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You searched for subject:(elementary). Showing records 1 – 30 of 12330 total matches.

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Punjabi University

1. Puri, Mohit. An analytical study of teaching of mathematics at elementary level in Punjab; -.

Degree: Education, 2013, Punjabi University

Available

Bibliography p.191-221 and Appendix p.222-236

Advisors/Committee Members: Sharma, Meenakshi.

Subjects/Keywords: Elementary

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

APA (6th Edition):

Puri, M. (2013). An analytical study of teaching of mathematics at elementary level in Punjab; -. (Thesis). Punjabi University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/28178

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):

Puri, Mohit. “An analytical study of teaching of mathematics at elementary level in Punjab; -.” 2013. Thesis, Punjabi University. Accessed August 15, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/28178.

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

MLA Handbook (7th Edition):

Puri, Mohit. “An analytical study of teaching of mathematics at elementary level in Punjab; -.” 2013. Web. 15 Aug 2020.

Vancouver:

Puri M. An analytical study of teaching of mathematics at elementary level in Punjab; -. [Internet] [Thesis]. Punjabi University; 2013. [cited 2020 Aug 15]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/28178.

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

Council of Science Editors:

Puri M. An analytical study of teaching of mathematics at elementary level in Punjab; -. [Thesis]. Punjabi University; 2013. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/28178

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

2. Pollard, Barbara. Exploring the Messiness of Critical Literacy: Disclosing the Contradictions and Searching for Meaning.

Degree: MA, Education, 2011, National Library of Canada

 ABSTRACT This study utilizes a particular application of a critical literacy program, as a means to eventually alleviate achievement gaps and alter the structure of… (more)

Subjects/Keywords: Elementary Education.

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APA (6th Edition):

Pollard, B. (2011). Exploring the Messiness of Critical Literacy: Disclosing the Contradictions and Searching for Meaning. (Masters Thesis). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/112

Chicago Manual of Style (16th Edition):

Pollard, Barbara. “Exploring the Messiness of Critical Literacy: Disclosing the Contradictions and Searching for Meaning.” 2011. Masters Thesis, National Library of Canada. Accessed August 15, 2020. http://scholar.uwindsor.ca/etd/112.

MLA Handbook (7th Edition):

Pollard, Barbara. “Exploring the Messiness of Critical Literacy: Disclosing the Contradictions and Searching for Meaning.” 2011. Web. 15 Aug 2020.

Vancouver:

Pollard B. Exploring the Messiness of Critical Literacy: Disclosing the Contradictions and Searching for Meaning. [Internet] [Masters thesis]. National Library of Canada; 2011. [cited 2020 Aug 15]. Available from: http://scholar.uwindsor.ca/etd/112.

Council of Science Editors:

Pollard B. Exploring the Messiness of Critical Literacy: Disclosing the Contradictions and Searching for Meaning. [Masters Thesis]. National Library of Canada; 2011. Available from: http://scholar.uwindsor.ca/etd/112

3. Johnson, Frankie V. Examining the Impact of Teacher Perceptions of Barriers of Parental Involvement.

Degree: 2012, Walden University

  One school in a Western United States was recently rated academically unacceptable by the state. That same school had an inactive Parent as Teachers… (more)

Subjects/Keywords: Education; Elementary

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APA (6th Edition):

Johnson, F. V. (2012). Examining the Impact of Teacher Perceptions of Barriers of Parental Involvement. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3495168

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):

Johnson, Frankie V. “Examining the Impact of Teacher Perceptions of Barriers of Parental Involvement.” 2012. Thesis, Walden University. Accessed August 15, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3495168.

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

MLA Handbook (7th Edition):

Johnson, Frankie V. “Examining the Impact of Teacher Perceptions of Barriers of Parental Involvement.” 2012. Web. 15 Aug 2020.

Vancouver:

Johnson FV. Examining the Impact of Teacher Perceptions of Barriers of Parental Involvement. [Internet] [Thesis]. Walden University; 2012. [cited 2020 Aug 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3495168.

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

Council of Science Editors:

Johnson FV. Examining the Impact of Teacher Perceptions of Barriers of Parental Involvement. [Thesis]. Walden University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3495168

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

4. Smith, Debra Messenger. A comparison of single-gender classes and traditional, coeducational classes on student academic achievement, discipline referrals, and attitudes toward subjects.

Degree: 2010, Trevecca Nazarene University

  In recent years, there has been a resurgence of interest in single gender education. Emerging science has proven that boys and girls learn differently.… (more)

Subjects/Keywords: Education; Elementary

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

APA (6th Edition):

Smith, D. M. (2010). A comparison of single-gender classes and traditional, coeducational classes on student academic achievement, discipline referrals, and attitudes toward subjects. (Thesis). Trevecca Nazarene University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3413122

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):

Smith, Debra Messenger. “A comparison of single-gender classes and traditional, coeducational classes on student academic achievement, discipline referrals, and attitudes toward subjects.” 2010. Thesis, Trevecca Nazarene University. Accessed August 15, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3413122.

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

MLA Handbook (7th Edition):

Smith, Debra Messenger. “A comparison of single-gender classes and traditional, coeducational classes on student academic achievement, discipline referrals, and attitudes toward subjects.” 2010. Web. 15 Aug 2020.

Vancouver:

Smith DM. A comparison of single-gender classes and traditional, coeducational classes on student academic achievement, discipline referrals, and attitudes toward subjects. [Internet] [Thesis]. Trevecca Nazarene University; 2010. [cited 2020 Aug 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3413122.

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

Council of Science Editors:

Smith DM. A comparison of single-gender classes and traditional, coeducational classes on student academic achievement, discipline referrals, and attitudes toward subjects. [Thesis]. Trevecca Nazarene University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3413122

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

5. Harris, Kim M. The Effects of School Climate Change on Student Success in a Fifth and Sixth Grade School.

Degree: 2011, Lindenwood University

  The significance of the study was to examine intentional strategies to improve school climate relative to student school success as measured by academic achievement,… (more)

Subjects/Keywords: Education; Elementary

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

APA (6th Edition):

Harris, K. M. (2011). The Effects of School Climate Change on Student Success in a Fifth and Sixth Grade School. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3453496

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):

Harris, Kim M. “The Effects of School Climate Change on Student Success in a Fifth and Sixth Grade School.” 2011. Thesis, Lindenwood University. Accessed August 15, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3453496.

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

MLA Handbook (7th Edition):

Harris, Kim M. “The Effects of School Climate Change on Student Success in a Fifth and Sixth Grade School.” 2011. Web. 15 Aug 2020.

Vancouver:

Harris KM. The Effects of School Climate Change on Student Success in a Fifth and Sixth Grade School. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2020 Aug 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3453496.

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

Council of Science Editors:

Harris KM. The Effects of School Climate Change on Student Success in a Fifth and Sixth Grade School. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3453496

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


University of Georgia

6. Spruill, Dawn Moon. A survey of elementary principals' perceptions on the value of teacher read-alouds in primary-grade classrooms.

Degree: EdD, Education, 2007, University of Georgia

 The researcher investigated the perceptions of elementary public school principals on the value of teacher read-alouds in primary-grade classrooms. Participants were 209 public school principals… (more)

Subjects/Keywords: elementary principals

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

APA (6th Edition):

Spruill, D. M. (2007). A survey of elementary principals' perceptions on the value of teacher read-alouds in primary-grade classrooms. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/spruill_dawn_m_200712_edd

Chicago Manual of Style (16th Edition):

Spruill, Dawn Moon. “A survey of elementary principals' perceptions on the value of teacher read-alouds in primary-grade classrooms.” 2007. Doctoral Dissertation, University of Georgia. Accessed August 15, 2020. http://purl.galileo.usg.edu/uga_etd/spruill_dawn_m_200712_edd.

MLA Handbook (7th Edition):

Spruill, Dawn Moon. “A survey of elementary principals' perceptions on the value of teacher read-alouds in primary-grade classrooms.” 2007. Web. 15 Aug 2020.

Vancouver:

Spruill DM. A survey of elementary principals' perceptions on the value of teacher read-alouds in primary-grade classrooms. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2020 Aug 15]. Available from: http://purl.galileo.usg.edu/uga_etd/spruill_dawn_m_200712_edd.

Council of Science Editors:

Spruill DM. A survey of elementary principals' perceptions on the value of teacher read-alouds in primary-grade classrooms. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/spruill_dawn_m_200712_edd

7. Al-Adeimi, Shireen. Talking to Learn: Investigating the Relationship Between Classroom Discussion and Persuasive Writing.

Degree: 2018, Harvard University

Dialogic discourse emphasizes making meaning through discussion, and stands in contrast to recitation, where the teacher initiates a question that is followed by a student… (more)

Subjects/Keywords: Education; Elementary

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

APA (6th Edition):

Al-Adeimi, S. (2018). Talking to Learn: Investigating the Relationship Between Classroom Discussion and Persuasive Writing. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935844

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):

Al-Adeimi, Shireen. “Talking to Learn: Investigating the Relationship Between Classroom Discussion and Persuasive Writing.” 2018. Thesis, Harvard University. Accessed August 15, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935844.

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

MLA Handbook (7th Edition):

Al-Adeimi, Shireen. “Talking to Learn: Investigating the Relationship Between Classroom Discussion and Persuasive Writing.” 2018. Web. 15 Aug 2020.

Vancouver:

Al-Adeimi S. Talking to Learn: Investigating the Relationship Between Classroom Discussion and Persuasive Writing. [Internet] [Thesis]. Harvard University; 2018. [cited 2020 Aug 15]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935844.

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

Council of Science Editors:

Al-Adeimi S. Talking to Learn: Investigating the Relationship Between Classroom Discussion and Persuasive Writing. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935844

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

8. Eftekhari, Parastou Afshar. Best Practices for Improving the Writing of 3rd and 4th Grade Students.

Degree: 2017, Walden University

  Scores on a state comprehensive assessment test showed that writing skills of 4th grade students enrolled in a K-8 magnet school in the southeastern… (more)

Subjects/Keywords: Elementary education

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

APA (6th Edition):

Eftekhari, P. A. (2017). Best Practices for Improving the Writing of 3rd and 4th Grade Students. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10601716

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):

Eftekhari, Parastou Afshar. “Best Practices for Improving the Writing of 3rd and 4th Grade Students.” 2017. Thesis, Walden University. Accessed August 15, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10601716.

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

MLA Handbook (7th Edition):

Eftekhari, Parastou Afshar. “Best Practices for Improving the Writing of 3rd and 4th Grade Students.” 2017. Web. 15 Aug 2020.

Vancouver:

Eftekhari PA. Best Practices for Improving the Writing of 3rd and 4th Grade Students. [Internet] [Thesis]. Walden University; 2017. [cited 2020 Aug 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10601716.

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

Council of Science Editors:

Eftekhari PA. Best Practices for Improving the Writing of 3rd and 4th Grade Students. [Thesis]. Walden University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10601716

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

9. Armknecht, Mary Paula. Case Study on the Efficacy of an Elementary STEAM Laboratory School.

Degree: 2015, Lindenwood University

  A case study was conducted of an elementary STEAM laboratory program in a midwest Missouri school district, which was unique to the area, and… (more)

Subjects/Keywords: Elementary education

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

APA (6th Edition):

Armknecht, M. P. (2015). Case Study on the Efficacy of an Elementary STEAM Laboratory School. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3736747

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):

Armknecht, Mary Paula. “Case Study on the Efficacy of an Elementary STEAM Laboratory School.” 2015. Thesis, Lindenwood University. Accessed August 15, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3736747.

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

MLA Handbook (7th Edition):

Armknecht, Mary Paula. “Case Study on the Efficacy of an Elementary STEAM Laboratory School.” 2015. Web. 15 Aug 2020.

Vancouver:

Armknecht MP. Case Study on the Efficacy of an Elementary STEAM Laboratory School. [Internet] [Thesis]. Lindenwood University; 2015. [cited 2020 Aug 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3736747.

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

Council of Science Editors:

Armknecht MP. Case Study on the Efficacy of an Elementary STEAM Laboratory School. [Thesis]. Lindenwood University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3736747

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


University of North Texas

10. Pope, Elisabeth. What do They Know about Science? Initial Certification Testing of Elementary Preservice Teacher Candidates.

Degree: 2020, University of North Texas

 Literature indicates that science content knowledge has long presented difficulties for preservice elementary teachers. Analyses of 473 scores from participants' attempts on an elementary certification… (more)

Subjects/Keywords: elementary; certification

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

APA (6th Edition):

Pope, E. (2020). What do They Know about Science? Initial Certification Testing of Elementary Preservice Teacher Candidates. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1703301/

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):

Pope, Elisabeth. “What do They Know about Science? Initial Certification Testing of Elementary Preservice Teacher Candidates.” 2020. Thesis, University of North Texas. Accessed August 15, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703301/.

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

MLA Handbook (7th Edition):

Pope, Elisabeth. “What do They Know about Science? Initial Certification Testing of Elementary Preservice Teacher Candidates.” 2020. Web. 15 Aug 2020.

Vancouver:

Pope E. What do They Know about Science? Initial Certification Testing of Elementary Preservice Teacher Candidates. [Internet] [Thesis]. University of North Texas; 2020. [cited 2020 Aug 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1703301/.

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

Council of Science Editors:

Pope E. What do They Know about Science? Initial Certification Testing of Elementary Preservice Teacher Candidates. [Thesis]. University of North Texas; 2020. Available from: https://digital.library.unt.edu/ark:/67531/metadc1703301/

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

11. Gilmore, Jeffrey Kirk. The departmentalized education classroom model and its affect on student achievement in upper elementary.

Degree: 2016, Trevecca Nazarene University

  This study was a comparison of three different classroom models in upper elementary, 3rd grade to be specific. A departmentalized two-teacher team, a departmentalized… (more)

Subjects/Keywords: Elementary education

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

APA (6th Edition):

Gilmore, J. K. (2016). The departmentalized education classroom model and its affect on student achievement in upper elementary. (Thesis). Trevecca Nazarene University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10140127

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):

Gilmore, Jeffrey Kirk. “The departmentalized education classroom model and its affect on student achievement in upper elementary.” 2016. Thesis, Trevecca Nazarene University. Accessed August 15, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10140127.

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

MLA Handbook (7th Edition):

Gilmore, Jeffrey Kirk. “The departmentalized education classroom model and its affect on student achievement in upper elementary.” 2016. Web. 15 Aug 2020.

Vancouver:

Gilmore JK. The departmentalized education classroom model and its affect on student achievement in upper elementary. [Internet] [Thesis]. Trevecca Nazarene University; 2016. [cited 2020 Aug 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10140127.

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

Council of Science Editors:

Gilmore JK. The departmentalized education classroom model and its affect on student achievement in upper elementary. [Thesis]. Trevecca Nazarene University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10140127

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


Harvard University

12. Miller, Dawn E. E. Consider the Children: Unintended Consequences of the Jamaican Primary Education Accountability System.

Degree: Doctor of Education (EdD), 2017, Harvard University

 In a move to address the persistently low literacy levels of primary schoolchildren, in 2009, the Jamaican Ministry of Education reclassified the Grade-4 Literacy Test… (more)

Subjects/Keywords: Education; Elementary

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

APA (6th Edition):

Miller, D. E. E. (2017). Consider the Children: Unintended Consequences of the Jamaican Primary Education Accountability System. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052860

Chicago Manual of Style (16th Edition):

Miller, Dawn E E. “Consider the Children: Unintended Consequences of the Jamaican Primary Education Accountability System.” 2017. Doctoral Dissertation, Harvard University. Accessed August 15, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052860.

MLA Handbook (7th Edition):

Miller, Dawn E E. “Consider the Children: Unintended Consequences of the Jamaican Primary Education Accountability System.” 2017. Web. 15 Aug 2020.

Vancouver:

Miller DEE. Consider the Children: Unintended Consequences of the Jamaican Primary Education Accountability System. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2020 Aug 15]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052860.

Council of Science Editors:

Miller DEE. Consider the Children: Unintended Consequences of the Jamaican Primary Education Accountability System. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052860


College of William and Mary

13. Auguste, Elizabeth. Exploring Kindergarten Teachers' Self-Perceptions of Writing Instruction: An Appreciative Phenomenological Approach.

Degree: PhD, Education, 2018, College of William and Mary

 Current data point to the need for more research on writing instruction. The latest National Assessment of Educational Progress (NAEP) results showed that 73% of… (more)

Subjects/Keywords: Elementary Education

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

APA (6th Edition):

Auguste, E. (2018). Exploring Kindergarten Teachers' Self-Perceptions of Writing Instruction: An Appreciative Phenomenological Approach. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1530192686

Chicago Manual of Style (16th Edition):

Auguste, Elizabeth. “Exploring Kindergarten Teachers' Self-Perceptions of Writing Instruction: An Appreciative Phenomenological Approach.” 2018. Doctoral Dissertation, College of William and Mary. Accessed August 15, 2020. https://scholarworks.wm.edu/etd/1530192686.

MLA Handbook (7th Edition):

Auguste, Elizabeth. “Exploring Kindergarten Teachers' Self-Perceptions of Writing Instruction: An Appreciative Phenomenological Approach.” 2018. Web. 15 Aug 2020.

Vancouver:

Auguste E. Exploring Kindergarten Teachers' Self-Perceptions of Writing Instruction: An Appreciative Phenomenological Approach. [Internet] [Doctoral dissertation]. College of William and Mary; 2018. [cited 2020 Aug 15]. Available from: https://scholarworks.wm.edu/etd/1530192686.

Council of Science Editors:

Auguste E. Exploring Kindergarten Teachers' Self-Perceptions of Writing Instruction: An Appreciative Phenomenological Approach. [Doctoral Dissertation]. College of William and Mary; 2018. Available from: https://scholarworks.wm.edu/etd/1530192686


College of William and Mary

14. Shy, Leah K. The Influences on K-2 Teachers' Approaches Towards Assessment and Developmentally Appropriate Practice.

Degree: PhD, Education, 2019, College of William and Mary

 Kindergarten-second grade teachers often have to navigate conflicting paradigms as they attempt to honor the developmentally appropriate practices best suited for their young learners while… (more)

Subjects/Keywords: Elementary Education

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

APA (6th Edition):

Shy, L. K. (2019). The Influences on K-2 Teachers' Approaches Towards Assessment and Developmentally Appropriate Practice. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1563898905

Chicago Manual of Style (16th Edition):

Shy, Leah K. “The Influences on K-2 Teachers' Approaches Towards Assessment and Developmentally Appropriate Practice.” 2019. Doctoral Dissertation, College of William and Mary. Accessed August 15, 2020. https://scholarworks.wm.edu/etd/1563898905.

MLA Handbook (7th Edition):

Shy, Leah K. “The Influences on K-2 Teachers' Approaches Towards Assessment and Developmentally Appropriate Practice.” 2019. Web. 15 Aug 2020.

Vancouver:

Shy LK. The Influences on K-2 Teachers' Approaches Towards Assessment and Developmentally Appropriate Practice. [Internet] [Doctoral dissertation]. College of William and Mary; 2019. [cited 2020 Aug 15]. Available from: https://scholarworks.wm.edu/etd/1563898905.

Council of Science Editors:

Shy LK. The Influences on K-2 Teachers' Approaches Towards Assessment and Developmentally Appropriate Practice. [Doctoral Dissertation]. College of William and Mary; 2019. Available from: https://scholarworks.wm.edu/etd/1563898905


College of William and Mary

15. Clements, Jami Beth. The Impact of the Balanced Literacy Approach in Reading Instruction on Student Reading Motivation and Reading Competence.

Degree: PhD, Education, 2019, College of William and Mary

 The purpose of this quantitative study was to investigate the impact Balanced Literacy Reading Instruction had on student motivation to read and student reading competence… (more)

Subjects/Keywords: Elementary Education

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

APA (6th Edition):

Clements, J. B. (2019). The Impact of the Balanced Literacy Approach in Reading Instruction on Student Reading Motivation and Reading Competence. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1582642577

Chicago Manual of Style (16th Edition):

Clements, Jami Beth. “The Impact of the Balanced Literacy Approach in Reading Instruction on Student Reading Motivation and Reading Competence.” 2019. Doctoral Dissertation, College of William and Mary. Accessed August 15, 2020. https://scholarworks.wm.edu/etd/1582642577.

MLA Handbook (7th Edition):

Clements, Jami Beth. “The Impact of the Balanced Literacy Approach in Reading Instruction on Student Reading Motivation and Reading Competence.” 2019. Web. 15 Aug 2020.

Vancouver:

Clements JB. The Impact of the Balanced Literacy Approach in Reading Instruction on Student Reading Motivation and Reading Competence. [Internet] [Doctoral dissertation]. College of William and Mary; 2019. [cited 2020 Aug 15]. Available from: https://scholarworks.wm.edu/etd/1582642577.

Council of Science Editors:

Clements JB. The Impact of the Balanced Literacy Approach in Reading Instruction on Student Reading Motivation and Reading Competence. [Doctoral Dissertation]. College of William and Mary; 2019. Available from: https://scholarworks.wm.edu/etd/1582642577


Loyola University Chicago

16. Terrell, Tonika Rene'. Wilson Fundations Program Evaluation for an Urban Kindergarten Setting.

Degree: Doctor of Education (EdD), School of Education, 2017, Loyola University Chicago

  Many urban schools, throughout the United States of America, experience major academic challenges in preparing Kindergarten students to become proficient readers, to achieve academic… (more)

Subjects/Keywords: Elementary Education

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APA (6th Edition):

Terrell, T. R. (2017). Wilson Fundations Program Evaluation for an Urban Kindergarten Setting. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2859

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):

Terrell, Tonika Rene'. “Wilson Fundations Program Evaluation for an Urban Kindergarten Setting.” 2017. Thesis, Loyola University Chicago. Accessed August 15, 2020. https://ecommons.luc.edu/luc_diss/2859.

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

MLA Handbook (7th Edition):

Terrell, Tonika Rene'. “Wilson Fundations Program Evaluation for an Urban Kindergarten Setting.” 2017. Web. 15 Aug 2020.

Vancouver:

Terrell TR. Wilson Fundations Program Evaluation for an Urban Kindergarten Setting. [Internet] [Thesis]. Loyola University Chicago; 2017. [cited 2020 Aug 15]. Available from: https://ecommons.luc.edu/luc_diss/2859.

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

Council of Science Editors:

Terrell TR. Wilson Fundations Program Evaluation for an Urban Kindergarten Setting. [Thesis]. Loyola University Chicago; 2017. Available from: https://ecommons.luc.edu/luc_diss/2859

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

17. Skau, Alexandra. Purpose Development in Montessori Elementary Students.

Degree: 2018, Saint Mary's College of California

  This research examined the level of purpose development amongst Montessori sixth graders through the use of an in-person, paper-and-pencil survey, the RYPS (Bundick et… (more)

Subjects/Keywords: Elementary education

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APA (6th Edition):

Skau, A. (2018). Purpose Development in Montessori Elementary Students. (Thesis). Saint Mary's College of California. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10685984

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):

Skau, Alexandra. “Purpose Development in Montessori Elementary Students.” 2018. Thesis, Saint Mary's College of California. Accessed August 15, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10685984.

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

MLA Handbook (7th Edition):

Skau, Alexandra. “Purpose Development in Montessori Elementary Students.” 2018. Web. 15 Aug 2020.

Vancouver:

Skau A. Purpose Development in Montessori Elementary Students. [Internet] [Thesis]. Saint Mary's College of California; 2018. [cited 2020 Aug 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10685984.

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

Council of Science Editors:

Skau A. Purpose Development in Montessori Elementary Students. [Thesis]. Saint Mary's College of California; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10685984

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

18. Belanger, Michael Paul. Effects of Blended Learning and Gender on Mathematics Assessment in Elementary Fourth and Fifth Grade Students.

Degree: 2018, Grand Canyon University

  Innovative instructional strategies, including online and blended learning, are meeting the needs of an increasingly technological environment. While effective in higher and secondary education,… (more)

Subjects/Keywords: Elementary education

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APA (6th Edition):

Belanger, M. P. (2018). Effects of Blended Learning and Gender on Mathematics Assessment in Elementary Fourth and Fifth Grade Students. (Thesis). Grand Canyon University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10846299

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):

Belanger, Michael Paul. “Effects of Blended Learning and Gender on Mathematics Assessment in Elementary Fourth and Fifth Grade Students.” 2018. Thesis, Grand Canyon University. Accessed August 15, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10846299.

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

MLA Handbook (7th Edition):

Belanger, Michael Paul. “Effects of Blended Learning and Gender on Mathematics Assessment in Elementary Fourth and Fifth Grade Students.” 2018. Web. 15 Aug 2020.

Vancouver:

Belanger MP. Effects of Blended Learning and Gender on Mathematics Assessment in Elementary Fourth and Fifth Grade Students. [Internet] [Thesis]. Grand Canyon University; 2018. [cited 2020 Aug 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10846299.

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

Council of Science Editors:

Belanger MP. Effects of Blended Learning and Gender on Mathematics Assessment in Elementary Fourth and Fifth Grade Students. [Thesis]. Grand Canyon University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10846299

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


University of Pennsylvania

19. Creamer, Victoria Lunetta. Race Equity and Culturally Relevant Pedagogy| Evidence of Professional Learning in Elementary Classroom Discourse.

Degree: 2018, University of Pennsylvania

  The Chapel Hill-Carrboro City School District has engaged its staff members in various professional learning sessions related to race equity and culturally relevant pedagogy… (more)

Subjects/Keywords: Elementary education

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APA (6th Edition):

Creamer, V. L. (2018). Race Equity and Culturally Relevant Pedagogy| Evidence of Professional Learning in Elementary Classroom Discourse. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10839335

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):

Creamer, Victoria Lunetta. “Race Equity and Culturally Relevant Pedagogy| Evidence of Professional Learning in Elementary Classroom Discourse.” 2018. Thesis, University of Pennsylvania. Accessed August 15, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10839335.

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

MLA Handbook (7th Edition):

Creamer, Victoria Lunetta. “Race Equity and Culturally Relevant Pedagogy| Evidence of Professional Learning in Elementary Classroom Discourse.” 2018. Web. 15 Aug 2020.

Vancouver:

Creamer VL. Race Equity and Culturally Relevant Pedagogy| Evidence of Professional Learning in Elementary Classroom Discourse. [Internet] [Thesis]. University of Pennsylvania; 2018. [cited 2020 Aug 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10839335.

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

Council of Science Editors:

Creamer VL. Race Equity and Culturally Relevant Pedagogy| Evidence of Professional Learning in Elementary Classroom Discourse. [Thesis]. University of Pennsylvania; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10839335

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


University of Central Florida

20. Bazzo Kaczmarczyk, Annemarie. An Examination of Perceptions and Intentions of Preservice Educators in Title I Settings.

Degree: 2018, University of Central Florida

 With the shifting demographics of our nation and increased vacancies in schools, teacher preparation programs must equip teachers to work with today's culturally, academically, racially,… (more)

Subjects/Keywords: Elementary Education

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APA (6th Edition):

Bazzo Kaczmarczyk, A. (2018). An Examination of Perceptions and Intentions of Preservice Educators in Title I Settings. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5975

Chicago Manual of Style (16th Edition):

Bazzo Kaczmarczyk, Annemarie. “An Examination of Perceptions and Intentions of Preservice Educators in Title I Settings.” 2018. Doctoral Dissertation, University of Central Florida. Accessed August 15, 2020. https://stars.library.ucf.edu/etd/5975.

MLA Handbook (7th Edition):

Bazzo Kaczmarczyk, Annemarie. “An Examination of Perceptions and Intentions of Preservice Educators in Title I Settings.” 2018. Web. 15 Aug 2020.

Vancouver:

Bazzo Kaczmarczyk A. An Examination of Perceptions and Intentions of Preservice Educators in Title I Settings. [Internet] [Doctoral dissertation]. University of Central Florida; 2018. [cited 2020 Aug 15]. Available from: https://stars.library.ucf.edu/etd/5975.

Council of Science Editors:

Bazzo Kaczmarczyk A. An Examination of Perceptions and Intentions of Preservice Educators in Title I Settings. [Doctoral Dissertation]. University of Central Florida; 2018. Available from: https://stars.library.ucf.edu/etd/5975


Florida State University

21. McLarnon, Tara Lynn. An Examination of School Choice and Fifth Grade Science Achievement in Florida.

Degree: PhD, Teacher Education, 2017, Florida State University

Over the past 20 years, a movement to offer greater access and choice in public education has begun to challenge the traditional attendance boundary school… (more)

Subjects/Keywords: Education; elementary

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APA (6th Edition):

McLarnon, T. L. (2017). An Examination of School Choice and Fifth Grade Science Achievement in Florida. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_McLarnon_fsu_0071E_14011 ;

Chicago Manual of Style (16th Edition):

McLarnon, Tara Lynn. “An Examination of School Choice and Fifth Grade Science Achievement in Florida.” 2017. Doctoral Dissertation, Florida State University. Accessed August 15, 2020. http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_McLarnon_fsu_0071E_14011 ;.

MLA Handbook (7th Edition):

McLarnon, Tara Lynn. “An Examination of School Choice and Fifth Grade Science Achievement in Florida.” 2017. Web. 15 Aug 2020.

Vancouver:

McLarnon TL. An Examination of School Choice and Fifth Grade Science Achievement in Florida. [Internet] [Doctoral dissertation]. Florida State University; 2017. [cited 2020 Aug 15]. Available from: http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_McLarnon_fsu_0071E_14011 ;.

Council of Science Editors:

McLarnon TL. An Examination of School Choice and Fifth Grade Science Achievement in Florida. [Doctoral Dissertation]. Florida State University; 2017. Available from: http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_McLarnon_fsu_0071E_14011 ;


Florida State University

22. Stokke Larson, Melissa. Data Driven Decision Making Goes Cyber Elementary Online Teachers' Perceptions and Use of Data Driven Instruction.

Degree: EdD, Educational Leadership and Policy Studies, 2018, Florida State University

Data Driven Decision Making (DDDM) is the process of using assessment data to determine instruction in class. Contemporary use of DDDM has grown from the… (more)

Subjects/Keywords: Education; elementary

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APA (6th Edition):

Stokke Larson, M. (2018). Data Driven Decision Making Goes Cyber Elementary Online Teachers' Perceptions and Use of Data Driven Instruction. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Sp_Stokke_fsu_0071E_14592 ;

Chicago Manual of Style (16th Edition):

Stokke Larson, Melissa. “Data Driven Decision Making Goes Cyber Elementary Online Teachers' Perceptions and Use of Data Driven Instruction.” 2018. Doctoral Dissertation, Florida State University. Accessed August 15, 2020. http://purl.flvc.org/fsu/fd/2018_Sp_Stokke_fsu_0071E_14592 ;.

MLA Handbook (7th Edition):

Stokke Larson, Melissa. “Data Driven Decision Making Goes Cyber Elementary Online Teachers' Perceptions and Use of Data Driven Instruction.” 2018. Web. 15 Aug 2020.

Vancouver:

Stokke Larson M. Data Driven Decision Making Goes Cyber Elementary Online Teachers' Perceptions and Use of Data Driven Instruction. [Internet] [Doctoral dissertation]. Florida State University; 2018. [cited 2020 Aug 15]. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Stokke_fsu_0071E_14592 ;.

Council of Science Editors:

Stokke Larson M. Data Driven Decision Making Goes Cyber Elementary Online Teachers' Perceptions and Use of Data Driven Instruction. [Doctoral Dissertation]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Stokke_fsu_0071E_14592 ;


University of Windsor

23. Pollard, Barbara. Exploring the Messiness of Critical Literacy: Disclosing the Contradictions and Searching for Meaning.

Degree: MA, Education, 2011, University of Windsor

 ABSTRACT This study utilizes a particular application of a critical literacy program, as a means to eventually alleviate achievement gaps and alter the structure of… (more)

Subjects/Keywords: Elementary Education.

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APA (6th Edition):

Pollard, B. (2011). Exploring the Messiness of Critical Literacy: Disclosing the Contradictions and Searching for Meaning. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/112

Chicago Manual of Style (16th Edition):

Pollard, Barbara. “Exploring the Messiness of Critical Literacy: Disclosing the Contradictions and Searching for Meaning.” 2011. Masters Thesis, University of Windsor. Accessed August 15, 2020. https://scholar.uwindsor.ca/etd/112.

MLA Handbook (7th Edition):

Pollard, Barbara. “Exploring the Messiness of Critical Literacy: Disclosing the Contradictions and Searching for Meaning.” 2011. Web. 15 Aug 2020.

Vancouver:

Pollard B. Exploring the Messiness of Critical Literacy: Disclosing the Contradictions and Searching for Meaning. [Internet] [Masters thesis]. University of Windsor; 2011. [cited 2020 Aug 15]. Available from: https://scholar.uwindsor.ca/etd/112.

Council of Science Editors:

Pollard B. Exploring the Messiness of Critical Literacy: Disclosing the Contradictions and Searching for Meaning. [Masters Thesis]. University of Windsor; 2011. Available from: https://scholar.uwindsor.ca/etd/112


Claremont Graduate University

24. Jackson, Bailey. The Continuous Journey.

Degree: MA (Education), School of Educational Studies, 2019, Claremont Graduate University

  The following work has compiled over the course of my time spent at Claremont Graduate University. Through my time in the program I have… (more)

Subjects/Keywords: Elementary Education

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APA (6th Edition):

Jackson, B. (2019). The Continuous Journey. (Masters Thesis). Claremont Graduate University. Retrieved from https://scholarship.claremont.edu/cgu_etd/131

Chicago Manual of Style (16th Edition):

Jackson, Bailey. “The Continuous Journey.” 2019. Masters Thesis, Claremont Graduate University. Accessed August 15, 2020. https://scholarship.claremont.edu/cgu_etd/131.

MLA Handbook (7th Edition):

Jackson, Bailey. “The Continuous Journey.” 2019. Web. 15 Aug 2020.

Vancouver:

Jackson B. The Continuous Journey. [Internet] [Masters thesis]. Claremont Graduate University; 2019. [cited 2020 Aug 15]. Available from: https://scholarship.claremont.edu/cgu_etd/131.

Council of Science Editors:

Jackson B. The Continuous Journey. [Masters Thesis]. Claremont Graduate University; 2019. Available from: https://scholarship.claremont.edu/cgu_etd/131


McGill University

25. Nixon, Christopher. Remembering why forest schools are important: Nurturing environmental consciousness in the early years.

Degree: MA, Department of Integrated Studies in Education, 2015, McGill University

This thesis used a narrative inquiry approach to examine the memories that led certain individuals to support the forest school movement in Canada. Forest schools,… (more)

Subjects/Keywords: Education - Elementary

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APA (6th Edition):

Nixon, C. (2015). Remembering why forest schools are important: Nurturing environmental consciousness in the early years. (Masters Thesis). McGill University. Retrieved from https://escholarship.mcgill.ca/downloads/z890rx498.pdf ; https://escholarship.mcgill.ca/concern/theses/6w924f601

Chicago Manual of Style (16th Edition):

Nixon, Christopher. “Remembering why forest schools are important: Nurturing environmental consciousness in the early years.” 2015. Masters Thesis, McGill University. Accessed August 15, 2020. https://escholarship.mcgill.ca/downloads/z890rx498.pdf ; https://escholarship.mcgill.ca/concern/theses/6w924f601.

MLA Handbook (7th Edition):

Nixon, Christopher. “Remembering why forest schools are important: Nurturing environmental consciousness in the early years.” 2015. Web. 15 Aug 2020.

Vancouver:

Nixon C. Remembering why forest schools are important: Nurturing environmental consciousness in the early years. [Internet] [Masters thesis]. McGill University; 2015. [cited 2020 Aug 15]. Available from: https://escholarship.mcgill.ca/downloads/z890rx498.pdf ; https://escholarship.mcgill.ca/concern/theses/6w924f601.

Council of Science Editors:

Nixon C. Remembering why forest schools are important: Nurturing environmental consciousness in the early years. [Masters Thesis]. McGill University; 2015. Available from: https://escholarship.mcgill.ca/downloads/z890rx498.pdf ; https://escholarship.mcgill.ca/concern/theses/6w924f601


University of Saskatchewan

26. Kluk, Alyssa Rachel 1991-. Fostering a Growth Mindset: Elementary Teacher Experiences Using Mindfulness Practices.

Degree: 2017, University of Saskatchewan

 The purpose of the present study was to explore the experiences of eight elementary school educators in Saskatchewan using mindfulness within their classrooms, and their… (more)

Subjects/Keywords: mindfulness; elementary teachers; elementary students; body image

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APA (6th Edition):

Kluk, A. R. 1. (2017). Fostering a Growth Mindset: Elementary Teacher Experiences Using Mindfulness Practices. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/8299

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):

Kluk, Alyssa Rachel 1991-. “Fostering a Growth Mindset: Elementary Teacher Experiences Using Mindfulness Practices.” 2017. Thesis, University of Saskatchewan. Accessed August 15, 2020. http://hdl.handle.net/10388/8299.

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

MLA Handbook (7th Edition):

Kluk, Alyssa Rachel 1991-. “Fostering a Growth Mindset: Elementary Teacher Experiences Using Mindfulness Practices.” 2017. Web. 15 Aug 2020.

Vancouver:

Kluk AR1. Fostering a Growth Mindset: Elementary Teacher Experiences Using Mindfulness Practices. [Internet] [Thesis]. University of Saskatchewan; 2017. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/10388/8299.

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

Council of Science Editors:

Kluk AR1. Fostering a Growth Mindset: Elementary Teacher Experiences Using Mindfulness Practices. [Thesis]. University of Saskatchewan; 2017. Available from: http://hdl.handle.net/10388/8299

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

27. Starkovich, Diane Kay. The Relationship between the Accreditation Process and Perceptions of Efforts for Continuous Improvement in Catholic Elementary Schools in Texas.

Degree: PhD, Education, 2010, The Catholic University of America

Degree awarded: Ph.D. Education. The Catholic University of America

This study investigated the perceptions of Texas Catholic elementary school personnel concerning whether the accreditation process… (more)

Subjects/Keywords: Education, Elementary; Accreditation; Catholic; Elementary; Schools; Texas

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APA (6th Edition):

Starkovich, D. K. (2010). The Relationship between the Accreditation Process and Perceptions of Efforts for Continuous Improvement in Catholic Elementary Schools in Texas. (Doctoral Dissertation). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/9232

Chicago Manual of Style (16th Edition):

Starkovich, Diane Kay. “The Relationship between the Accreditation Process and Perceptions of Efforts for Continuous Improvement in Catholic Elementary Schools in Texas.” 2010. Doctoral Dissertation, The Catholic University of America. Accessed August 15, 2020. http://hdl.handle.net/1961/9232.

MLA Handbook (7th Edition):

Starkovich, Diane Kay. “The Relationship between the Accreditation Process and Perceptions of Efforts for Continuous Improvement in Catholic Elementary Schools in Texas.” 2010. Web. 15 Aug 2020.

Vancouver:

Starkovich DK. The Relationship between the Accreditation Process and Perceptions of Efforts for Continuous Improvement in Catholic Elementary Schools in Texas. [Internet] [Doctoral dissertation]. The Catholic University of America; 2010. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/1961/9232.

Council of Science Editors:

Starkovich DK. The Relationship between the Accreditation Process and Perceptions of Efforts for Continuous Improvement in Catholic Elementary Schools in Texas. [Doctoral Dissertation]. The Catholic University of America; 2010. Available from: http://hdl.handle.net/1961/9232


Rutgers University

28. Doto, Julianne, 1977-. Supporting knowledge building with informational texts during elementary reading instruction: a design based study.

Degree: PhD, Education, 2015, Rutgers University

This design study examined the problem of implementing knowledge building activities during elementary reading instruction. The study set out to determine how the classroom environment… (more)

Subjects/Keywords: Reading (Elementary); Education, Elementary; Reading comprehension

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APA (6th Edition):

Doto, Julianne, 1. (2015). Supporting knowledge building with informational texts during elementary reading instruction: a design based study. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/46333/

Chicago Manual of Style (16th Edition):

Doto, Julianne, 1977-. “Supporting knowledge building with informational texts during elementary reading instruction: a design based study.” 2015. Doctoral Dissertation, Rutgers University. Accessed August 15, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/46333/.

MLA Handbook (7th Edition):

Doto, Julianne, 1977-. “Supporting knowledge building with informational texts during elementary reading instruction: a design based study.” 2015. Web. 15 Aug 2020.

Vancouver:

Doto, Julianne 1. Supporting knowledge building with informational texts during elementary reading instruction: a design based study. [Internet] [Doctoral dissertation]. Rutgers University; 2015. [cited 2020 Aug 15]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/46333/.

Council of Science Editors:

Doto, Julianne 1. Supporting knowledge building with informational texts during elementary reading instruction: a design based study. [Doctoral Dissertation]. Rutgers University; 2015. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/46333/

29. Hooper, Sharon. "Move the Decimal Point and Divide": An Exploration of Students' Introduction to Division with Decimals.

Degree: PhD, Early Childhood Education, 2015, Georgia State University

  This study explores the pedagogical approaches used by fifth grade teachers to introduce division with decimals and the resultant understandings of students in their… (more)

Subjects/Keywords: Decimals; Division; Elementary Mathematics; Elementary Instruction

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APA (6th Edition):

Hooper, S. (2015). "Move the Decimal Point and Divide": An Exploration of Students' Introduction to Division with Decimals. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/24

Chicago Manual of Style (16th Edition):

Hooper, Sharon. “"Move the Decimal Point and Divide": An Exploration of Students' Introduction to Division with Decimals.” 2015. Doctoral Dissertation, Georgia State University. Accessed August 15, 2020. https://scholarworks.gsu.edu/ece_diss/24.

MLA Handbook (7th Edition):

Hooper, Sharon. “"Move the Decimal Point and Divide": An Exploration of Students' Introduction to Division with Decimals.” 2015. Web. 15 Aug 2020.

Vancouver:

Hooper S. "Move the Decimal Point and Divide": An Exploration of Students' Introduction to Division with Decimals. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2020 Aug 15]. Available from: https://scholarworks.gsu.edu/ece_diss/24.

Council of Science Editors:

Hooper S. "Move the Decimal Point and Divide": An Exploration of Students' Introduction to Division with Decimals. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/ece_diss/24


Eastern Illinois University

30. Penn, Maria Anita. Comparing Primary and lntermediate Elementary Trade Books’ Historical Representation of George Washington.

Degree: MSEd, Teaching, Learning, and Foundations, 2018, Eastern Illinois University

  As teachers learn to adjust to the Common Core State Standards, they are left with little to no time for subjects like science and… (more)

Subjects/Keywords: Elementary Education; Elementary Education and Teaching

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APA (6th Edition):

Penn, M. A. (2018). Comparing Primary and lntermediate Elementary Trade Books’ Historical Representation of George Washington. (Masters Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4576

Chicago Manual of Style (16th Edition):

Penn, Maria Anita. “Comparing Primary and lntermediate Elementary Trade Books’ Historical Representation of George Washington.” 2018. Masters Thesis, Eastern Illinois University. Accessed August 15, 2020. https://thekeep.eiu.edu/theses/4576.

MLA Handbook (7th Edition):

Penn, Maria Anita. “Comparing Primary and lntermediate Elementary Trade Books’ Historical Representation of George Washington.” 2018. Web. 15 Aug 2020.

Vancouver:

Penn MA. Comparing Primary and lntermediate Elementary Trade Books’ Historical Representation of George Washington. [Internet] [Masters thesis]. Eastern Illinois University; 2018. [cited 2020 Aug 15]. Available from: https://thekeep.eiu.edu/theses/4576.

Council of Science Editors:

Penn MA. Comparing Primary and lntermediate Elementary Trade Books’ Historical Representation of George Washington. [Masters Thesis]. Eastern Illinois University; 2018. Available from: https://thekeep.eiu.edu/theses/4576

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