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You searched for subject:(classroom climate). Showing records 1 – 30 of 111 total matches.

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University of Minnesota

1. Webb, Chloe. Examining the Structural Validity of the My Class Inventory – Short Form for Teachers (TMCI-SF) in Early Elementary School Classrooms.

Degree: PhD, Educational Psychology, 2019, University of Minnesota

 There has been an increased interest among researchers, policymakers, and educators in climate as an indicator of the health and functioning of a school. Climate(more)

Subjects/Keywords: classroom climate; classroom environment; early elementary school; primary school; school climate

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APA (6th Edition):

Webb, C. (2019). Examining the Structural Validity of the My Class Inventory – Short Form for Teachers (TMCI-SF) in Early Elementary School Classrooms. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/206328

Chicago Manual of Style (16th Edition):

Webb, Chloe. “Examining the Structural Validity of the My Class Inventory – Short Form for Teachers (TMCI-SF) in Early Elementary School Classrooms.” 2019. Doctoral Dissertation, University of Minnesota. Accessed October 19, 2019. http://hdl.handle.net/11299/206328.

MLA Handbook (7th Edition):

Webb, Chloe. “Examining the Structural Validity of the My Class Inventory – Short Form for Teachers (TMCI-SF) in Early Elementary School Classrooms.” 2019. Web. 19 Oct 2019.

Vancouver:

Webb C. Examining the Structural Validity of the My Class Inventory – Short Form for Teachers (TMCI-SF) in Early Elementary School Classrooms. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/11299/206328.

Council of Science Editors:

Webb C. Examining the Structural Validity of the My Class Inventory – Short Form for Teachers (TMCI-SF) in Early Elementary School Classrooms. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/206328


East Tennessee State University

2. Fleenor, Lesley. The Relationship Between Student Perceptions of Classroom Climate and TVAAS Student Achievement Scores in Title I Schools.

Degree: EdD (Doctor of Education), Educational Leadership, 2015, East Tennessee State University

  The purpose of this quantitative correlational study was to examine the relationship between student perceptions of classroom climate and student growth in high-poverty schools.… (more)

Subjects/Keywords: Classroom Climate; Poverty; Student Perceptions; Educational Leadership

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APA (6th Edition):

Fleenor, L. (2015). The Relationship Between Student Perceptions of Classroom Climate and TVAAS Student Achievement Scores in Title I Schools. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2486

Chicago Manual of Style (16th Edition):

Fleenor, Lesley. “The Relationship Between Student Perceptions of Classroom Climate and TVAAS Student Achievement Scores in Title I Schools.” 2015. Doctoral Dissertation, East Tennessee State University. Accessed October 19, 2019. https://dc.etsu.edu/etd/2486.

MLA Handbook (7th Edition):

Fleenor, Lesley. “The Relationship Between Student Perceptions of Classroom Climate and TVAAS Student Achievement Scores in Title I Schools.” 2015. Web. 19 Oct 2019.

Vancouver:

Fleenor L. The Relationship Between Student Perceptions of Classroom Climate and TVAAS Student Achievement Scores in Title I Schools. [Internet] [Doctoral dissertation]. East Tennessee State University; 2015. [cited 2019 Oct 19]. Available from: https://dc.etsu.edu/etd/2486.

Council of Science Editors:

Fleenor L. The Relationship Between Student Perceptions of Classroom Climate and TVAAS Student Achievement Scores in Title I Schools. [Doctoral Dissertation]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2486


Louisiana State University

3. Hebert, Erin Kathryn. The Impact of Mindfulness Practices on Classroom Climate and Perceived Teacher Stress.

Degree: MEd, Curriculum and Instruction, 2018, Louisiana State University

  BACKGROUND: Teaching has been identified as the most stressful profession in the human service industry (Greenberg, Brown, & Abenavoli, 2016). Elevated teacher stress can… (more)

Subjects/Keywords: mindfulness; classroom; climate; teacher; stress; perceived

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APA (6th Edition):

Hebert, E. K. (2018). The Impact of Mindfulness Practices on Classroom Climate and Perceived Teacher Stress. (Masters Thesis). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_theses/4671

Chicago Manual of Style (16th Edition):

Hebert, Erin Kathryn. “The Impact of Mindfulness Practices on Classroom Climate and Perceived Teacher Stress.” 2018. Masters Thesis, Louisiana State University. Accessed October 19, 2019. https://digitalcommons.lsu.edu/gradschool_theses/4671.

MLA Handbook (7th Edition):

Hebert, Erin Kathryn. “The Impact of Mindfulness Practices on Classroom Climate and Perceived Teacher Stress.” 2018. Web. 19 Oct 2019.

Vancouver:

Hebert EK. The Impact of Mindfulness Practices on Classroom Climate and Perceived Teacher Stress. [Internet] [Masters thesis]. Louisiana State University; 2018. [cited 2019 Oct 19]. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4671.

Council of Science Editors:

Hebert EK. The Impact of Mindfulness Practices on Classroom Climate and Perceived Teacher Stress. [Masters Thesis]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4671


Virginia Tech

4. Hankey, Maria Stack. The Association between Engineering Students' Perceptions of Classroom Climate and Fundamental Engineering Skills: A Comparison of Community College and University Students.

Degree: PhD, Educational Leadership and Policy Studies, 2016, Virginia Tech

 In this dissertation, the focus was on the classroom climate of engineering students in the context of either their community college or their four-year university.… (more)

Subjects/Keywords: Engineering Education; Community College; Classroom Climate

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APA (6th Edition):

Hankey, M. S. (2016). The Association between Engineering Students' Perceptions of Classroom Climate and Fundamental Engineering Skills: A Comparison of Community College and University Students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/80411

Chicago Manual of Style (16th Edition):

Hankey, Maria Stack. “The Association between Engineering Students' Perceptions of Classroom Climate and Fundamental Engineering Skills: A Comparison of Community College and University Students.” 2016. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/80411.

MLA Handbook (7th Edition):

Hankey, Maria Stack. “The Association between Engineering Students' Perceptions of Classroom Climate and Fundamental Engineering Skills: A Comparison of Community College and University Students.” 2016. Web. 19 Oct 2019.

Vancouver:

Hankey MS. The Association between Engineering Students' Perceptions of Classroom Climate and Fundamental Engineering Skills: A Comparison of Community College and University Students. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/80411.

Council of Science Editors:

Hankey MS. The Association between Engineering Students' Perceptions of Classroom Climate and Fundamental Engineering Skills: A Comparison of Community College and University Students. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/80411


University of Arizona

5. Meyer, Lauren Nicole. A Change in Forecast: A Preliminary Analysis of the Effects of a Brief Mindfulness Intervention on Elementary School Class Climate .

Degree: 2018, University of Arizona

 In recent years, schools have begun seeking new ways to support students who are encountering barriers to success, specifically addressing academic and behavioral challenges that… (more)

Subjects/Keywords: Classroom Climate; Elementary Education; Intervention; Mindfulness; Teacher

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APA (6th Edition):

Meyer, L. N. (2018). A Change in Forecast: A Preliminary Analysis of the Effects of a Brief Mindfulness Intervention on Elementary School Class Climate . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/628432

Chicago Manual of Style (16th Edition):

Meyer, Lauren Nicole. “A Change in Forecast: A Preliminary Analysis of the Effects of a Brief Mindfulness Intervention on Elementary School Class Climate .” 2018. Doctoral Dissertation, University of Arizona. Accessed October 19, 2019. http://hdl.handle.net/10150/628432.

MLA Handbook (7th Edition):

Meyer, Lauren Nicole. “A Change in Forecast: A Preliminary Analysis of the Effects of a Brief Mindfulness Intervention on Elementary School Class Climate .” 2018. Web. 19 Oct 2019.

Vancouver:

Meyer LN. A Change in Forecast: A Preliminary Analysis of the Effects of a Brief Mindfulness Intervention on Elementary School Class Climate . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10150/628432.

Council of Science Editors:

Meyer LN. A Change in Forecast: A Preliminary Analysis of the Effects of a Brief Mindfulness Intervention on Elementary School Class Climate . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628432


Purdue University

6. Holgate, Horane A. Development and initial validation of a culturally responsive classroom climate scale.

Degree: MSEd, Educational Studies, 2016, Purdue University

  This study describes the development and initial validation for a measure of a culturally responsive classroom climate in postsecondary classrooms. By examining multiple frameworks… (more)

Subjects/Keywords: Education; Classroom climate; Culturally responsive classroom; Multicultural education; Post secondary education; Educational Psychology; Higher Education

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APA (6th Edition):

Holgate, H. A. (2016). Development and initial validation of a culturally responsive classroom climate scale. (Thesis). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_theses/855

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):

Holgate, Horane A. “Development and initial validation of a culturally responsive classroom climate scale.” 2016. Thesis, Purdue University. Accessed October 19, 2019. https://docs.lib.purdue.edu/open_access_theses/855.

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

MLA Handbook (7th Edition):

Holgate, Horane A. “Development and initial validation of a culturally responsive classroom climate scale.” 2016. Web. 19 Oct 2019.

Vancouver:

Holgate HA. Development and initial validation of a culturally responsive classroom climate scale. [Internet] [Thesis]. Purdue University; 2016. [cited 2019 Oct 19]. Available from: https://docs.lib.purdue.edu/open_access_theses/855.

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

Council of Science Editors:

Holgate HA. Development and initial validation of a culturally responsive classroom climate scale. [Thesis]. Purdue University; 2016. Available from: https://docs.lib.purdue.edu/open_access_theses/855

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


University of South Africa

7. Sithole, Njabulo. Promoting a positive learning environment : school setting investigation.

Degree: 2017, University of South Africa

 A positive learning environment is more important if students are considered to perform better in their schoolwork. The school environment the students attend mostly influences… (more)

Subjects/Keywords: Learning; Positive learning environment; Physical environment; School climate; Classroom climate; Learning spaces

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APA (6th Edition):

Sithole, N. (2017). Promoting a positive learning environment : school setting investigation. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/24348

Chicago Manual of Style (16th Edition):

Sithole, Njabulo. “Promoting a positive learning environment : school setting investigation.” 2017. Masters Thesis, University of South Africa. Accessed October 19, 2019. http://hdl.handle.net/10500/24348.

MLA Handbook (7th Edition):

Sithole, Njabulo. “Promoting a positive learning environment : school setting investigation.” 2017. Web. 19 Oct 2019.

Vancouver:

Sithole N. Promoting a positive learning environment : school setting investigation. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10500/24348.

Council of Science Editors:

Sithole N. Promoting a positive learning environment : school setting investigation. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24348


University of South Carolina

8. Meetze, Kyle. Action Research: Implementing Restorative Practices To Improve Classroom Climate.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  This paper describes action research focusing on implementing restorative practices (RP) to improve the climate in an eighth grade science classroom. This study utilized… (more)

Subjects/Keywords: Curriculum and Instruction; Education; classroom climate; restorative practices; school climate; affective statements; affective questions.

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APA (6th Edition):

Meetze, K. (2018). Action Research: Implementing Restorative Practices To Improve Classroom Climate. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4772

Chicago Manual of Style (16th Edition):

Meetze, Kyle. “Action Research: Implementing Restorative Practices To Improve Classroom Climate.” 2018. Doctoral Dissertation, University of South Carolina. Accessed October 19, 2019. https://scholarcommons.sc.edu/etd/4772.

MLA Handbook (7th Edition):

Meetze, Kyle. “Action Research: Implementing Restorative Practices To Improve Classroom Climate.” 2018. Web. 19 Oct 2019.

Vancouver:

Meetze K. Action Research: Implementing Restorative Practices To Improve Classroom Climate. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Oct 19]. Available from: https://scholarcommons.sc.edu/etd/4772.

Council of Science Editors:

Meetze K. Action Research: Implementing Restorative Practices To Improve Classroom Climate. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4772


Texas A&M University

9. Buckman, Karen. Why did the professor cross the road? How and why college professors intentionally use humor in their classrooms.

Degree: 2010, Texas A&M University

 College professors face many pressing challenges: staying current in their disciplines, becoming familiar with new technology, responding to national accountability issues, publishing scholarly research in… (more)

Subjects/Keywords: College Professors; Teaching Methods; Classroom Climate; Teaching; Humor

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APA (6th Edition):

Buckman, K. (2010). Why did the professor cross the road? How and why college professors intentionally use humor in their classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7841

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):

Buckman, Karen. “Why did the professor cross the road? How and why college professors intentionally use humor in their classrooms.” 2010. Thesis, Texas A&M University. Accessed October 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7841.

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

MLA Handbook (7th Edition):

Buckman, Karen. “Why did the professor cross the road? How and why college professors intentionally use humor in their classrooms.” 2010. Web. 19 Oct 2019.

Vancouver:

Buckman K. Why did the professor cross the road? How and why college professors intentionally use humor in their classrooms. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7841.

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

Council of Science Editors:

Buckman K. Why did the professor cross the road? How and why college professors intentionally use humor in their classrooms. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7841

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


Universiteit Utrecht

10. Vliek, L. Effects of Kanjertraining (Topper Training) on Emotional Problems, Behavioural Problems and Classroom Climate.

Degree: 2015, Universiteit Utrecht

 Reducing difficulties in social interactions and negative classroom climate at an early age may prevent escalation into severe problems that are harder to treat and… (more)

Subjects/Keywords: Psychosocial problems; classroom climate; primary school; children; intervention; effectiveness; self-esteem

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APA (6th Edition):

Vliek, L. (2015). Effects of Kanjertraining (Topper Training) on Emotional Problems, Behavioural Problems and Classroom Climate. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/319238

Chicago Manual of Style (16th Edition):

Vliek, L. “Effects of Kanjertraining (Topper Training) on Emotional Problems, Behavioural Problems and Classroom Climate.” 2015. Doctoral Dissertation, Universiteit Utrecht. Accessed October 19, 2019. http://dspace.library.uu.nl:8080/handle/1874/319238.

MLA Handbook (7th Edition):

Vliek, L. “Effects of Kanjertraining (Topper Training) on Emotional Problems, Behavioural Problems and Classroom Climate.” 2015. Web. 19 Oct 2019.

Vancouver:

Vliek L. Effects of Kanjertraining (Topper Training) on Emotional Problems, Behavioural Problems and Classroom Climate. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2015. [cited 2019 Oct 19]. Available from: http://dspace.library.uu.nl:8080/handle/1874/319238.

Council of Science Editors:

Vliek L. Effects of Kanjertraining (Topper Training) on Emotional Problems, Behavioural Problems and Classroom Climate. [Doctoral Dissertation]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/319238


University of Houston

11. Arroyo-Giner, Christina. Students' Perceptions of a College Course: Contextual Influences on Motivation.

Degree: Educational Psychology, Department of, 2013, University of Houston

 Research on motivation is important for understanding student learning and the context in which students are taught (Pintrich, 2003). This research integrated different theoretical perspectives… (more)

Subjects/Keywords: achievement motivation; college students; classroom climate; learning environment

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APA (6th Edition):

Arroyo-Giner, C. (2013). Students' Perceptions of a College Course: Contextual Influences on Motivation. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/935

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):

Arroyo-Giner, Christina. “Students' Perceptions of a College Course: Contextual Influences on Motivation.” 2013. Thesis, University of Houston. Accessed October 19, 2019. http://hdl.handle.net/10657/935.

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

MLA Handbook (7th Edition):

Arroyo-Giner, Christina. “Students' Perceptions of a College Course: Contextual Influences on Motivation.” 2013. Web. 19 Oct 2019.

Vancouver:

Arroyo-Giner C. Students' Perceptions of a College Course: Contextual Influences on Motivation. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10657/935.

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

Council of Science Editors:

Arroyo-Giner C. Students' Perceptions of a College Course: Contextual Influences on Motivation. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/935

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


Oklahoma State University

12. McKay, Lorna Marie. Examination of the Relationship Between Classroom Climate and Student Math Achievement.

Degree: School of Hotel and Restaurant Administration, 2012, Oklahoma State University

 The purpose of the study was to examine the relationship that exist classroom climate and student math achievement. The study also sought to determine the… (more)

Subjects/Keywords: achievement; classroom climate; high school; mathematics; primary school examination; relationship

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APA (6th Edition):

McKay, L. M. (2012). Examination of the Relationship Between Classroom Climate and Student Math Achievement. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7257

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):

McKay, Lorna Marie. “Examination of the Relationship Between Classroom Climate and Student Math Achievement.” 2012. Thesis, Oklahoma State University. Accessed October 19, 2019. http://hdl.handle.net/11244/7257.

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

MLA Handbook (7th Edition):

McKay, Lorna Marie. “Examination of the Relationship Between Classroom Climate and Student Math Achievement.” 2012. Web. 19 Oct 2019.

Vancouver:

McKay LM. Examination of the Relationship Between Classroom Climate and Student Math Achievement. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/11244/7257.

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

Council of Science Editors:

McKay LM. Examination of the Relationship Between Classroom Climate and Student Math Achievement. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/7257

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


University of KwaZulu-Natal

13. Chetty, Nishkananthan Ravi. The relationship between classroom climate, student self-efficacy and student achievement.

Degree: 2017, University of KwaZulu-Natal

 This study documents students’ perceptions and factors within the classroom that are perceived to impact upon the learning of mathematics. The participants of the study… (more)

Subjects/Keywords: Construction studies.; Self-efficacy.; Classroom climate.; Quantitative methods.; Students achievement.

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APA (6th Edition):

Chetty, N. R. (2017). The relationship between classroom climate, student self-efficacy and student achievement. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/16031

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):

Chetty, Nishkananthan Ravi. “The relationship between classroom climate, student self-efficacy and student achievement.” 2017. Thesis, University of KwaZulu-Natal. Accessed October 19, 2019. http://hdl.handle.net/10413/16031.

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

MLA Handbook (7th Edition):

Chetty, Nishkananthan Ravi. “The relationship between classroom climate, student self-efficacy and student achievement.” 2017. Web. 19 Oct 2019.

Vancouver:

Chetty NR. The relationship between classroom climate, student self-efficacy and student achievement. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10413/16031.

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

Council of Science Editors:

Chetty NR. The relationship between classroom climate, student self-efficacy and student achievement. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/16031

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


Tulane University

14. Saybe, Megan. Examining the effects of classroom climate on aggression and victimization in low income, ethnically diverse preschoolers.

Degree: 2018, Tulane University

1

Megan C. Saybe

Advisors/Committee Members: Baker, Courtney (Thesis advisor), School of Science & Engineering Psychology (Degree granting institution).

Subjects/Keywords: Aggression; Classroom climate; Preschool settings

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APA (6th Edition):

Saybe, M. (2018). Examining the effects of classroom climate on aggression and victimization in low income, ethnically diverse preschoolers. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:79056

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):

Saybe, Megan. “Examining the effects of classroom climate on aggression and victimization in low income, ethnically diverse preschoolers.” 2018. Thesis, Tulane University. Accessed October 19, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:79056.

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

MLA Handbook (7th Edition):

Saybe, Megan. “Examining the effects of classroom climate on aggression and victimization in low income, ethnically diverse preschoolers.” 2018. Web. 19 Oct 2019.

Vancouver:

Saybe M. Examining the effects of classroom climate on aggression and victimization in low income, ethnically diverse preschoolers. [Internet] [Thesis]. Tulane University; 2018. [cited 2019 Oct 19]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:79056.

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

Council of Science Editors:

Saybe M. Examining the effects of classroom climate on aggression and victimization in low income, ethnically diverse preschoolers. [Thesis]. Tulane University; 2018. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:79056

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


Virginia Commonwealth University

15. Budny, Kristy F. A CASE STUDY OF STAKEHOLDERS’ PERCEPTIONS OF A PRINCIPAL’S BEHAVIORS THAT INFLUENCE SCHOOL CLIMATE, CLASSROOM PRACTICES, AND STUDENT ACHIEVEMENT IN A TITLE I SCHOOL.

Degree: PhD, Education, 2019, Virginia Commonwealth University

  Public schools have increasingly transformed throughout the years, and the growth in suburban areas has brought many diversified schools that sometimes mirror schools in… (more)

Subjects/Keywords: principal; leadership; transformational; climate; classroom; achievement; Educational Leadership

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APA (6th Edition):

Budny, K. F. (2019). A CASE STUDY OF STAKEHOLDERS’ PERCEPTIONS OF A PRINCIPAL’S BEHAVIORS THAT INFLUENCE SCHOOL CLIMATE, CLASSROOM PRACTICES, AND STUDENT ACHIEVEMENT IN A TITLE I SCHOOL. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5733

Chicago Manual of Style (16th Edition):

Budny, Kristy F. “A CASE STUDY OF STAKEHOLDERS’ PERCEPTIONS OF A PRINCIPAL’S BEHAVIORS THAT INFLUENCE SCHOOL CLIMATE, CLASSROOM PRACTICES, AND STUDENT ACHIEVEMENT IN A TITLE I SCHOOL.” 2019. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 19, 2019. https://scholarscompass.vcu.edu/etd/5733.

MLA Handbook (7th Edition):

Budny, Kristy F. “A CASE STUDY OF STAKEHOLDERS’ PERCEPTIONS OF A PRINCIPAL’S BEHAVIORS THAT INFLUENCE SCHOOL CLIMATE, CLASSROOM PRACTICES, AND STUDENT ACHIEVEMENT IN A TITLE I SCHOOL.” 2019. Web. 19 Oct 2019.

Vancouver:

Budny KF. A CASE STUDY OF STAKEHOLDERS’ PERCEPTIONS OF A PRINCIPAL’S BEHAVIORS THAT INFLUENCE SCHOOL CLIMATE, CLASSROOM PRACTICES, AND STUDENT ACHIEVEMENT IN A TITLE I SCHOOL. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2019. [cited 2019 Oct 19]. Available from: https://scholarscompass.vcu.edu/etd/5733.

Council of Science Editors:

Budny KF. A CASE STUDY OF STAKEHOLDERS’ PERCEPTIONS OF A PRINCIPAL’S BEHAVIORS THAT INFLUENCE SCHOOL CLIMATE, CLASSROOM PRACTICES, AND STUDENT ACHIEVEMENT IN A TITLE I SCHOOL. [Doctoral Dissertation]. Virginia Commonwealth University; 2019. Available from: https://scholarscompass.vcu.edu/etd/5733


Florida Atlantic University

16. Kuba, Summer Perhay. The Effect of Participation in the Ready to Learn Program on Kindergarten Students’ Pro-social behavior, Self-regulation, Reading Performance, and Teachers’ Perception of Classroom Climate.

Degree: 2017, Florida Atlantic University

Summary: The purpose of the current study was to investigate the difference in pro-social behavior, self-regulation, overall reading performance, Lexile levels, and teachers’ perception of… (more)

Subjects/Keywords: Dissertations, Academic  – Florida Atlantic University; Kindergarten.; Reading to learn.; Classroom climate.

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APA (6th Edition):

Kuba, S. P. (2017). The Effect of Participation in the Ready to Learn Program on Kindergarten Students’ Pro-social behavior, Self-regulation, Reading Performance, and Teachers’ Perception of Classroom Climate. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00005002 ; (URL) http://purl.flvc.org/fau/fd/FA00004992

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):

Kuba, Summer Perhay. “The Effect of Participation in the Ready to Learn Program on Kindergarten Students’ Pro-social behavior, Self-regulation, Reading Performance, and Teachers’ Perception of Classroom Climate.” 2017. Thesis, Florida Atlantic University. Accessed October 19, 2019. http://purl.flvc.org/fau/fd/FA00005002 ; (URL) http://purl.flvc.org/fau/fd/FA00004992.

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

MLA Handbook (7th Edition):

Kuba, Summer Perhay. “The Effect of Participation in the Ready to Learn Program on Kindergarten Students’ Pro-social behavior, Self-regulation, Reading Performance, and Teachers’ Perception of Classroom Climate.” 2017. Web. 19 Oct 2019.

Vancouver:

Kuba SP. The Effect of Participation in the Ready to Learn Program on Kindergarten Students’ Pro-social behavior, Self-regulation, Reading Performance, and Teachers’ Perception of Classroom Climate. [Internet] [Thesis]. Florida Atlantic University; 2017. [cited 2019 Oct 19]. Available from: http://purl.flvc.org/fau/fd/FA00005002 ; (URL) http://purl.flvc.org/fau/fd/FA00004992.

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

Council of Science Editors:

Kuba SP. The Effect of Participation in the Ready to Learn Program on Kindergarten Students’ Pro-social behavior, Self-regulation, Reading Performance, and Teachers’ Perception of Classroom Climate. [Thesis]. Florida Atlantic University; 2017. Available from: http://purl.flvc.org/fau/fd/FA00005002 ; (URL) http://purl.flvc.org/fau/fd/FA00004992

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


University of Minnesota

17. Diamond, Kate K. First-generation Students’ Experiences of the Classroom Climate in a Redesigned Gateway Math Course: A Mixed Methods Case Study.

Degree: PhD, Organizational Leadership, Policy, and Development, 2019, University of Minnesota

 In U.S. higher education, there are large disparities in student persistence rates in the science, technology, engineering, and mathematics (STEM) fields along lines of race… (more)

Subjects/Keywords: Classroom climate; First-generation students; Pedagogy; STEM education; Teaching and learning

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APA (6th Edition):

Diamond, K. K. (2019). First-generation Students’ Experiences of the Classroom Climate in a Redesigned Gateway Math Course: A Mixed Methods Case Study. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/206297

Chicago Manual of Style (16th Edition):

Diamond, Kate K. “First-generation Students’ Experiences of the Classroom Climate in a Redesigned Gateway Math Course: A Mixed Methods Case Study.” 2019. Doctoral Dissertation, University of Minnesota. Accessed October 19, 2019. http://hdl.handle.net/11299/206297.

MLA Handbook (7th Edition):

Diamond, Kate K. “First-generation Students’ Experiences of the Classroom Climate in a Redesigned Gateway Math Course: A Mixed Methods Case Study.” 2019. Web. 19 Oct 2019.

Vancouver:

Diamond KK. First-generation Students’ Experiences of the Classroom Climate in a Redesigned Gateway Math Course: A Mixed Methods Case Study. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/11299/206297.

Council of Science Editors:

Diamond KK. First-generation Students’ Experiences of the Classroom Climate in a Redesigned Gateway Math Course: A Mixed Methods Case Study. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/206297


Penn State University

18. Persaud, Anita. FACTORS AFFECTING CLASSROOM.

Degree: EdD, Counselor Education, 2003, Penn State University

 The “chilly classroom climate” is a term created by Bernice Sandler and Roberta Hall in 1982 to describe the causes and consequences related to lack… (more)

Subjects/Keywords: classroom involvement; chilly classroom climate; classroom environment; gender identity; gender interconnection; learning styles

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APA (6th Edition):

Persaud, A. (2003). FACTORS AFFECTING CLASSROOM. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/6107

Chicago Manual of Style (16th Edition):

Persaud, Anita. “FACTORS AFFECTING CLASSROOM.” 2003. Doctoral Dissertation, Penn State University. Accessed October 19, 2019. https://etda.libraries.psu.edu/catalog/6107.

MLA Handbook (7th Edition):

Persaud, Anita. “FACTORS AFFECTING CLASSROOM.” 2003. Web. 19 Oct 2019.

Vancouver:

Persaud A. FACTORS AFFECTING CLASSROOM. [Internet] [Doctoral dissertation]. Penn State University; 2003. [cited 2019 Oct 19]. Available from: https://etda.libraries.psu.edu/catalog/6107.

Council of Science Editors:

Persaud A. FACTORS AFFECTING CLASSROOM. [Doctoral Dissertation]. Penn State University; 2003. Available from: https://etda.libraries.psu.edu/catalog/6107


North-West University

19. Abdool, Andrew Dariús. Didaktiese riglyne vir die skep van 'n positiewe klasklimaat aan 'n sekondêre skool / Andrew Dariús Abdool .

Degree: 2000, North-West University

 A positive classroom is more conducive to learning than a negative one. Since the teacher creates the classroom climate, it is important for him or… (more)

Subjects/Keywords: Classroom climate; Educational didactics; Classroom environment; Classroom techniques; Teaching methods; Secondary education

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

APA (6th Edition):

Abdool, A. D. (2000). Didaktiese riglyne vir die skep van 'n positiewe klasklimaat aan 'n sekondêre skool / Andrew Dariús Abdool . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/8602

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):

Abdool, Andrew Dariús. “Didaktiese riglyne vir die skep van 'n positiewe klasklimaat aan 'n sekondêre skool / Andrew Dariús Abdool .” 2000. Thesis, North-West University. Accessed October 19, 2019. http://hdl.handle.net/10394/8602.

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

MLA Handbook (7th Edition):

Abdool, Andrew Dariús. “Didaktiese riglyne vir die skep van 'n positiewe klasklimaat aan 'n sekondêre skool / Andrew Dariús Abdool .” 2000. Web. 19 Oct 2019.

Vancouver:

Abdool AD. Didaktiese riglyne vir die skep van 'n positiewe klasklimaat aan 'n sekondêre skool / Andrew Dariús Abdool . [Internet] [Thesis]. North-West University; 2000. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10394/8602.

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

Council of Science Editors:

Abdool AD. Didaktiese riglyne vir die skep van 'n positiewe klasklimaat aan 'n sekondêre skool / Andrew Dariús Abdool . [Thesis]. North-West University; 2000. Available from: http://hdl.handle.net/10394/8602

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

20. Ozimič, Špela. Razlike med dojemanjem razredne klime med učitelji in učenci.

Degree: 2016, Univerza v Mariboru

Razredna klima je prisotna v vsakem razredu, a je v vsakem razredu drugačna. Zajema proces v ožjem okolju (razredu) in upošteva odnose med posamezniki v… (more)

Subjects/Keywords: razredna klima; merjenje razredne klime; razrednik; spol; leto šolanja; classroom climate; monitoring of classroom climate; class teacher; gender; year of schooling; info:eu-repo/classification/udc/37.015.3:303.682(043.2)

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

APA (6th Edition):

Ozimič, . (2016). Razlike med dojemanjem razredne klime med učitelji in učenci. (Masters Thesis). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=61675 ; https://dk.um.si/Dokument.php?id=98420&dn= ; https://plus.si.cobiss.net/opac7/bib/22541064?lang=sl

Chicago Manual of Style (16th Edition):

Ozimič, Špela. “Razlike med dojemanjem razredne klime med učitelji in učenci.” 2016. Masters Thesis, Univerza v Mariboru. Accessed October 19, 2019. https://dk.um.si/IzpisGradiva.php?id=61675 ; https://dk.um.si/Dokument.php?id=98420&dn= ; https://plus.si.cobiss.net/opac7/bib/22541064?lang=sl.

MLA Handbook (7th Edition):

Ozimič, Špela. “Razlike med dojemanjem razredne klime med učitelji in učenci.” 2016. Web. 19 Oct 2019.

Vancouver:

Ozimič . Razlike med dojemanjem razredne klime med učitelji in učenci. [Internet] [Masters thesis]. Univerza v Mariboru; 2016. [cited 2019 Oct 19]. Available from: https://dk.um.si/IzpisGradiva.php?id=61675 ; https://dk.um.si/Dokument.php?id=98420&dn= ; https://plus.si.cobiss.net/opac7/bib/22541064?lang=sl.

Council of Science Editors:

Ozimič . Razlike med dojemanjem razredne klime med učitelji in učenci. [Masters Thesis]. Univerza v Mariboru; 2016. Available from: https://dk.um.si/IzpisGradiva.php?id=61675 ; https://dk.um.si/Dokument.php?id=98420&dn= ; https://plus.si.cobiss.net/opac7/bib/22541064?lang=sl


NSYSU

21. Chen, Yi-Ju. Study on Classroom Climate and Learning Effectiveness in Blended Learning Environment.

Degree: Master, Information Management, 2006, NSYSU

 In recent years, Blended Learning becomes more and more popular in business and educational fields. It is regarded as an important research topic in e-Learning… (more)

Subjects/Keywords: Classroom Climate; Blended Learning; Learning Effectiveness

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

APA (6th Edition):

Chen, Y. (2006). Study on Classroom Climate and Learning Effectiveness in Blended Learning Environment. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0706106-010532

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):

Chen, Yi-Ju. “Study on Classroom Climate and Learning Effectiveness in Blended Learning Environment.” 2006. Thesis, NSYSU. Accessed October 19, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0706106-010532.

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

MLA Handbook (7th Edition):

Chen, Yi-Ju. “Study on Classroom Climate and Learning Effectiveness in Blended Learning Environment.” 2006. Web. 19 Oct 2019.

Vancouver:

Chen Y. Study on Classroom Climate and Learning Effectiveness in Blended Learning Environment. [Internet] [Thesis]. NSYSU; 2006. [cited 2019 Oct 19]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0706106-010532.

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

Council of Science Editors:

Chen Y. Study on Classroom Climate and Learning Effectiveness in Blended Learning Environment. [Thesis]. NSYSU; 2006. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0706106-010532

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


University of Akron

22. Yeboah, Kwaku Amankwah. Instructors' aggressive communication behavior, power distance, and communication climate in relation to state motivation and information seeking strategy: An investigation of college classrooms in Ghana.

Degree: MA, Communication, 2018, University of Akron

 This study investigated communication patterns in college classroom in Ghana. Participants were 314 undergraduate students from a university in Ghana. Results indicated that perceived instructor… (more)

Subjects/Keywords: Communication; argumentativeness; verbal aggressiveness; classroom communication climate; state motivation; overt information seeking strategies

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

APA (6th Edition):

Yeboah, K. A. (2018). Instructors' aggressive communication behavior, power distance, and communication climate in relation to state motivation and information seeking strategy: An investigation of college classrooms in Ghana. (Masters Thesis). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1522684737351066

Chicago Manual of Style (16th Edition):

Yeboah, Kwaku Amankwah. “Instructors' aggressive communication behavior, power distance, and communication climate in relation to state motivation and information seeking strategy: An investigation of college classrooms in Ghana.” 2018. Masters Thesis, University of Akron. Accessed October 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1522684737351066.

MLA Handbook (7th Edition):

Yeboah, Kwaku Amankwah. “Instructors' aggressive communication behavior, power distance, and communication climate in relation to state motivation and information seeking strategy: An investigation of college classrooms in Ghana.” 2018. Web. 19 Oct 2019.

Vancouver:

Yeboah KA. Instructors' aggressive communication behavior, power distance, and communication climate in relation to state motivation and information seeking strategy: An investigation of college classrooms in Ghana. [Internet] [Masters thesis]. University of Akron; 2018. [cited 2019 Oct 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1522684737351066.

Council of Science Editors:

Yeboah KA. Instructors' aggressive communication behavior, power distance, and communication climate in relation to state motivation and information seeking strategy: An investigation of college classrooms in Ghana. [Masters Thesis]. University of Akron; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1522684737351066

23. Lundin, Mia. "Två hjärnor tillsammans ger mer kunskap än en!" : En kvalitativ studie utifrån fyra lågstadielärares tankar och erfarenheter gällande den muntliga kommunikationen i klassrummet.

Degree: Teacher Education, 2015, Södertörn University

  This study focuses on oral communication in the classroom involving discussion and dialogue amongst pupils, but also between teacher and pupil. The overall aim… (more)

Subjects/Keywords: Oral communication; dialogue; sociocultural theory; classroom climate; Muntlig kommunikation; dialog; sociokulturell teori; klassrumsklimat

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

APA (6th Edition):

Lundin, M. (2015). "Två hjärnor tillsammans ger mer kunskap än en!" : En kvalitativ studie utifrån fyra lågstadielärares tankar och erfarenheter gällande den muntliga kommunikationen i klassrummet. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27652

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):

Lundin, Mia. “"Två hjärnor tillsammans ger mer kunskap än en!" : En kvalitativ studie utifrån fyra lågstadielärares tankar och erfarenheter gällande den muntliga kommunikationen i klassrummet.” 2015. Thesis, Södertörn University. Accessed October 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27652.

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

MLA Handbook (7th Edition):

Lundin, Mia. “"Två hjärnor tillsammans ger mer kunskap än en!" : En kvalitativ studie utifrån fyra lågstadielärares tankar och erfarenheter gällande den muntliga kommunikationen i klassrummet.” 2015. Web. 19 Oct 2019.

Vancouver:

Lundin M. "Två hjärnor tillsammans ger mer kunskap än en!" : En kvalitativ studie utifrån fyra lågstadielärares tankar och erfarenheter gällande den muntliga kommunikationen i klassrummet. [Internet] [Thesis]. Södertörn University; 2015. [cited 2019 Oct 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27652.

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

Council of Science Editors:

Lundin M. "Två hjärnor tillsammans ger mer kunskap än en!" : En kvalitativ studie utifrån fyra lågstadielärares tankar och erfarenheter gällande den muntliga kommunikationen i klassrummet. [Thesis]. Södertörn University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27652

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


North-West University

24. Deuchar, Annelize. Opportunities for the development of critical thinking skills in the mathematics classroom / Annalize Deuchar.

Degree: 2010, North-West University

 The nurturing of critical thinking skills is one of the cornerstones of Outcomes Based Education (OBE). This study investigated to what extent teachers provide opportunities… (more)

Subjects/Keywords: Critical thinking; Critical thinking in mathematics; Classroom climate; Higher-order thinking; Teaching methods; Assessment approaches

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APA (6th Edition):

Deuchar, A. (2010). Opportunities for the development of critical thinking skills in the mathematics classroom / Annalize Deuchar. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4823

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):

Deuchar, Annelize. “Opportunities for the development of critical thinking skills in the mathematics classroom / Annalize Deuchar. ” 2010. Thesis, North-West University. Accessed October 19, 2019. http://hdl.handle.net/10394/4823.

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

MLA Handbook (7th Edition):

Deuchar, Annelize. “Opportunities for the development of critical thinking skills in the mathematics classroom / Annalize Deuchar. ” 2010. Web. 19 Oct 2019.

Vancouver:

Deuchar A. Opportunities for the development of critical thinking skills in the mathematics classroom / Annalize Deuchar. [Internet] [Thesis]. North-West University; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10394/4823.

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

Council of Science Editors:

Deuchar A. Opportunities for the development of critical thinking skills in the mathematics classroom / Annalize Deuchar. [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/4823

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


North-West University

25. Petzer, Alvine. The extent to which teachers create classroom climates that nurture the development of critical thinking abilities / Alvine Petzer .

Degree: 2010, North-West University

 The nurturing of critical thinking skills is one of the cornerstones of Outcomes Based Education (OBE). This study investigated to what extent teachers create classroom(more)

Subjects/Keywords: Cognition; Cognitive development; Critical thinking; Classroom climate; Teaching methods and strategies; Learning activities; Questioning techniques

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APA (6th Edition):

Petzer, A. (2010). The extent to which teachers create classroom climates that nurture the development of critical thinking abilities / Alvine Petzer . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10184

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):

Petzer, Alvine. “The extent to which teachers create classroom climates that nurture the development of critical thinking abilities / Alvine Petzer .” 2010. Thesis, North-West University. Accessed October 19, 2019. http://hdl.handle.net/10394/10184.

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

MLA Handbook (7th Edition):

Petzer, Alvine. “The extent to which teachers create classroom climates that nurture the development of critical thinking abilities / Alvine Petzer .” 2010. Web. 19 Oct 2019.

Vancouver:

Petzer A. The extent to which teachers create classroom climates that nurture the development of critical thinking abilities / Alvine Petzer . [Internet] [Thesis]. North-West University; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10394/10184.

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

Council of Science Editors:

Petzer A. The extent to which teachers create classroom climates that nurture the development of critical thinking abilities / Alvine Petzer . [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/10184

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


University of South Florida

26. Trendell Nation, Molly. How Teachers’ Beliefs About Climate Change Influence Their Instruction, Student Understanding, and Willingness to Take Action.

Degree: 2017, University of South Florida

Climate change science is complex and controversial in nature, yet seen by educators and policy makers as an important topic to be taught within secondary… (more)

Subjects/Keywords: Climate Change Education; Student Outcomes; Neutrality; Classroom Practices; Science and Mathematics Education

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APA (6th Edition):

Trendell Nation, M. (2017). How Teachers’ Beliefs About Climate Change Influence Their Instruction, Student Understanding, and Willingness to Take Action. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6968

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):

Trendell Nation, Molly. “How Teachers’ Beliefs About Climate Change Influence Their Instruction, Student Understanding, and Willingness to Take Action.” 2017. Thesis, University of South Florida. Accessed October 19, 2019. https://scholarcommons.usf.edu/etd/6968.

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

MLA Handbook (7th Edition):

Trendell Nation, Molly. “How Teachers’ Beliefs About Climate Change Influence Their Instruction, Student Understanding, and Willingness to Take Action.” 2017. Web. 19 Oct 2019.

Vancouver:

Trendell Nation M. How Teachers’ Beliefs About Climate Change Influence Their Instruction, Student Understanding, and Willingness to Take Action. [Internet] [Thesis]. University of South Florida; 2017. [cited 2019 Oct 19]. Available from: https://scholarcommons.usf.edu/etd/6968.

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

Council of Science Editors:

Trendell Nation M. How Teachers’ Beliefs About Climate Change Influence Their Instruction, Student Understanding, and Willingness to Take Action. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/6968

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


University of Houston

27. Corkin, Danya 1978-. The Influence of Personal Motivational Beliefs and Classroom Climate Dimensions on Academic Procrastination in College Mathematics Courses.

Degree: Educational Psychology, Department of, 2012, University of Houston

 Academic procrastination can be defined as the irrational delay of doing work on academic-related tasks that should be completed within a specific timeframe (Steel, 2010).… (more)

Subjects/Keywords: Academic Procrastination; Classroom Climate; Achievement Motivation; Self-regulated Learning; Motivational Regulation Strategies; Educational psychology

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APA (6th Edition):

Corkin, D. 1. (2012). The Influence of Personal Motivational Beliefs and Classroom Climate Dimensions on Academic Procrastination in College Mathematics Courses. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/631

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):

Corkin, Danya 1978-. “The Influence of Personal Motivational Beliefs and Classroom Climate Dimensions on Academic Procrastination in College Mathematics Courses.” 2012. Thesis, University of Houston. Accessed October 19, 2019. http://hdl.handle.net/10657/631.

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

MLA Handbook (7th Edition):

Corkin, Danya 1978-. “The Influence of Personal Motivational Beliefs and Classroom Climate Dimensions on Academic Procrastination in College Mathematics Courses.” 2012. Web. 19 Oct 2019.

Vancouver:

Corkin D1. The Influence of Personal Motivational Beliefs and Classroom Climate Dimensions on Academic Procrastination in College Mathematics Courses. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10657/631.

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

Council of Science Editors:

Corkin D1. The Influence of Personal Motivational Beliefs and Classroom Climate Dimensions on Academic Procrastination in College Mathematics Courses. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/631

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


University of Pennsylvania

28. Tinsley, Brian. Racial Socialization, Stress, Climate And Coping: An Examination Of Educator Perceptions Of Classroom Management And Motivation Of Students And Colleagues.

Degree: 2018, University of Pennsylvania

 ABSTRACT RACIAL SOCIALIZATION, STRESS, CLIMATE AND COPING: AN EXAMINATION OF EDUCATOR PERCEPTIONS OF CLASSROOM MANAGEMENT AND MOTIVATION OF STUDENTS AND COLLEAGUES Brian Tinsley Howard C.… (more)

Subjects/Keywords: Classroom Management; Coping; Race; Racial Socialization; School Climate; Stress; Education; Educational Sociology; Psychology

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

APA (6th Edition):

Tinsley, B. (2018). Racial Socialization, Stress, Climate And Coping: An Examination Of Educator Perceptions Of Classroom Management And Motivation Of Students And Colleagues. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/2999

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):

Tinsley, Brian. “Racial Socialization, Stress, Climate And Coping: An Examination Of Educator Perceptions Of Classroom Management And Motivation Of Students And Colleagues.” 2018. Thesis, University of Pennsylvania. Accessed October 19, 2019. https://repository.upenn.edu/edissertations/2999.

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

MLA Handbook (7th Edition):

Tinsley, Brian. “Racial Socialization, Stress, Climate And Coping: An Examination Of Educator Perceptions Of Classroom Management And Motivation Of Students And Colleagues.” 2018. Web. 19 Oct 2019.

Vancouver:

Tinsley B. Racial Socialization, Stress, Climate And Coping: An Examination Of Educator Perceptions Of Classroom Management And Motivation Of Students And Colleagues. [Internet] [Thesis]. University of Pennsylvania; 2018. [cited 2019 Oct 19]. Available from: https://repository.upenn.edu/edissertations/2999.

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

Council of Science Editors:

Tinsley B. Racial Socialization, Stress, Climate And Coping: An Examination Of Educator Perceptions Of Classroom Management And Motivation Of Students And Colleagues. [Thesis]. University of Pennsylvania; 2018. Available from: https://repository.upenn.edu/edissertations/2999

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


University of Georgia

29. Lucas, Brittany Joiner. Perceptions of classroom dynamics and identification with academics in online and face-to-face remedial classrooms in two year colleges.

Degree: PhD, Adult Education, 2016, University of Georgia

 The purpose of this exploratory research study was to determine the influence of student characteristics (age, gender, race) and students’ “identification with academics” on perceptions… (more)

Subjects/Keywords: Adult education; Classroom dynamics; Developmental studies; Classroom Dynamics Questionnaire; Identification with academics; Instructional delivery method; Online classes; Social climate; Two-year colleges

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

APA (6th Edition):

Lucas, B. J. (2016). Perceptions of classroom dynamics and identification with academics in online and face-to-face remedial classrooms in two year colleges. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lucas_brittany_j_201605_phd

Chicago Manual of Style (16th Edition):

Lucas, Brittany Joiner. “Perceptions of classroom dynamics and identification with academics in online and face-to-face remedial classrooms in two year colleges.” 2016. Doctoral Dissertation, University of Georgia. Accessed October 19, 2019. http://purl.galileo.usg.edu/uga_etd/lucas_brittany_j_201605_phd.

MLA Handbook (7th Edition):

Lucas, Brittany Joiner. “Perceptions of classroom dynamics and identification with academics in online and face-to-face remedial classrooms in two year colleges.” 2016. Web. 19 Oct 2019.

Vancouver:

Lucas BJ. Perceptions of classroom dynamics and identification with academics in online and face-to-face remedial classrooms in two year colleges. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2019 Oct 19]. Available from: http://purl.galileo.usg.edu/uga_etd/lucas_brittany_j_201605_phd.

Council of Science Editors:

Lucas BJ. Perceptions of classroom dynamics and identification with academics in online and face-to-face remedial classrooms in two year colleges. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/lucas_brittany_j_201605_phd


KTH

30. Trulsson, Sara. Active Learning : a Supportive Teaching Method to Address Climate Change in Higher Education.

Degree: Industrial Ecology, 2016, KTH

Universities world wide do efforts to integrate education on climate change in the educational programs, but teaching about climate change is challenging: the climate(more)

Subjects/Keywords: climate change; active learning; educational board games; serious games; flipped classroom; IPCC; teaching; klimatförändringar; aktivt lärande; utbildande brädspel; flipped classroom; IPCC; undervisning

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

APA (6th Edition):

Trulsson, S. (2016). Active Learning : a Supportive Teaching Method to Address Climate Change in Higher Education. (Thesis). KTH. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-191308

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):

Trulsson, Sara. “Active Learning : a Supportive Teaching Method to Address Climate Change in Higher Education.” 2016. Thesis, KTH. Accessed October 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-191308.

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

MLA Handbook (7th Edition):

Trulsson, Sara. “Active Learning : a Supportive Teaching Method to Address Climate Change in Higher Education.” 2016. Web. 19 Oct 2019.

Vancouver:

Trulsson S. Active Learning : a Supportive Teaching Method to Address Climate Change in Higher Education. [Internet] [Thesis]. KTH; 2016. [cited 2019 Oct 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-191308.

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

Council of Science Editors:

Trulsson S. Active Learning : a Supportive Teaching Method to Address Climate Change in Higher Education. [Thesis]. KTH; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-191308

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

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