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You searched for subject:(inquiry teaching). Showing records 1 – 30 of 475 total matches.

[1] [2] [3] [4] [5] … [16]

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Queensland University of Technology

1. Ireland, Joseph Ernest. Inquiry teaching in primary science : a phenomenographic study.

Degree: 2011, Queensland University of Technology

 In spite of having a long history in education, inquiry teaching (the teaching in ways that foster inquiry based learning in students) in science education… (more)

Subjects/Keywords: science education; inquiry learning; inquiry teaching; phenomenography; conceptions of teaching

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APA (6th Edition):

Ireland, J. E. (2011). Inquiry teaching in primary science : a phenomenographic study. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/45772/

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):

Ireland, Joseph Ernest. “Inquiry teaching in primary science : a phenomenographic study.” 2011. Thesis, Queensland University of Technology. Accessed February 25, 2020. https://eprints.qut.edu.au/45772/.

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

MLA Handbook (7th Edition):

Ireland, Joseph Ernest. “Inquiry teaching in primary science : a phenomenographic study.” 2011. Web. 25 Feb 2020.

Vancouver:

Ireland JE. Inquiry teaching in primary science : a phenomenographic study. [Internet] [Thesis]. Queensland University of Technology; 2011. [cited 2020 Feb 25]. Available from: https://eprints.qut.edu.au/45772/.

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

Council of Science Editors:

Ireland JE. Inquiry teaching in primary science : a phenomenographic study. [Thesis]. Queensland University of Technology; 2011. Available from: https://eprints.qut.edu.au/45772/

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


Syracuse University

2. Stripling, Barbara K. Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles.

Degree: Doctor of Professional Studies, Information Management and Technology, 2011, Syracuse University

  The ability to analyze alternative points of view and to empathize (understand the beliefs, attitudes and actions of another from the other's perspective rather… (more)

Subjects/Keywords: Empathy; Historical Inquiry; Inquiry; Primary Sources; School Libraries; Teaching

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APA (6th Edition):

Stripling, B. K. (2011). Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles. (Thesis). Syracuse University. Retrieved from https://surface.syr.edu/it_etd/66

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):

Stripling, Barbara K. “Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles.” 2011. Thesis, Syracuse University. Accessed February 25, 2020. https://surface.syr.edu/it_etd/66.

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

MLA Handbook (7th Edition):

Stripling, Barbara K. “Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles.” 2011. Web. 25 Feb 2020.

Vancouver:

Stripling BK. Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles. [Internet] [Thesis]. Syracuse University; 2011. [cited 2020 Feb 25]. Available from: https://surface.syr.edu/it_etd/66.

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

Council of Science Editors:

Stripling BK. Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles. [Thesis]. Syracuse University; 2011. Available from: https://surface.syr.edu/it_etd/66

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


Baylor University

3. Jackson, Dionne Bennett. The impact of science teachers' epistemological beliefs on authentic inquiry : a multiple-case study.

Degree: Curriculum and Instruction., 2010, Baylor University

 The purpose of this study was to examine how science teachers' epistemological beliefs impacted their use of authentic inquiry in science instruction. Participants in this… (more)

Subjects/Keywords: Beliefs.; Inquiry.; Science teaching.; Epistemological beliefs.

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APA (6th Edition):

Jackson, D. B. (2010). The impact of science teachers' epistemological beliefs on authentic inquiry : a multiple-case study. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/8035

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):

Jackson, Dionne Bennett. “The impact of science teachers' epistemological beliefs on authentic inquiry : a multiple-case study. ” 2010. Thesis, Baylor University. Accessed February 25, 2020. http://hdl.handle.net/2104/8035.

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

MLA Handbook (7th Edition):

Jackson, Dionne Bennett. “The impact of science teachers' epistemological beliefs on authentic inquiry : a multiple-case study. ” 2010. Web. 25 Feb 2020.

Vancouver:

Jackson DB. The impact of science teachers' epistemological beliefs on authentic inquiry : a multiple-case study. [Internet] [Thesis]. Baylor University; 2010. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/2104/8035.

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

Council of Science Editors:

Jackson DB. The impact of science teachers' epistemological beliefs on authentic inquiry : a multiple-case study. [Thesis]. Baylor University; 2010. Available from: http://hdl.handle.net/2104/8035

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


University of Minnesota

4. Henning-Smith, Jeff. Inquiring into the Unknown: Reconstructing Classroom Contexts through Mediated Discourse Analysis.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

Inquiry is often seen as a good thing, whose place in education both appears with increasing frequency and simultaneously seems elemental to learning (Anderson, 2002;… (more)

Subjects/Keywords: Inquiry; Instructional Practices; Mediated Discourse Analysis; Teaching

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APA (6th Edition):

Henning-Smith, J. (2018). Inquiring into the Unknown: Reconstructing Classroom Contexts through Mediated Discourse Analysis. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/200173

Chicago Manual of Style (16th Edition):

Henning-Smith, Jeff. “Inquiring into the Unknown: Reconstructing Classroom Contexts through Mediated Discourse Analysis.” 2018. Doctoral Dissertation, University of Minnesota. Accessed February 25, 2020. http://hdl.handle.net/11299/200173.

MLA Handbook (7th Edition):

Henning-Smith, Jeff. “Inquiring into the Unknown: Reconstructing Classroom Contexts through Mediated Discourse Analysis.” 2018. Web. 25 Feb 2020.

Vancouver:

Henning-Smith J. Inquiring into the Unknown: Reconstructing Classroom Contexts through Mediated Discourse Analysis. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/11299/200173.

Council of Science Editors:

Henning-Smith J. Inquiring into the Unknown: Reconstructing Classroom Contexts through Mediated Discourse Analysis. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/200173


Montana State University

5. Bidwell, Tracey Ann. The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities.

Degree: Graduate School, 2016, Montana State University

 This action based research project focused on Argument Driven Inquiry as a means to improve student learning during science laboratory investigations. The goal of the… (more)

Subjects/Keywords: Inquiry-based learning.; Reasoning.; Chemistry.; Teaching.

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APA (6th Edition):

Bidwell, T. A. (2016). The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10032

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):

Bidwell, Tracey Ann. “The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities.” 2016. Thesis, Montana State University. Accessed February 25, 2020. https://scholarworks.montana.edu/xmlui/handle/1/10032.

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

MLA Handbook (7th Edition):

Bidwell, Tracey Ann. “The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities.” 2016. Web. 25 Feb 2020.

Vancouver:

Bidwell TA. The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Feb 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10032.

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

Council of Science Editors:

Bidwell TA. The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10032

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


Universiteit Utrecht

6. Tompazi, K. Teachers' Professional Development of IBL skills in science through PRIMAS project.

Degree: 2014, Universiteit Utrecht

Inquiry-based learning (IBL) promotes student learning and the development of competencies like self-directed learning and exploring new knowledge areas. Unfortunately, many teachers lack experience in… (more)

Subjects/Keywords: Inquiry-based learning; Professional Development; teaching practices

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APA (6th Edition):

Tompazi, K. (2014). Teachers' Professional Development of IBL skills in science through PRIMAS project. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/298074

Chicago Manual of Style (16th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Masters Thesis, Universiteit Utrecht. Accessed February 25, 2020. http://dspace.library.uu.nl:8080/handle/1874/298074.

MLA Handbook (7th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Web. 25 Feb 2020.

Vancouver:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2020 Feb 25]. Available from: http://dspace.library.uu.nl:8080/handle/1874/298074.

Council of Science Editors:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Masters Thesis]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/298074


Montana State University

7. Honzel, Brandon. The effects of an inquiry-based data-to-concept curriculum.

Degree: Graduate School, 2012, Montana State University

 This action research evaluates the effects of the implementation of an inquiry-based, data-to-concept curriculum on students and teachers. The data-to-concept model is a pedagogical approach… (more)

Subjects/Keywords: Science Study and teaching.; Inquiry-based learning.

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APA (6th Edition):

Honzel, B. (2012). The effects of an inquiry-based data-to-concept curriculum. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1497

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):

Honzel, Brandon. “The effects of an inquiry-based data-to-concept curriculum.” 2012. Thesis, Montana State University. Accessed February 25, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1497.

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

MLA Handbook (7th Edition):

Honzel, Brandon. “The effects of an inquiry-based data-to-concept curriculum.” 2012. Web. 25 Feb 2020.

Vancouver:

Honzel B. The effects of an inquiry-based data-to-concept curriculum. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1497.

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

Council of Science Editors:

Honzel B. The effects of an inquiry-based data-to-concept curriculum. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1497

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


Montana State University

8. Cornelius, Matthew. The 5E learning cycle and students understanding of the nature of science.

Degree: Graduate School, 2012, Montana State University

 One of the most important aspects of teaching science is to provide students with the knowledge and tools for them to understand the nature of… (more)

Subjects/Keywords: Science Study and teaching.; Inquiry-based learning.

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APA (6th Edition):

Cornelius, M. (2012). The 5E learning cycle and students understanding of the nature of science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1112

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):

Cornelius, Matthew. “The 5E learning cycle and students understanding of the nature of science.” 2012. Thesis, Montana State University. Accessed February 25, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1112.

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

MLA Handbook (7th Edition):

Cornelius, Matthew. “The 5E learning cycle and students understanding of the nature of science.” 2012. Web. 25 Feb 2020.

Vancouver:

Cornelius M. The 5E learning cycle and students understanding of the nature of science. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1112.

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

Council of Science Editors:

Cornelius M. The 5E learning cycle and students understanding of the nature of science. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1112

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


Montana State University

9. Anderson, Jessica K. Effects of questioning strategies on students' inquiry skills during a physics research project.

Degree: Graduate School, 2012, Montana State University

 In this investigation, teacher and student questioning strategies were implemented within physics research projects with the intention of improving students' inquiry skills. Students involved in… (more)

Subjects/Keywords: Science Study and teaching.; Inquiry-based learning.

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APA (6th Edition):

Anderson, J. K. (2012). Effects of questioning strategies on students' inquiry skills during a physics research project. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/830

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):

Anderson, Jessica K. “Effects of questioning strategies on students' inquiry skills during a physics research project.” 2012. Thesis, Montana State University. Accessed February 25, 2020. https://scholarworks.montana.edu/xmlui/handle/1/830.

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

MLA Handbook (7th Edition):

Anderson, Jessica K. “Effects of questioning strategies on students' inquiry skills during a physics research project.” 2012. Web. 25 Feb 2020.

Vancouver:

Anderson JK. Effects of questioning strategies on students' inquiry skills during a physics research project. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/830.

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

Council of Science Editors:

Anderson JK. Effects of questioning strategies on students' inquiry skills during a physics research project. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/830

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


University of Sydney

10. Zanuttini, Jessica Zoe. Using Embedded Peer-Mediated Time Delay to Support Social Communication Development in Autism .

Degree: 2018, University of Sydney

 Autism is a pervasive neurodevelopmental disorder affecting typical social functioning and repetitive behaviours and interests. For many individuals with autism, social impairment is one of… (more)

Subjects/Keywords: autism; social communication; inquiry; teaching; mainstream

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APA (6th Edition):

Zanuttini, J. Z. (2018). Using Embedded Peer-Mediated Time Delay to Support Social Communication Development in Autism . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/19915

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):

Zanuttini, Jessica Zoe. “Using Embedded Peer-Mediated Time Delay to Support Social Communication Development in Autism .” 2018. Thesis, University of Sydney. Accessed February 25, 2020. http://hdl.handle.net/2123/19915.

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

MLA Handbook (7th Edition):

Zanuttini, Jessica Zoe. “Using Embedded Peer-Mediated Time Delay to Support Social Communication Development in Autism .” 2018. Web. 25 Feb 2020.

Vancouver:

Zanuttini JZ. Using Embedded Peer-Mediated Time Delay to Support Social Communication Development in Autism . [Internet] [Thesis]. University of Sydney; 2018. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/2123/19915.

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

Council of Science Editors:

Zanuttini JZ. Using Embedded Peer-Mediated Time Delay to Support Social Communication Development in Autism . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/19915

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


University of South Carolina

11. Gilmore, Joanna Angeline. The Development of Student-Centered Teaching Orientations and Teaching Practices Among Stem Graduate Students.

Degree: PhD, Educational Studies, 2010, University of South Carolina

  The science, technology, engineering, and mathematics (STEM) education community advocates for instruction at all levels of education based on psychological research that emphasizes student-centered… (more)

Subjects/Keywords: Education; Educational Psychology; graduate student; inquiry teaching; STEM; teaching orientation

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APA (6th Edition):

Gilmore, J. A. (2010). The Development of Student-Centered Teaching Orientations and Teaching Practices Among Stem Graduate Students. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/1027

Chicago Manual of Style (16th Edition):

Gilmore, Joanna Angeline. “The Development of Student-Centered Teaching Orientations and Teaching Practices Among Stem Graduate Students.” 2010. Doctoral Dissertation, University of South Carolina. Accessed February 25, 2020. https://scholarcommons.sc.edu/etd/1027.

MLA Handbook (7th Edition):

Gilmore, Joanna Angeline. “The Development of Student-Centered Teaching Orientations and Teaching Practices Among Stem Graduate Students.” 2010. Web. 25 Feb 2020.

Vancouver:

Gilmore JA. The Development of Student-Centered Teaching Orientations and Teaching Practices Among Stem Graduate Students. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2020 Feb 25]. Available from: https://scholarcommons.sc.edu/etd/1027.

Council of Science Editors:

Gilmore JA. The Development of Student-Centered Teaching Orientations and Teaching Practices Among Stem Graduate Students. [Doctoral Dissertation]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/1027


University of Missouri – Columbia

12. Haggard, David A., 1953-. Inquiry-based instruction implementation: a district's learning experience through teacher input.

Degree: 2010, University of Missouri – Columbia

Inquiry-based Instruction is a format of instruction that is reported to provide students opportunities to develop their higher-order thinking skills (analysis, synthesis, and evaluation) as… (more)

Subjects/Keywords: School improvement programs; Inquiry-based learning; Active learning; Effective teaching; Teaching

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APA (6th Edition):

Haggard, David A., 1. (2010). Inquiry-based instruction implementation: a district's learning experience through teacher input. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/8299

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):

Haggard, David A., 1953-. “Inquiry-based instruction implementation: a district's learning experience through teacher input.” 2010. Thesis, University of Missouri – Columbia. Accessed February 25, 2020. https://doi.org/10.32469/10355/8299.

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

MLA Handbook (7th Edition):

Haggard, David A., 1953-. “Inquiry-based instruction implementation: a district's learning experience through teacher input.” 2010. Web. 25 Feb 2020.

Vancouver:

Haggard, David A. 1. Inquiry-based instruction implementation: a district's learning experience through teacher input. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2020 Feb 25]. Available from: https://doi.org/10.32469/10355/8299.

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

Council of Science Editors:

Haggard, David A. 1. Inquiry-based instruction implementation: a district's learning experience through teacher input. [Thesis]. University of Missouri – Columbia; 2010. Available from: https://doi.org/10.32469/10355/8299

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


University of South Florida

13. Franco, Yvonne. Novice Teachers' Stories of Solving Problems of Practice.

Degree: 2015, University of South Florida

 National attention given to heightening the quality of educators, calls attention to the practices used by programs to prepare teachers (CAEP, 2013). The Council for… (more)

Subjects/Keywords: novice teachers; teacher inquiry; inquiry skills; inquiry dispositions; Elementary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Franco, Y. (2015). Novice Teachers' Stories of Solving Problems of Practice. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5948

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):

Franco, Yvonne. “Novice Teachers' Stories of Solving Problems of Practice.” 2015. Thesis, University of South Florida. Accessed February 25, 2020. https://scholarcommons.usf.edu/etd/5948.

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

MLA Handbook (7th Edition):

Franco, Yvonne. “Novice Teachers' Stories of Solving Problems of Practice.” 2015. Web. 25 Feb 2020.

Vancouver:

Franco Y. Novice Teachers' Stories of Solving Problems of Practice. [Internet] [Thesis]. University of South Florida; 2015. [cited 2020 Feb 25]. Available from: https://scholarcommons.usf.edu/etd/5948.

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

Council of Science Editors:

Franco Y. Novice Teachers' Stories of Solving Problems of Practice. [Thesis]. University of South Florida; 2015. Available from: https://scholarcommons.usf.edu/etd/5948

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


University of Waikato

14. Bewley, Sue. Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry.

Degree: 2012, University of Waikato

 This research is a study of the development of coaching practice and sense of identity of three middle leaders in a primary school who are… (more)

Subjects/Keywords: Distributed leadership; New Zealand; Teaching inquiry; professional learning; primary school; education; coaching; collaborative inquiry

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APA (6th Edition):

Bewley, S. (2012). Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/6487

Chicago Manual of Style (16th Edition):

Bewley, Sue. “Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry. ” 2012. Masters Thesis, University of Waikato. Accessed February 25, 2020. http://hdl.handle.net/10289/6487.

MLA Handbook (7th Edition):

Bewley, Sue. “Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry. ” 2012. Web. 25 Feb 2020.

Vancouver:

Bewley S. Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry. [Internet] [Masters thesis]. University of Waikato; 2012. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/10289/6487.

Council of Science Editors:

Bewley S. Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry. [Masters Thesis]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/6487


Boston University

15. Martinelle, Robert. Using video-stimulated recall to understand the reflections of history teachers.

Degree: EdD, Education, 2017, Boston University

 Calls for history teachers to adopt inquiry methods continue to go unabated in educational research and curricular initiatives. In recent years, there has been increased… (more)

Subjects/Keywords: Teacher education; Ambitious teaching; History education; Inquiry teaching; Reflective teaching; Stimulated recall; Teacher reflection

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APA (6th Edition):

Martinelle, R. (2017). Using video-stimulated recall to understand the reflections of history teachers. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/26463

Chicago Manual of Style (16th Edition):

Martinelle, Robert. “Using video-stimulated recall to understand the reflections of history teachers.” 2017. Doctoral Dissertation, Boston University. Accessed February 25, 2020. http://hdl.handle.net/2144/26463.

MLA Handbook (7th Edition):

Martinelle, Robert. “Using video-stimulated recall to understand the reflections of history teachers.” 2017. Web. 25 Feb 2020.

Vancouver:

Martinelle R. Using video-stimulated recall to understand the reflections of history teachers. [Internet] [Doctoral dissertation]. Boston University; 2017. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/2144/26463.

Council of Science Editors:

Martinelle R. Using video-stimulated recall to understand the reflections of history teachers. [Doctoral Dissertation]. Boston University; 2017. Available from: http://hdl.handle.net/2144/26463


Bowling Green State University

16. Theis, Jennifer Lee. Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots.

Degree: Doctor of Education (EdD), Leadership Studies, 2016, Bowling Green State University

 The purpose of this study was to examine the relationship of technology use and facilitation of inquiry-based teaching across the curriculum through the implementation of… (more)

Subjects/Keywords: Elementary Education; Education; Educational Technology; Technology; Teaching; Education; One-to-One; Technology; Inquiry-Based Learning; Inquiry-Based Teaching

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

APA (6th Edition):

Theis, J. L. (2016). Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056561

Chicago Manual of Style (16th Edition):

Theis, Jennifer Lee. “Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots.” 2016. Doctoral Dissertation, Bowling Green State University. Accessed February 25, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056561.

MLA Handbook (7th Edition):

Theis, Jennifer Lee. “Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots.” 2016. Web. 25 Feb 2020.

Vancouver:

Theis JL. Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots. [Internet] [Doctoral dissertation]. Bowling Green State University; 2016. [cited 2020 Feb 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056561.

Council of Science Editors:

Theis JL. Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots. [Doctoral Dissertation]. Bowling Green State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056561


University of Houston

17. Evans, Paige K. A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 Studies show that teachers who have experienced inquiry are more likely to practice the inquiry method in their own classrooms (McDermott, 2007; Olson, 1995; Pereira,… (more)

Subjects/Keywords: Science Education; Narrative Inquiry; Teacher Education; Inquiry; Physics; Secondary Education; Physics – Study and teaching; Effective teaching; Curriculum planning

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

APA (6th Edition):

Evans, P. K. (2011). A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/285

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

Chicago Manual of Style (16th Edition):

Evans, Paige K. “A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS.” 2011. Thesis, University of Houston. Accessed February 25, 2020. http://hdl.handle.net/10657/285.

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

MLA Handbook (7th Edition):

Evans, Paige K. “A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS.” 2011. Web. 25 Feb 2020.

Vancouver:

Evans PK. A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS. [Internet] [Thesis]. University of Houston; 2011. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/10657/285.

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

Council of Science Editors:

Evans PK. A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/285

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


University of Houston

18. Segura, Perri 1967-. Using Inquiry to Teach and Learn Science: A Narrative Inquiry.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 The focus of this inquiry was to further the understanding of what happens to science teachers’ beliefs about inquiry-based science instruction, as well as their… (more)

Subjects/Keywords: inquiry; science as inquiry; professional development; inquiry-based professional development; pre-service learning; Science Study and teaching – Texas; Education Research Methodology – Texas; Inquiry-based learning – Texas

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

APA (6th Edition):

Segura, P. 1. (2011). Using Inquiry to Teach and Learn Science: A Narrative Inquiry. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/451

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):

Segura, Perri 1967-. “Using Inquiry to Teach and Learn Science: A Narrative Inquiry.” 2011. Thesis, University of Houston. Accessed February 25, 2020. http://hdl.handle.net/10657/451.

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

MLA Handbook (7th Edition):

Segura, Perri 1967-. “Using Inquiry to Teach and Learn Science: A Narrative Inquiry.” 2011. Web. 25 Feb 2020.

Vancouver:

Segura P1. Using Inquiry to Teach and Learn Science: A Narrative Inquiry. [Internet] [Thesis]. University of Houston; 2011. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/10657/451.

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

Council of Science Editors:

Segura P1. Using Inquiry to Teach and Learn Science: A Narrative Inquiry. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/451

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


University of Georgia

19. Jung, Jong Won. Exploring the processes, outcomes, and factors of student teachers' inquiry.

Degree: PhD, Instructional Technology, 2009, University of Georgia

 This study examines the influence of collaborative inquiry and sociocultural influences on student teacher development. Two research questions guided this study: 1) How does the… (more)

Subjects/Keywords: Student teaching; Student teacher; Collaborative inquiry; Activity theory

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

APA (6th Edition):

Jung, J. W. (2009). Exploring the processes, outcomes, and factors of student teachers' inquiry. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/jung_jong_won_200905_phd

Chicago Manual of Style (16th Edition):

Jung, Jong Won. “Exploring the processes, outcomes, and factors of student teachers' inquiry.” 2009. Doctoral Dissertation, University of Georgia. Accessed February 25, 2020. http://purl.galileo.usg.edu/uga_etd/jung_jong_won_200905_phd.

MLA Handbook (7th Edition):

Jung, Jong Won. “Exploring the processes, outcomes, and factors of student teachers' inquiry.” 2009. Web. 25 Feb 2020.

Vancouver:

Jung JW. Exploring the processes, outcomes, and factors of student teachers' inquiry. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Feb 25]. Available from: http://purl.galileo.usg.edu/uga_etd/jung_jong_won_200905_phd.

Council of Science Editors:

Jung JW. Exploring the processes, outcomes, and factors of student teachers' inquiry. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/jung_jong_won_200905_phd

20. Bittinger, David J. The impact of an inquiry based approach on attitude, motivation and achievement in a high school physics laboratory.

Degree: 2015, SUNY College at Fredonia

 The purpose of this study was to examine the effectiveness of an inquiry style laboratory on attitude, achievement and motivation in a high school physics… (more)

Subjects/Keywords: Inquiry-based learning.; Science  – Study and teaching (Secondary).; Students  – Attitudes.

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

APA (6th Edition):

Bittinger, D. J. (2015). The impact of an inquiry based approach on attitude, motivation and achievement in a high school physics laboratory. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/66600

Chicago Manual of Style (16th Edition):

Bittinger, David J. “The impact of an inquiry based approach on attitude, motivation and achievement in a high school physics laboratory. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed February 25, 2020. http://hdl.handle.net/1951/66600.

MLA Handbook (7th Edition):

Bittinger, David J. “The impact of an inquiry based approach on attitude, motivation and achievement in a high school physics laboratory. ” 2015. Web. 25 Feb 2020.

Vancouver:

Bittinger DJ. The impact of an inquiry based approach on attitude, motivation and achievement in a high school physics laboratory. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1951/66600.

Council of Science Editors:

Bittinger DJ. The impact of an inquiry based approach on attitude, motivation and achievement in a high school physics laboratory. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/66600


University of Hawaii – Manoa

21. Degnan, Katherine Mary. Inquiry education in science classrooms : how teachers modify instructional behaviors following the Teaching Science as Inquiry (TSI) Aquatic Science Professional Development Program.

Degree: 2016, University of Hawaii – Manoa

M.Ed. University of Hawaii at Manoa 2012.

Using a multiple-case study approach, the effects of an inquiry-based professional development program on participants' use of inquiry(more)

Subjects/Keywords: Teaching Science as Inquiry; education psychology; science education

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

APA (6th Edition):

Degnan, K. M. (2016). Inquiry education in science classrooms : how teachers modify instructional behaviors following the Teaching Science as Inquiry (TSI) Aquatic Science Professional Development Program. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101280

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):

Degnan, Katherine Mary. “Inquiry education in science classrooms : how teachers modify instructional behaviors following the Teaching Science as Inquiry (TSI) Aquatic Science Professional Development Program.” 2016. Thesis, University of Hawaii – Manoa. Accessed February 25, 2020. http://hdl.handle.net/10125/101280.

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

MLA Handbook (7th Edition):

Degnan, Katherine Mary. “Inquiry education in science classrooms : how teachers modify instructional behaviors following the Teaching Science as Inquiry (TSI) Aquatic Science Professional Development Program.” 2016. Web. 25 Feb 2020.

Vancouver:

Degnan KM. Inquiry education in science classrooms : how teachers modify instructional behaviors following the Teaching Science as Inquiry (TSI) Aquatic Science Professional Development Program. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/10125/101280.

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

Council of Science Editors:

Degnan KM. Inquiry education in science classrooms : how teachers modify instructional behaviors following the Teaching Science as Inquiry (TSI) Aquatic Science Professional Development Program. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101280

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


University of Hong Kong

22. 区敏华; Ou, Minhua, Omega. Promoting inquiry based learning in support of WISE in China.

Degree: MEd, 2017, University of Hong Kong

Recent efforts in science education in China focused on introducing inquiry learning into courses to improve students’ understanding of science content and cultivate their creative… (more)

Subjects/Keywords: China - Inquiry-based learning; China - Study and teaching (Secondary) - Science

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APA (6th Edition):

区敏华; Ou, Minhua, O. (2017). Promoting inquiry based learning in support of WISE in China. (Masters Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/252452

Chicago Manual of Style (16th Edition):

区敏华; Ou, Minhua, Omega. “Promoting inquiry based learning in support of WISE in China.” 2017. Masters Thesis, University of Hong Kong. Accessed February 25, 2020. http://hdl.handle.net/10722/252452.

MLA Handbook (7th Edition):

区敏华; Ou, Minhua, Omega. “Promoting inquiry based learning in support of WISE in China.” 2017. Web. 25 Feb 2020.

Vancouver:

区敏华; Ou, Minhua O. Promoting inquiry based learning in support of WISE in China. [Internet] [Masters thesis]. University of Hong Kong; 2017. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/10722/252452.

Council of Science Editors:

区敏华; Ou, Minhua O. Promoting inquiry based learning in support of WISE in China. [Masters Thesis]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/252452


University of Delaware

23. Sutton, Jann Marie. Applying the community of inquiry framework to inform the instructional design of online graduate courses .

Degree: 2017, University of Delaware

 As institutions continue to expand their online learning programs, it becomes increasingly important to identify research-based strategies to support their design. Numerous professional organizations provide… (more)

Subjects/Keywords: Education; Cognitive presence; Community of inquiry; Online; Social presence; Teaching presence

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

APA (6th Edition):

Sutton, J. M. (2017). Applying the community of inquiry framework to inform the instructional design of online graduate courses . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/21750

Chicago Manual of Style (16th Edition):

Sutton, Jann Marie. “Applying the community of inquiry framework to inform the instructional design of online graduate courses .” 2017. Doctoral Dissertation, University of Delaware. Accessed February 25, 2020. http://udspace.udel.edu/handle/19716/21750.

MLA Handbook (7th Edition):

Sutton, Jann Marie. “Applying the community of inquiry framework to inform the instructional design of online graduate courses .” 2017. Web. 25 Feb 2020.

Vancouver:

Sutton JM. Applying the community of inquiry framework to inform the instructional design of online graduate courses . [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2020 Feb 25]. Available from: http://udspace.udel.edu/handle/19716/21750.

Council of Science Editors:

Sutton JM. Applying the community of inquiry framework to inform the instructional design of online graduate courses . [Doctoral Dissertation]. University of Delaware; 2017. Available from: http://udspace.udel.edu/handle/19716/21750


Montana State University

24. Striclyn, Joyce Ann. What effect will using inquiry methods of teaching science have on sixth grade students?.

Degree: Graduate School, 2011, Montana State University

 How should science be taught? Is it enough to be familiar with vocabulary words and to learn concepts others have figured out? Or should the… (more)

Subjects/Keywords: Science Study and teaching.; Middle school students.; Inquiry-based learning.

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APA (6th Edition):

Striclyn, J. A. (2011). What effect will using inquiry methods of teaching science have on sixth grade students?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2362

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):

Striclyn, Joyce Ann. “What effect will using inquiry methods of teaching science have on sixth grade students?.” 2011. Thesis, Montana State University. Accessed February 25, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2362.

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

MLA Handbook (7th Edition):

Striclyn, Joyce Ann. “What effect will using inquiry methods of teaching science have on sixth grade students?.” 2011. Web. 25 Feb 2020.

Vancouver:

Striclyn JA. What effect will using inquiry methods of teaching science have on sixth grade students?. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Feb 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2362.

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

Council of Science Editors:

Striclyn JA. What effect will using inquiry methods of teaching science have on sixth grade students?. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2362

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


Boston University

25. Greene, Jennifer L. R. Looking big at cooperating teachers in music education: examining narrative authority within a knowledge community.

Degree: DMA, Music Education, 2015, Boston University

 The purpose of this narrative inquiry was to examine how cooperating teachers’ narrative authority was revealed or strengthened within an intentionally formed knowledge community established… (more)

Subjects/Keywords: Teacher education; Cooperating teachers; Narrative inquiry; Student teaching

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APA (6th Edition):

Greene, J. L. R. (2015). Looking big at cooperating teachers in music education: examining narrative authority within a knowledge community. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/16311

Chicago Manual of Style (16th Edition):

Greene, Jennifer L R. “Looking big at cooperating teachers in music education: examining narrative authority within a knowledge community.” 2015. Doctoral Dissertation, Boston University. Accessed February 25, 2020. http://hdl.handle.net/2144/16311.

MLA Handbook (7th Edition):

Greene, Jennifer L R. “Looking big at cooperating teachers in music education: examining narrative authority within a knowledge community.” 2015. Web. 25 Feb 2020.

Vancouver:

Greene JLR. Looking big at cooperating teachers in music education: examining narrative authority within a knowledge community. [Internet] [Doctoral dissertation]. Boston University; 2015. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/2144/16311.

Council of Science Editors:

Greene JLR. Looking big at cooperating teachers in music education: examining narrative authority within a knowledge community. [Doctoral Dissertation]. Boston University; 2015. Available from: http://hdl.handle.net/2144/16311


NSYSU

26. Ke, Yi-Ting. The effects of promoting elementary school studentâs moral development through a moral inquiry teaching.

Degree: Master, Education, 2008, NSYSU

 The purpose of this study was to investigate the effects of elementary school studentsâ moral characteristics and moral behaviors through a moral inquiry teaching. A… (more)

Subjects/Keywords: elementary school students; moral characteristics; inquiry teaching; moral behavior

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APA (6th Edition):

Ke, Y. (2008). The effects of promoting elementary school studentâs moral development through a moral inquiry teaching. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723108-223314

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):

Ke, Yi-Ting. “The effects of promoting elementary school studentâs moral development through a moral inquiry teaching.” 2008. Thesis, NSYSU. Accessed February 25, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723108-223314.

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

MLA Handbook (7th Edition):

Ke, Yi-Ting. “The effects of promoting elementary school studentâs moral development through a moral inquiry teaching.” 2008. Web. 25 Feb 2020.

Vancouver:

Ke Y. The effects of promoting elementary school studentâs moral development through a moral inquiry teaching. [Internet] [Thesis]. NSYSU; 2008. [cited 2020 Feb 25]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723108-223314.

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

Council of Science Editors:

Ke Y. The effects of promoting elementary school studentâs moral development through a moral inquiry teaching. [Thesis]. NSYSU; 2008. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723108-223314

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


UCLA

27. Navarro, Oscar. Social Justice Teaching as a Process: Educators Working to Sustain and Enhance Social Justice Teaching in Urban Schools.

Degree: Education, 2016, UCLA

 Since the passing of the No Child Left Behind Act of 2001 (NCLB), it has become increasingly difficult to teach for social justice in urban… (more)

Subjects/Keywords: Education; Critical Inquiry Group; Social Justice Teaching; Urban Schools

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APA (6th Edition):

Navarro, O. (2016). Social Justice Teaching as a Process: Educators Working to Sustain and Enhance Social Justice Teaching in Urban Schools. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/28w4j5xc

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):

Navarro, Oscar. “Social Justice Teaching as a Process: Educators Working to Sustain and Enhance Social Justice Teaching in Urban Schools.” 2016. Thesis, UCLA. Accessed February 25, 2020. http://www.escholarship.org/uc/item/28w4j5xc.

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

MLA Handbook (7th Edition):

Navarro, Oscar. “Social Justice Teaching as a Process: Educators Working to Sustain and Enhance Social Justice Teaching in Urban Schools.” 2016. Web. 25 Feb 2020.

Vancouver:

Navarro O. Social Justice Teaching as a Process: Educators Working to Sustain and Enhance Social Justice Teaching in Urban Schools. [Internet] [Thesis]. UCLA; 2016. [cited 2020 Feb 25]. Available from: http://www.escholarship.org/uc/item/28w4j5xc.

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

Council of Science Editors:

Navarro O. Social Justice Teaching as a Process: Educators Working to Sustain and Enhance Social Justice Teaching in Urban Schools. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/28w4j5xc

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


Montana State University

28. Asbury, Donald James. Integrating science and technology.

Degree: Graduate School, 2012, Montana State University

 Science plays an important role in students' education, even when time is limited by restrictions from other subject areas such as reading and mathematics. In… (more)

Subjects/Keywords: Science Study and teaching.; Educational technology.; Inquiry-based learning.

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APA (6th Edition):

Asbury, D. J. (2012). Integrating science and technology. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/850

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):

Asbury, Donald James. “Integrating science and technology.” 2012. Thesis, Montana State University. Accessed February 25, 2020. https://scholarworks.montana.edu/xmlui/handle/1/850.

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

MLA Handbook (7th Edition):

Asbury, Donald James. “Integrating science and technology.” 2012. Web. 25 Feb 2020.

Vancouver:

Asbury DJ. Integrating science and technology. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/850.

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

Council of Science Editors:

Asbury DJ. Integrating science and technology. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/850

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


Montana State University

29. Grant, Heather Marie. The student experience in traditional and inquiry-based chemistry labs.

Degree: Graduate School, 2011, Montana State University

 This project introduced two inquiry-based labs to an existing sequence of traditional labs in a sophomore chemistry class. The student experience in both types of… (more)

Subjects/Keywords: Science Study and teaching.; Inquiry-based learning.; Problem solving.

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APA (6th Edition):

Grant, H. M. (2011). The student experience in traditional and inquiry-based chemistry labs. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1378

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):

Grant, Heather Marie. “The student experience in traditional and inquiry-based chemistry labs.” 2011. Thesis, Montana State University. Accessed February 25, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1378.

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

MLA Handbook (7th Edition):

Grant, Heather Marie. “The student experience in traditional and inquiry-based chemistry labs.” 2011. Web. 25 Feb 2020.

Vancouver:

Grant HM. The student experience in traditional and inquiry-based chemistry labs. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Feb 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1378.

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

Council of Science Editors:

Grant HM. The student experience in traditional and inquiry-based chemistry labs. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1378

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


Montana State University

30. Townsend, Lizabeth Ann. The effects of laboratory-based activities on student attitudes toward science.

Degree: Graduate School, 2012, Montana State University

 The purpose of this action research was to study the effects of laboratory-based activities on student attitudes toward science. For the purpose of this study,… (more)

Subjects/Keywords: Science Study and teaching.; Laboratories.; Inquiry-based learning.; Education, Primary.

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

APA (6th Edition):

Townsend, L. A. (2012). The effects of laboratory-based activities on student attitudes toward science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2435

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):

Townsend, Lizabeth Ann. “The effects of laboratory-based activities on student attitudes toward science.” 2012. Thesis, Montana State University. Accessed February 25, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2435.

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

MLA Handbook (7th Edition):

Townsend, Lizabeth Ann. “The effects of laboratory-based activities on student attitudes toward science.” 2012. Web. 25 Feb 2020.

Vancouver:

Townsend LA. The effects of laboratory-based activities on student attitudes toward science. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2435.

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

Council of Science Editors:

Townsend LA. The effects of laboratory-based activities on student attitudes toward science. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2435

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

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