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You searched for subject:(classroom integration). Showing records 1 – 30 of 47 total matches.

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1. Dean, Jasmine L. Quality Technology Integration in the College Classroom: A Guide for Faculty.

Degree: 2016, Ferris State University

 This dissertation is the result of active research that provides a faculty guide for immediate application. The guide is a collection of technology integration ideas… (more)

Subjects/Keywords: Community colleges.; Classroom technology integration.

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

APA (6th Edition):

Dean, J. L. (2016). Quality Technology Integration in the College Classroom: A Guide for Faculty. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5952

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):

Dean, Jasmine L. “Quality Technology Integration in the College Classroom: A Guide for Faculty.” 2016. Thesis, Ferris State University. Accessed January 21, 2020. http://hdl.handle.net/2323/5952.

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

MLA Handbook (7th Edition):

Dean, Jasmine L. “Quality Technology Integration in the College Classroom: A Guide for Faculty.” 2016. Web. 21 Jan 2020.

Vancouver:

Dean JL. Quality Technology Integration in the College Classroom: A Guide for Faculty. [Internet] [Thesis]. Ferris State University; 2016. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/2323/5952.

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

Council of Science Editors:

Dean JL. Quality Technology Integration in the College Classroom: A Guide for Faculty. [Thesis]. Ferris State University; 2016. Available from: http://hdl.handle.net/2323/5952

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


Virginia Tech

2. Covington, Robert Matthew. Integrating Technology in the Classroom: Teacher Perspectives.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 The purpose of this study was, given the elimination of a Type I barrier, to investigate how teachers utilized the International Society for Technology in… (more)

Subjects/Keywords: technology; teacher beliefs; teacher perceptions; classroom integration

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APA (6th Edition):

Covington, R. M. (2012). Integrating Technology in the Classroom: Teacher Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77316

Chicago Manual of Style (16th Edition):

Covington, Robert Matthew. “Integrating Technology in the Classroom: Teacher Perspectives.” 2012. Doctoral Dissertation, Virginia Tech. Accessed January 21, 2020. http://hdl.handle.net/10919/77316.

MLA Handbook (7th Edition):

Covington, Robert Matthew. “Integrating Technology in the Classroom: Teacher Perspectives.” 2012. Web. 21 Jan 2020.

Vancouver:

Covington RM. Integrating Technology in the Classroom: Teacher Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/10919/77316.

Council of Science Editors:

Covington RM. Integrating Technology in the Classroom: Teacher Perspectives. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77316


University of KwaZulu-Natal

3. [No author]. Pre-service teachers' experiences of learning to teach culturally inclusive science.

Degree: Education, 2014, University of KwaZulu-Natal

 Pre-service teachers training at tertiary institutions are expected to adapt to and implement curriculum changes in several subjects, including Natural Sciences, which are designed by… (more)

Subjects/Keywords: Multicultural education.; Teacher-student relationships.; Classroom environment.; School integration.; Education.

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APA (6th Edition):

author], [. (2014). Pre-service teachers' experiences of learning to teach culturally inclusive science. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/11577

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):

author], [No. “Pre-service teachers' experiences of learning to teach culturally inclusive science. ” 2014. Thesis, University of KwaZulu-Natal. Accessed January 21, 2020. http://hdl.handle.net/10413/11577.

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

MLA Handbook (7th Edition):

author], [No. “Pre-service teachers' experiences of learning to teach culturally inclusive science. ” 2014. Web. 21 Jan 2020.

Vancouver:

author] [. Pre-service teachers' experiences of learning to teach culturally inclusive science. [Internet] [Thesis]. University of KwaZulu-Natal; 2014. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/10413/11577.

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

Council of Science Editors:

author] [. Pre-service teachers' experiences of learning to teach culturally inclusive science. [Thesis]. University of KwaZulu-Natal; 2014. Available from: http://hdl.handle.net/10413/11577

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


Boise State University

4. Askin, Carol Annabel. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.

Degree: 2017, Boise State University

 Although the modern world is one of technology, technology is still minimally integrated and frequently used at lower levels in many schools. Despite the recent… (more)

Subjects/Keywords: Classroom Technology Integration; Teacher Perceptions; Teacher Beliefs; Teacher Attitudes; Educational Methods

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APA (6th Edition):

Askin, C. A. (2017). Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1240

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):

Askin, Carol Annabel. “Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.” 2017. Thesis, Boise State University. Accessed January 21, 2020. https://scholarworks.boisestate.edu/td/1240.

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

MLA Handbook (7th Edition):

Askin, Carol Annabel. “Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.” 2017. Web. 21 Jan 2020.

Vancouver:

Askin CA. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. [Internet] [Thesis]. Boise State University; 2017. [cited 2020 Jan 21]. Available from: https://scholarworks.boisestate.edu/td/1240.

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

Council of Science Editors:

Askin CA. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. [Thesis]. Boise State University; 2017. Available from: https://scholarworks.boisestate.edu/td/1240

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


University of Houston

5. Anyanwu, Kele 1953-. TEACHERS' PERCEPTION CONCERNING USE OF WEB 2.0 APPLICATIONS FOLLOWING PROFESSIONAL DEVELOPMENT.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 Web 2.0 technologies have recently gained prominence as having the potential to bring about transformative effects in education. Many school districts have embraced innovative technology… (more)

Subjects/Keywords: Web 2.0; Professional development; technology integration; Classroom engagement; Teachers' perception.

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APA (6th Edition):

Anyanwu, K. 1. (2012). TEACHERS' PERCEPTION CONCERNING USE OF WEB 2.0 APPLICATIONS FOLLOWING PROFESSIONAL DEVELOPMENT. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1284

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):

Anyanwu, Kele 1953-. “TEACHERS' PERCEPTION CONCERNING USE OF WEB 2.0 APPLICATIONS FOLLOWING PROFESSIONAL DEVELOPMENT.” 2012. Thesis, University of Houston. Accessed January 21, 2020. http://hdl.handle.net/10657/1284.

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

MLA Handbook (7th Edition):

Anyanwu, Kele 1953-. “TEACHERS' PERCEPTION CONCERNING USE OF WEB 2.0 APPLICATIONS FOLLOWING PROFESSIONAL DEVELOPMENT.” 2012. Web. 21 Jan 2020.

Vancouver:

Anyanwu K1. TEACHERS' PERCEPTION CONCERNING USE OF WEB 2.0 APPLICATIONS FOLLOWING PROFESSIONAL DEVELOPMENT. [Internet] [Thesis]. University of Houston; 2012. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/10657/1284.

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

Council of Science Editors:

Anyanwu K1. TEACHERS' PERCEPTION CONCERNING USE OF WEB 2.0 APPLICATIONS FOLLOWING PROFESSIONAL DEVELOPMENT. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1284

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


Tampere University

6. Liu, Mengyu. Bringing media to classroom: integrating digital media into student-centered learning environments—a case study in one elementary school in China .

Degree: 2019, Tampere University

 This study is a case study of one elementary school in China. The purpose of this research is to understand teachers’ conceptions and practice of… (more)

Subjects/Keywords: digital media; media integration; media literacy; primary classroom; Student-centered learning

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APA (6th Edition):

Liu, M. (2019). Bringing media to classroom: integrating digital media into student-centered learning environments—a case study in one elementary school in China . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi//handle/10024/116243

Chicago Manual of Style (16th Edition):

Liu, Mengyu. “Bringing media to classroom: integrating digital media into student-centered learning environments—a case study in one elementary school in China .” 2019. Masters Thesis, Tampere University. Accessed January 21, 2020. https://trepo.tuni.fi//handle/10024/116243.

MLA Handbook (7th Edition):

Liu, Mengyu. “Bringing media to classroom: integrating digital media into student-centered learning environments—a case study in one elementary school in China .” 2019. Web. 21 Jan 2020.

Vancouver:

Liu M. Bringing media to classroom: integrating digital media into student-centered learning environments—a case study in one elementary school in China . [Internet] [Masters thesis]. Tampere University; 2019. [cited 2020 Jan 21]. Available from: https://trepo.tuni.fi//handle/10024/116243.

Council of Science Editors:

Liu M. Bringing media to classroom: integrating digital media into student-centered learning environments—a case study in one elementary school in China . [Masters Thesis]. Tampere University; 2019. Available from: https://trepo.tuni.fi//handle/10024/116243


Texas A&M University

7. Weber, Nancy Dubinski. The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration.

Degree: PhD, Curriculum and Instruction, 2015, Texas A&M University

 This multiple-article dissertation explores how teacher candidates enrolled in a post-baccalaureate teacher education and Master of Education program perform during their first year in the… (more)

Subjects/Keywords: teacher education; classroom observation; self-efficacy; technology integration

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APA (6th Edition):

Weber, N. D. (2015). The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/186995

Chicago Manual of Style (16th Edition):

Weber, Nancy Dubinski. “The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration.” 2015. Doctoral Dissertation, Texas A&M University. Accessed January 21, 2020. http://hdl.handle.net/1969.1/186995.

MLA Handbook (7th Edition):

Weber, Nancy Dubinski. “The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration.” 2015. Web. 21 Jan 2020.

Vancouver:

Weber ND. The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/1969.1/186995.

Council of Science Editors:

Weber ND. The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/186995


University of Kansas

8. Potter, Jennifer. The Effect of Instruction Differentiation in Preventive Classroom Management Strategies on Early Childhood and Elementary Preservice Teachers' Selected Behaviors in a Music Integration Course.

Degree: EdD, Music Education & Music Therapy, 2019, University of Kansas

 The purpose of this study was to investigate the effect of instruction differentiation in preventive classroom management strategies on early childhood and elementary preservice teachers’… (more)

Subjects/Keywords: Education; Music education; Classroom management; Early childhood education; Elementary education; Music integration; Preservice teachers; Preventive classroom management

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APA (6th Edition):

Potter, J. (2019). The Effect of Instruction Differentiation in Preventive Classroom Management Strategies on Early Childhood and Elementary Preservice Teachers' Selected Behaviors in a Music Integration Course. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/29321

Chicago Manual of Style (16th Edition):

Potter, Jennifer. “The Effect of Instruction Differentiation in Preventive Classroom Management Strategies on Early Childhood and Elementary Preservice Teachers' Selected Behaviors in a Music Integration Course.” 2019. Doctoral Dissertation, University of Kansas. Accessed January 21, 2020. http://hdl.handle.net/1808/29321.

MLA Handbook (7th Edition):

Potter, Jennifer. “The Effect of Instruction Differentiation in Preventive Classroom Management Strategies on Early Childhood and Elementary Preservice Teachers' Selected Behaviors in a Music Integration Course.” 2019. Web. 21 Jan 2020.

Vancouver:

Potter J. The Effect of Instruction Differentiation in Preventive Classroom Management Strategies on Early Childhood and Elementary Preservice Teachers' Selected Behaviors in a Music Integration Course. [Internet] [Doctoral dissertation]. University of Kansas; 2019. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/1808/29321.

Council of Science Editors:

Potter J. The Effect of Instruction Differentiation in Preventive Classroom Management Strategies on Early Childhood and Elementary Preservice Teachers' Selected Behaviors in a Music Integration Course. [Doctoral Dissertation]. University of Kansas; 2019. Available from: http://hdl.handle.net/1808/29321


University of South Carolina

9. Boatwright, Patricia Barfield. Teacher Use o One-To-One Ipads In The Classroom: Technology Integration, School Level Support, and Teacher Beliefs.

Degree: EdD, Educational Studies, 2016, University of South Carolina

  The purpose of the study was to investigate teacher perceptions of the implementation of one-to-one iPad use in the classroom to include technology integration,… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Teacher; One-To-One; Ipads; Classroom; Technology Integration; School Level; Beliefs

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APA (6th Edition):

Boatwright, P. B. (2016). Teacher Use o One-To-One Ipads In The Classroom: Technology Integration, School Level Support, and Teacher Beliefs. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/3498

Chicago Manual of Style (16th Edition):

Boatwright, Patricia Barfield. “Teacher Use o One-To-One Ipads In The Classroom: Technology Integration, School Level Support, and Teacher Beliefs.” 2016. Doctoral Dissertation, University of South Carolina. Accessed January 21, 2020. https://scholarcommons.sc.edu/etd/3498.

MLA Handbook (7th Edition):

Boatwright, Patricia Barfield. “Teacher Use o One-To-One Ipads In The Classroom: Technology Integration, School Level Support, and Teacher Beliefs.” 2016. Web. 21 Jan 2020.

Vancouver:

Boatwright PB. Teacher Use o One-To-One Ipads In The Classroom: Technology Integration, School Level Support, and Teacher Beliefs. [Internet] [Doctoral dissertation]. University of South Carolina; 2016. [cited 2020 Jan 21]. Available from: https://scholarcommons.sc.edu/etd/3498.

Council of Science Editors:

Boatwright PB. Teacher Use o One-To-One Ipads In The Classroom: Technology Integration, School Level Support, and Teacher Beliefs. [Doctoral Dissertation]. University of South Carolina; 2016. Available from: https://scholarcommons.sc.edu/etd/3498


University of Rochester

10. Hallmark, Elizabeth (1960 - ). Arts as collaborative inquiry : re-defining and re-centering quality arts practice in schools.

Degree: PhD, 2011, University of Rochester

 Arts educators have long been concerned about the marginalization of arts in schools. The author posits that the deepest roots of this problem come from… (more)

Subjects/Keywords: Arts integration; Collaboration; Art inquiry; Professional development; Teaching practice; Curriculum design; Expeditionary learning; Responsive classroom

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APA (6th Edition):

Hallmark, E. (. -. ). (2011). Arts as collaborative inquiry : re-defining and re-centering quality arts practice in schools. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/14131

Chicago Manual of Style (16th Edition):

Hallmark, Elizabeth (1960 - ). “Arts as collaborative inquiry : re-defining and re-centering quality arts practice in schools.” 2011. Doctoral Dissertation, University of Rochester. Accessed January 21, 2020. http://hdl.handle.net/1802/14131.

MLA Handbook (7th Edition):

Hallmark, Elizabeth (1960 - ). “Arts as collaborative inquiry : re-defining and re-centering quality arts practice in schools.” 2011. Web. 21 Jan 2020.

Vancouver:

Hallmark E(-). Arts as collaborative inquiry : re-defining and re-centering quality arts practice in schools. [Internet] [Doctoral dissertation]. University of Rochester; 2011. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/1802/14131.

Council of Science Editors:

Hallmark E(-). Arts as collaborative inquiry : re-defining and re-centering quality arts practice in schools. [Doctoral Dissertation]. University of Rochester; 2011. Available from: http://hdl.handle.net/1802/14131


University of Cincinnati

11. MADDIN, ELLEN A. FACTORS THAT INFLUENCE TECHNOLOGY INTEGRATION IN ELEMENTARY INSTRUCTION.

Degree: EdD, Education : Curriculum and Instruction, 2002, University of Cincinnati

 Ohio's public schools have made an enormous investment in educational technology. Many of the barriers to using computers to support student learning identified in earlier… (more)

Subjects/Keywords: elementary education; technology integration; classroom computers

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APA (6th Edition):

MADDIN, E. A. (2002). FACTORS THAT INFLUENCE TECHNOLOGY INTEGRATION IN ELEMENTARY INSTRUCTION. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021931835

Chicago Manual of Style (16th Edition):

MADDIN, ELLEN A. “FACTORS THAT INFLUENCE TECHNOLOGY INTEGRATION IN ELEMENTARY INSTRUCTION.” 2002. Doctoral Dissertation, University of Cincinnati. Accessed January 21, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021931835.

MLA Handbook (7th Edition):

MADDIN, ELLEN A. “FACTORS THAT INFLUENCE TECHNOLOGY INTEGRATION IN ELEMENTARY INSTRUCTION.” 2002. Web. 21 Jan 2020.

Vancouver:

MADDIN EA. FACTORS THAT INFLUENCE TECHNOLOGY INTEGRATION IN ELEMENTARY INSTRUCTION. [Internet] [Doctoral dissertation]. University of Cincinnati; 2002. [cited 2020 Jan 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021931835.

Council of Science Editors:

MADDIN EA. FACTORS THAT INFLUENCE TECHNOLOGY INTEGRATION IN ELEMENTARY INSTRUCTION. [Doctoral Dissertation]. University of Cincinnati; 2002. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021931835

12. Berglund, Sandra. Det globala klassrummet : Ett litteraturstudium om den dubbla identitetens betydelse i kulturmötet i en skolkontext.

Degree: Humanities, 2016, University of Gävle

  The purpose of this study is to describe and discuss guidelines for the work of teachers in the multicultural classroom. The survey is based… (more)

Subjects/Keywords: intercultural education; multicultural classroom; identity; the dual identity; culture; religion; language; curriculum; religious studies; integration

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APA (6th Edition):

Berglund, S. (2016). Det globala klassrummet : Ett litteraturstudium om den dubbla identitetens betydelse i kulturmötet i en skolkontext. (Thesis). University of Gävle. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21790

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):

Berglund, Sandra. “Det globala klassrummet : Ett litteraturstudium om den dubbla identitetens betydelse i kulturmötet i en skolkontext.” 2016. Thesis, University of Gävle. Accessed January 21, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21790.

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

MLA Handbook (7th Edition):

Berglund, Sandra. “Det globala klassrummet : Ett litteraturstudium om den dubbla identitetens betydelse i kulturmötet i en skolkontext.” 2016. Web. 21 Jan 2020.

Vancouver:

Berglund S. Det globala klassrummet : Ett litteraturstudium om den dubbla identitetens betydelse i kulturmötet i en skolkontext. [Internet] [Thesis]. University of Gävle; 2016. [cited 2020 Jan 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21790.

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

Council of Science Editors:

Berglund S. Det globala klassrummet : Ett litteraturstudium om den dubbla identitetens betydelse i kulturmötet i en skolkontext. [Thesis]. University of Gävle; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21790

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


University of Illinois – Urbana-Champaign

13. Rosu, Luisa Maria. Thinking and creativity in learning mathematics teaching.

Degree: PhD, 0215, 2010, University of Illinois – Urbana-Champaign

 Preparation to teach school mathematics should include developing an understanding of classroom mathematical interactions. The research literature and professional expertise agree that a teacher???s ability… (more)

Subjects/Keywords: mathematics education; teacher education; classroom interactions; pedagogical content knowledge; mathematical knowledge for teaching; teacher learning; teacher creativity; knowledge integration; perceptual knowledge

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APA (6th Edition):

Rosu, L. M. (2010). Thinking and creativity in learning mathematics teaching. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16771

Chicago Manual of Style (16th Edition):

Rosu, Luisa Maria. “Thinking and creativity in learning mathematics teaching.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 21, 2020. http://hdl.handle.net/2142/16771.

MLA Handbook (7th Edition):

Rosu, Luisa Maria. “Thinking and creativity in learning mathematics teaching.” 2010. Web. 21 Jan 2020.

Vancouver:

Rosu LM. Thinking and creativity in learning mathematics teaching. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/2142/16771.

Council of Science Editors:

Rosu LM. Thinking and creativity in learning mathematics teaching. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16771

14. Fuss, Rebekah. The Impact of the Arts for Students with Moderate to Severe Disabilities.

Degree: MEd, Special Education, 2015, Central Washington University

  Students with moderate to severe disabilities are often left out of arts programs, especially in rural areas where resources are limited and drama, music… (more)

Subjects/Keywords: arts integration; teaching artists; self-contained classroom; art; special education; Art Education; Special Education and Teaching

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APA (6th Edition):

Fuss, R. (2015). The Impact of the Arts for Students with Moderate to Severe Disabilities. (Thesis). Central Washington University. Retrieved from https://digitalcommons.cwu.edu/etd/222

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):

Fuss, Rebekah. “The Impact of the Arts for Students with Moderate to Severe Disabilities.” 2015. Thesis, Central Washington University. Accessed January 21, 2020. https://digitalcommons.cwu.edu/etd/222.

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

MLA Handbook (7th Edition):

Fuss, Rebekah. “The Impact of the Arts for Students with Moderate to Severe Disabilities.” 2015. Web. 21 Jan 2020.

Vancouver:

Fuss R. The Impact of the Arts for Students with Moderate to Severe Disabilities. [Internet] [Thesis]. Central Washington University; 2015. [cited 2020 Jan 21]. Available from: https://digitalcommons.cwu.edu/etd/222.

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

Council of Science Editors:

Fuss R. The Impact of the Arts for Students with Moderate to Severe Disabilities. [Thesis]. Central Washington University; 2015. Available from: https://digitalcommons.cwu.edu/etd/222

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


University of Pretoria

15. Hendriks, Marna. Invloed van agtergrondmusiek rakende graad 6-leerders se gedragspatrone.

Degree: Music, 2014, University of Pretoria

 Die afskaffing van lyfstraf in Suid-Afrikaanse skole het tot groter dissipline probleme onder leerders gelei. Onderwysers raak toenemend gefrustreerd aangesien min praktiese oplossings vir hierdie… (more)

Subjects/Keywords: Agtergrondmusiek; Konsentrasie; Dissipline; Hiperaktiwiteit; Klaskamerbestuur; Integrasie; Onderrigstrategiee; Background music; Concentration; Discipline; Hyperactivity; Classroom management; Integration; Teaching strategies; UCTD

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APA (6th Edition):

Hendriks, M. (2014). Invloed van agtergrondmusiek rakende graad 6-leerders se gedragspatrone. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/41515

Chicago Manual of Style (16th Edition):

Hendriks, Marna. “Invloed van agtergrondmusiek rakende graad 6-leerders se gedragspatrone.” 2014. Masters Thesis, University of Pretoria. Accessed January 21, 2020. http://hdl.handle.net/2263/41515.

MLA Handbook (7th Edition):

Hendriks, Marna. “Invloed van agtergrondmusiek rakende graad 6-leerders se gedragspatrone.” 2014. Web. 21 Jan 2020.

Vancouver:

Hendriks M. Invloed van agtergrondmusiek rakende graad 6-leerders se gedragspatrone. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/2263/41515.

Council of Science Editors:

Hendriks M. Invloed van agtergrondmusiek rakende graad 6-leerders se gedragspatrone. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/41515


Universidade do Minho

16. Barbosa, Guilherme Lopes. Repensar as TIC nas práticas letivas - da formação à integração : um estudo com educadores de infância e professores do 1º ciclo do ensino básico .

Degree: 2014, Universidade do Minho

 Preparar os jovens para a vida é a principal missão da escola. A integração das tecnologias nas suas práticas, promovendo o desenvolvimento de competências para… (more)

Subjects/Keywords: TIC; Integração; Práticas letivas; Desenvolvimento profissional; Formação contínua; TPACK; Crenças; Autoconfiança; ICT; Classroom integration; Professional development; Teacher training programs; Beliefs; Confidence

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APA (6th Edition):

Barbosa, G. L. (2014). Repensar as TIC nas práticas letivas - da formação à integração : um estudo com educadores de infância e professores do 1º ciclo do ensino básico . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/30233

Chicago Manual of Style (16th Edition):

Barbosa, Guilherme Lopes. “Repensar as TIC nas práticas letivas - da formação à integração : um estudo com educadores de infância e professores do 1º ciclo do ensino básico .” 2014. Masters Thesis, Universidade do Minho. Accessed January 21, 2020. http://hdl.handle.net/1822/30233.

MLA Handbook (7th Edition):

Barbosa, Guilherme Lopes. “Repensar as TIC nas práticas letivas - da formação à integração : um estudo com educadores de infância e professores do 1º ciclo do ensino básico .” 2014. Web. 21 Jan 2020.

Vancouver:

Barbosa GL. Repensar as TIC nas práticas letivas - da formação à integração : um estudo com educadores de infância e professores do 1º ciclo do ensino básico . [Internet] [Masters thesis]. Universidade do Minho; 2014. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/1822/30233.

Council of Science Editors:

Barbosa GL. Repensar as TIC nas práticas letivas - da formação à integração : um estudo com educadores de infância e professores do 1º ciclo do ensino básico . [Masters Thesis]. Universidade do Minho; 2014. Available from: http://hdl.handle.net/1822/30233


California State University – Sacramento

17. Brunston, Kristen G. Developing the art of teaching by creating an arts enriched classroom.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 This project is an Alternative Culminating Experience for a Master of Arts in Education: Curriculum and Instruction. This researcher utilized Pathway II, narrative research, to… (more)

Subjects/Keywords: Narrative research on classroom arts integration; Enhancing educational experience via arts incorporation; Importance of arts in elementary education

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APA (6th Edition):

Brunston, K. G. (2010). Developing the art of teaching by creating an arts enriched classroom. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/371

Chicago Manual of Style (16th Edition):

Brunston, Kristen G. “Developing the art of teaching by creating an arts enriched classroom.” 2010. Masters Thesis, California State University – Sacramento. Accessed January 21, 2020. http://hdl.handle.net/10211.9/371.

MLA Handbook (7th Edition):

Brunston, Kristen G. “Developing the art of teaching by creating an arts enriched classroom.” 2010. Web. 21 Jan 2020.

Vancouver:

Brunston KG. Developing the art of teaching by creating an arts enriched classroom. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/10211.9/371.

Council of Science Editors:

Brunston KG. Developing the art of teaching by creating an arts enriched classroom. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/371


University of the Western Cape

18. 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 January 21, 2020. 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. 21 Jan 2020.

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 2020 Jan 21]. 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

19. Sullivan, Linda Carol. The effect of training and experience on the integration of exceptional children into regular music education classes.

Degree: MA, Music Therapy, 1978, Texas Woman's University

Subjects/Keywords: Music therapy; Classroom mainstreaming; Special education integration

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APA (6th Edition):

Sullivan, L. C. (1978). The effect of training and experience on the integration of exceptional children into regular music education classes. (Masters Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10375

Chicago Manual of Style (16th Edition):

Sullivan, Linda Carol. “The effect of training and experience on the integration of exceptional children into regular music education classes.” 1978. Masters Thesis, Texas Woman's University. Accessed January 21, 2020. http://hdl.handle.net/11274/10375.

MLA Handbook (7th Edition):

Sullivan, Linda Carol. “The effect of training and experience on the integration of exceptional children into regular music education classes.” 1978. Web. 21 Jan 2020.

Vancouver:

Sullivan LC. The effect of training and experience on the integration of exceptional children into regular music education classes. [Internet] [Masters thesis]. Texas Woman's University; 1978. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/11274/10375.

Council of Science Editors:

Sullivan LC. The effect of training and experience on the integration of exceptional children into regular music education classes. [Masters Thesis]. Texas Woman's University; 1978. Available from: http://hdl.handle.net/11274/10375


University of Toledo

20. Hamady, Christopher M. High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology.

Degree: PhD, Curriculum and Instruction, 2019, University of Toledo

 Constructivism, a modern learning philosophy that focuses on a student’s experiences within the learning environment rather than on an instructor’s influence, can attribute its roots,… (more)

Subjects/Keywords: Educational Technology; Educational Theory; Mac PC Chrome computer platform classroom integration constructivist learning multimedia tools educational technology

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APA (6th Edition):

Hamady, C. M. (2019). High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1564608421089315

Chicago Manual of Style (16th Edition):

Hamady, Christopher M. “High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology.” 2019. Doctoral Dissertation, University of Toledo. Accessed January 21, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1564608421089315.

MLA Handbook (7th Edition):

Hamady, Christopher M. “High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology.” 2019. Web. 21 Jan 2020.

Vancouver:

Hamady CM. High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology. [Internet] [Doctoral dissertation]. University of Toledo; 2019. [cited 2020 Jan 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1564608421089315.

Council of Science Editors:

Hamady CM. High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology. [Doctoral Dissertation]. University of Toledo; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1564608421089315

21. Evans, Charles Lee, 1924-. The Immediate Effects of Classroom Integration on the Academic Progress, Self-Concept, and Racial Attitude of Negro Elementary Children.

Degree: 1969, North Texas State University

 The problem of the present study is to determine if there is a measurable effect on the academic progress, self-concepts, and racial attitudes of newly… (more)

Subjects/Keywords: classroom integration; racial attitudes; African American children.; School integration  – United States.

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APA (6th Edition):

Evans, Charles Lee, 1. (1969). The Immediate Effects of Classroom Integration on the Academic Progress, Self-Concept, and Racial Attitude of Negro Elementary Children. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc164345/

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):

Evans, Charles Lee, 1924-. “The Immediate Effects of Classroom Integration on the Academic Progress, Self-Concept, and Racial Attitude of Negro Elementary Children.” 1969. Thesis, North Texas State University. Accessed January 21, 2020. https://digital.library.unt.edu/ark:/67531/metadc164345/.

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

MLA Handbook (7th Edition):

Evans, Charles Lee, 1924-. “The Immediate Effects of Classroom Integration on the Academic Progress, Self-Concept, and Racial Attitude of Negro Elementary Children.” 1969. Web. 21 Jan 2020.

Vancouver:

Evans, Charles Lee 1. The Immediate Effects of Classroom Integration on the Academic Progress, Self-Concept, and Racial Attitude of Negro Elementary Children. [Internet] [Thesis]. North Texas State University; 1969. [cited 2020 Jan 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc164345/.

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

Council of Science Editors:

Evans, Charles Lee 1. The Immediate Effects of Classroom Integration on the Academic Progress, Self-Concept, and Racial Attitude of Negro Elementary Children. [Thesis]. North Texas State University; 1969. Available from: https://digital.library.unt.edu/ark:/67531/metadc164345/

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


Liberty University

22. Brantley, Christopher. Secondary Teachers' Perceptions and Self-Efficacy Regarding Technology Integration: A Phenomenological Study.

Degree: 2018, Liberty University

 The purpose of this phenomenological study was to examine how teachers from various levels of technology self-efficacy perceive and implement technology within their specific classroom.… (more)

Subjects/Keywords: Classroom Technology; Secondary Teacher; Teacher Self-Confidence Level; Technology Integration; Technology Self-Efficacy; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Online and Distance Education; Other Education

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APA (6th Edition):

Brantley, C. (2018). Secondary Teachers' Perceptions and Self-Efficacy Regarding Technology Integration: A Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1638

Chicago Manual of Style (16th Edition):

Brantley, Christopher. “Secondary Teachers' Perceptions and Self-Efficacy Regarding Technology Integration: A Phenomenological Study.” 2018. Doctoral Dissertation, Liberty University. Accessed January 21, 2020. http://digitalcommons.liberty.edu/doctoral/1638.

MLA Handbook (7th Edition):

Brantley, Christopher. “Secondary Teachers' Perceptions and Self-Efficacy Regarding Technology Integration: A Phenomenological Study.” 2018. Web. 21 Jan 2020.

Vancouver:

Brantley C. Secondary Teachers' Perceptions and Self-Efficacy Regarding Technology Integration: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2020 Jan 21]. Available from: http://digitalcommons.liberty.edu/doctoral/1638.

Council of Science Editors:

Brantley C. Secondary Teachers' Perceptions and Self-Efficacy Regarding Technology Integration: A Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/doctoral/1638


University of Arkansas

23. Mitts, Maryann. Effect of Sensory Stimulation in Physical Activity on Academic Achievement and Classroom Behavior in Elementary Students.

Degree: PhD, 2018, University of Arkansas

  Technological advancements and increased screen time has increased sedentary activity and altered the brain development of children. With the reduction of PE and recess… (more)

Subjects/Keywords: Sensory/motor development; balance; vestibular system (balance/inner ear system); sensory integration; classroom behavior; reading levels; auditory memory; elementary students; Health and Physical Education; Higher Education

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APA (6th Edition):

Mitts, M. (2018). Effect of Sensory Stimulation in Physical Activity on Academic Achievement and Classroom Behavior in Elementary Students. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2954

Chicago Manual of Style (16th Edition):

Mitts, Maryann. “Effect of Sensory Stimulation in Physical Activity on Academic Achievement and Classroom Behavior in Elementary Students.” 2018. Doctoral Dissertation, University of Arkansas. Accessed January 21, 2020. https://scholarworks.uark.edu/etd/2954.

MLA Handbook (7th Edition):

Mitts, Maryann. “Effect of Sensory Stimulation in Physical Activity on Academic Achievement and Classroom Behavior in Elementary Students.” 2018. Web. 21 Jan 2020.

Vancouver:

Mitts M. Effect of Sensory Stimulation in Physical Activity on Academic Achievement and Classroom Behavior in Elementary Students. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2020 Jan 21]. Available from: https://scholarworks.uark.edu/etd/2954.

Council of Science Editors:

Mitts M. Effect of Sensory Stimulation in Physical Activity on Academic Achievement and Classroom Behavior in Elementary Students. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2954


University of Arkansas

24. Chitty, Laura Janine. Multiliteracies in the Classroom: An Explanatory Sequential Mixed Methods Approach to Teachers' and Students' Perspectives Toward Integration of Technology.

Degree: PhD, 2012, University of Arkansas

  An increased number of students graduating from high school lack college and career readiness skills to earn credit in entry-level college courses or begin… (more)

Subjects/Keywords: Education; Common core state standards; Literacy; Mixed methods research; Multiliteracies; Technology in the classroom; Technology integration; Educational Methods; Secondary Education and Teaching

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APA (6th Edition):

Chitty, L. J. (2012). Multiliteracies in the Classroom: An Explanatory Sequential Mixed Methods Approach to Teachers' and Students' Perspectives Toward Integration of Technology. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/514

Chicago Manual of Style (16th Edition):

Chitty, Laura Janine. “Multiliteracies in the Classroom: An Explanatory Sequential Mixed Methods Approach to Teachers' and Students' Perspectives Toward Integration of Technology.” 2012. Doctoral Dissertation, University of Arkansas. Accessed January 21, 2020. https://scholarworks.uark.edu/etd/514.

MLA Handbook (7th Edition):

Chitty, Laura Janine. “Multiliteracies in the Classroom: An Explanatory Sequential Mixed Methods Approach to Teachers' and Students' Perspectives Toward Integration of Technology.” 2012. Web. 21 Jan 2020.

Vancouver:

Chitty LJ. Multiliteracies in the Classroom: An Explanatory Sequential Mixed Methods Approach to Teachers' and Students' Perspectives Toward Integration of Technology. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2020 Jan 21]. Available from: https://scholarworks.uark.edu/etd/514.

Council of Science Editors:

Chitty LJ. Multiliteracies in the Classroom: An Explanatory Sequential Mixed Methods Approach to Teachers' and Students' Perspectives Toward Integration of Technology. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/514


Washington State University

25. [No author]. A STUDY OF THE CHALLENGES FACING ARABIC-SPEAKING ESL STUDENTS AND TEACHERS: CULTURAL AND LINGUISTIC AWARENESS .

Degree: 2014, Washington State University

 This dissertation includes a pilot study on the challenges facing students and teachers in middle school and a follow-up study on the influences of situated… (more)

Subjects/Keywords: English as a second language; Bilingual education; Teacher education; Arabic-speaking ESL students; Cultural awareness; Cultural integration; Language barrier; Multicultural classroom; Situated learning

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APA (6th Edition):

author], [. (2014). A STUDY OF THE CHALLENGES FACING ARABIC-SPEAKING ESL STUDENTS AND TEACHERS: CULTURAL AND LINGUISTIC AWARENESS . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/5141

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):

author], [No. “A STUDY OF THE CHALLENGES FACING ARABIC-SPEAKING ESL STUDENTS AND TEACHERS: CULTURAL AND LINGUISTIC AWARENESS .” 2014. Thesis, Washington State University. Accessed January 21, 2020. http://hdl.handle.net/2376/5141.

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

MLA Handbook (7th Edition):

author], [No. “A STUDY OF THE CHALLENGES FACING ARABIC-SPEAKING ESL STUDENTS AND TEACHERS: CULTURAL AND LINGUISTIC AWARENESS .” 2014. Web. 21 Jan 2020.

Vancouver:

author] [. A STUDY OF THE CHALLENGES FACING ARABIC-SPEAKING ESL STUDENTS AND TEACHERS: CULTURAL AND LINGUISTIC AWARENESS . [Internet] [Thesis]. Washington State University; 2014. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/2376/5141.

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

Council of Science Editors:

author] [. A STUDY OF THE CHALLENGES FACING ARABIC-SPEAKING ESL STUDENTS AND TEACHERS: CULTURAL AND LINGUISTIC AWARENESS . [Thesis]. Washington State University; 2014. Available from: http://hdl.handle.net/2376/5141

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


Northeastern University

26. Moore, Judith Marie. Shifting teacher paradigms: a study of andragogical professional learning structures.

Degree: EdD, School of Education, 2013, Northeastern University

 As public education seeks to address the needs of a globalized, 21st Century workplace, curriculum and instructional methodologies increasingly require classroom technology integration, infusion of… (more)

Subjects/Keywords: 21st Century Skills; Adult learning theory; Andragogy; Classroom technology; Professional learning; Technology integration; Curriculum and Instruction; Education; Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Moore, J. M. (2013). Shifting teacher paradigms: a study of andragogical professional learning structures. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003036

Chicago Manual of Style (16th Edition):

Moore, Judith Marie. “Shifting teacher paradigms: a study of andragogical professional learning structures.” 2013. Doctoral Dissertation, Northeastern University. Accessed January 21, 2020. http://hdl.handle.net/2047/d20003036.

MLA Handbook (7th Edition):

Moore, Judith Marie. “Shifting teacher paradigms: a study of andragogical professional learning structures.” 2013. Web. 21 Jan 2020.

Vancouver:

Moore JM. Shifting teacher paradigms: a study of andragogical professional learning structures. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/2047/d20003036.

Council of Science Editors:

Moore JM. Shifting teacher paradigms: a study of andragogical professional learning structures. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003036


East Tennessee State University

27. Edwards, Catherine Anne. Successful Integration of Internet Technology in the K-12 Classroom: Trends Perceptions and Successful Practices.

Degree: EdD (Doctor of Education), Educational Leadership, 2002, East Tennessee State University

  In 1994, the Federal Government made a commitment to link all classrooms, libraries, businesses, and industries to the information highway by the year 2000.… (more)

Subjects/Keywords: Internet use in the K-12 Classroom; Vision and Planning; Staff Development; Technology in the K-12 Classroom; Internet Integration; Teacher Leadership and Integration of Technology; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Edwards, C. A. (2002). Successful Integration of Internet Technology in the K-12 Classroom: Trends Perceptions and Successful Practices. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/654

Chicago Manual of Style (16th Edition):

Edwards, Catherine Anne. “Successful Integration of Internet Technology in the K-12 Classroom: Trends Perceptions and Successful Practices.” 2002. Doctoral Dissertation, East Tennessee State University. Accessed January 21, 2020. https://dc.etsu.edu/etd/654.

MLA Handbook (7th Edition):

Edwards, Catherine Anne. “Successful Integration of Internet Technology in the K-12 Classroom: Trends Perceptions and Successful Practices.” 2002. Web. 21 Jan 2020.

Vancouver:

Edwards CA. Successful Integration of Internet Technology in the K-12 Classroom: Trends Perceptions and Successful Practices. [Internet] [Doctoral dissertation]. East Tennessee State University; 2002. [cited 2020 Jan 21]. Available from: https://dc.etsu.edu/etd/654.

Council of Science Editors:

Edwards CA. Successful Integration of Internet Technology in the K-12 Classroom: Trends Perceptions and Successful Practices. [Doctoral Dissertation]. East Tennessee State University; 2002. Available from: https://dc.etsu.edu/etd/654

28. Ferreira, Celeste Rodrigues. O uso de visualizações no ensino de Química e de Física: a formação pedagógica dos professores.

Degree: PhD, Ensino de Química, 2013, University of São Paulo

 Com este estudo, procurou-se pesquisar o processo de integração de visualizações em sala de aula e conhecer o impacto de um curso de formação continuada,… (more)

Subjects/Keywords: Collaborative Work; Concepções sobre o Uso de Visualizações; Conceptions about Visualizations Use; Formação de Professores; Integração de Visualizações na Sala de Aula; Integration of Visualizations in the Classroom; Reflection on Practice; Reflexão sobre a Prática; Teacher Training; Trabalho Colaborativo

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APA (6th Edition):

Ferreira, C. R. (2013). O uso de visualizações no ensino de Química e de Física: a formação pedagógica dos professores. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/81/81132/tde-23072014-215207/ ;

Chicago Manual of Style (16th Edition):

Ferreira, Celeste Rodrigues. “O uso de visualizações no ensino de Química e de Física: a formação pedagógica dos professores.” 2013. Doctoral Dissertation, University of São Paulo. Accessed January 21, 2020. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-23072014-215207/ ;.

MLA Handbook (7th Edition):

Ferreira, Celeste Rodrigues. “O uso de visualizações no ensino de Química e de Física: a formação pedagógica dos professores.” 2013. Web. 21 Jan 2020.

Vancouver:

Ferreira CR. O uso de visualizações no ensino de Química e de Física: a formação pedagógica dos professores. [Internet] [Doctoral dissertation]. University of São Paulo; 2013. [cited 2020 Jan 21]. Available from: http://www.teses.usp.br/teses/disponiveis/81/81132/tde-23072014-215207/ ;.

Council of Science Editors:

Ferreira CR. O uso de visualizações no ensino de Química e de Física: a formação pedagógica dos professores. [Doctoral Dissertation]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/81/81132/tde-23072014-215207/ ;


Université de Sherbrooke

29. Pelletier, Jean-Pierre. Production d'un scénario pédagogique de formation composé d'exercices d'improvisation visant le développement de la compétence en gestion de classe dans la phase de contrôle durant l'action chez des stagiaires en enseignement secondaire .

Degree: 2017, Université de Sherbrooke

 Le taux d’abandon de la profession enseignante est élevé dans les cinq premières années d’exercice. Compte tenu des conditions dans lesquelles sont placés les enseignantes… (more)

Subjects/Keywords: Gestion de classe; Formation des enseignants; Développement professionnel; Improvisation; Gestion des interactions; Vigilance; Gestion des imprévus; Insertion professionnelle; Classroom management; Teacher training; Professional development; Interaction management; Watchfulness; Unforeseen events management; Professional integration

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

APA (6th Edition):

Pelletier, J. (2017). Production d'un scénario pédagogique de formation composé d'exercices d'improvisation visant le développement de la compétence en gestion de classe dans la phase de contrôle durant l'action chez des stagiaires en enseignement secondaire . (Doctoral Dissertation). Université de Sherbrooke. Retrieved from http://hdl.handle.net/11143/11493

Chicago Manual of Style (16th Edition):

Pelletier, Jean-Pierre. “Production d'un scénario pédagogique de formation composé d'exercices d'improvisation visant le développement de la compétence en gestion de classe dans la phase de contrôle durant l'action chez des stagiaires en enseignement secondaire .” 2017. Doctoral Dissertation, Université de Sherbrooke. Accessed January 21, 2020. http://hdl.handle.net/11143/11493.

MLA Handbook (7th Edition):

Pelletier, Jean-Pierre. “Production d'un scénario pédagogique de formation composé d'exercices d'improvisation visant le développement de la compétence en gestion de classe dans la phase de contrôle durant l'action chez des stagiaires en enseignement secondaire .” 2017. Web. 21 Jan 2020.

Vancouver:

Pelletier J. Production d'un scénario pédagogique de formation composé d'exercices d'improvisation visant le développement de la compétence en gestion de classe dans la phase de contrôle durant l'action chez des stagiaires en enseignement secondaire . [Internet] [Doctoral dissertation]. Université de Sherbrooke; 2017. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/11143/11493.

Council of Science Editors:

Pelletier J. Production d'un scénario pédagogique de formation composé d'exercices d'improvisation visant le développement de la compétence en gestion de classe dans la phase de contrôle durant l'action chez des stagiaires en enseignement secondaire . [Doctoral Dissertation]. Université de Sherbrooke; 2017. Available from: http://hdl.handle.net/11143/11493

30. Ellis, Erin M. Faculty interpretations of faith-integration in classroom practices.

Degree: Educational Administration., 2014, Baylor University

 The purpose of this study is to better understand faculty members' interpretation of faith-integration as a practice of teaching in the classroom. The relationship between… (more)

Subjects/Keywords: Faith-integration.; Faculty practices.; Classroom practices.; Faith-based higher education.; Faith and learning.

…dedicated to faith integration in the classroom, but rather celebrated moral education instead… …common understanding of how faith integration should be interpreted in a classroom has not been… …forms of classroom practice integration. Thus, the research question guiding this study is… …integration in their classroom practices? Sub-questions for this study are: 1. How do faculty make… …integration sense making? 3. Do faculty deliberately develop classroom practices that they consider… 

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

APA (6th Edition):

Ellis, E. M. (2014). Faculty interpretations of faith-integration in classroom practices. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/9062

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):

Ellis, Erin M. “Faculty interpretations of faith-integration in classroom practices. ” 2014. Thesis, Baylor University. Accessed January 21, 2020. http://hdl.handle.net/2104/9062.

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

MLA Handbook (7th Edition):

Ellis, Erin M. “Faculty interpretations of faith-integration in classroom practices. ” 2014. Web. 21 Jan 2020.

Vancouver:

Ellis EM. Faculty interpretations of faith-integration in classroom practices. [Internet] [Thesis]. Baylor University; 2014. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/2104/9062.

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

Council of Science Editors:

Ellis EM. Faculty interpretations of faith-integration in classroom practices. [Thesis]. Baylor University; 2014. Available from: http://hdl.handle.net/2104/9062

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

[1] [2]

.