/uc/item/3gb2h9t8.

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

MLA Handbook (7th Edition):

Higgs, Jennifer. “Talking to Learn in the 21st Century: A National Study of Digital and Face-to-face Talk in K-12 Classrooms.” 2017. Web. 05 Mar 2021.

Vancouver:

Higgs J. Talking to Learn in the 21st Century: A National Study of Digital and Face-to-face Talk in K-12 Classrooms. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2021 Mar 05]. Available from: http://www.escholarship.org/uc/item/3gb2h9t8.

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

Council of Science Editors:

Higgs J. Talking to Learn in the 21st Century: A National Study of Digital and Face-to-face Talk in K-12 Classrooms. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/3gb2h9t8

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


University of Alberta

4. Bowsfield, Susan. Resistance and Revision: Autobiographical Writing in a Rural Ninth Grade English Language Arts Classroom.

Degree: PhD, Department of Secondary Education, 2010, University of Alberta

 This qualitative study draws on the traditions of narrative inquiry and arts-based research to explore the intricate puzzle of the experience of writing in a… (more)

Subjects/Keywords: portraits; Narrative Inquiry; English; Arts Based Research; autobiographical writing; Language Arts; resistance; Writing; classroom study; revision

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APA (6th Edition):

Bowsfield, S. (2010). Resistance and Revision: Autobiographical Writing in a Rural Ninth Grade English Language Arts Classroom. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/sn00b004x

Chicago Manual of Style (16th Edition):

Bowsfield, Susan. “Resistance and Revision: Autobiographical Writing in a Rural Ninth Grade English Language Arts Classroom.” 2010. Doctoral Dissertation, University of Alberta. Accessed March 05, 2021. https://era.library.ualberta.ca/files/sn00b004x.

MLA Handbook (7th Edition):

Bowsfield, Susan. “Resistance and Revision: Autobiographical Writing in a Rural Ninth Grade English Language Arts Classroom.” 2010. Web. 05 Mar 2021.

Vancouver:

Bowsfield S. Resistance and Revision: Autobiographical Writing in a Rural Ninth Grade English Language Arts Classroom. [Internet] [Doctoral dissertation]. University of Alberta; 2010. [cited 2021 Mar 05]. Available from: https://era.library.ualberta.ca/files/sn00b004x.

Council of Science Editors:

Bowsfield S. Resistance and Revision: Autobiographical Writing in a Rural Ninth Grade English Language Arts Classroom. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/sn00b004x


University of Johannesburg

5. Reddy, Kasava. Classroom management behaviour as an aspect of order and discipline : implications for the management of teacher competence.

Degree: 2012, University of Johannesburg

M.Ed.

This study forms part of a greater ongoing research project concerning teacher competence and its assesment. The project focuses on researching teacher opinion on… (more)

Subjects/Keywords: Classroom management - Decision making.; Discipline of children - Educational aspects.; Teacher-student relationships - Case studies; Competency based education - Research - South Africa.

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APA (6th Edition):

Reddy, K. (2012). Classroom management behaviour as an aspect of order and discipline : implications for the management of teacher competence. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7624

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):

Reddy, Kasava. “Classroom management behaviour as an aspect of order and discipline : implications for the management of teacher competence.” 2012. Thesis, University of Johannesburg. Accessed March 05, 2021. http://hdl.handle.net/10210/7624.

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

MLA Handbook (7th Edition):

Reddy, Kasava. “Classroom management behaviour as an aspect of order and discipline : implications for the management of teacher competence.” 2012. Web. 05 Mar 2021.

Vancouver:

Reddy K. Classroom management behaviour as an aspect of order and discipline : implications for the management of teacher competence. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10210/7624.

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

Council of Science Editors:

Reddy K. Classroom management behaviour as an aspect of order and discipline : implications for the management of teacher competence. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7624

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


University of California – Irvine

6. Stillwell, Christopher. Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?.

Degree: Education, 2018, University of California – Irvine

 In STEM fields of higher education, complex content and low rates of student persistence have led to the use of active learning practices to help… (more)

Subjects/Keywords: Education; active learning; classroom-based research; English as a Second Language; higher education; international students; STEM

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APA (6th Edition):

Stillwell, C. (2018). Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/4tp5s6pk

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):

Stillwell, Christopher. “Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?.” 2018. Thesis, University of California – Irvine. Accessed March 05, 2021. http://www.escholarship.org/uc/item/4tp5s6pk.

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

MLA Handbook (7th Edition):

Stillwell, Christopher. “Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?.” 2018. Web. 05 Mar 2021.

Vancouver:

Stillwell C. Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?. [Internet] [Thesis]. University of California – Irvine; 2018. [cited 2021 Mar 05]. Available from: http://www.escholarship.org/uc/item/4tp5s6pk.

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

Council of Science Editors:

Stillwell C. Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?. [Thesis]. University of California – Irvine; 2018. Available from: http://www.escholarship.org/uc/item/4tp5s6pk

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


Harvard University

7. Liu, Pei Pei. Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes.

Degree: Doctor of Education (EdD), 2019, Harvard University

Synthesizing a broad swath of motivational and psychosocial literature, the Consortium on Chicago School Research identifies four “academic mindsets” ("I belong in this academic community";… (more)

Subjects/Keywords: teacher beliefs; student motivation; pedagogy; learning environments; college transition; classroom-based research; portraiture; secondary education; higher education; writing instruction

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APA (6th Edition):

Liu, P. P. (2019). Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668

Chicago Manual of Style (16th Edition):

Liu, Pei Pei. “Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes.” 2019. Doctoral Dissertation, Harvard University. Accessed March 05, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668.

MLA Handbook (7th Edition):

Liu, Pei Pei. “Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes.” 2019. Web. 05 Mar 2021.

Vancouver:

Liu PP. Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes. [Internet] [Doctoral dissertation]. Harvard University; 2019. [cited 2021 Mar 05]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668.

Council of Science Editors:

Liu PP. Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes. [Doctoral Dissertation]. Harvard University; 2019. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668


University of Toronto

8. Acosta, Alisa. Scripting and Orchestration of a Knowledge Community and Inquiry Curriculum for Secondary Biology.

Degree: PhD, 2018, University of Toronto

 This dissertation describes a Computer-Supported Collaborative Learning (CSCL) curriculum and corresponding technology environment called CKBiology. Using a design-based research methodology, CKBiology was designed in close… (more)

Subjects/Keywords: active learning classroom; blended learning; computer-supported collaborative learning; design-based research; learning analytics; science education; 0710

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APA (6th Edition):

Acosta, A. (2018). Scripting and Orchestration of a Knowledge Community and Inquiry Curriculum for Secondary Biology. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/91848

Chicago Manual of Style (16th Edition):

Acosta, Alisa. “Scripting and Orchestration of a Knowledge Community and Inquiry Curriculum for Secondary Biology.” 2018. Doctoral Dissertation, University of Toronto. Accessed March 05, 2021. http://hdl.handle.net/1807/91848.

MLA Handbook (7th Edition):

Acosta, Alisa. “Scripting and Orchestration of a Knowledge Community and Inquiry Curriculum for Secondary Biology.” 2018. Web. 05 Mar 2021.

Vancouver:

Acosta A. Scripting and Orchestration of a Knowledge Community and Inquiry Curriculum for Secondary Biology. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1807/91848.

Council of Science Editors:

Acosta A. Scripting and Orchestration of a Knowledge Community and Inquiry Curriculum for Secondary Biology. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91848


SUNY College at Brockport

9. Walker, Brian. Embracing a Diverse Student Population within an Urban Science Classroom Through the Use of Inquiry-Based and Culturally Relevant Pedagogy: A Multipedagogical Approach in Narrowing the Science Achievement Gap.

Degree: MSEd, Education and Human Development, 2015, SUNY College at Brockport

  Inequalities have always existed between individuals of varying race, ethnicity, gender, and socioeconomic status. How to overcome such injustices is always a highly debated… (more)

Subjects/Keywords: Culturally Relevant Pedagogy; Inquiry-Based Pedagogy; Pedagogy of Poverty; urban science classroom; National Research Council; Next Generation Science Standards

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APA (6th Edition):

Walker, B. (2015). Embracing a Diverse Student Population within an Urban Science Classroom Through the Use of Inquiry-Based and Culturally Relevant Pedagogy: A Multipedagogical Approach in Narrowing the Science Achievement Gap. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/609

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):

Walker, Brian. “Embracing a Diverse Student Population within an Urban Science Classroom Through the Use of Inquiry-Based and Culturally Relevant Pedagogy: A Multipedagogical Approach in Narrowing the Science Achievement Gap.” 2015. Thesis, SUNY College at Brockport. Accessed March 05, 2021. https://digitalcommons.brockport.edu/ehd_theses/609.

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

MLA Handbook (7th Edition):

Walker, Brian. “Embracing a Diverse Student Population within an Urban Science Classroom Through the Use of Inquiry-Based and Culturally Relevant Pedagogy: A Multipedagogical Approach in Narrowing the Science Achievement Gap.” 2015. Web. 05 Mar 2021.

Vancouver:

Walker B. Embracing a Diverse Student Population within an Urban Science Classroom Through the Use of Inquiry-Based and Culturally Relevant Pedagogy: A Multipedagogical Approach in Narrowing the Science Achievement Gap. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2021 Mar 05]. Available from: https://digitalcommons.brockport.edu/ehd_theses/609.

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

Council of Science Editors:

Walker B. Embracing a Diverse Student Population within an Urban Science Classroom Through the Use of Inquiry-Based and Culturally Relevant Pedagogy: A Multipedagogical Approach in Narrowing the Science Achievement Gap. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/609

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

10. Felton, Norma D. A Mixed-Methods Inquiry into Science Teachers’ Perceptions of the Effects of Professional Development Experiences on Implementation of Research-Based Instructional Practices.

Degree: PhD, Curriculum and Instruction, 2014, University of New Orleans

  Abstract This was a modified integrated mixed methods study of teachers’ perceptions of factors that influence transfer of research-based teaching strategies into classroom practice.… (more)

Subjects/Keywords: Key Words: Teacher Professional Development, Research-based Teaching Strategies, Classroom Implementation, Science Pedagogy, Mixed Methods, Student Achievement; Curriculum and Instruction; Education

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Felton, N. D. (2014). A Mixed-Methods Inquiry into Science Teachers’ Perceptions of the Effects of Professional Development Experiences on Implementation of Research-Based Instructional Practices. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1795

Chicago Manual of Style (16th Edition):

Felton, Norma D. “A Mixed-Methods Inquiry into Science Teachers’ Perceptions of the Effects of Professional Development Experiences on Implementation of Research-Based Instructional Practices.” 2014. Doctoral Dissertation, University of New Orleans. Accessed March 05, 2021. https://scholarworks.uno.edu/td/1795.

MLA Handbook (7th Edition):

Felton, Norma D. “A Mixed-Methods Inquiry into Science Teachers’ Perceptions of the Effects of Professional Development Experiences on Implementation of Research-Based Instructional Practices.” 2014. Web. 05 Mar 2021.

Vancouver:

Felton ND. A Mixed-Methods Inquiry into Science Teachers’ Perceptions of the Effects of Professional Development Experiences on Implementation of Research-Based Instructional Practices. [Internet] [Doctoral dissertation]. University of New Orleans; 2014. [cited 2021 Mar 05]. Available from: https://scholarworks.uno.edu/td/1795.

Council of Science Editors:

Felton ND. A Mixed-Methods Inquiry into Science Teachers’ Perceptions of the Effects of Professional Development Experiences on Implementation of Research-Based Instructional Practices. [Doctoral Dissertation]. University of New Orleans; 2014. Available from: https://scholarworks.uno.edu/td/1795


University of Cambridge

11. Tsapali, Maria. Effects of different learning environments on late primary school students’ Decision-making Competence in Socio-Scientific Issues.

Degree: PhD, 2019, University of Cambridge

 The main focus of the present study is to explore different ways of training late primary school students to make informed decisions on socio-scientific issues,… (more)

Subjects/Keywords: learning environments; instructional guidance; socio-scientific decision-making; socio-scientific issues; Classroom-based experimental research; Vegetarianism conceptions

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APA (6th Edition):

Tsapali, M. (2019). Effects of different learning environments on late primary school students’ Decision-making Competence in Socio-Scientific Issues. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/307129

Chicago Manual of Style (16th Edition):

Tsapali, Maria. “Effects of different learning environments on late primary school students’ Decision-making Competence in Socio-Scientific Issues.” 2019. Doctoral Dissertation, University of Cambridge. Accessed March 05, 2021. https://www.repository.cam.ac.uk/handle/1810/307129.

MLA Handbook (7th Edition):

Tsapali, Maria. “Effects of different learning environments on late primary school students’ Decision-making Competence in Socio-Scientific Issues.” 2019. Web. 05 Mar 2021.

Vancouver:

Tsapali M. Effects of different learning environments on late primary school students’ Decision-making Competence in Socio-Scientific Issues. [Internet] [Doctoral dissertation]. University of Cambridge; 2019. [cited 2021 Mar 05]. Available from: https://www.repository.cam.ac.uk/handle/1810/307129.

Council of Science Editors:

Tsapali M. Effects of different learning environments on late primary school students’ Decision-making Competence in Socio-Scientific Issues. [Doctoral Dissertation]. University of Cambridge; 2019. Available from: https://www.repository.cam.ac.uk/handle/1810/307129


Temple University

12. Ehara, Kazuhiro. The effects of types of question on EFL learners' reading comprehension scores.

Degree: 2008, Temple University

CITE/Language Arts

Ed.D.

Little empirical research has been conducted on what effect task-based reading instruction with reading questions will have on reading comprehension, particularly in… (more)

Subjects/Keywords: Education, Reading; Education, Language and Literature; classroom research; task-based reading instruction; reading questions; textually explicit questions; inferential questions; Japanese EFL learners

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APA (6th Edition):

Ehara, K. (2008). The effects of types of question on EFL learners' reading comprehension scores. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,9330

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):

Ehara, Kazuhiro. “The effects of types of question on EFL learners' reading comprehension scores.” 2008. Thesis, Temple University. Accessed March 05, 2021. http://digital.library.temple.edu/u?/p245801coll10,9330.

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

MLA Handbook (7th Edition):

Ehara, Kazuhiro. “The effects of types of question on EFL learners' reading comprehension scores.” 2008. Web. 05 Mar 2021.

Vancouver:

Ehara K. The effects of types of question on EFL learners' reading comprehension scores. [Internet] [Thesis]. Temple University; 2008. [cited 2021 Mar 05]. Available from: http://digital.library.temple.edu/u?/p245801coll10,9330.

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

Council of Science Editors:

Ehara K. The effects of types of question on EFL learners' reading comprehension scores. [Thesis]. Temple University; 2008. Available from: http://digital.library.temple.edu/u?/p245801coll10,9330

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

13. Bonnema, Ted. Enhancing Student Learning with Brain-Based Research.

Degree: 2009, Regis University

 This paper discusses brain-based learning and its relation to classroom instruction. A growing quantity of research currently exists regarding how the brain perceives, processes, and… (more)

Subjects/Keywords: Education; brain function; classroom instruction; brain-based research; primary education; secondary education; Regis University MEd thesis; College for Professional Studies; Master of Education; School of Education and Counseling

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APA (6th Edition):

Bonnema, T. (2009). Enhancing Student Learning with Brain-Based Research. (Thesis). Regis University. Retrieved from http://epublications.regis.edu/theses/72

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):

Bonnema, Ted. “Enhancing Student Learning with Brain-Based Research.” 2009. Thesis, Regis University. Accessed March 05, 2021. http://epublications.regis.edu/theses/72.

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

MLA Handbook (7th Edition):

Bonnema, Ted. “Enhancing Student Learning with Brain-Based Research.” 2009. Web. 05 Mar 2021.

Vancouver:

Bonnema T. Enhancing Student Learning with Brain-Based Research. [Internet] [Thesis]. Regis University; 2009. [cited 2021 Mar 05]. Available from: http://epublications.regis.edu/theses/72.

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

Council of Science Editors:

Bonnema T. Enhancing Student Learning with Brain-Based Research. [Thesis]. Regis University; 2009. Available from: http://epublications.regis.edu/theses/72

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


Kyoto University

14. Gray, James Wesley. Task-Based English Grammar Instruction: A Focus on Meaning .

Degree: 2020, Kyoto University

Subjects/Keywords: MAP Grammar; Task-Based Language Teaching; Systemic Functional Linguistics; pedagogical grammar; Classroom research

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APA (6th Edition):

Gray, J. W. (2020). Task-Based English Grammar Instruction: A Focus on Meaning . (Thesis). Kyoto University. Retrieved from http://hdl.handle.net/2433/253376

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):

Gray, James Wesley. “Task-Based English Grammar Instruction: A Focus on Meaning .” 2020. Thesis, Kyoto University. Accessed March 05, 2021. http://hdl.handle.net/2433/253376.

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

MLA Handbook (7th Edition):

Gray, James Wesley. “Task-Based English Grammar Instruction: A Focus on Meaning .” 2020. Web. 05 Mar 2021.

Vancouver:

Gray JW. Task-Based English Grammar Instruction: A Focus on Meaning . [Internet] [Thesis]. Kyoto University; 2020. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2433/253376.

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

Council of Science Editors:

Gray JW. Task-Based English Grammar Instruction: A Focus on Meaning . [Thesis]. Kyoto University; 2020. Available from: http://hdl.handle.net/2433/253376

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


University of South Florida

15. Herson, Laurie A. Brain-compatible research: using brain-based techniques to positively impact student learning.

Degree: 2006, University of South Florida

 This thesis discusses brain-based methodology and how educators can use brain-based techniques to impact, support, and advance cognitive growth. Current research on learning and memory… (more)

Subjects/Keywords: Elementary teaching techniques; Elementary education; Cognitive-based learning; Brain-compatible research; Brain-based classroom management; American Studies; Arts and Humanities

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APA (6th Edition):

Herson, L. A. (2006). Brain-compatible research: using brain-based techniques to positively impact student learning. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/2557

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):

Herson, Laurie A. “Brain-compatible research: using brain-based techniques to positively impact student learning.” 2006. Thesis, University of South Florida. Accessed March 05, 2021. https://scholarcommons.usf.edu/etd/2557.

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

MLA Handbook (7th Edition):

Herson, Laurie A. “Brain-compatible research: using brain-based techniques to positively impact student learning.” 2006. Web. 05 Mar 2021.

Vancouver:

Herson LA. Brain-compatible research: using brain-based techniques to positively impact student learning. [Internet] [Thesis]. University of South Florida; 2006. [cited 2021 Mar 05]. Available from: https://scholarcommons.usf.edu/etd/2557.

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

Council of Science Editors:

Herson LA. Brain-compatible research: using brain-based techniques to positively impact student learning. [Thesis]. University of South Florida; 2006. Available from: https://scholarcommons.usf.edu/etd/2557

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

16. 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 March 05, 2021. 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. 05 Mar 2021.

Vancouver:

Carper KJ. Effect of Alternative Assessments on Behavior of Students in a Secondary Art Classroom. [Internet] [Masters thesis]. IPFW; 2012. [cited 2021 Mar 05]. 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


Deakin University

17. Sanguinetti, Jill. Within and Against Performativity: Discursive Engagement in Adult Literacy and Basic Education.

Degree: 1999, Deakin University

 The field of adult literacy and basic education (ALBE) has undergone dramatic changes in recent years with the advent of labour market programs, accreditation, competency-based(more)

Subjects/Keywords: Adult literacy and basic education (ALBE); postmodern condition; Performativity; Discursive Engagement; competency-based assessment; teachers; research projects; self-reflexive praxis; classroom

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APA (6th Edition):

Sanguinetti, J. (1999). Within and Against Performativity: Discursive Engagement in Adult Literacy and Basic Education. (Thesis). Deakin University. Retrieved from http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040615.103017

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):

Sanguinetti, Jill. “Within and Against Performativity: Discursive Engagement in Adult Literacy and Basic Education.” 1999. Thesis, Deakin University. Accessed March 05, 2021. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040615.103017.

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

MLA Handbook (7th Edition):

Sanguinetti, Jill. “Within and Against Performativity: Discursive Engagement in Adult Literacy and Basic Education.” 1999. Web. 05 Mar 2021.

Vancouver:

Sanguinetti J. Within and Against Performativity: Discursive Engagement in Adult Literacy and Basic Education. [Internet] [Thesis]. Deakin University; 1999. [cited 2021 Mar 05]. Available from: http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040615.103017.

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

Council of Science Editors:

Sanguinetti J. Within and Against Performativity: Discursive Engagement in Adult Literacy and Basic Education. [Thesis]. Deakin University; 1999. Available from: http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040615.103017

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

18. Fülöp, Éva. Learning to solve problems that you have not learned to solve: Strategies in mathematical problem solving.

Degree: 2019, University of Gothenburg / Göteborgs Universitet

 This thesis aims to contribute to a deeper understanding of the relationship between problem-solving strategies and success in mathematical problem solving. In its introductory part,… (more)

Subjects/Keywords: Problem-solving strategies; Problem-solving ability; Variation theory; Design principles; Classroom teaching; Design-based research (DBR)

…collected data. Design-Based Research (DBR) There are people from several different… …interventions (Wang & Hannafin, 2005). I have chosen to use Design Based Research, DBR (… …problem-solver? The past 40 years were a productive period in research of problem solving in… …mathematics can be organized in a regular classroom setting in upper secondary school without… …research in cognitive psychology and mathematics education, our experience as learners and… 

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APA (6th Edition):

Fülöp, . (2019). Learning to solve problems that you have not learned to solve: Strategies in mathematical problem solving. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/60464

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):

Fülöp, Éva. “Learning to solve problems that you have not learned to solve: Strategies in mathematical problem solving.” 2019. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed March 05, 2021. http://hdl.handle.net/2077/60464.

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

MLA Handbook (7th Edition):

Fülöp, Éva. “Learning to solve problems that you have not learned to solve: Strategies in mathematical problem solving.” 2019. Web. 05 Mar 2021.

Vancouver:

Fülöp . Learning to solve problems that you have not learned to solve: Strategies in mathematical problem solving. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2019. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2077/60464.

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

Council of Science Editors:

Fülöp . Learning to solve problems that you have not learned to solve: Strategies in mathematical problem solving. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2019. Available from: http://hdl.handle.net/2077/60464

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


University of the Western Cape

19. Hendricks, Diane. The implementation of the revised national curriculum statement in the foundation phase, with specific reference to integration and progression .

Degree: 2010, University of the Western Cape

 This mini thesis analyses and describes the implementation of the National Curriculum in the Foundation Phase of the primary school. On the 24th of May… (more)

Subjects/Keywords: Outcomes based education; Curriculum 2005; Revised national curriculum statement; Foundation phase; Implementation; Classroom practice; Integration and progression; Action research; Reflection; Collaboration

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APA (6th Edition):

Hendricks, D. (2010). The implementation of the revised national curriculum statement in the foundation phase, with specific reference to integration and progression . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/3458

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):

Hendricks, Diane. “The implementation of the revised national curriculum statement in the foundation phase, with specific reference to integration and progression .” 2010. Thesis, University of the Western Cape. Accessed March 05, 2021. http://hdl.handle.net/11394/3458.

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

MLA Handbook (7th Edition):

Hendricks, Diane. “The implementation of the revised national curriculum statement in the foundation phase, with specific reference to integration and progression .” 2010. Web. 05 Mar 2021.

Vancouver:

Hendricks D. The implementation of the revised national curriculum statement in the foundation phase, with specific reference to integration and progression . [Internet] [Thesis]. University of the Western Cape; 2010. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11394/3458.

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

Council of Science Editors:

Hendricks D. The implementation of the revised national curriculum statement in the foundation phase, with specific reference to integration and progression . [Thesis]. University of the Western Cape; 2010. Available from: http://hdl.handle.net/11394/3458

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


East Tennessee State University

20. Campbell-Pritt, Candy. A Study of Grade Distributions and Withdrawal for Selected Courses at a Community College in Northeast Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2008, East Tennessee State University

  In addition to the ever-changing demands of the workforce and student demands, the community college must address how performance and withdrawal are affected by… (more)

Subjects/Keywords: Internet-Based Courses; Traditional Classroom Instruction; Instructional Delivery; Community College; College Student Withdrawal; Grade Distribution; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Campbell-Pritt, C. (2008). A Study of Grade Distributions and Withdrawal for Selected Courses at a Community College in Northeast Tennessee. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1905

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):

Campbell-Pritt, Candy. “A Study of Grade Distributions and Withdrawal for Selected Courses at a Community College in Northeast Tennessee.” 2008. Thesis, East Tennessee State University. Accessed March 05, 2021. https://dc.etsu.edu/etd/1905.

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

MLA Handbook (7th Edition):

Campbell-Pritt, Candy. “A Study of Grade Distributions and Withdrawal for Selected Courses at a Community College in Northeast Tennessee.” 2008. Web. 05 Mar 2021.

Vancouver:

Campbell-Pritt C. A Study of Grade Distributions and Withdrawal for Selected Courses at a Community College in Northeast Tennessee. [Internet] [Thesis]. East Tennessee State University; 2008. [cited 2021 Mar 05]. Available from: https://dc.etsu.edu/etd/1905.

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

Council of Science Editors:

Campbell-Pritt C. A Study of Grade Distributions and Withdrawal for Selected Courses at a Community College in Northeast Tennessee. [Thesis]. East Tennessee State University; 2008. Available from: https://dc.etsu.edu/etd/1905

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

21. Nagel, Steven Todd. Addressing Vision & Change in Undergraduate Biology Education: Two Case Studies.

Degree: MS, Evolution, Ecology and Organismal Biology, 2016, The Ohio State University

 The American Association for the Advancement of Science (AAAS) released Vision and Change in Undergraduate Biology Education: A Call to Action in 2009 and Vision… (more)

Subjects/Keywords: Biology; Education; biology education research, iPads in the classroom, biodiversity education, inquiry-based education

…discipline-based education research to guide and inform faculty on changing their teaching methods… …4 Chapter 3: Evaluation of Apple iPads in and out of the Biology classroom .........35… …with a recommendation that instructors employ both inquiry-based and student-centered, active… …inquiry-based teaching methodologies (Goldey et al., 2012; Lord & Baviskar, 2007; S… …Apple iPad usage to test how it affected learning outcomes in the biology classroom (… 

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APA (6th Edition):

Nagel, S. T. (2016). Addressing Vision & Change in Undergraduate Biology Education: Two Case Studies. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1468847305

Chicago Manual of Style (16th Edition):

Nagel, Steven Todd. “Addressing Vision & Change in Undergraduate Biology Education: Two Case Studies.” 2016. Masters Thesis, The Ohio State University. Accessed March 05, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468847305.

MLA Handbook (7th Edition):

Nagel, Steven Todd. “Addressing Vision & Change in Undergraduate Biology Education: Two Case Studies.” 2016. Web. 05 Mar 2021.

Vancouver:

Nagel ST. Addressing Vision & Change in Undergraduate Biology Education: Two Case Studies. [Internet] [Masters thesis]. The Ohio State University; 2016. [cited 2021 Mar 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1468847305.

Council of Science Editors:

Nagel ST. Addressing Vision & Change in Undergraduate Biology Education: Two Case Studies. [Masters Thesis]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1468847305


University of Queensland

22. Hajar, Siti. The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia.

Degree: School of Education, 2017, University of Queensland

Subjects/Keywords: Action research; classroom-based action research; professional learning; remote and rural teachers in Indonesia; EFL teachers in Indonesia; 1302 Curriculum and Pedagogy; 1303 Specialist Studies in Education

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APA (6th Edition):

Hajar, S. (2017). The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia. (Thesis). University of Queensland. Retrieved from http://espace.library.uq.edu.au/view/UQ:678891

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):

Hajar, Siti. “The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia.” 2017. Thesis, University of Queensland. Accessed March 05, 2021. http://espace.library.uq.edu.au/view/UQ:678891.

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

MLA Handbook (7th Edition):

Hajar, Siti. “The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia.” 2017. Web. 05 Mar 2021.

Vancouver:

Hajar S. The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia. [Internet] [Thesis]. University of Queensland; 2017. [cited 2021 Mar 05]. Available from: http://espace.library.uq.edu.au/view/UQ:678891.

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

Council of Science Editors:

Hajar S. The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia. [Thesis]. University of Queensland; 2017. Available from: http://espace.library.uq.edu.au/view/UQ:678891

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


Bowling Green State University

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Leone, Suzanna. “The Relationship between Classroom Climate Variables and Student Achievement.” 2009. Doctoral Dissertation, Bowling Green State University. Accessed March 05, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1256594309.

MLA Handbook (7th Edition):

Leone, Suzanna. “The Relationship between Classroom Climate Variables and Student Achievement.” 2009. Web. 05 Mar 2021.

Vancouver:

Leone S. The Relationship between Classroom Climate Variables and Student Achievement. [Internet] [Doctoral dissertation]. Bowling Green State University; 2009. [cited 2021 Mar 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1256594309.

Council of Science Editors:

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

24. Pierce, Lisa. Learning novel vowel contrasts: experimental methods in classroom applications.

Degree: PhD, 0301, 2014, University of Illinois – Urbana-Champaign

 This dissertation reports on perceptual training of tense-lax vowel contrasts in the context of an advanced-level ESL pronunciation class for Chinese and Korean international graduate… (more)

Subjects/Keywords: vowels; perceptual training; nonce words; coda context; Second language acquisiiton (SLA); classroom-based research; Computer assisted language learning (CALL)

…Packard (2010) for Mandarin tones. 7 This dissertation reports on classroom-based… …be successfully incorporated into classroom teaching. The web based application… …future research and some reflections on using phonemic training in classroom teaching are… …scholarly articles in experimental, applied, and theoretical research in Second Language… …of research: evidence that allophonic variants are encoded “as is” rather than mapping to… 

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

APA (6th Edition):

Pierce, L. (2014). Learning novel vowel contrasts: experimental methods in classroom applications. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49592

Chicago Manual of Style (16th Edition):

Pierce, Lisa. “Learning novel vowel contrasts: experimental methods in classroom applications.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 05, 2021. http://hdl.handle.net/2142/49592.

MLA Handbook (7th Edition):

Pierce, Lisa. “Learning novel vowel contrasts: experimental methods in classroom applications.” 2014. Web. 05 Mar 2021.

Vancouver:

Pierce L. Learning novel vowel contrasts: experimental methods in classroom applications. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2142/49592.

Council of Science Editors:

Pierce L. Learning novel vowel contrasts: experimental methods in classroom applications. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49592


Georgia Southern University

25. Moore, William Love. Inquiry into the Writing Pedagogy for Middle School Language Arts.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2006, Georgia Southern University

  This is a narrative inquiry into writing pedagogies of middle school language arts teachers and an administrator. Six teacher participants were interviewed and observed,… (more)

Subjects/Keywords: ETD; Narrative inquiry; Action research; Classroom-based research; Writing instruction; Pedagogy; Writing across the curriculum; Teacher preparation; Writing as a process; Writer's workshop; Education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Moore, W. L. (2006). Inquiry into the Writing Pedagogy for Middle School Language Arts. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/518

Chicago Manual of Style (16th Edition):

Moore, William Love. “Inquiry into the Writing Pedagogy for Middle School Language Arts.” 2006. Doctoral Dissertation, Georgia Southern University. Accessed March 05, 2021. https://digitalcommons.georgiasouthern.edu/etd/518.

MLA Handbook (7th Edition):

Moore, William Love. “Inquiry into the Writing Pedagogy for Middle School Language Arts.” 2006. Web. 05 Mar 2021.

Vancouver:

Moore WL. Inquiry into the Writing Pedagogy for Middle School Language Arts. [Internet] [Doctoral dissertation]. Georgia Southern University; 2006. [cited 2021 Mar 05]. Available from: https://digitalcommons.georgiasouthern.edu/etd/518.

Council of Science Editors:

Moore WL. Inquiry into the Writing Pedagogy for Middle School Language Arts. [Doctoral Dissertation]. Georgia Southern University; 2006. Available from: https://digitalcommons.georgiasouthern.edu/etd/518


University of Central Florida

26. Becker, Theresa. Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms.

Degree: 2012, University of Central Florida

 Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse… (more)

Subjects/Keywords: Pre service teacher; novice teacher; expert teacher; improvisation; improv; improvisational performance; inclusive classrooms; children with disabilities; exceptional student education (ese); exceptional education; nonverbal children; empathy; affective instructional strategy; interpersonal skills; teacher communication; teacher child interaction; teacher child relationships; teacher self efficacy; instructional design and development research; addie; improvisation training; in flight decision making; novice expert; arts based research; simulated mastery; playback theater; interactive theater; affective instruction; extemporaneous communication; affective communication; disciplined improvisation; drama based instruction; teacher training; mixed methods research; qualitative research; teacher sense of efficacy scale (tses); yes; and...; vocal prosody; nonverbal communication; teacher immediacy; emotional mirroring; teacher attrition; embodied cognition; constructivism; interactive instructional strategy; classroom management; co teaching; spontaneity; teacher agency; positive classroom climate; interaction; rapport; frustration in learning; english language learners (ell); social intelligence; emotional intelligence; Education; Dissertations, Academic  – Education, Education  – Dissertations, Academic

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APA (6th Edition):

Becker, T. (2012). Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2491

Chicago Manual of Style (16th Edition):

Becker, Theresa. “Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms.” 2012. Doctoral Dissertation, University of Central Florida. Accessed March 05, 2021. https://stars.library.ucf.edu/etd/2491.

MLA Handbook (7th Edition):

Becker, Theresa. “Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms.” 2012. Web. 05 Mar 2021.

Vancouver:

Becker T. Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms. [Internet] [Doctoral dissertation]. University of Central Florida; 2012. [cited 2021 Mar 05]. Available from: https://stars.library.ucf.edu/etd/2491.

Council of Science Editors:

Becker T. Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms. [Doctoral Dissertation]. University of Central Florida; 2012. Available from: https://stars.library.ucf.edu/etd/2491

27. Willits, Gail. The Effects of Yoga Practice on Classroom Management in an Elementary School Setting.

Degree: MS, Education, 2015, Dominican University of California

  Traditionally, students in an elementary class are either disengaged or distracted from their classmates. The problem involves behavior and emotional disturbances that are often… (more)

Subjects/Keywords: Yoga Practice for Students; Classroom Management; Yoga's Mind-Body Connection; Yoga Benefits Students with Special Needs; Yoga's Brain Based Research; Yoga Ed.; Education

…consideration of yoga as a method for classroom management was the intention of this study. Research… …examination of the research literature on effect of yoga practice on classroom management… …and Yoga Connection, Brain Based Research, Yoga’s Mind-Body Connection, Promoting Yoga… …lasted for 6 weeks. Although results were primarily based on quantitative research… …successful classroom based on definitions from Evertson & Weinstein and Brophy (as cited in… 

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APA (6th Edition):

Willits, G. (2015). The Effects of Yoga Practice on Classroom Management in an Elementary School Setting. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/183

Chicago Manual of Style (16th Edition):

Willits, Gail. “The Effects of Yoga Practice on Classroom Management in an Elementary School Setting.” 2015. Masters Thesis, Dominican University of California. Accessed March 05, 2021. https://scholar.dominican.edu/masters-theses/183.

MLA Handbook (7th Edition):

Willits, Gail. “The Effects of Yoga Practice on Classroom Management in an Elementary School Setting.” 2015. Web. 05 Mar 2021.

Vancouver:

Willits G. The Effects of Yoga Practice on Classroom Management in an Elementary School Setting. [Internet] [Masters thesis]. Dominican University of California; 2015. [cited 2021 Mar 05]. Available from: https://scholar.dominican.edu/masters-theses/183.

Council of Science Editors:

Willits G. The Effects of Yoga Practice on Classroom Management in an Elementary School Setting. [Masters Thesis]. Dominican University of California; 2015. Available from: https://scholar.dominican.edu/masters-theses/183

28. Gaddis, Cheryl Lynn Robinson. Do the Opportunities Offered during the School Day Provide the Recommended Physical Activity Levels for Children?: An Assessment of the Upson County Pre-Kindergarten and Elementary School Physical Activity Occurrences.

Degree: Doctor of Public Health in Community Health Behavior and Education (Dr.P.H.), Jiann-Ping Hsu College of Public Health, 2012, Georgia Southern University

  Problem Statement: Almost 90% of students do not meet the national recommendations for physical activity in school. The purpose of this study was to… (more)

Subjects/Keywords: ETD; Elementary school physical activity requirements; Classroom-based physical activity; Barriers to physical activity; Facilitators to physical activity; Stage Theory of Organizational Change; Curriculum and Instruction; Education; Public Health; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

classroom-based physical activity programs in an effort to increase school physical activity… …this program. Addressing Physical Inactivity through Evidenced-Based Programs Classroom… …physical activity in the classroom more effectively. The Go for Health program is based on social… …in physical activity among the students who were exposed. Take 10! is a classroom-based… …x28;Williams, Carter, Kibbe, & Dennison, 2009). 25 The classroom-based physical… 

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

APA (6th Edition):

Gaddis, C. L. R. (2012). Do the Opportunities Offered during the School Day Provide the Recommended Physical Activity Levels for Children?: An Assessment of the Upson County Pre-Kindergarten and Elementary School Physical Activity Occurrences. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/65

Chicago Manual of Style (16th Edition):

Gaddis, Cheryl Lynn Robinson. “Do the Opportunities Offered during the School Day Provide the Recommended Physical Activity Levels for Children?: An Assessment of the Upson County Pre-Kindergarten and Elementary School Physical Activity Occurrences.” 2012. Doctoral Dissertation, Georgia Southern University. Accessed March 05, 2021. https://digitalcommons.georgiasouthern.edu/etd/65.

MLA Handbook (7th Edition):

Gaddis, Cheryl Lynn Robinson. “Do the Opportunities Offered during the School Day Provide the Recommended Physical Activity Levels for Children?: An Assessment of the Upson County Pre-Kindergarten and Elementary School Physical Activity Occurrences.” 2012. Web. 05 Mar 2021.

Vancouver:

Gaddis CLR. Do the Opportunities Offered during the School Day Provide the Recommended Physical Activity Levels for Children?: An Assessment of the Upson County Pre-Kindergarten and Elementary School Physical Activity Occurrences. [Internet] [Doctoral dissertation]. Georgia Southern University; 2012. [cited 2021 Mar 05]. Available from: https://digitalcommons.georgiasouthern.edu/etd/65.

Council of Science Editors:

Gaddis CLR. Do the Opportunities Offered during the School Day Provide the Recommended Physical Activity Levels for Children?: An Assessment of the Upson County Pre-Kindergarten and Elementary School Physical Activity Occurrences. [Doctoral Dissertation]. Georgia Southern University; 2012. Available from: https://digitalcommons.georgiasouthern.edu/etd/65

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