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You searched for subject:(education seattle). Showing records 1 – 30 of 325 total matches.

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University of Washington

1. Myers, Jared. Teacher Perceptions of the Middle School to High School Transition of Students with Emotional and Behavioral Disabilities.

Degree: 2013, University of Washington

 Students with Emotional and Behavioral Disabilities (EBD) frequently experience poor social and academic outcomes relative to their non-disabled peers. The middle to high school transition… (more)

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

APA (6th Edition):

Myers, J. (2013). Teacher Perceptions of the Middle School to High School Transition of Students with Emotional and Behavioral Disabilities. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/24198

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):

Myers, Jared. “Teacher Perceptions of the Middle School to High School Transition of Students with Emotional and Behavioral Disabilities.” 2013. Thesis, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/24198.

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

MLA Handbook (7th Edition):

Myers, Jared. “Teacher Perceptions of the Middle School to High School Transition of Students with Emotional and Behavioral Disabilities.” 2013. Web. 17 Oct 2019.

Vancouver:

Myers J. Teacher Perceptions of the Middle School to High School Transition of Students with Emotional and Behavioral Disabilities. [Internet] [Thesis]. University of Washington; 2013. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/24198.

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

Council of Science Editors:

Myers J. Teacher Perceptions of the Middle School to High School Transition of Students with Emotional and Behavioral Disabilities. [Thesis]. University of Washington; 2013. Available from: http://hdl.handle.net/1773/24198

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


University of Washington

2. Chu, Yiting. Standardizing Minzu: A Content Analysis of the Depiction of Shaoshu Minzu in Three Chinese Elementary Curriculum Standards and Textbooks.

Degree: PhD, 2016, University of Washington

 This study analyzes the depictions of shaoshu minzu, or ethnic minority groups in China, in elementary curriculum standards and textbooks that are used in Chinese… (more)

Subjects/Keywords:

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APA (6th Edition):

Chu, Y. (2016). Standardizing Minzu: A Content Analysis of the Depiction of Shaoshu Minzu in Three Chinese Elementary Curriculum Standards and Textbooks. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/37095

Chicago Manual of Style (16th Edition):

Chu, Yiting. “Standardizing Minzu: A Content Analysis of the Depiction of Shaoshu Minzu in Three Chinese Elementary Curriculum Standards and Textbooks.” 2016. Doctoral Dissertation, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/37095.

MLA Handbook (7th Edition):

Chu, Yiting. “Standardizing Minzu: A Content Analysis of the Depiction of Shaoshu Minzu in Three Chinese Elementary Curriculum Standards and Textbooks.” 2016. Web. 17 Oct 2019.

Vancouver:

Chu Y. Standardizing Minzu: A Content Analysis of the Depiction of Shaoshu Minzu in Three Chinese Elementary Curriculum Standards and Textbooks. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/37095.

Council of Science Editors:

Chu Y. Standardizing Minzu: A Content Analysis of the Depiction of Shaoshu Minzu in Three Chinese Elementary Curriculum Standards and Textbooks. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/37095


University of Washington

3. Gardner, Stephanie. Student growth oriented and academic mindsets, a mixed methods descriptive case study of Washington State MESA high school students.

Degree: 2019, University of Washington

 Pre-college programs have broadly focused on college access, with some addressing specific disciplines such as those in Science, Technology, Engineering and Math [STEM]. For more… (more)

Subjects/Keywords:

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

APA (6th Edition):

Gardner, S. (2019). Student growth oriented and academic mindsets, a mixed methods descriptive case study of Washington State MESA high school students. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/43673

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):

Gardner, Stephanie. “Student growth oriented and academic mindsets, a mixed methods descriptive case study of Washington State MESA high school students.” 2019. Thesis, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/43673.

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

MLA Handbook (7th Edition):

Gardner, Stephanie. “Student growth oriented and academic mindsets, a mixed methods descriptive case study of Washington State MESA high school students.” 2019. Web. 17 Oct 2019.

Vancouver:

Gardner S. Student growth oriented and academic mindsets, a mixed methods descriptive case study of Washington State MESA high school students. [Internet] [Thesis]. University of Washington; 2019. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/43673.

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

Council of Science Editors:

Gardner S. Student growth oriented and academic mindsets, a mixed methods descriptive case study of Washington State MESA high school students. [Thesis]. University of Washington; 2019. Available from: http://hdl.handle.net/1773/43673

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


University of Washington

4. Smith, Colin. The Relationship between Adolescent Social Network Structure and Perceptions of School Climate.

Degree: PhD, 2016, University of Washington

 This study employed data from the National Longitudinal Study of Adolescent to Adult Health (Add Health) to examine the relationship between school social network variables… (more)

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

APA (6th Edition):

Smith, C. (2016). The Relationship between Adolescent Social Network Structure and Perceptions of School Climate. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/36572

Chicago Manual of Style (16th Edition):

Smith, Colin. “The Relationship between Adolescent Social Network Structure and Perceptions of School Climate.” 2016. Doctoral Dissertation, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/36572.

MLA Handbook (7th Edition):

Smith, Colin. “The Relationship between Adolescent Social Network Structure and Perceptions of School Climate.” 2016. Web. 17 Oct 2019.

Vancouver:

Smith C. The Relationship between Adolescent Social Network Structure and Perceptions of School Climate. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/36572.

Council of Science Editors:

Smith C. The Relationship between Adolescent Social Network Structure and Perceptions of School Climate. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/36572


University of Washington

5. Luh, Hao-Jan. A Dialogue between Treatment Integrity Research and Design-Based Implementation Research.

Degree: 2016, University of Washington

 A growing body of research has focused on implementing innovative practices and designs in educational settings. One field regarding this issue is treatment integrity research… (more)

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APA (6th Edition):

Luh, H. (2016). A Dialogue between Treatment Integrity Research and Design-Based Implementation Research. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/36574

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):

Luh, Hao-Jan. “A Dialogue between Treatment Integrity Research and Design-Based Implementation Research.” 2016. Thesis, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/36574.

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

MLA Handbook (7th Edition):

Luh, Hao-Jan. “A Dialogue between Treatment Integrity Research and Design-Based Implementation Research.” 2016. Web. 17 Oct 2019.

Vancouver:

Luh H. A Dialogue between Treatment Integrity Research and Design-Based Implementation Research. [Internet] [Thesis]. University of Washington; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/36574.

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

Council of Science Editors:

Luh H. A Dialogue between Treatment Integrity Research and Design-Based Implementation Research. [Thesis]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/36574

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


University of Washington

6. Coco, Susanna. Predicting Children’s Early School Outcomes from their Social-Regulatory Profiles: A Person-Centered Approach.

Degree: PhD, 2016, University of Washington

 Social information processing (SIP) and self-regulation skills have been widely examined as predictors of concurrent and long-term outcomes for children. Although aspects of SIP and… (more)

Subjects/Keywords:

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

APA (6th Edition):

Coco, S. (2016). Predicting Children’s Early School Outcomes from their Social-Regulatory Profiles: A Person-Centered Approach. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/36584

Chicago Manual of Style (16th Edition):

Coco, Susanna. “Predicting Children’s Early School Outcomes from their Social-Regulatory Profiles: A Person-Centered Approach.” 2016. Doctoral Dissertation, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/36584.

MLA Handbook (7th Edition):

Coco, Susanna. “Predicting Children’s Early School Outcomes from their Social-Regulatory Profiles: A Person-Centered Approach.” 2016. Web. 17 Oct 2019.

Vancouver:

Coco S. Predicting Children’s Early School Outcomes from their Social-Regulatory Profiles: A Person-Centered Approach. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/36584.

Council of Science Editors:

Coco S. Predicting Children’s Early School Outcomes from their Social-Regulatory Profiles: A Person-Centered Approach. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/36584


University of Washington

7. Oliver, Nikkita Rachel. School Exclusion and Why Seattle is Not So Progressive.

Degree: 2016, University of Washington

 As of 2013 Seattle Public Schools District has been under investigation by the Department of Education for the disproportionate and disparate impact of school exclusion… (more)

Subjects/Keywords: Discipline; Education; Progressive; School Exclusion; Seattle; Education; History; Sociology; education - seattle

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APA (6th Edition):

Oliver, N. R. (2016). School Exclusion and Why Seattle is Not So Progressive. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/35568

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):

Oliver, Nikkita Rachel. “School Exclusion and Why Seattle is Not So Progressive.” 2016. Thesis, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/35568.

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

MLA Handbook (7th Edition):

Oliver, Nikkita Rachel. “School Exclusion and Why Seattle is Not So Progressive.” 2016. Web. 17 Oct 2019.

Vancouver:

Oliver NR. School Exclusion and Why Seattle is Not So Progressive. [Internet] [Thesis]. University of Washington; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/35568.

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

Council of Science Editors:

Oliver NR. School Exclusion and Why Seattle is Not So Progressive. [Thesis]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/35568

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


University of Washington

8. Janson, Natalie Lane. Gender is a Difference that Makes a Difference: Examining Teaching Practice Using Jane Roland Martin's Theory of Education.

Degree: 2019, University of Washington

 Evidence of gender roles and dichotomies can be observed in a variety of ways in the elementary school classroom. Often, these roles and dichotomies are… (more)

Subjects/Keywords:

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

APA (6th Edition):

Janson, N. L. (2019). Gender is a Difference that Makes a Difference: Examining Teaching Practice Using Jane Roland Martin's Theory of Education. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/44174

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):

Janson, Natalie Lane. “Gender is a Difference that Makes a Difference: Examining Teaching Practice Using Jane Roland Martin's Theory of Education.” 2019. Thesis, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/44174.

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

MLA Handbook (7th Edition):

Janson, Natalie Lane. “Gender is a Difference that Makes a Difference: Examining Teaching Practice Using Jane Roland Martin's Theory of Education.” 2019. Web. 17 Oct 2019.

Vancouver:

Janson NL. Gender is a Difference that Makes a Difference: Examining Teaching Practice Using Jane Roland Martin's Theory of Education. [Internet] [Thesis]. University of Washington; 2019. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/44174.

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

Council of Science Editors:

Janson NL. Gender is a Difference that Makes a Difference: Examining Teaching Practice Using Jane Roland Martin's Theory of Education. [Thesis]. University of Washington; 2019. Available from: http://hdl.handle.net/1773/44174

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


University of Washington

9. Reid, Cheryl Lianne. Instructional Decision-Making Authority and Job Satisfaction of Four-Year Faculty by Primary Job Activity, Percentage of Time Spent Teaching, and Academic Discipline.

Degree: 2013, University of Washington

 The purpose of this study was to examine the effect of faculty satisfaction with instructional autonomy on overall job satisfaction. Using data from the 2004… (more)

Subjects/Keywords: Faculty; Job Satisfaction; Higher education; Education - Seattle

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APA (6th Edition):

Reid, C. L. (2013). Instructional Decision-Making Authority and Job Satisfaction of Four-Year Faculty by Primary Job Activity, Percentage of Time Spent Teaching, and Academic Discipline. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/21948

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):

Reid, Cheryl Lianne. “Instructional Decision-Making Authority and Job Satisfaction of Four-Year Faculty by Primary Job Activity, Percentage of Time Spent Teaching, and Academic Discipline.” 2013. Thesis, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/21948.

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

MLA Handbook (7th Edition):

Reid, Cheryl Lianne. “Instructional Decision-Making Authority and Job Satisfaction of Four-Year Faculty by Primary Job Activity, Percentage of Time Spent Teaching, and Academic Discipline.” 2013. Web. 17 Oct 2019.

Vancouver:

Reid CL. Instructional Decision-Making Authority and Job Satisfaction of Four-Year Faculty by Primary Job Activity, Percentage of Time Spent Teaching, and Academic Discipline. [Internet] [Thesis]. University of Washington; 2013. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/21948.

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

Council of Science Editors:

Reid CL. Instructional Decision-Making Authority and Job Satisfaction of Four-Year Faculty by Primary Job Activity, Percentage of Time Spent Teaching, and Academic Discipline. [Thesis]. University of Washington; 2013. Available from: http://hdl.handle.net/1773/21948

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


University of Washington

10. Ward, Sarah Jo. Understanding Contradictions in Times of Change: A CHAT Analysis in an Art Museum.

Degree: PhD, 2016, University of Washington

 Art museums are moving increasingly toward community and experience-based practices and away from traditional modes of operating. This research explores change at an art museum… (more)

Subjects/Keywords:

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APA (6th Edition):

Ward, S. J. (2016). Understanding Contradictions in Times of Change: A CHAT Analysis in an Art Museum. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/37091

Chicago Manual of Style (16th Edition):

Ward, Sarah Jo. “Understanding Contradictions in Times of Change: A CHAT Analysis in an Art Museum.” 2016. Doctoral Dissertation, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/37091.

MLA Handbook (7th Edition):

Ward, Sarah Jo. “Understanding Contradictions in Times of Change: A CHAT Analysis in an Art Museum.” 2016. Web. 17 Oct 2019.

Vancouver:

Ward SJ. Understanding Contradictions in Times of Change: A CHAT Analysis in an Art Museum. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/37091.

Council of Science Editors:

Ward SJ. Understanding Contradictions in Times of Change: A CHAT Analysis in an Art Museum. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/37091


University of Washington

11. Danielson, Katie. Literacy Content and Core Practices: Teacher Educator Pedagogy as the Bridge Between Knowing and Doing.

Degree: PhD, 2016, University of Washington

 Abstract Mary Kennedy (1999) introduced the problem of enactment to describe how novice teachers often struggle to put what they have learned in coursework into… (more)

Subjects/Keywords: elementary education; literacy; pedagogy; reading; teacher education; Education; Pedagogy; education - seattle

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

APA (6th Edition):

Danielson, K. (2016). Literacy Content and Core Practices: Teacher Educator Pedagogy as the Bridge Between Knowing and Doing. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/36568

Chicago Manual of Style (16th Edition):

Danielson, Katie. “Literacy Content and Core Practices: Teacher Educator Pedagogy as the Bridge Between Knowing and Doing.” 2016. Doctoral Dissertation, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/36568.

MLA Handbook (7th Edition):

Danielson, Katie. “Literacy Content and Core Practices: Teacher Educator Pedagogy as the Bridge Between Knowing and Doing.” 2016. Web. 17 Oct 2019.

Vancouver:

Danielson K. Literacy Content and Core Practices: Teacher Educator Pedagogy as the Bridge Between Knowing and Doing. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/36568.

Council of Science Editors:

Danielson K. Literacy Content and Core Practices: Teacher Educator Pedagogy as the Bridge Between Knowing and Doing. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/36568


University of Washington

12. Lewis, Rebecca. Understanding Teacher and Student Learning Situated in a School-wide Implementation of Fractions Instruction.

Degree: PhD, 2016, University of Washington

 The current push to improve fractions instruction is in response to studies that have aptly demonstrated the deficits in student and teacher understanding of fractions… (more)

Subjects/Keywords: Elementary Education; Fractions; Teacher learning; Mathematics education; Teacher education; education - seattle

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

APA (6th Edition):

Lewis, R. (2016). Understanding Teacher and Student Learning Situated in a School-wide Implementation of Fractions Instruction. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/37093

Chicago Manual of Style (16th Edition):

Lewis, Rebecca. “Understanding Teacher and Student Learning Situated in a School-wide Implementation of Fractions Instruction.” 2016. Doctoral Dissertation, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/37093.

MLA Handbook (7th Edition):

Lewis, Rebecca. “Understanding Teacher and Student Learning Situated in a School-wide Implementation of Fractions Instruction.” 2016. Web. 17 Oct 2019.

Vancouver:

Lewis R. Understanding Teacher and Student Learning Situated in a School-wide Implementation of Fractions Instruction. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/37093.

Council of Science Editors:

Lewis R. Understanding Teacher and Student Learning Situated in a School-wide Implementation of Fractions Instruction. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/37093


University of Washington

13. Chang, Sharon. Perceptions of Ethnolinguistic Identity in Non-Heritage Mandarin Chinese Classes.

Degree: PhD, 2013, University of Washington

 This study starts with a personal story and addresses questions about the perceptions of ethnolinguistic identity of postsecondary Chinese Language Learners (CLLs), investigating how the… (more)

Subjects/Keywords:

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

APA (6th Edition):

Chang, S. (2013). Perceptions of Ethnolinguistic Identity in Non-Heritage Mandarin Chinese Classes. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/21942

Chicago Manual of Style (16th Edition):

Chang, Sharon. “Perceptions of Ethnolinguistic Identity in Non-Heritage Mandarin Chinese Classes.” 2013. Doctoral Dissertation, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/21942.

MLA Handbook (7th Edition):

Chang, Sharon. “Perceptions of Ethnolinguistic Identity in Non-Heritage Mandarin Chinese Classes.” 2013. Web. 17 Oct 2019.

Vancouver:

Chang S. Perceptions of Ethnolinguistic Identity in Non-Heritage Mandarin Chinese Classes. [Internet] [Doctoral dissertation]. University of Washington; 2013. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/21942.

Council of Science Editors:

Chang S. Perceptions of Ethnolinguistic Identity in Non-Heritage Mandarin Chinese Classes. [Doctoral Dissertation]. University of Washington; 2013. Available from: http://hdl.handle.net/1773/21942

14. McCaffery, Augustine. American Indian Students: An Exploration of Their Experiences in Doctoral Programs.

Degree: 2013, University of Washington

 This qualitative study explores the experiences of American Indian students in doctoral programs of study at a Research Extensive University. Ten doctoral students who identified… (more)

Subjects/Keywords: American Indians; Graduae education; Higher education; Educational leadership; Education - Seattle

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

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APA (6th Edition):

McCaffery, A. (2013). American Indian Students: An Exploration of Their Experiences in Doctoral Programs. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/21950

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):

McCaffery, Augustine. “American Indian Students: An Exploration of Their Experiences in Doctoral Programs.” 2013. Thesis, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/21950.

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

MLA Handbook (7th Edition):

McCaffery, Augustine. “American Indian Students: An Exploration of Their Experiences in Doctoral Programs.” 2013. Web. 17 Oct 2019.

Vancouver:

McCaffery A. American Indian Students: An Exploration of Their Experiences in Doctoral Programs. [Internet] [Thesis]. University of Washington; 2013. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/21950.

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

Council of Science Editors:

McCaffery A. American Indian Students: An Exploration of Their Experiences in Doctoral Programs. [Thesis]. University of Washington; 2013. Available from: http://hdl.handle.net/1773/21950

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


University of Washington

15. Wetzstein, Lia J. Learners Engagement During a Novel Residential Environmental Education Experience: The Influence of Personal Histories on Interests, Identities, and Stewardship.

Degree: PhD, 2013, University of Washington

 Environmental education is focused on producing informed citizens capable of stewarding the natural world. In the past, there has been little understanding of how participants'… (more)

Subjects/Keywords: Environmental education; Ethnography; Identity; Interest; Stewardship; Youth; Education; education - seattle

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APA (6th Edition):

Wetzstein, L. J. (2013). Learners Engagement During a Novel Residential Environmental Education Experience: The Influence of Personal Histories on Interests, Identities, and Stewardship. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/24202

Chicago Manual of Style (16th Edition):

Wetzstein, Lia J. “Learners Engagement During a Novel Residential Environmental Education Experience: The Influence of Personal Histories on Interests, Identities, and Stewardship.” 2013. Doctoral Dissertation, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/24202.

MLA Handbook (7th Edition):

Wetzstein, Lia J. “Learners Engagement During a Novel Residential Environmental Education Experience: The Influence of Personal Histories on Interests, Identities, and Stewardship.” 2013. Web. 17 Oct 2019.

Vancouver:

Wetzstein LJ. Learners Engagement During a Novel Residential Environmental Education Experience: The Influence of Personal Histories on Interests, Identities, and Stewardship. [Internet] [Doctoral dissertation]. University of Washington; 2013. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/24202.

Council of Science Editors:

Wetzstein LJ. Learners Engagement During a Novel Residential Environmental Education Experience: The Influence of Personal Histories on Interests, Identities, and Stewardship. [Doctoral Dissertation]. University of Washington; 2013. Available from: http://hdl.handle.net/1773/24202

16. Sutton, Paul. Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign.

Degree: PhD, 2015, University of Washington

 This dissertation uses a single and comparative case study to examine the work of several teacher-led and driven collaboration groups, known as design teams, as… (more)

Subjects/Keywords: Collaboration; Problem based learning; Teacher learning; Teacher education; Education; education - seattle

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APA (6th Edition):

Sutton, P. (2015). Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/27460

Chicago Manual of Style (16th Edition):

Sutton, Paul. “Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign.” 2015. Doctoral Dissertation, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/27460.

MLA Handbook (7th Edition):

Sutton, Paul. “Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign.” 2015. Web. 17 Oct 2019.

Vancouver:

Sutton P. Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign. [Internet] [Doctoral dissertation]. University of Washington; 2015. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/27460.

Council of Science Editors:

Sutton P. Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign. [Doctoral Dissertation]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/27460


University of Washington

17. Huening, Maries. Mentor Teachers’ Professional Practice: Shaped by Identity Tensions, Examined Through Collective Reflection and Inquiry.

Degree: 2019, University of Washington

 Mentor teachers (MTs) play a key role in a teacher candidate’s (TC) learning to teach and teaching a TC to become a teacher is complex… (more)

Subjects/Keywords: mentor teachers; professional learning; reflection; teacher education; Teacher education; Education - Seattle

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APA (6th Edition):

Huening, M. (2019). Mentor Teachers’ Professional Practice: Shaped by Identity Tensions, Examined Through Collective Reflection and Inquiry. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/43366

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):

Huening, Maries. “Mentor Teachers’ Professional Practice: Shaped by Identity Tensions, Examined Through Collective Reflection and Inquiry.” 2019. Thesis, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/43366.

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

MLA Handbook (7th Edition):

Huening, Maries. “Mentor Teachers’ Professional Practice: Shaped by Identity Tensions, Examined Through Collective Reflection and Inquiry.” 2019. Web. 17 Oct 2019.

Vancouver:

Huening M. Mentor Teachers’ Professional Practice: Shaped by Identity Tensions, Examined Through Collective Reflection and Inquiry. [Internet] [Thesis]. University of Washington; 2019. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/43366.

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

Council of Science Editors:

Huening M. Mentor Teachers’ Professional Practice: Shaped by Identity Tensions, Examined Through Collective Reflection and Inquiry. [Thesis]. University of Washington; 2019. Available from: http://hdl.handle.net/1773/43366

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

18. Colley, Carolyn. Using Students' Science Ideas to Drive Instruction: How Responsive Teaching Shapes Learning Activity.

Degree: 2014, University of Washington

 Teaching in a way that is responsive to students' science ideas creates opportunities for meaningful, rigorous sense-making in a way that traditional science teaching does… (more)

Subjects/Keywords:

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APA (6th Edition):

Colley, C. (2014). Using Students' Science Ideas to Drive Instruction: How Responsive Teaching Shapes Learning Activity. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/25493

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):

Colley, Carolyn. “Using Students' Science Ideas to Drive Instruction: How Responsive Teaching Shapes Learning Activity.” 2014. Thesis, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/25493.

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

MLA Handbook (7th Edition):

Colley, Carolyn. “Using Students' Science Ideas to Drive Instruction: How Responsive Teaching Shapes Learning Activity.” 2014. Web. 17 Oct 2019.

Vancouver:

Colley C. Using Students' Science Ideas to Drive Instruction: How Responsive Teaching Shapes Learning Activity. [Internet] [Thesis]. University of Washington; 2014. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/25493.

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

Council of Science Editors:

Colley C. Using Students' Science Ideas to Drive Instruction: How Responsive Teaching Shapes Learning Activity. [Thesis]. University of Washington; 2014. Available from: http://hdl.handle.net/1773/25493

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


University of Washington

19. Mienko, Joseph Anthony. School Mobility for Children in Out-of-Home Placement: Incidence, Educational Outcomes, and Tools for Mitigation.

Degree: PhD, 2016, University of Washington

 Elevated school mobility (SM) for students in foster care (i.e. out-of-home placement (OHP)) is something that has been previously noted in non-peer-reviewed literature. At some… (more)

Subjects/Keywords: education; foster care; mobility; Social work; Education; social work - seattle

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APA (6th Edition):

Mienko, J. A. (2016). School Mobility for Children in Out-of-Home Placement: Incidence, Educational Outcomes, and Tools for Mitigation. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/37240

Chicago Manual of Style (16th Edition):

Mienko, Joseph Anthony. “School Mobility for Children in Out-of-Home Placement: Incidence, Educational Outcomes, and Tools for Mitigation.” 2016. Doctoral Dissertation, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/37240.

MLA Handbook (7th Edition):

Mienko, Joseph Anthony. “School Mobility for Children in Out-of-Home Placement: Incidence, Educational Outcomes, and Tools for Mitigation.” 2016. Web. 17 Oct 2019.

Vancouver:

Mienko JA. School Mobility for Children in Out-of-Home Placement: Incidence, Educational Outcomes, and Tools for Mitigation. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/37240.

Council of Science Editors:

Mienko JA. School Mobility for Children in Out-of-Home Placement: Incidence, Educational Outcomes, and Tools for Mitigation. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/37240


University of Washington

20. Myatich, Lindsay M. A Descriptive Analysis of the Social Interaction Skills of First Grade Children.

Degree: PhD, 2014, University of Washington

 This study investigated the peer interactions of 11 typically developing (TD) and 15 children with an autism spectrum disorder (ASD) at the end of first… (more)

Subjects/Keywords: autism; elementary; peer interaction; social skills group; Special education; education - seattle

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APA (6th Edition):

Myatich, L. M. (2014). A Descriptive Analysis of the Social Interaction Skills of First Grade Children. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/27135

Chicago Manual of Style (16th Edition):

Myatich, Lindsay M. “A Descriptive Analysis of the Social Interaction Skills of First Grade Children.” 2014. Doctoral Dissertation, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/27135.

MLA Handbook (7th Edition):

Myatich, Lindsay M. “A Descriptive Analysis of the Social Interaction Skills of First Grade Children.” 2014. Web. 17 Oct 2019.

Vancouver:

Myatich LM. A Descriptive Analysis of the Social Interaction Skills of First Grade Children. [Internet] [Doctoral dissertation]. University of Washington; 2014. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/27135.

Council of Science Editors:

Myatich LM. A Descriptive Analysis of the Social Interaction Skills of First Grade Children. [Doctoral Dissertation]. University of Washington; 2014. Available from: http://hdl.handle.net/1773/27135


University of Washington

21. Thomson Paull, Lauren R. Snack Talk: A Class Wide Intervention to Increase Peer Interactions of Preschool Students at Mealtimes.

Degree: 2012, University of Washington

 This study aimed to assess the effectiveness of a class wide social skill intervention during preschool mealtimes. Previous research indicates that naturalistic, class wide, routine… (more)

Subjects/Keywords: communication; communication intervention; mealtime; social skills; Special education; Education - Seattle

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APA (6th Edition):

Thomson Paull, L. R. (2012). Snack Talk: A Class Wide Intervention to Increase Peer Interactions of Preschool Students at Mealtimes. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/20836

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):

Thomson Paull, Lauren R. “Snack Talk: A Class Wide Intervention to Increase Peer Interactions of Preschool Students at Mealtimes.” 2012. Thesis, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/20836.

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

MLA Handbook (7th Edition):

Thomson Paull, Lauren R. “Snack Talk: A Class Wide Intervention to Increase Peer Interactions of Preschool Students at Mealtimes.” 2012. Web. 17 Oct 2019.

Vancouver:

Thomson Paull LR. Snack Talk: A Class Wide Intervention to Increase Peer Interactions of Preschool Students at Mealtimes. [Internet] [Thesis]. University of Washington; 2012. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/20836.

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

Council of Science Editors:

Thomson Paull LR. Snack Talk: A Class Wide Intervention to Increase Peer Interactions of Preschool Students at Mealtimes. [Thesis]. University of Washington; 2012. Available from: http://hdl.handle.net/1773/20836

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

22. Holmes, Patrick. A Nation at Risk and Education Reform: a Frame Analysis.

Degree: 2013, University of Washington

 University of Washington Abstract A Nation at Risk and Education Reform: a Frame Analysis Patrick Holmes Chair of the Supervisory Committee: Professor Walter Parker College… (more)

Subjects/Keywords: A Nation at Risk; Frame Analysis; Education; Education - Seattle

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

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APA (6th Edition):

Holmes, P. (2013). A Nation at Risk and Education Reform: a Frame Analysis. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/21944

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):

Holmes, Patrick. “A Nation at Risk and Education Reform: a Frame Analysis.” 2013. Thesis, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/21944.

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

MLA Handbook (7th Edition):

Holmes, Patrick. “A Nation at Risk and Education Reform: a Frame Analysis.” 2013. Web. 17 Oct 2019.

Vancouver:

Holmes P. A Nation at Risk and Education Reform: a Frame Analysis. [Internet] [Thesis]. University of Washington; 2013. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/21944.

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

Council of Science Editors:

Holmes P. A Nation at Risk and Education Reform: a Frame Analysis. [Thesis]. University of Washington; 2013. Available from: http://hdl.handle.net/1773/21944

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

23. Herriott, Shane. Evaluating Interventions to Increase Physical Activity in Preschool Children With and Without Disabilities.

Degree: PhD, 2013, University of Washington

 Obesity is a worldwide problem occurring at earlier and earlier ages. Although obesity is a complex problem with multiple contributing factors, one potential component that… (more)

Subjects/Keywords: disabilities; physical activity; preschool; Special education; Education - Seattle

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APA (6th Edition):

Herriott, S. (2013). Evaluating Interventions to Increase Physical Activity in Preschool Children With and Without Disabilities. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/21946

Chicago Manual of Style (16th Edition):

Herriott, Shane. “Evaluating Interventions to Increase Physical Activity in Preschool Children With and Without Disabilities.” 2013. Doctoral Dissertation, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/21946.

MLA Handbook (7th Edition):

Herriott, Shane. “Evaluating Interventions to Increase Physical Activity in Preschool Children With and Without Disabilities.” 2013. Web. 17 Oct 2019.

Vancouver:

Herriott S. Evaluating Interventions to Increase Physical Activity in Preschool Children With and Without Disabilities. [Internet] [Doctoral dissertation]. University of Washington; 2013. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/21946.

Council of Science Editors:

Herriott S. Evaluating Interventions to Increase Physical Activity in Preschool Children With and Without Disabilities. [Doctoral Dissertation]. University of Washington; 2013. Available from: http://hdl.handle.net/1773/21946


University of Washington

24. Hernandez, Jose Manuel. Factors Associated with Latina/o College Aspirations: A Structural Equation Modeling Multiple Group Comparisons Approach.

Degree: 2013, University of Washington

 This study utilizes Confirmatory Factor Analysis and Structural Equation Modeling Multiple Group Comparison Framework to explore the college aspiration of Latina/o sophomore students. The purpose… (more)

Subjects/Keywords: Gender; Structural Equation Modeling; Higher education; education - seattle

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APA (6th Edition):

Hernandez, J. M. (2013). Factors Associated with Latina/o College Aspirations: A Structural Equation Modeling Multiple Group Comparisons Approach. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/22892

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):

Hernandez, Jose Manuel. “Factors Associated with Latina/o College Aspirations: A Structural Equation Modeling Multiple Group Comparisons Approach.” 2013. Thesis, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/22892.

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

MLA Handbook (7th Edition):

Hernandez, Jose Manuel. “Factors Associated with Latina/o College Aspirations: A Structural Equation Modeling Multiple Group Comparisons Approach.” 2013. Web. 17 Oct 2019.

Vancouver:

Hernandez JM. Factors Associated with Latina/o College Aspirations: A Structural Equation Modeling Multiple Group Comparisons Approach. [Internet] [Thesis]. University of Washington; 2013. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/22892.

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

Council of Science Editors:

Hernandez JM. Factors Associated with Latina/o College Aspirations: A Structural Equation Modeling Multiple Group Comparisons Approach. [Thesis]. University of Washington; 2013. Available from: http://hdl.handle.net/1773/22892

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


University of Washington

25. Courtney, Kristin Elizabeth. School District Investment in the Preparation and Induction of Student Teachers.

Degree: 2015, University of Washington

 There has been increasing negative attention cast on the preparation of our Nation's teachers given the rise in accountability and evaluation measures focused on students… (more)

Subjects/Keywords: induction; school district; student teacher; Education; Educational leadership; education - seattle

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APA (6th Edition):

Courtney, K. E. (2015). School District Investment in the Preparation and Induction of Student Teachers. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/33138

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):

Courtney, Kristin Elizabeth. “School District Investment in the Preparation and Induction of Student Teachers.” 2015. Thesis, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/33138.

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

MLA Handbook (7th Edition):

Courtney, Kristin Elizabeth. “School District Investment in the Preparation and Induction of Student Teachers.” 2015. Web. 17 Oct 2019.

Vancouver:

Courtney KE. School District Investment in the Preparation and Induction of Student Teachers. [Internet] [Thesis]. University of Washington; 2015. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/33138.

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

Council of Science Editors:

Courtney KE. School District Investment in the Preparation and Induction of Student Teachers. [Thesis]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/33138

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

26. Wright, Elizabeth André. Equity Conscious Instruction in Problem-based Multilingual Science Classrooms.

Degree: PhD, 2015, University of Washington

 This dissertation examines the instructional and relational moves implemented by an equity-conscious teacher in service of supporting discursive participation among her English Learners specifically in… (more)

Subjects/Keywords: Caring; English Learners; Equity; Problem-based Instruction; Science education; education - seattle

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APA (6th Edition):

Wright, E. A. (2015). Equity Conscious Instruction in Problem-based Multilingual Science Classrooms. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/33758

Chicago Manual of Style (16th Edition):

Wright, Elizabeth André. “Equity Conscious Instruction in Problem-based Multilingual Science Classrooms.” 2015. Doctoral Dissertation, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/33758.

MLA Handbook (7th Edition):

Wright, Elizabeth André. “Equity Conscious Instruction in Problem-based Multilingual Science Classrooms.” 2015. Web. 17 Oct 2019.

Vancouver:

Wright EA. Equity Conscious Instruction in Problem-based Multilingual Science Classrooms. [Internet] [Doctoral dissertation]. University of Washington; 2015. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/33758.

Council of Science Editors:

Wright EA. Equity Conscious Instruction in Problem-based Multilingual Science Classrooms. [Doctoral Dissertation]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/33758


University of Washington

27. Gourd, Tina Yushan. Toward A Theory for Understanding Teacher Agency: Grounded Theory with Inclusion Co-Teachers.

Degree: PhD, 2015, University of Washington

 The study seeks to contribute to a conversation on the nature of teaching and the work of teacher education by developing a theoretical model for… (more)

Subjects/Keywords: co-teaching; grounded theory; inclusion; teacher agency; Teacher education; education - seattle

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APA (6th Edition):

Gourd, T. Y. (2015). Toward A Theory for Understanding Teacher Agency: Grounded Theory with Inclusion Co-Teachers. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/33794

Chicago Manual of Style (16th Edition):

Gourd, Tina Yushan. “Toward A Theory for Understanding Teacher Agency: Grounded Theory with Inclusion Co-Teachers.” 2015. Doctoral Dissertation, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/33794.

MLA Handbook (7th Edition):

Gourd, Tina Yushan. “Toward A Theory for Understanding Teacher Agency: Grounded Theory with Inclusion Co-Teachers.” 2015. Web. 17 Oct 2019.

Vancouver:

Gourd TY. Toward A Theory for Understanding Teacher Agency: Grounded Theory with Inclusion Co-Teachers. [Internet] [Doctoral dissertation]. University of Washington; 2015. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/33794.

Council of Science Editors:

Gourd TY. Toward A Theory for Understanding Teacher Agency: Grounded Theory with Inclusion Co-Teachers. [Doctoral Dissertation]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/33794

28. Oura, Hiroki. Scaffolding Student Learning in the Discipline-Specific Knowledge through Contemporary Science Practices: Developing High-School Students’ Epidemiologic Reasoning through Data Analysis.

Degree: PhD, 2015, University of Washington

 Science is a disciplined practice about knowing puzzling observations and unknown phenomena. Scientific knowledge of the product is applied to develop technological artifacts and solve… (more)

Subjects/Keywords:

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APA (6th Edition):

Oura, H. (2015). Scaffolding Student Learning in the Discipline-Specific Knowledge through Contemporary Science Practices: Developing High-School Students’ Epidemiologic Reasoning through Data Analysis. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/33798

Chicago Manual of Style (16th Edition):

Oura, Hiroki. “Scaffolding Student Learning in the Discipline-Specific Knowledge through Contemporary Science Practices: Developing High-School Students’ Epidemiologic Reasoning through Data Analysis.” 2015. Doctoral Dissertation, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/33798.

MLA Handbook (7th Edition):

Oura, Hiroki. “Scaffolding Student Learning in the Discipline-Specific Knowledge through Contemporary Science Practices: Developing High-School Students’ Epidemiologic Reasoning through Data Analysis.” 2015. Web. 17 Oct 2019.

Vancouver:

Oura H. Scaffolding Student Learning in the Discipline-Specific Knowledge through Contemporary Science Practices: Developing High-School Students’ Epidemiologic Reasoning through Data Analysis. [Internet] [Doctoral dissertation]. University of Washington; 2015. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/33798.

Council of Science Editors:

Oura H. Scaffolding Student Learning in the Discipline-Specific Knowledge through Contemporary Science Practices: Developing High-School Students’ Epidemiologic Reasoning through Data Analysis. [Doctoral Dissertation]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/33798

29. Perin, Suzanne Marie. Architecting Learning Continuities for Families Across Informal Science Experiences.

Degree: PhD, 2016, University of Washington

 By first recognizing the valuable social and scientific practices taking place within families as they learn science together across multiple, everyday settings, this dissertation addresses… (more)

Subjects/Keywords: Family learning; Informal Science; Learning Sciences; Museum; Education; education - seattle

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APA (6th Edition):

Perin, S. M. (2016). Architecting Learning Continuities for Families Across Informal Science Experiences. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/35177

Chicago Manual of Style (16th Edition):

Perin, Suzanne Marie. “Architecting Learning Continuities for Families Across Informal Science Experiences.” 2016. Doctoral Dissertation, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/35177.

MLA Handbook (7th Edition):

Perin, Suzanne Marie. “Architecting Learning Continuities for Families Across Informal Science Experiences.” 2016. Web. 17 Oct 2019.

Vancouver:

Perin SM. Architecting Learning Continuities for Families Across Informal Science Experiences. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/35177.

Council of Science Editors:

Perin SM. Architecting Learning Continuities for Families Across Informal Science Experiences. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/35177


University of Washington

30. Valdez, Ricardo. Relationships between First Generation College Students and Faculty: A Case Study of a Small Rural Private University.

Degree: 2016, University of Washington

 University of Washington Abstract Relationships between first-generation college students and faculty: A case study of a small rural liberal arts university Ricardo Valdez Chair of… (more)

Subjects/Keywords: Case Study; First Generation; Interaction; Relationsips; Rural; Higher education; education - seattle

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APA (6th Edition):

Valdez, R. (2016). Relationships between First Generation College Students and Faculty: A Case Study of a Small Rural Private University. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/36583

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):

Valdez, Ricardo. “Relationships between First Generation College Students and Faculty: A Case Study of a Small Rural Private University.” 2016. Thesis, University of Washington. Accessed October 17, 2019. http://hdl.handle.net/1773/36583.

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

MLA Handbook (7th Edition):

Valdez, Ricardo. “Relationships between First Generation College Students and Faculty: A Case Study of a Small Rural Private University.” 2016. Web. 17 Oct 2019.

Vancouver:

Valdez R. Relationships between First Generation College Students and Faculty: A Case Study of a Small Rural Private University. [Internet] [Thesis]. University of Washington; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1773/36583.

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

Council of Science Editors:

Valdez R. Relationships between First Generation College Students and Faculty: A Case Study of a Small Rural Private University. [Thesis]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/36583

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

[1] [2] [3] [4] [5] … [11]

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