subject:(elementary school)

California State Polytechnic University – Pomona

1. Brown, Benjamin. Exploring the implementation of environmental education in the K-3 classroom through an EcoJustice framework.

Degree: MS, John T. Lyle Center for Regenerative Studies, 2020, California State Polytechnic University – Pomona

URL: http://hdl.handle.net/10211.3/216726

► The Earth is facing unprecedented environmental perils. The current environmental troubles faced by our home demand humankind???s immediate attention. However, these issues cannot be separated… (more)

Subjects/Keywords: public elementary school

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APA (6^th Edition):

Brown, B. (2020). Exploring the implementation of environmental education in the K-3 classroom through an EcoJustice framework. (Masters Thesis). California State Polytechnic University – Pomona. Retrieved from http://hdl.handle.net/10211.3/216726

Chicago Manual of Style (16^th Edition):

Brown, Benjamin. “Exploring the implementation of environmental education in the K-3 classroom through an EcoJustice framework.” 2020. Masters Thesis, California State Polytechnic University – Pomona. Accessed March 02, 2021. http://hdl.handle.net/10211.3/216726.

MLA Handbook (7^th Edition):

Brown, Benjamin. “Exploring the implementation of environmental education in the K-3 classroom through an EcoJustice framework.” 2020. Web. 02 Mar 2021.

Vancouver:

Brown B. Exploring the implementation of environmental education in the K-3 classroom through an EcoJustice framework. [Internet] [Masters thesis]. California State Polytechnic University – Pomona; 2020. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10211.3/216726.

Council of Science Editors:

Brown B. Exploring the implementation of environmental education in the K-3 classroom through an EcoJustice framework. [Masters Thesis]. California State Polytechnic University – Pomona; 2020. Available from: http://hdl.handle.net/10211.3/216726

California State Polytechnic University – Pomona

2. Beckman (Johnson), Vanessa. Exploring the California Gold Rush: An Interactive Educational Multimedia Game.

Degree: MA, Department of Education, 2020, California State Polytechnic University – Pomona

URL: http://hdl.handle.net/10211.3/216483

► There is evidence that students do not find social studies as valuable as other academic subjects. They are less enthusiastic about learning social studies than… (more)

▼ There is evidence that students do not find social studies as valuable as other academic subjects. They are less enthusiastic about learning social studies than other topics, and in general they like other subjects more. (Dundar & Rapoport, 2014). These perceptions have persisted for decades (Governale, 1995), and holds true for all ages (Schug, Todd, & Beery, 1982). Research suggests that even among students who enjoy social studies, they still do not see it as useful or important (Governale, 1997; Alazzi & Chiodo, 2004; Zhao & Hoge, 2005). The purpose of this project was to address the problem of students??? overall dislike of social studies by creating an interactive educational game. The game utilized various multimedia and was created to supplement 4th grade students??? learning of California History-Social Science Content Standard 4.3.3 which covers the California Gold Rush. Standard 4.3.3 addresses how California???s economy, society, and politics were shaped by the California Gold Rush (Wright et al. 2000). The students learning these standards today are 21st Century learners and this demographic has a very specific set of characteristics that affect how they learn. For instance, 21st Century learners are digital natives, they enjoy collaboration, they are accustomed to instant rewards for their efforts, and they embrace failure as part of the learning process (Eaton, 2007). California, along with twenty other states joined into a partnership called the Partnership for 21st Century Skills to ensure that educators address the learning needs of these 21st Century Learners. The Partnership for 21st Century Skills places an emphasis on what is referred to as the ???4 C???s???: communication, collaboration, critical thinking, and creativity as important elements to incorporate into teaching 21st Century Learners (California Department of education, 2013). There are many types of educational games that are used to teach various different audiences, and escape room games such as Breakout EDU incorporate all 4 C???s (Goerner, 2016). The game developer chose to create the interactive educational game for this project via modeled after escape room games using the Breakout EDU platform. The game developer used the ADDIE model to develop the game for this project. A needs analysis was given to four fourth grade teachers and fifty-eight fourth grade students. The teacher needs analysis revealed that all teachers surveyed were either neutral, or disagreed that the social studies curriculum adopted by their school district was up-to-date, effective, engaging, or thorough. The student needs assessment survey revealed that students overwhelmingly did not claim social studies to be their favorite nor least favorite subject. Additionally, over 50% of students surveyed believed social studies was fun, interesting and important. These findings suggest that students feel indifferent toward the subject. This survey also revealed that the students enjoyed various forms of media as tools when learning. An… Advisors/Committee Members: Lotfipour, Shahnaz (advisor), Lopez, Valerie (committee member).

Subjects/Keywords: elementary school studies

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APA (6^th Edition):

Beckman (Johnson), V. (2020). Exploring the California Gold Rush: An Interactive Educational Multimedia Game. (Masters Thesis). California State Polytechnic University – Pomona. Retrieved from http://hdl.handle.net/10211.3/216483

Chicago Manual of Style (16^th Edition):

Beckman (Johnson), Vanessa. “Exploring the California Gold Rush: An Interactive Educational Multimedia Game.” 2020. Masters Thesis, California State Polytechnic University – Pomona. Accessed March 02, 2021. http://hdl.handle.net/10211.3/216483.

MLA Handbook (7^th Edition):

Beckman (Johnson), Vanessa. “Exploring the California Gold Rush: An Interactive Educational Multimedia Game.” 2020. Web. 02 Mar 2021.

Vancouver:

Beckman (Johnson) V. Exploring the California Gold Rush: An Interactive Educational Multimedia Game. [Internet] [Masters thesis]. California State Polytechnic University – Pomona; 2020. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10211.3/216483.

Council of Science Editors:

Beckman (Johnson) V. Exploring the California Gold Rush: An Interactive Educational Multimedia Game. [Masters Thesis]. California State Polytechnic University – Pomona; 2020. Available from: http://hdl.handle.net/10211.3/216483

3. Thomas, Barbara M. The literacy instructional leader : perceptions of the importance of areas, responsibility, and use of literacy knowledge elementary principals need to lead an effective literacy program.

Degree: Thesis (D. Ed.), 2010, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/194631

► The purpose of this study was to discover and compare perceptions of three different groups of Indiana elementary educators concerning the importance of areas of… (more)

▼ The purpose of this study was to discover and compare perceptions of three different groups of Indiana elementary educators concerning the importance of areas of the principal’s literacy knowledge base, as well as responsibility for and use of this knowledge by principals to adequately support effective research-based literacy instruction. The educator groups selected to participate in the study included elementary principals, non-permanent teachers, and literacy curriculum specialists from all Indiana public elementary schools containing grades K – 4. Using a survey specifically designed for this study, data on participants’ perceptions connected to the purposes of the study were collected and analyzed. Twelve different areas of literacy knowledge were identified for investigation. The areas included: Literacy Research and Best Practice, Role of Change Agent in Literacy Curriculum and Instruction, Literacy Instructional Components, District Language Arts Curriculum, Language Arts State Standards and Assessments, School-Based Literacy Assessments, Literacy Data Collection and Analysis, Literacy Classroom Environments and Schedule, Literacy Instructional Resources, Quality Children’s Literature, Meeting Struggling Readers Needs, The School Literacy Curriculum Specialist. The study used quantitative methods of statistical analyses. Results showed a large percentage of participants perceived all twelve identified areas as absolutely essential for the principals’ literacy knowledge base. Some areas were statistically more important than others. The results were similar concerning the principals’ ability to use and share the areas of literacy knowledge. Perceptions of who the principal should be able to share areas of literacy knowledge revealed faculty as being most important when compared with parents and children. Sharing literacy knowledge with parents was considered more important than children. While it was perceived as critical for principals to have a broad literacy knowledge base and have the ability to use this knowledge with various school constituent groups, all literacy areas with a few exceptions were seen as the responsibility of both teacher and principal equally. Finally, a comparison between perceptions of participating principals, non-permanent teachers, and literacy curriculum specialists showed more similarities than differences between groups overall. Advisors/Committee Members: Sharp, William L. (advisor).

Subjects/Keywords: Literacy.; Elementary school principals.; Elementary school principals – Attitudes.; Elementary school teachers – Attitudes.

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APA (6^th Edition):

Thomas, B. M. (2010). The literacy instructional leader : perceptions of the importance of areas, responsibility, and use of literacy knowledge elementary principals need to lead an effective literacy program. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/194631

Chicago Manual of Style (16^th Edition):

Thomas, Barbara M. “The literacy instructional leader : perceptions of the importance of areas, responsibility, and use of literacy knowledge elementary principals need to lead an effective literacy program.” 2010. Doctoral Dissertation, Ball State University. Accessed March 02, 2021. http://cardinalscholar.bsu.edu/handle/123456789/194631.

MLA Handbook (7^th Edition):

Thomas, Barbara M. “The literacy instructional leader : perceptions of the importance of areas, responsibility, and use of literacy knowledge elementary principals need to lead an effective literacy program.” 2010. Web. 02 Mar 2021.

Vancouver:

Thomas BM. The literacy instructional leader : perceptions of the importance of areas, responsibility, and use of literacy knowledge elementary principals need to lead an effective literacy program. [Internet] [Doctoral dissertation]. Ball State University; 2010. [cited 2021 Mar 02]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/194631.

Council of Science Editors:

Thomas BM. The literacy instructional leader : perceptions of the importance of areas, responsibility, and use of literacy knowledge elementary principals need to lead an effective literacy program. [Doctoral Dissertation]. Ball State University; 2010. Available from: http://cardinalscholar.bsu.edu/handle/123456789/194631

4. Worthington, Cathy L. Handwriting proficiency| A critical foundation for middle-school success.

Degree: 2011, Capella University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3438872

► Writing legibly and writing with adequate speed to keep up with classroom demands are necessary tools to allow middle-school students to perform optimally in… (more)

▼ Writing legibly and writing with adequate speed to keep up with classroom demands are necessary tools to allow middle-school students to perform optimally in school. This qualitative-case study investigated four middle-grade students as they worked to improve handwriting difficulties which hampered their academic success. As a result of weak handwriting skills, students may be viewed as lazy, unmotivated, and at risk of receiving low grades. Middle-grade students who lack handwriting proficiency are often not explicitly taught corrective measures to improve. In this study, students' voices stand in the foreground as four middle-school boys share views about their six-weeks of tutorial-session experiences. Before and after-school tutoring sessions were designed to increase participants' handwriting fluency (i.e., handwriting speed), improve writing legibility (i.e., accuracy of letter formation and formatting), and increase formatting awareness. By hearing the voices of students, the researcher was better able to understand how students improved handwriting skills in a small-group tutorial setting. The findings from this study support the idea that middle-grade students can be helped with handwriting legibility, fluency, and formatting – if explicit and scaffold-strategy instruction is provided in a tutorial setting. It is critical middle-school teachers, school leaders, and curriculum designers are adequately informed on how to identify and assist students with impaired handwriting legibility and proficiency. The purpose of this study is twofold: first, to present detailed portraits of four middle-school students as they strive to improve handwriting; and secondly, to bring awareness to middle-school educators, school leaders, and curriculum makers the importance of early identification of students who lack adequate handwriting proficiency and are in need of instructional guidance for improving handwriting legibility, fluency, and formatting of handwritten work.

Subjects/Keywords: Education, Middle School; Education, Elementary

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APA (6^th Edition):

Worthington, C. L. (2011). Handwriting proficiency| A critical foundation for middle-school success. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3438872

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

Chicago Manual of Style (16^th Edition):

Worthington, Cathy L. “Handwriting proficiency| A critical foundation for middle-school success.” 2011. Thesis, Capella University. Accessed March 02, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3438872.

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

MLA Handbook (7^th Edition):

Worthington, Cathy L. “Handwriting proficiency| A critical foundation for middle-school success.” 2011. Web. 02 Mar 2021.

Vancouver:

Worthington CL. Handwriting proficiency| A critical foundation for middle-school success. [Internet] [Thesis]. Capella University; 2011. [cited 2021 Mar 02]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3438872.

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

Council of Science Editors:

Worthington CL. Handwriting proficiency| A critical foundation for middle-school success. [Thesis]. Capella University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3438872

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

Tulane University

5. Cornell, Laura C. “But why don’t you just suspend him?” Student and caregiver perspectives on discipline practices in a predominantly African American elementary school.

Degree: 2020, Tulane University

URL: https://digitallibrary.tulane.edu/islandora/object/tulane:120510

►

[email protected]

The word ‘discipline’ is used to mean either the punishment following disobedience or training in self-control, and schools use both methods when responding to… (more)

Subjects/Keywords: elementary school; discipline; behavior; parents

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APA (6^th Edition):

Cornell, L. C. (2020). “But why don’t you just suspend him?” Student and caregiver perspectives on discipline practices in a predominantly African American elementary school. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:120510

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

Chicago Manual of Style (16^th Edition):

Cornell, Laura C. ““But why don’t you just suspend him?” Student and caregiver perspectives on discipline practices in a predominantly African American elementary school.” 2020. Thesis, Tulane University. Accessed March 02, 2021. https://digitallibrary.tulane.edu/islandora/object/tulane:120510.

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

MLA Handbook (7^th Edition):

Cornell, Laura C. ““But why don’t you just suspend him?” Student and caregiver perspectives on discipline practices in a predominantly African American elementary school.” 2020. Web. 02 Mar 2021.

Vancouver:

Cornell LC. “But why don’t you just suspend him?” Student and caregiver perspectives on discipline practices in a predominantly African American elementary school. [Internet] [Thesis]. Tulane University; 2020. [cited 2021 Mar 02]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:120510.

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

Council of Science Editors:

Cornell LC. “But why don’t you just suspend him?” Student and caregiver perspectives on discipline practices in a predominantly African American elementary school. [Thesis]. Tulane University; 2020. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:120510

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

North Carolina State University

6. Burns, Melissa Bryant. Balancing Act: The Professional and Personal Lives of Female Elementary School Principals.

Degree: EdD, Educational Administration and Supervision, 2009, North Carolina State University

URL: http://www.lib.ncsu.edu/resolver/1840.16/5525

► BURNS, MELISSA BRYANT. The Balance of Professional and Personal Lives of Female Elementary School Principals. (Under the direction of Dr. Lance Fusarelli). The purpose of… (more)

▼ BURNS, MELISSA BRYANT. The Balance of Professional and Personal Lives of Female Elementary School Principals. (Under the direction of Dr. Lance Fusarelli). The purpose of this research was to understand what female elementary school principals perceive as a balance between their personal and professional lives. The role of the elementary school principal has changed significantly over the past several decades. The demands of time, effort, relationships, and high-stakes accountability have all increased tremendously. These factors have a significant impact on the work-home balance for female elementary school principals as they attempt to achieve balance in their professional and personal lives. This research describes how fifteen elementary school principals, who are mothers, attempt to maintain a balance between work and home. It is a phenomenological study of their lives and how they manage their responsibilities as a principal and mother. Data was collected through five one-on-one interviews including a follow-up interview with four of the five subjects and a focus group of ten principals. Findings affirm how the role of the elementary school principal has changed during the years as leader of instruction versus school manager. The principals describe their role as demanding and overwhelming at times, while being rewarding and satisfying. However, they stated that time and family responsibilities were consistent challenges to creating a balance in their lives. Setting priorities, making schedules, coordinating calendars, and taking time for yourself and your family seemed to be the repeating themes during the interviews as the greatest strategies for seeking a balance. Planning ahead, modeling for staff members, and communicating values were other helpful strategies and tools pointed out by the participants. Future research is suggested in the development of district wellness plans to examine both the sources and processes of helping principals to create balance in their lives which are necessary to sustain a positive, healthy principal. There is a need for well and healthy instructional leaders for our schools to fulfill the rapid succession of many principals leaving the principalship. School districts would be wise to consider the modest investment necessary to implement a wellness program for all principals. Advisors/Committee Members: Dr. Kenneth H. Brinson, Jnr., Committee Member (advisor), Dr. Lance Fusarelli, Committee Chair (advisor), Dr. Bonnie Fusarelli, Committee Member (advisor), Dr. Steven Bingham, Committee Member (advisor).

Subjects/Keywords: Education Administration; elementary school principals

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APA (6^th Edition):

Burns, M. B. (2009). Balancing Act: The Professional and Personal Lives of Female Elementary School Principals. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/5525

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

Chicago Manual of Style (16^th Edition):

Burns, Melissa Bryant. “Balancing Act: The Professional and Personal Lives of Female Elementary School Principals.” 2009. Thesis, North Carolina State University. Accessed March 02, 2021. http://www.lib.ncsu.edu/resolver/1840.16/5525.

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

MLA Handbook (7^th Edition):

Burns, Melissa Bryant. “Balancing Act: The Professional and Personal Lives of Female Elementary School Principals.” 2009. Web. 02 Mar 2021.

Vancouver:

Burns MB. Balancing Act: The Professional and Personal Lives of Female Elementary School Principals. [Internet] [Thesis]. North Carolina State University; 2009. [cited 2021 Mar 02]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5525.

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

Council of Science Editors:

Burns MB. Balancing Act: The Professional and Personal Lives of Female Elementary School Principals. [Thesis]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5525

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

Washington State University

7. [No author]. Response to Intervention (RTI): A Phenomenological Study of Elementary School Principals' Attitudes Toward A Complex Innovation .

Degree: 2012, Washington State University

URL: http://hdl.handle.net/2376/4308

► Response to Intervention (RTI) models used to identify specific learning disabilities are rapidly emerging in the schools (Reynolds & Shaywitz, 2009). RTI implementation has altered… (more)

Subjects/Keywords: Educational leadership; elementary; principals; school

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APA (6^th Edition):

author], [. (2012). Response to Intervention (RTI): A Phenomenological Study of Elementary School Principals' Attitudes Toward A Complex Innovation . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4308

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

Chicago Manual of Style (16^th Edition):

author], [No. “Response to Intervention (RTI): A Phenomenological Study of Elementary School Principals' Attitudes Toward A Complex Innovation .” 2012. Thesis, Washington State University. Accessed March 02, 2021. http://hdl.handle.net/2376/4308.

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

MLA Handbook (7^th Edition):

author], [No. “Response to Intervention (RTI): A Phenomenological Study of Elementary School Principals' Attitudes Toward A Complex Innovation .” 2012. Web. 02 Mar 2021.

Vancouver:

author] [. Response to Intervention (RTI): A Phenomenological Study of Elementary School Principals' Attitudes Toward A Complex Innovation . [Internet] [Thesis]. Washington State University; 2012. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/2376/4308.

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

Council of Science Editors:

author] [. Response to Intervention (RTI): A Phenomenological Study of Elementary School Principals' Attitudes Toward A Complex Innovation . [Thesis]. Washington State University; 2012. Available from: http://hdl.handle.net/2376/4308

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

Eastern Illinois University

8. Kirk, Bryce. The Impact of Academic Enablers Instruction on Academic Achievement of Elementary School Children.

Degree: Specialist in School Psychology, Psychology, 2019, Eastern Illinois University

URL: https://thekeep.eiu.edu/theses/4441

► The present study investigated the relationship between Academic Enablers (AEs) instruction and student achievement. Specifically, whether such behaviors and attitudes explicitly taught in a… (more)

Subjects/Keywords: Elementary Education; School Psychology

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APA (6^th Edition):

Kirk, B. (2019). The Impact of Academic Enablers Instruction on Academic Achievement of Elementary School Children. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4441

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

Chicago Manual of Style (16^th Edition):

Kirk, Bryce. “The Impact of Academic Enablers Instruction on Academic Achievement of Elementary School Children.” 2019. Thesis, Eastern Illinois University. Accessed March 02, 2021. https://thekeep.eiu.edu/theses/4441.

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

MLA Handbook (7^th Edition):

Kirk, Bryce. “The Impact of Academic Enablers Instruction on Academic Achievement of Elementary School Children.” 2019. Web. 02 Mar 2021.

Vancouver:

Kirk B. The Impact of Academic Enablers Instruction on Academic Achievement of Elementary School Children. [Internet] [Thesis]. Eastern Illinois University; 2019. [cited 2021 Mar 02]. Available from: https://thekeep.eiu.edu/theses/4441.

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

Council of Science Editors:

Kirk B. The Impact of Academic Enablers Instruction on Academic Achievement of Elementary School Children. [Thesis]. Eastern Illinois University; 2019. Available from: https://thekeep.eiu.edu/theses/4441

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

California State University – Sacramento

9. Huang, Helen. Utilizing multicultural children's literature to increase cultural understanding.

Degree: MA, Education (Curriculum and Instruction, 2011, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/1269

► The purpose of this project is to bring multiculturalism into the classroom to help students create a better understanding of other cultures as well as… (more)

Subjects/Keywords: Diversity; Elementary school; Supplementary lessons

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APA (6^th Edition):

Huang, H. (2011). Utilizing multicultural children's literature to increase cultural understanding. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1269

Chicago Manual of Style (16^th Edition):

Huang, Helen. “Utilizing multicultural children's literature to increase cultural understanding.” 2011. Masters Thesis, California State University – Sacramento. Accessed March 02, 2021. http://hdl.handle.net/10211.9/1269.

MLA Handbook (7^th Edition):

Huang, Helen. “Utilizing multicultural children's literature to increase cultural understanding.” 2011. Web. 02 Mar 2021.

Vancouver:

Huang H. Utilizing multicultural children's literature to increase cultural understanding. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10211.9/1269.

Council of Science Editors:

Huang H. Utilizing multicultural children's literature to increase cultural understanding. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1269

University of Maryland

10. Parsons, Sarah Katherine. Multiple Dimensions of Peer Victimization and Their Relations with Children's Psychological, Social, Behavioral and Academic Functioning.

Degree: Counseling and Personnel Services, 2012, University of Maryland

URL: http://hdl.handle.net/1903/13841

► This study investigated the relations among victimization and psychological, social, behavioral, and academic functioning while considering how these constructs are conceptualized and measured. Victimization was… (more)

▼ This study investigated the relations among victimization and psychological, social, behavioral, and academic functioning while considering how these constructs are conceptualized and measured. Victimization was treated as a multidimensional variable that can be distinguished in terms of form (relational vs. overt), informant (self vs. teacher vs. peer report), and its overlap with aggression. Participants were 99 ethnically diverse second and third graders from the mid-Atlantic region. The observed relations between victimization and functioning were impacted by issues of informant, form, and aggression. When examining different measures of the same construct, correlations were more often statistically significant for same-informant pairs of measures compared to cross-informant pairs. Correlations between peer and teacher reports were stronger than correlations between self- and other-reports. Self-other agreement was higher for aggression than for victimization, suggesting that victimization is more individualistically experienced than aggression. Peer and teacher reports of victimization were not significantly related to self-reported functioning and vice versa. Teacher and peer reports did not add to self-reports of victimization in predicting self-reported functioning. Peer and teacher reports of victimization uniquely predicted peer and teacher reports of functioning, but self-reported victimization did not make an additive contribution. These results provide evidence of a self-other dichotomy in the assessment of victimization. Overt and relational victimization emerged as distinct constructs in exploratory factor analyses. However, they were significantly correlated, and self-reports of relational victimization did not uniquely predict functioning after accounting for overt victimization. There were not significant gender differences in the two types of victimization. Aggression and victimization were significantly correlated. Peer-reported victimization was related to teacher-reported externalizing and school problems, but was not a significant predictor after accounting for aggression. This finding suggests that failing to account for the overlap between aggression and victimization might obscure the complexity of the relationship between victimization and functioning. The implications of these findings for future research are discussed. Advisors/Committee Members: Teglasi, Hedwig (advisor).

Subjects/Keywords: Psychology; Bullying; Elementary School; Victimization

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APA (6^th Edition):

Parsons, S. K. (2012). Multiple Dimensions of Peer Victimization and Their Relations with Children's Psychological, Social, Behavioral and Academic Functioning. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/13841

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

Chicago Manual of Style (16^th Edition):

Parsons, Sarah Katherine. “Multiple Dimensions of Peer Victimization and Their Relations with Children's Psychological, Social, Behavioral and Academic Functioning.” 2012. Thesis, University of Maryland. Accessed March 02, 2021. http://hdl.handle.net/1903/13841.

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

MLA Handbook (7^th Edition):

Parsons, Sarah Katherine. “Multiple Dimensions of Peer Victimization and Their Relations with Children's Psychological, Social, Behavioral and Academic Functioning.” 2012. Web. 02 Mar 2021.

Vancouver:

Parsons SK. Multiple Dimensions of Peer Victimization and Their Relations with Children's Psychological, Social, Behavioral and Academic Functioning. [Internet] [Thesis]. University of Maryland; 2012. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1903/13841.

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

Council of Science Editors:

Parsons SK. Multiple Dimensions of Peer Victimization and Their Relations with Children's Psychological, Social, Behavioral and Academic Functioning. [Thesis]. University of Maryland; 2012. Available from: http://hdl.handle.net/1903/13841

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

Virginia Tech

11. Houck, Christopher A. Hide and Seek: An Architecture of Layers.

Degree: M. Arch., Architecture, 2013, Virginia Tech

URL: http://hdl.handle.net/10919/51791

► This project is an elementary school located in a suburban area outside of Williamsburg, Virginia. The building is sited on an eight acre plot of… (more)

Subjects/Keywords: architecture; elementary school; layers; playground

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APA (6^th Edition):

Houck, C. A. (2013). Hide and Seek: An Architecture of Layers. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51791

Chicago Manual of Style (16^th Edition):

Houck, Christopher A. “Hide and Seek: An Architecture of Layers.” 2013. Masters Thesis, Virginia Tech. Accessed March 02, 2021. http://hdl.handle.net/10919/51791.

MLA Handbook (7^th Edition):

Houck, Christopher A. “Hide and Seek: An Architecture of Layers.” 2013. Web. 02 Mar 2021.

Vancouver:

Houck CA. Hide and Seek: An Architecture of Layers. [Internet] [Masters thesis]. Virginia Tech; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10919/51791.

Council of Science Editors:

Houck CA. Hide and Seek: An Architecture of Layers. [Masters Thesis]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/51791

University of Oklahoma

12. Singleton, Patrina. THE ENGAGEMENT OF REFLECTIVE PRACTICE AMONG INSTRUCTIONAL LEADERS.

Degree: EdD, 2012, University of Oklahoma

URL: http://hdl.handle.net/11244/318917

► The purpose of this study was to describe the engagement of reflective practice among school leaders utilizing a qualitative case study methodology. While there have… (more)

Subjects/Keywords: Reflective teaching; Elementary school administration

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APA (6^th Edition):

Singleton, P. (2012). THE ENGAGEMENT OF REFLECTIVE PRACTICE AMONG INSTRUCTIONAL LEADERS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318917

Chicago Manual of Style (16^th Edition):

Singleton, Patrina. “THE ENGAGEMENT OF REFLECTIVE PRACTICE AMONG INSTRUCTIONAL LEADERS.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed March 02, 2021. http://hdl.handle.net/11244/318917.

MLA Handbook (7^th Edition):

Singleton, Patrina. “THE ENGAGEMENT OF REFLECTIVE PRACTICE AMONG INSTRUCTIONAL LEADERS.” 2012. Web. 02 Mar 2021.

Vancouver:

Singleton P. THE ENGAGEMENT OF REFLECTIVE PRACTICE AMONG INSTRUCTIONAL LEADERS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/11244/318917.

Council of Science Editors:

Singleton P. THE ENGAGEMENT OF REFLECTIVE PRACTICE AMONG INSTRUCTIONAL LEADERS. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318917

North-West University

13. Molefe, Patricia K. Managing classroom discipline in primary school in the Ngaka Modiri Molema district / Patricia K. Molefe .

Degree: 2011, North-West University

URL: http://hdl.handle.net/10394/15772

► This study was underpinned by the view of the researcher that classroom discipline is gradually collapsing in South African schools. Learners seem to be uncontrollable… (more)

▼ This study was underpinned by the view of the researcher that classroom discipline is gradually collapsing in South African schools. Learners seem to be uncontrollable thus affecting the quality of teaching and learning. Educators worldwide have many responsibilities in managing classroom discipline and shaping the behaviour of learners in schools. For educators to undertake these many responsibilities there is need for them to carryout effective teaching and learning through maintaining a disciplined classroom without enforcing corporal punishment. This might seem difficult from the view of certain attitudes learners display in classroom, but it is possible if educators are groomed with contemporary classroom discipline strategies which conform to the demands of the Department of Education. The study investigated the phenomenon of managing classroom discipline in Ngaka Modiri Molema District to determine the extent to which educators are conversant with the legal framework for managing classroom discipline and to determine strategies currently employed by educators to establish discipline in the classroom. The study also state and describe disciplinary challenges currently faced by educators in the classroom and make recommendations and guidelines on the findings with regard to managing classroom discipline. A literature review was done on conceptual literature relating to issues on managing classroom discipline. Learner's misconduct in class, causes of disciplinary problems and how to prevent and manage classroom discipline by applying the legal framework in class was also reviewed. The research approach was qualitative. Purposively selected participants included experienced teachers and student members of school student governments (prefects) of two purposefully selected schools. Views and experience of participants to this study were captured and explained through interviews, observations and document analysis. Results are discussed in relation to relevant literature, allowing the flow of an open coding process in inductive qualitative analysis. Findings from the research indicated that participants are experiencing varying forms of continued ill discipline in their classrooms. Some of which are; learners not doing their school and homework, absenteeism, disruption of classes by noise making, learners bullying fellow learners and even educators. Literature review revealed that there are nationwide guidelines and legal framework for managing discipline in schools as embedded in SASA. Participants know the guidelines and a legal framework for managing discipline in classrooms that has been used to design a school code of conduct and classroom rules. Most educators are not very conversant with the legal framework for managing classroom discipline except for the fact that they know they are not allowed to use corporal punishment. The findings of this study suggested that educators, through the help of the Department of Education, should familiarise themselves with legal documents on…

Subjects/Keywords: Classroom management; Elementary school teaching; School discipline

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APA (6^th Edition):

Molefe, P. K. (2011). Managing classroom discipline in primary school in the Ngaka Modiri Molema district / Patricia K. Molefe . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15772

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

Chicago Manual of Style (16^th Edition):

Molefe, Patricia K. “Managing classroom discipline in primary school in the Ngaka Modiri Molema district / Patricia K. Molefe .” 2011. Thesis, North-West University. Accessed March 02, 2021. http://hdl.handle.net/10394/15772.

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

MLA Handbook (7^th Edition):

Molefe, Patricia K. “Managing classroom discipline in primary school in the Ngaka Modiri Molema district / Patricia K. Molefe .” 2011. Web. 02 Mar 2021.

Vancouver:

Molefe PK. Managing classroom discipline in primary school in the Ngaka Modiri Molema district / Patricia K. Molefe . [Internet] [Thesis]. North-West University; 2011. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10394/15772.

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

Council of Science Editors:

Molefe PK. Managing classroom discipline in primary school in the Ngaka Modiri Molema district / Patricia K. Molefe . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/15772

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

University of Southern California

14. Dixon, Danny C. Let's hear it from the principals: a study of four Title One elementary school principals' leadership practices on student achievement.

Degree: EdD, Education (Leadership), 2015, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533966/rec/3809

► The main purpose of this mixed-methods study was to identify leadership practices that selected Title I principals attribute to student achievement and to discover which… (more)

Subjects/Keywords: elementary school principals; school leadership; student achievement

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APA (6^th Edition):

Dixon, D. C. (2015). Let's hear it from the principals: a study of four Title One elementary school principals' leadership practices on student achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533966/rec/3809

Chicago Manual of Style (16^th Edition):

Dixon, Danny C. “Let's hear it from the principals: a study of four Title One elementary school principals' leadership practices on student achievement.” 2015. Doctoral Dissertation, University of Southern California. Accessed March 02, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533966/rec/3809.

MLA Handbook (7^th Edition):

Dixon, Danny C. “Let's hear it from the principals: a study of four Title One elementary school principals' leadership practices on student achievement.” 2015. Web. 02 Mar 2021.

Vancouver:

Dixon DC. Let's hear it from the principals: a study of four Title One elementary school principals' leadership practices on student achievement. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2021 Mar 02]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533966/rec/3809.

Council of Science Editors:

Dixon DC. Let's hear it from the principals: a study of four Title One elementary school principals' leadership practices on student achievement. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533966/rec/3809

15. Cutchins, Kelsey R. Current needs and response to suicidal behavior at the elementary school level: A survey of Virginia school psychologists.

Degree: 2013, James Madison University

URL: https://commons.lib.jmu.edu/edspec201019/47

► While minimal information on suicidal behavior at the elementary school level is available, a review of the existing literature demonstrates the erroneous belief that children… (more)

Subjects/Keywords: suicide; children; elementary school; school psychologist; Psychology

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APA (6^th Edition):

Cutchins, K. R. (2013). Current needs and response to suicidal behavior at the elementary school level: A survey of Virginia school psychologists. (Masters Thesis). James Madison University. Retrieved from https://commons.lib.jmu.edu/edspec201019/47

Chicago Manual of Style (16^th Edition):

Cutchins, Kelsey R. “Current needs and response to suicidal behavior at the elementary school level: A survey of Virginia school psychologists.” 2013. Masters Thesis, James Madison University. Accessed March 02, 2021. https://commons.lib.jmu.edu/edspec201019/47.

MLA Handbook (7^th Edition):

Cutchins, Kelsey R. “Current needs and response to suicidal behavior at the elementary school level: A survey of Virginia school psychologists.” 2013. Web. 02 Mar 2021.

Vancouver:

Cutchins KR. Current needs and response to suicidal behavior at the elementary school level: A survey of Virginia school psychologists. [Internet] [Masters thesis]. James Madison University; 2013. [cited 2021 Mar 02]. Available from: https://commons.lib.jmu.edu/edspec201019/47.

Council of Science Editors:

Cutchins KR. Current needs and response to suicidal behavior at the elementary school level: A survey of Virginia school psychologists. [Masters Thesis]. James Madison University; 2013. Available from: https://commons.lib.jmu.edu/edspec201019/47

East Carolina University

16. Wiles, Heather T. Trade Books in Elementary Education : Misconceptions in Science.

Degree: 2011, East Carolina University

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14803

► Elementary pre-service teachers are required to take only a few science courses and are not likely to have the pedagogical content knowledge necessary to choose… (more)

Subjects/Keywords: Science – Study and teaching (Elementary); Elementary school teachers; Education, Elementary

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APA (6^th Edition):

Wiles, H. T. (2011). Trade Books in Elementary Education : Misconceptions in Science. (Masters Thesis). East Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14803

Chicago Manual of Style (16^th Edition):

Wiles, Heather T. “Trade Books in Elementary Education : Misconceptions in Science.” 2011. Masters Thesis, East Carolina University. Accessed March 02, 2021. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14803.

MLA Handbook (7^th Edition):

Wiles, Heather T. “Trade Books in Elementary Education : Misconceptions in Science.” 2011. Web. 02 Mar 2021.

Vancouver:

Wiles HT. Trade Books in Elementary Education : Misconceptions in Science. [Internet] [Masters thesis]. East Carolina University; 2011. [cited 2021 Mar 02]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14803.

Council of Science Editors:

Wiles HT. Trade Books in Elementary Education : Misconceptions in Science. [Masters Thesis]. East Carolina University; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14803

Central Connecticut State University

17. Austen, Pamela, 1960-. Informal instructional teacher leaders : how principals can support them and their effect on instructional reform in the elementary classroom.

Degree: Department of Educational Leadership, 2010, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,1318

► The research endeavors to understand how principals can encourage and support teacher leaders, and how those teacher leaders can impart their expertise to their peer… (more)

Subjects/Keywords: Educational leadership – Connecticut; Elementary school teachers – Connecticut; Elementary school principals|zConnecticut

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APA (6^th Edition):

Austen, Pamela, 1. (2010). Informal instructional teacher leaders : how principals can support them and their effect on instructional reform in the elementary classroom. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1318

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

Chicago Manual of Style (16^th Edition):

Austen, Pamela, 1960-. “Informal instructional teacher leaders : how principals can support them and their effect on instructional reform in the elementary classroom.” 2010. Thesis, Central Connecticut State University. Accessed March 02, 2021. http://content.library.ccsu.edu/u?/ccsutheses,1318.

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

MLA Handbook (7^th Edition):

Austen, Pamela, 1960-. “Informal instructional teacher leaders : how principals can support them and their effect on instructional reform in the elementary classroom.” 2010. Web. 02 Mar 2021.

Vancouver:

Austen, Pamela 1. Informal instructional teacher leaders : how principals can support them and their effect on instructional reform in the elementary classroom. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2021 Mar 02]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1318.

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

Council of Science Editors:

Austen, Pamela 1. Informal instructional teacher leaders : how principals can support them and their effect on instructional reform in the elementary classroom. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1318

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

University of Western Ontario

18. Jorgensen, Sarah J. An Exploration of the Knowledge, Skills, and Attitudes of Ontario Elementary School Teachers Regarding Concussion within the School Environment.

Degree: 2016, University of Western Ontario

URL: https://ir.lib.uwo.ca/etd/3704

► For young people, concussion can be a significant injury impacting all aspects of life including attendance and participation at school. As of January 30, 2015,… (more)

Subjects/Keywords: concussion; elementary school; children; adolescent; concussion policy; Ontario elementary school

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APA (6^th Edition):

Jorgensen, S. J. (2016). An Exploration of the Knowledge, Skills, and Attitudes of Ontario Elementary School Teachers Regarding Concussion within the School Environment. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/3704

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

Chicago Manual of Style (16^th Edition):

Jorgensen, Sarah J. “An Exploration of the Knowledge, Skills, and Attitudes of Ontario Elementary School Teachers Regarding Concussion within the School Environment.” 2016. Thesis, University of Western Ontario. Accessed March 02, 2021. https://ir.lib.uwo.ca/etd/3704.

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

MLA Handbook (7^th Edition):

Jorgensen, Sarah J. “An Exploration of the Knowledge, Skills, and Attitudes of Ontario Elementary School Teachers Regarding Concussion within the School Environment.” 2016. Web. 02 Mar 2021.

Vancouver:

Jorgensen SJ. An Exploration of the Knowledge, Skills, and Attitudes of Ontario Elementary School Teachers Regarding Concussion within the School Environment. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2021 Mar 02]. Available from: https://ir.lib.uwo.ca/etd/3704.

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

Council of Science Editors:

Jorgensen SJ. An Exploration of the Knowledge, Skills, and Attitudes of Ontario Elementary School Teachers Regarding Concussion within the School Environment. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/3704

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

University of Johannesburg

19. Du Plessis, Leon Jan. Die skoolhoof as indiensopleier in die primêre skool.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/10078

►

M.Ed.

In-service training and staff development of the personnel in the primary school are of great importance. The principal of a school has an acthe… (more)

▼

M.Ed.

In-service training and staff development of the personnel in the primary school are of great importance. The principal of a school has an acthe and important role to play in this regard. This study will subsequently focus on the different categories or various types of teachers found in the primary school, because each and every member of the personnel is equally involved in in-service training and the development of the staff programme. A brief look is taken at the influence the curr'iculum,the pupils and the community have on the teacher regarding his or her in-service training. Evaluation of the teachers remains one of the principal's main tasks. The different types of school climates will also be studied, since the nature of the climate of a school to a great extent detel'lllines the effectiveness of the education offered there. If a healthy climate is created, greater productivity will ensue, which in its tum will result in better-equipped and well-adjusted teachers, frolll whose teachings the pupils will benefit greatly. Attention is also paid to the matter of class visits, one of the most general and obvious forms of in-service training. Class visits provide the principal with the opportunity to keep his finger on the pulse of the whole organisation. the five facets comprising the class visit will also be discussed at length, as each of these facets is of great importance to the realisatfon of in-servfce training. For this purpose, formal as well as informal class visits will be dealt with. The important part played by communicatfon is explained and stressed, especially in respect of the primary school. A facet of communication, namely the delegation of tasks, will also be looked into, because of its relevance for the teacher's in-service training. While executfng some of the tasks which the principal cannot possibly find time for, every teacher is being trained and prepared for promotfon. The professfonal growth of teachers has also become a focal point where trainfng for managerial positions is concerned. The deputy headmasters are dependent on guidance by the headmaster. Principals have the responsibility of discreetly and meaningfully stimulating the deputy as well as the other teachers on the staff. The principal who is sincerely concerned with the professional development of his staff contributes successfully towards an in-service guidance programme by including class visits. various types of staff meetings and delegation in his programme • Attention will be given to ways and means by which the principal can apply each of these skill s in order to purposefully stimulate the professional development of his staff. To enable the principal to give meaningful help and guidance in these matters. he should ensure that an open climate prevails at his school. The principal should also have a clear understanding of what can reasonably be expected of a new. as well as an experienced teacher. and he must also clearly formulate his own responsibilities in the training of both. In-service training of the…

Subjects/Keywords: Elementary school principals; Elementary school teachers - In-service training; Elementary schools - Personnel management

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APA (6^th Edition):

Du Plessis, L. J. (2014). Die skoolhoof as indiensopleier in die primêre skool. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10078

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

Chicago Manual of Style (16^th Edition):

Du Plessis, Leon Jan. “Die skoolhoof as indiensopleier in die primêre skool.” 2014. Thesis, University of Johannesburg. Accessed March 02, 2021. http://hdl.handle.net/10210/10078.

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

MLA Handbook (7^th Edition):

Du Plessis, Leon Jan. “Die skoolhoof as indiensopleier in die primêre skool.” 2014. Web. 02 Mar 2021.

Vancouver:

Du Plessis LJ. Die skoolhoof as indiensopleier in die primêre skool. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10210/10078.

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

Council of Science Editors:

Du Plessis LJ. Die skoolhoof as indiensopleier in die primêre skool. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10078

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

Penn State University

20. Johnson, Catherine G. Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative.

Degree: 2016, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/28845

► This study explores the redesign plans of three schools that are a part of Cohort One for the Philadelphia School Districts School Redesign Initiative. This… (more)

Subjects/Keywords: school reform; redesign; elementary school; middle school; Philadelphia; school autonomy

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APA (6^th Edition):

Johnson, C. G. (2016). Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/28845

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

Chicago Manual of Style (16^th Edition):

Johnson, Catherine G. “Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative.” 2016. Thesis, Penn State University. Accessed March 02, 2021. https://submit-etda.libraries.psu.edu/catalog/28845.

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

MLA Handbook (7^th Edition):

Johnson, Catherine G. “Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative.” 2016. Web. 02 Mar 2021.

Vancouver:

Johnson CG. Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Mar 02]. Available from: https://submit-etda.libraries.psu.edu/catalog/28845.

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

Council of Science Editors:

Johnson CG. Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/28845

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

University of Texas – Austin

21. Miranda, Angie. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.

Degree: EdD, Educational Administration, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-05-2915

► This study considered the important role that principal leadership plays in the implementation of changes that are designed to close achievement gaps among student groups.… (more)

Subjects/Keywords: Elementary schools; Elementary education; School principals; School leadership; School administrators; High-performing schools; Urban schools

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APA (6^th Edition):

Miranda, A. (2011). Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2915

Chicago Manual of Style (16^th Edition):

Miranda, Angie. “Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.” 2011. Doctoral Dissertation, University of Texas – Austin. Accessed March 02, 2021. http://hdl.handle.net/2152/ETD-UT-2011-05-2915.

MLA Handbook (7^th Edition):

Miranda, Angie. “Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.” 2011. Web. 02 Mar 2021.

Vancouver:

Miranda A. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2011. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2915.

Council of Science Editors:

Miranda A. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. [Doctoral Dissertation]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2915

Penn State University

22. Spanjers, Kelsey Evelyn. Development and Structural Analysis of the Student-School Connectedness Scale (SSCS).

Degree: 2016, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/29591

► School connectedness is associated with a variety of academic, social, and emotional student outcomes, but there are limitations with existing measures of this construct. As… (more)

Subjects/Keywords: school connectedness; school connectedness scale; elementary; middle school; junior high

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APA (6^th Edition):

Spanjers, K. E. (2016). Development and Structural Analysis of the Student-School Connectedness Scale (SSCS). (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/29591

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

Chicago Manual of Style (16^th Edition):

Spanjers, Kelsey Evelyn. “Development and Structural Analysis of the Student-School Connectedness Scale (SSCS).” 2016. Thesis, Penn State University. Accessed March 02, 2021. https://submit-etda.libraries.psu.edu/catalog/29591.

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

MLA Handbook (7^th Edition):

Spanjers, Kelsey Evelyn. “Development and Structural Analysis of the Student-School Connectedness Scale (SSCS).” 2016. Web. 02 Mar 2021.

Vancouver:

Spanjers KE. Development and Structural Analysis of the Student-School Connectedness Scale (SSCS). [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Mar 02]. Available from: https://submit-etda.libraries.psu.edu/catalog/29591.

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

Council of Science Editors:

Spanjers KE. Development and Structural Analysis of the Student-School Connectedness Scale (SSCS). [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/29591

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

23. Spies, Erin. Exploring Student Perspectives On Elementary To Middle School Transition Practices.

Degree: PhD, Educational Leadership, 2018, University of North Dakota

URL: https://commons.und.edu/theses/2430

► ABSTRACT Characteristics of effective transition programs include (a) providing realistic experiences of middle school expectations for incoming students, (b) frequent communication with students, parents,… (more)

Subjects/Keywords: Elementary School; Middle School; Phenomenology; School Transitions; Student Perspectives; Transition Programming

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APA (6^th Edition):

Spies, E. (2018). Exploring Student Perspectives On Elementary To Middle School Transition Practices. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2430

Chicago Manual of Style (16^th Edition):

Spies, Erin. “Exploring Student Perspectives On Elementary To Middle School Transition Practices.” 2018. Doctoral Dissertation, University of North Dakota. Accessed March 02, 2021. https://commons.und.edu/theses/2430.

MLA Handbook (7^th Edition):

Spies, Erin. “Exploring Student Perspectives On Elementary To Middle School Transition Practices.” 2018. Web. 02 Mar 2021.

Vancouver:

Spies E. Exploring Student Perspectives On Elementary To Middle School Transition Practices. [Internet] [Doctoral dissertation]. University of North Dakota; 2018. [cited 2021 Mar 02]. Available from: https://commons.und.edu/theses/2430.

Council of Science Editors:

Spies E. Exploring Student Perspectives On Elementary To Middle School Transition Practices. [Doctoral Dissertation]. University of North Dakota; 2018. Available from: https://commons.und.edu/theses/2430

University of Minnesota

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

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

URL: http://hdl.handle.net/11299/206328

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

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

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Webb, Chloe. “Examining the Structural Validity of the My Class Inventory – Short Form for Teachers (TMCI-SF) in Early Elementary School Classrooms.” 2019. Doctoral Dissertation, University of Minnesota. Accessed March 02, 2021. http://hdl.handle.net/11299/206328.

MLA Handbook (7^th Edition):

Webb, Chloe. “Examining the Structural Validity of the My Class Inventory – Short Form for Teachers (TMCI-SF) in Early Elementary School Classrooms.” 2019. Web. 02 Mar 2021.

Vancouver:

Webb C. Examining the Structural Validity of the My Class Inventory – Short Form for Teachers (TMCI-SF) in Early Elementary School Classrooms. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/11299/206328.

Council of Science Editors:

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

25. Niemeyer, Barbara J. Examining The Effects Of Student And Teacher Absence On Elementary Student Reading Proficiency .

Degree: 2013, Drake U

URL: http://hdl.handle.net/2092/2019

► Prior research indicates a relationship between chronic student absenteeism and chronic teacher absenteeism with regard to student achievement. However, those two potential predictors are rarely… (more)

Subjects/Keywords: School attendance – Education (Elementary); Student attendance – Education (Elementary); Classroom management; Reading (Elementary)

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APA (6^th Edition):

Niemeyer, B. J. (2013). Examining The Effects Of Student And Teacher Absence On Elementary Student Reading Proficiency . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/2019

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

Chicago Manual of Style (16^th Edition):

Niemeyer, Barbara J. “Examining The Effects Of Student And Teacher Absence On Elementary Student Reading Proficiency .” 2013. Thesis, Drake U. Accessed March 02, 2021. http://hdl.handle.net/2092/2019.

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

MLA Handbook (7^th Edition):

Niemeyer, Barbara J. “Examining The Effects Of Student And Teacher Absence On Elementary Student Reading Proficiency .” 2013. Web. 02 Mar 2021.

Vancouver:

Niemeyer BJ. Examining The Effects Of Student And Teacher Absence On Elementary Student Reading Proficiency . [Internet] [Thesis]. Drake U; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/2092/2019.

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

Council of Science Editors:

Niemeyer BJ. Examining The Effects Of Student And Teacher Absence On Elementary Student Reading Proficiency . [Thesis]. Drake U; 2013. Available from: http://hdl.handle.net/2092/2019

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

University of Zambia

26. Mandra, Meleki. The impact of Community studies in Primary Schools on Sustainable Human Development: The case of selected Primary Schools of Mwinilunga District in Zambia .

Degree: 2014, University of Zambia

URL: http://hdl.handle.net/123456789/3535

► This study was undertaken to investigate the Impact of Community Studies in Primary Schools on Sustainable Human Development in Mwinilunga District of Zambia. The researcher… (more)

▼ This study was undertaken to investigate the Impact of Community Studies in Primary Schools on Sustainable Human Development in Mwinilunga District of Zambia. The researcher employed both qualitative and quantitative research strategies to collect data from 160 respondents through Questionnaires, interviews (Focus Group Discussions and one-on one) and observation research methods. The sample comprised 8 school administrators, 80 teachers, 24 parents and 48 grade seven pupils drawn from the eight government primary schools of Mwinilunga District. The head teachers and teachers responded to both the questionnaires and a one-on-one interview guide. The pupils responded to Focus Group Discussion questions while the parents were interviewed using semi-structured interview schedules. The observation schedule was used to record Sustainable Human Development activities that took place in schools.The main findings of the study were that through community studies, the learners were imparted with economic and productive skills. However, these skills lacked quality and sustainability due to the fact that many primary school teachers were not adequately qualified in apprenticeship skills. Furthermore, the pupils did not take community study lessons seriously since these lessons were not examined by the Examinations Council of Zambia.The findings also showed that lack of quality primary education provision had negative impacts on Sustainable Human Development. The impacts included: pupils’ inability to find a well paying job after completion of primary education, pupils responsible for breaking down the windows and desks in the school, the pupils burnt the litter within the school surroundings during class time, and the pupils destroyed the mango and orange trees in the school.Based on these findings, the study made some recommendations. The prominent ones were that there was need to increase funding, make community study lessons examinable, include HIV and AIDS, Gender and Environmental issues in the curriculum and provide enough teaching and learning materials for the localization of the curriculum. Furthermore, the study recommended that there was need to train teachers in economic and productive skills so that they could teach effectively.

Subjects/Keywords: Elementary School Teaching; Sustainable Development-Zambia; Education, Elementary-Zambia

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APA (6^th Edition):

Mandra, M. (2014). The impact of Community studies in Primary Schools on Sustainable Human Development: The case of selected Primary Schools of Mwinilunga District in Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3535

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

Chicago Manual of Style (16^th Edition):

Mandra, Meleki. “The impact of Community studies in Primary Schools on Sustainable Human Development: The case of selected Primary Schools of Mwinilunga District in Zambia .” 2014. Thesis, University of Zambia. Accessed March 02, 2021. http://hdl.handle.net/123456789/3535.

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

MLA Handbook (7^th Edition):

Mandra, Meleki. “The impact of Community studies in Primary Schools on Sustainable Human Development: The case of selected Primary Schools of Mwinilunga District in Zambia .” 2014. Web. 02 Mar 2021.

Vancouver:

Mandra M. The impact of Community studies in Primary Schools on Sustainable Human Development: The case of selected Primary Schools of Mwinilunga District in Zambia . [Internet] [Thesis]. University of Zambia; 2014. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/123456789/3535.

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

Council of Science Editors:

Mandra M. The impact of Community studies in Primary Schools on Sustainable Human Development: The case of selected Primary Schools of Mwinilunga District in Zambia . [Thesis]. University of Zambia; 2014. Available from: http://hdl.handle.net/123456789/3535

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

Temple University

27. Manno, Justin F. HOW DO TEACHERS IN A MID-ATLANTIC SUBURBAN SCHOOL DISTRICT USE TECHNOLOGY TO INTERACTIVELY ENGAGE THEIR STUDENTS?.

Degree: 2014, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,266120

►

Educational Leadership

Ed.D.

Interactive whiteboards have become an emergent technology in K-12 education in the United States as well as other countries throughout the world… (more)

▼

Educational Leadership

Ed.D.

Interactive whiteboards have become an emergent technology in K-12 education in the United States as well as other countries throughout the world (Johnson & Türel, 2012). There have been studies conducted on the perceived effectiveness of the SMART Board® (Beauchamp & Prakinson, 2005; Brown, 2004; Dolan, 2010; Erduran & Tataroðlu, 2010; Hennessy, Deaney, Ruthven, & Winterbottom, 2007; Johnson & Türel, 2012; Jones, 2004; Manzo, 2010; Marzano & Haystead, 2009; Şad, 2012; Saltan & Arslan, 2009; Schachter, 2011; Smith, Higgins, Wall, & Miller, 2005; Türel, 2011; Wood & Ashfield, 2008). There has also been a study on the correlation between the SMART Board and student achievement (Marzano & Haystead, 2009). The purpose of this qualitative case study was to observe the methods that teachers, who are above proficient with technology, use to integrate the SMART Board® into their daily lessons and interactively engage the students. A descriptive case study was conducted on four different teachers from four different elementary schools in a suburban mid-Atlantic school district in the United States. One teacher from grades second through fifth was observed. The use of multiple-cases helped strengthen the conclusions of the study (Yin, 2009). The data was collected through pre-observation and post-observation interviews with the teachers, a triple-journal written by the researcher, a parent questionnaire, and a student questionnaire. All of this data contributed to the conclusion that these teachers were in fact above proficient users of the SMART Board®, who would fall into Rogers (2003) adopter categories of innovator and early adopter. They also adopted at an appropriation level where they have successfully integrated a new technology into all daily activities (Whitehead, Jensen, & Boschee, 2003). The study found that the SMART Board® was perceived to be effective by the parents, teachers, and students from these schools in this one school district. 92% of the parents who responded to the parent questionnaire noted using a SMART Board® is beneficial to their child's education. All four teachers reflected in the post conference that the SMART Board® helped the students understand the concept of each observed lesson better than had they not used a SMART Board®. 81% of the students responded that they would remember these lessons better because the SMART Board® was used. These four teachers demonstrated skillful pedagogy with integrating the SMART Board® into their daily lessons. They used many different media and many different methods to interactively engage their students with the content. A major question that arose from the research was the definition of interactive. Is physical interaction with the SMART Board® required to cognitively interact with the content of the lesson?

Temple University – Theses

Advisors/Committee Members: Schifter, Catherine;, Shapiro, Joan Poliner, Gross, Steven Jay, Partlow, Michelle Chaplin, Caldwell, Corrinne A.;.

Subjects/Keywords: Education; Elementary education;

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APA (6^th Edition):

Manno, J. F. (2014). HOW DO TEACHERS IN A MID-ATLANTIC SUBURBAN SCHOOL DISTRICT USE TECHNOLOGY TO INTERACTIVELY ENGAGE THEIR STUDENTS?. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,266120

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

Chicago Manual of Style (16^th Edition):

Manno, Justin F. “HOW DO TEACHERS IN A MID-ATLANTIC SUBURBAN SCHOOL DISTRICT USE TECHNOLOGY TO INTERACTIVELY ENGAGE THEIR STUDENTS?.” 2014. Thesis, Temple University. Accessed March 02, 2021. http://digital.library.temple.edu/u?/p245801coll10,266120.

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

MLA Handbook (7^th Edition):

Manno, Justin F. “HOW DO TEACHERS IN A MID-ATLANTIC SUBURBAN SCHOOL DISTRICT USE TECHNOLOGY TO INTERACTIVELY ENGAGE THEIR STUDENTS?.” 2014. Web. 02 Mar 2021.

Vancouver:

Manno JF. HOW DO TEACHERS IN A MID-ATLANTIC SUBURBAN SCHOOL DISTRICT USE TECHNOLOGY TO INTERACTIVELY ENGAGE THEIR STUDENTS?. [Internet] [Thesis]. Temple University; 2014. [cited 2021 Mar 02]. Available from: http://digital.library.temple.edu/u?/p245801coll10,266120.

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

Council of Science Editors:

Manno JF. HOW DO TEACHERS IN A MID-ATLANTIC SUBURBAN SCHOOL DISTRICT USE TECHNOLOGY TO INTERACTIVELY ENGAGE THEIR STUDENTS?. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,266120

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

28. Alrouqi, Fawaz. The impact of “Clickers” on student achievement in second grade math class.

Degree: 2015, SUNY College at Fredonia

URL: http://hdl.handle.net/1951/65690

► This thesis sought to answer the question: Does using personal response systems, or "clickers", improve the achievement of second grade students in addition and subtraction… (more)

Subjects/Keywords: Student response systems.; Mathematics – Study and teaching (Elementary).; Elementary school teachers.

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APA (6^th Edition):

Alrouqi, F. (2015). The impact of “Clickers” on student achievement in second grade math class. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65690

Chicago Manual of Style (16^th Edition):

Alrouqi, Fawaz. “The impact of “Clickers” on student achievement in second grade math class. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed March 02, 2021. http://hdl.handle.net/1951/65690.

MLA Handbook (7^th Edition):

Alrouqi, Fawaz. “The impact of “Clickers” on student achievement in second grade math class. ” 2015. Web. 02 Mar 2021.

Vancouver:

Alrouqi F. The impact of “Clickers” on student achievement in second grade math class. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1951/65690.

Council of Science Editors:

Alrouqi F. The impact of “Clickers” on student achievement in second grade math class. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65690

29. Spence, Jennifer Allison. Johnny Tremain and primary sources: using strategies to make elementary social studies personal and engaging.

Degree: MA, Elementary Education, 2012, California State University – Northridge

URL: http://hdl.handle.net/10211.2/1924

► Engaging elementary school students in social studies education has long been a difficult task for the upper grade teacher. American theorists such as Bruner and… (more)

▼ Engaging elementary school students in social studies education has long been a difficult task for the upper grade teacher. American theorists such as Bruner and Dewey and as far back as President Thomas Jefferson have discussed the need for students to become historically and civically educated future democratic citizens. Specifically, Dewey had ideas that in order to perpetuate a successful democratic society, students need experiences with democratic ideas such as social efficiency, civic duties, and participation in society. Bruner and Thomas Jefferson also wrote about the need for a "democratic" education where learners have experiences with the social studies beginning at a young age to build knowledge, understanding, interest, and desire to play a role in one's society. In the same breath, students also need to understand the historical aspects and background of their society. The United States' origins are important to help add value to the process of educating future citizens. This graduate project centers on the historical period leading up the American Revolution in the British American colonies. Using a variety of strategies to connect students to the social studies will help students develop an interest in and make meaning of the wide array of topics covered in social studies. For the purposes of this paper, inquiry based learning through the use of primary sources and historical fiction will be discussed. A chapter on lesson planning for a unit of American history can be found in the final chapter. This document focuses on educating and engaging elementary school students in the social studies based on theory by the likes of Dewey, Bruner, and Thomas Jefferson; among others. Using the constructivist theory of inquiry based education; this graduate project seeks to set up an example of one way to make social studies education meaningful and engaging to young learners. The unit plan takes the strategy of discovery learning which capitalizes on a child's natural sense of curiosity and takes that idea one step further along with the use of Multiple Intelligences of Gardner to create pathways for constructing meaning within the social studies curriculum. The activities are created to use in conjunction with a narrative pieces of literature and build critical thinking skills through the use of primary sources and the process of inquiry to draw conclusions about a volatile time in American history. Advisors/Committee Members: Burstein, Joyce H. (advisor), White, Connie L. (committee member).

Subjects/Keywords: Elementary school; Dissertations, Academic – CSUN – Education – Elementary Education.

10 more images…

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APA (6^th Edition):

Spence, J. A. (2012). Johnny Tremain and primary sources: using strategies to make elementary social studies personal and engaging. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.2/1924

Chicago Manual of Style (16^th Edition):

Spence, Jennifer Allison. “Johnny Tremain and primary sources: using strategies to make elementary social studies personal and engaging.” 2012. Masters Thesis, California State University – Northridge. Accessed March 02, 2021. http://hdl.handle.net/10211.2/1924.

MLA Handbook (7^th Edition):

Spence, Jennifer Allison. “Johnny Tremain and primary sources: using strategies to make elementary social studies personal and engaging.” 2012. Web. 02 Mar 2021.

Vancouver:

Spence JA. Johnny Tremain and primary sources: using strategies to make elementary social studies personal and engaging. [Internet] [Masters thesis]. California State University – Northridge; 2012. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10211.2/1924.

Council of Science Editors:

Spence JA. Johnny Tremain and primary sources: using strategies to make elementary social studies personal and engaging. [Masters Thesis]. California State University – Northridge; 2012. Available from: http://hdl.handle.net/10211.2/1924

30. Olson, Jill Ann. Parent Understanding Of K-6 Student Mathematics Performance Using Standards-Based Compared To Traditional Report Cards.

Degree: PhD, Educational Leadership, 2016, University of North Dakota

URL: https://commons.und.edu/theses/2057

► More and more elementary schools are adopting standards-based report cards to report student achievement in an effort to communicate to parents their child’s mastery… (more)

Subjects/Keywords: elementary school; elementary students; mathematics; parents; report cards; standards-based

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APA (6^th Edition):

Olson, J. A. (2016). Parent Understanding Of K-6 Student Mathematics Performance Using Standards-Based Compared To Traditional Report Cards. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2057

Chicago Manual of Style (16^th Edition):

Olson, Jill Ann. “Parent Understanding Of K-6 Student Mathematics Performance Using Standards-Based Compared To Traditional Report Cards.” 2016. Doctoral Dissertation, University of North Dakota. Accessed March 02, 2021. https://commons.und.edu/theses/2057.

MLA Handbook (7^th Edition):

Olson, Jill Ann. “Parent Understanding Of K-6 Student Mathematics Performance Using Standards-Based Compared To Traditional Report Cards.” 2016. Web. 02 Mar 2021.

Vancouver:

Olson JA. Parent Understanding Of K-6 Student Mathematics Performance Using Standards-Based Compared To Traditional Report Cards. [Internet] [Doctoral dissertation]. University of North Dakota; 2016. [cited 2021 Mar 02]. Available from: https://commons.und.edu/theses/2057.

Council of Science Editors:

Olson JA. Parent Understanding Of K-6 Student Mathematics Performance Using Standards-Based Compared To Traditional Report Cards. [Doctoral Dissertation]. University of North Dakota; 2016. Available from: https://commons.und.edu/theses/2057

Open Access Theses and Dissertations