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You searched for subject:(grouping practices). Showing records 1 – 9 of 9 total matches.

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University of Toronto

1. Mir, Saba. Grouping for Literacy Instruction in Kindergarten and Grade One: The Ecology of Teacher Perceptions and Classroom Practices.

Degree: PhD, 2017, University of Toronto

Grouping students based on ability has been a longstanding approach to addressing the challenges of instructing diverse student populations; nevertheless, ability grouping has remained a… (more)

Subjects/Keywords: Ability Grouping; Literacy Instruction; Teachers' Classroom Practices; 0515

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APA (6th Edition):

Mir, S. (2017). Grouping for Literacy Instruction in Kindergarten and Grade One: The Ecology of Teacher Perceptions and Classroom Practices. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80817

Chicago Manual of Style (16th Edition):

Mir, Saba. “Grouping for Literacy Instruction in Kindergarten and Grade One: The Ecology of Teacher Perceptions and Classroom Practices.” 2017. Doctoral Dissertation, University of Toronto. Accessed July 10, 2020. http://hdl.handle.net/1807/80817.

MLA Handbook (7th Edition):

Mir, Saba. “Grouping for Literacy Instruction in Kindergarten and Grade One: The Ecology of Teacher Perceptions and Classroom Practices.” 2017. Web. 10 Jul 2020.

Vancouver:

Mir S. Grouping for Literacy Instruction in Kindergarten and Grade One: The Ecology of Teacher Perceptions and Classroom Practices. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1807/80817.

Council of Science Editors:

Mir S. Grouping for Literacy Instruction in Kindergarten and Grade One: The Ecology of Teacher Perceptions and Classroom Practices. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/80817


University of Newcastle

2. Macqueen, Suzanne Elizabeth. The effects of regrouping students for literacy and numeracy in primary schools.

Degree: MEd, 2008, University of Newcastle

Masters Research - Master of Education (MEd)

The grouping of students by academic achievement level has been practised in a wide variety of forms and… (more)

Subjects/Keywords: primary education; ability grouping; class size; academic achievement; affective outcomes; organisation of classes; grouping structures; teaching practices

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APA (6th Edition):

Macqueen, S. E. (2008). The effects of regrouping students for literacy and numeracy in primary schools. (Masters Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/805624

Chicago Manual of Style (16th Edition):

Macqueen, Suzanne Elizabeth. “The effects of regrouping students for literacy and numeracy in primary schools.” 2008. Masters Thesis, University of Newcastle. Accessed July 10, 2020. http://hdl.handle.net/1959.13/805624.

MLA Handbook (7th Edition):

Macqueen, Suzanne Elizabeth. “The effects of regrouping students for literacy and numeracy in primary schools.” 2008. Web. 10 Jul 2020.

Vancouver:

Macqueen SE. The effects of regrouping students for literacy and numeracy in primary schools. [Internet] [Masters thesis]. University of Newcastle; 2008. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1959.13/805624.

Council of Science Editors:

Macqueen SE. The effects of regrouping students for literacy and numeracy in primary schools. [Masters Thesis]. University of Newcastle; 2008. Available from: http://hdl.handle.net/1959.13/805624


University of Southern California

3. Petersen, Terry Jean. The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom.

Degree: EdD, Education, 2008, University of Southern California

 The purpose of this research study was to compare curriculum designs that best represent the teacher's definition of differentiated curriculum for gifted students and the… (more)

Subjects/Keywords: spill-over effect; differentiated curriculum designs; gifted education; grouping practices; social constructivisim

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APA (6th Edition):

Petersen, T. J. (2008). The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326

Chicago Manual of Style (16th Edition):

Petersen, Terry Jean. “The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326.

MLA Handbook (7th Edition):

Petersen, Terry Jean. “The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom.” 2008. Web. 10 Jul 2020.

Vancouver:

Petersen TJ. The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326.

Council of Science Editors:

Petersen TJ. The spill over effect: an examination of differentiated curriculum designs in a heterogeneous classroom. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101458/rec/7326


Kennesaw State University

4. Bowen, Krista M. Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices.

Degree: Doctor of Education in Secondary Education, Education, 2017, Kennesaw State University

  This study sought to understand the influence of institutional structures of tracking and ability-grouping on the social worlds of an English language arts classroom… (more)

Subjects/Keywords: Ability-grouping; tracking; educational hierarchies; meritocracy; figured worlds; social worlds; positioning; negotiations of positionality; identity-focused literacy practices; dialogic literacy practices; student-centered classroom communities; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Methods; Language and Literacy Education; Secondary Education

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APA (6th Edition):

Bowen, K. M. (2017). Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/seceddoc_etd/9

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):

Bowen, Krista M. “Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices.” 2017. Thesis, Kennesaw State University. Accessed July 10, 2020. https://digitalcommons.kennesaw.edu/seceddoc_etd/9.

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

MLA Handbook (7th Edition):

Bowen, Krista M. “Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices.” 2017. Web. 10 Jul 2020.

Vancouver:

Bowen KM. Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2020 Jul 10]. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/9.

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

Council of Science Editors:

Bowen KM. Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/9

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

5. Kokkinos, Theodoros. Η συνάντηση των εκπαιδευτικών με τους χαρισματικούς μαθητές: η περίπτωση του γλωσσικού μαθήματος.

Degree: 2014, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ)

The thesis is intended to explore basic cognitive characteristics of students with high learning ability (generally and in Modern Greek Language discipline) and explore attitudes… (more)

Subjects/Keywords: Χαρισματικοί μαθητές; Μαθησιακά χαρακτηριστικά; Αντιλήψεις εκπαιδευτικών δευτεροβάθμιας εκπαίδευσης; Διδακτικές πρακτικές; Γλωσσικό μάθημα; Μορφές εκπαίδευσης; Προτάσεις τροποποίησης αναλυτικού προγράμματος; Gifted students; Students characteristics; Secondary teachers' beliefs; Teaching practices; Modern Greek language discipline; Grouping practices; Curriculum modification proposals

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APA (6th Edition):

Kokkinos, T. (2014). Η συνάντηση των εκπαιδευτικών με τους χαρισματικούς μαθητές: η περίπτωση του γλωσσικού μαθήματος. (Thesis). National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Retrieved from http://hdl.handle.net/10442/hedi/37794

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):

Kokkinos, Theodoros. “Η συνάντηση των εκπαιδευτικών με τους χαρισματικούς μαθητές: η περίπτωση του γλωσσικού μαθήματος.” 2014. Thesis, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Accessed July 10, 2020. http://hdl.handle.net/10442/hedi/37794.

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

MLA Handbook (7th Edition):

Kokkinos, Theodoros. “Η συνάντηση των εκπαιδευτικών με τους χαρισματικούς μαθητές: η περίπτωση του γλωσσικού μαθήματος.” 2014. Web. 10 Jul 2020.

Vancouver:

Kokkinos T. Η συνάντηση των εκπαιδευτικών με τους χαρισματικούς μαθητές: η περίπτωση του γλωσσικού μαθήματος. [Internet] [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2014. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10442/hedi/37794.

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

Council of Science Editors:

Kokkinos T. Η συνάντηση των εκπαιδευτικών με τους χαρισματικούς μαθητές: η περίπτωση του γλωσσικού μαθήματος. [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2014. Available from: http://hdl.handle.net/10442/hedi/37794

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

6. De Fontenelle, Louis. Les personnes publiques, prestataires de service marchand : Public entities as market service providers.

Degree: Docteur es, Droit public, 2015, Pau

S’il est désormais clairement établi que les personnes publiques peuvent, d’une part, prendre en charge des activités sur le marché, d’autre part, candidater à des… (more)

Subjects/Keywords: Personnes publiques; Secteur public; Établissement public industriel et commercial; Groupement d’intérêt public; Égale concurrence; Aide d’État; Pratiques anticoncurrentielles; Avantage; Public law persons; Public sector; Publicly-owned establishment; Public interest grouping; Unfair competition; State aid; Anti-competitive practices; Advantage

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APA (6th Edition):

De Fontenelle, L. (2015). Les personnes publiques, prestataires de service marchand : Public entities as market service providers. (Doctoral Dissertation). Pau. Retrieved from http://www.theses.fr/2015PAUU2006

Chicago Manual of Style (16th Edition):

De Fontenelle, Louis. “Les personnes publiques, prestataires de service marchand : Public entities as market service providers.” 2015. Doctoral Dissertation, Pau. Accessed July 10, 2020. http://www.theses.fr/2015PAUU2006.

MLA Handbook (7th Edition):

De Fontenelle, Louis. “Les personnes publiques, prestataires de service marchand : Public entities as market service providers.” 2015. Web. 10 Jul 2020.

Vancouver:

De Fontenelle L. Les personnes publiques, prestataires de service marchand : Public entities as market service providers. [Internet] [Doctoral dissertation]. Pau; 2015. [cited 2020 Jul 10]. Available from: http://www.theses.fr/2015PAUU2006.

Council of Science Editors:

De Fontenelle L. Les personnes publiques, prestataires de service marchand : Public entities as market service providers. [Doctoral Dissertation]. Pau; 2015. Available from: http://www.theses.fr/2015PAUU2006


Utah State University

7. Swaner, Clarence D. A Comparative Analysis of the Effects of Heterogeneous and Homogeneous Elementary School Grouping Practices on Selected Personality Variables.

Degree: Doctor of Education (EdD), Psychology, 1962, Utah State University

  The relative advantages or disadvantages associated with the practice of grouping school children according to ability level has long been the subject of considerable… (more)

Subjects/Keywords: Heterogeneous; Homogeneous; Elementary School Grouping Practices; Selected Personality Variables; Child Psychology; Experimental Analysis of Behavior; Psychology; School Psychology

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APA (6th Edition):

Swaner, C. D. (1962). A Comparative Analysis of the Effects of Heterogeneous and Homogeneous Elementary School Grouping Practices on Selected Personality Variables. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/5569

Chicago Manual of Style (16th Edition):

Swaner, Clarence D. “A Comparative Analysis of the Effects of Heterogeneous and Homogeneous Elementary School Grouping Practices on Selected Personality Variables.” 1962. Doctoral Dissertation, Utah State University. Accessed July 10, 2020. https://digitalcommons.usu.edu/etd/5569.

MLA Handbook (7th Edition):

Swaner, Clarence D. “A Comparative Analysis of the Effects of Heterogeneous and Homogeneous Elementary School Grouping Practices on Selected Personality Variables.” 1962. Web. 10 Jul 2020.

Vancouver:

Swaner CD. A Comparative Analysis of the Effects of Heterogeneous and Homogeneous Elementary School Grouping Practices on Selected Personality Variables. [Internet] [Doctoral dissertation]. Utah State University; 1962. [cited 2020 Jul 10]. Available from: https://digitalcommons.usu.edu/etd/5569.

Council of Science Editors:

Swaner CD. A Comparative Analysis of the Effects of Heterogeneous and Homogeneous Elementary School Grouping Practices on Selected Personality Variables. [Doctoral Dissertation]. Utah State University; 1962. Available from: https://digitalcommons.usu.edu/etd/5569


Rhode Island College

8. Pires, Armand R. The Dialectics of Teacher Change within a Community of Practice.

Degree: PhD, 2012, Rhode Island College

  Teacher change is at the heart of school reform. The research on teacher change has been primarily focused on teacher change from an individualistic… (more)

Subjects/Keywords: Educational psychology, Secondary education; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research; Elementary and Middle and Secondary Education Administration; Junior High, Intermediate, Middle School Education and Teaching; Social and Philosophical Foundations of Education; communities of practice; teacher change; grouping practices; middle school; Community of Practice Model; Wenger; data analysis

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APA (6th Edition):

Pires, A. R. (2012). The Dialectics of Teacher Change within a Community of Practice. (Doctoral Dissertation). Rhode Island College. Retrieved from https://digitalcommons.ric.edu/etd/59

Chicago Manual of Style (16th Edition):

Pires, Armand R. “The Dialectics of Teacher Change within a Community of Practice.” 2012. Doctoral Dissertation, Rhode Island College. Accessed July 10, 2020. https://digitalcommons.ric.edu/etd/59.

MLA Handbook (7th Edition):

Pires, Armand R. “The Dialectics of Teacher Change within a Community of Practice.” 2012. Web. 10 Jul 2020.

Vancouver:

Pires AR. The Dialectics of Teacher Change within a Community of Practice. [Internet] [Doctoral dissertation]. Rhode Island College; 2012. [cited 2020 Jul 10]. Available from: https://digitalcommons.ric.edu/etd/59.

Council of Science Editors:

Pires AR. The Dialectics of Teacher Change within a Community of Practice. [Doctoral Dissertation]. Rhode Island College; 2012. Available from: https://digitalcommons.ric.edu/etd/59


Université de Montréal

9. El-Horr, Samar. La différenciation pédagogique au cours du regroupement d’élèves de trois enseignantes de sciences au secondaire .

Degree: 2019, Université de Montréal

Subjects/Keywords: Pratiques de différenciation pédagogique; Hétérogénéité des groupes-élèves; Conceptions de l’hétérogénéité; Regroupement d’élèves en sciences au secondaire au Québec; Investigation scientifique; Étude de multicas; Practices of differentiated instruction; Students grouping in secondary education in Quebec; Conception of teacher heterogeneity; Inquiry; Multicase study

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APA (6th Edition):

El-Horr, S. (2019). La différenciation pédagogique au cours du regroupement d’élèves de trois enseignantes de sciences au secondaire . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/22447

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):

El-Horr, Samar. “La différenciation pédagogique au cours du regroupement d’élèves de trois enseignantes de sciences au secondaire .” 2019. Thesis, Université de Montréal. Accessed July 10, 2020. http://hdl.handle.net/1866/22447.

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

MLA Handbook (7th Edition):

El-Horr, Samar. “La différenciation pédagogique au cours du regroupement d’élèves de trois enseignantes de sciences au secondaire .” 2019. Web. 10 Jul 2020.

Vancouver:

El-Horr S. La différenciation pédagogique au cours du regroupement d’élèves de trois enseignantes de sciences au secondaire . [Internet] [Thesis]. Université de Montréal; 2019. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1866/22447.

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

Council of Science Editors:

El-Horr S. La différenciation pédagogique au cours du regroupement d’élèves de trois enseignantes de sciences au secondaire . [Thesis]. Université de Montréal; 2019. Available from: http://hdl.handle.net/1866/22447

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

.