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You searched for subject:(inquiry). Showing records 1 – 30 of 2694 total matches.

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University of Georgia

1. Miller, Kristen Regina. Analyzing impacts of teaching preparation for graduate student teachers of inquiry-based biology laboratory courses.

Degree: PhD, Science Education, 2010, University of Georgia

 A prominent trend in higher education instruction is that of graduate students teaching undergraduate courses. It is equally as common for these novice teachers to… (more)

Subjects/Keywords: Inquiry

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

APA (6th Edition):

Miller, K. R. (2010). Analyzing impacts of teaching preparation for graduate student teachers of inquiry-based biology laboratory courses. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/miller_kristen_r_201008_phd

Chicago Manual of Style (16th Edition):

Miller, Kristen Regina. “Analyzing impacts of teaching preparation for graduate student teachers of inquiry-based biology laboratory courses.” 2010. Doctoral Dissertation, University of Georgia. Accessed June 18, 2019. http://purl.galileo.usg.edu/uga_etd/miller_kristen_r_201008_phd.

MLA Handbook (7th Edition):

Miller, Kristen Regina. “Analyzing impacts of teaching preparation for graduate student teachers of inquiry-based biology laboratory courses.” 2010. Web. 18 Jun 2019.

Vancouver:

Miller KR. Analyzing impacts of teaching preparation for graduate student teachers of inquiry-based biology laboratory courses. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Jun 18]. Available from: http://purl.galileo.usg.edu/uga_etd/miller_kristen_r_201008_phd.

Council of Science Editors:

Miller KR. Analyzing impacts of teaching preparation for graduate student teachers of inquiry-based biology laboratory courses. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/miller_kristen_r_201008_phd


University of Georgia

2. Parlo, Amy Tera. Teachers' inquiry efficacy and implementation following a field and laboratory based science educator program: a mixed methods investigation.

Degree: PhD, Science Education, 2007, University of Georgia

 There is an increasing body of research providing evidence that inquiry-oriented teaching results in improved student content knowledge and critical thinking skills (Hurd, 1998; Narode,… (more)

Subjects/Keywords: Inquiry

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APA (6th Edition):

Parlo, A. T. (2007). Teachers' inquiry efficacy and implementation following a field and laboratory based science educator program: a mixed methods investigation. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/parlo_amy_t_200705_phd

Chicago Manual of Style (16th Edition):

Parlo, Amy Tera. “Teachers' inquiry efficacy and implementation following a field and laboratory based science educator program: a mixed methods investigation.” 2007. Doctoral Dissertation, University of Georgia. Accessed June 18, 2019. http://purl.galileo.usg.edu/uga_etd/parlo_amy_t_200705_phd.

MLA Handbook (7th Edition):

Parlo, Amy Tera. “Teachers' inquiry efficacy and implementation following a field and laboratory based science educator program: a mixed methods investigation.” 2007. Web. 18 Jun 2019.

Vancouver:

Parlo AT. Teachers' inquiry efficacy and implementation following a field and laboratory based science educator program: a mixed methods investigation. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Jun 18]. Available from: http://purl.galileo.usg.edu/uga_etd/parlo_amy_t_200705_phd.

Council of Science Editors:

Parlo AT. Teachers' inquiry efficacy and implementation following a field and laboratory based science educator program: a mixed methods investigation. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/parlo_amy_t_200705_phd


Oregon State University

3. Collins, Timothy A. (Timothy Arthur). Science inquiry as knowledge transformation : investigating metacognitive and self-regulation strategies to assist students in writing about scientific inquiry tasks.

Degree: PhD, Science Education, 2011, Oregon State University

 Science inquiry is central to the science education reform efforts that began in the early 1990's. It is both a topic of instruction and a… (more)

Subjects/Keywords: Inquiry

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APA (6th Edition):

Collins, T. A. (. A. (2011). Science inquiry as knowledge transformation : investigating metacognitive and self-regulation strategies to assist students in writing about scientific inquiry tasks. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/21287

Chicago Manual of Style (16th Edition):

Collins, Timothy A (Timothy Arthur). “Science inquiry as knowledge transformation : investigating metacognitive and self-regulation strategies to assist students in writing about scientific inquiry tasks.” 2011. Doctoral Dissertation, Oregon State University. Accessed June 18, 2019. http://hdl.handle.net/1957/21287.

MLA Handbook (7th Edition):

Collins, Timothy A (Timothy Arthur). “Science inquiry as knowledge transformation : investigating metacognitive and self-regulation strategies to assist students in writing about scientific inquiry tasks.” 2011. Web. 18 Jun 2019.

Vancouver:

Collins TA(A. Science inquiry as knowledge transformation : investigating metacognitive and self-regulation strategies to assist students in writing about scientific inquiry tasks. [Internet] [Doctoral dissertation]. Oregon State University; 2011. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1957/21287.

Council of Science Editors:

Collins TA(A. Science inquiry as knowledge transformation : investigating metacognitive and self-regulation strategies to assist students in writing about scientific inquiry tasks. [Doctoral Dissertation]. Oregon State University; 2011. Available from: http://hdl.handle.net/1957/21287


Cornell University

4. Humphrey, Robert. Developing Students' Understanding Of Evolution In An Inquiry-Based Versus A Traditional Science Classroom .

Degree: 2013, Cornell University

 Research studies over the past 30 years have found that individuals have a limited understanding of the theory of evolution and the mechanisms involved in… (more)

Subjects/Keywords: Evolution; inquiry; inquiry-based

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APA (6th Edition):

Humphrey, R. (2013). Developing Students' Understanding Of Evolution In An Inquiry-Based Versus A Traditional Science Classroom . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/34071

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):

Humphrey, Robert. “Developing Students' Understanding Of Evolution In An Inquiry-Based Versus A Traditional Science Classroom .” 2013. Thesis, Cornell University. Accessed June 18, 2019. http://hdl.handle.net/1813/34071.

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

MLA Handbook (7th Edition):

Humphrey, Robert. “Developing Students' Understanding Of Evolution In An Inquiry-Based Versus A Traditional Science Classroom .” 2013. Web. 18 Jun 2019.

Vancouver:

Humphrey R. Developing Students' Understanding Of Evolution In An Inquiry-Based Versus A Traditional Science Classroom . [Internet] [Thesis]. Cornell University; 2013. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1813/34071.

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

Council of Science Editors:

Humphrey R. Developing Students' Understanding Of Evolution In An Inquiry-Based Versus A Traditional Science Classroom . [Thesis]. Cornell University; 2013. Available from: http://hdl.handle.net/1813/34071

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


University of Georgia

5. Collier, Nicole Denise. Stories of stance: exploring dialogue in elementary literacy classrooms.

Degree: PhD, Instructional Technology, 2010, University of Georgia

 The purpose of this narrative inquiry study was to explore what happens when teachers facilitate dialogue in standards-based literacy classrooms. This work was grounded in… (more)

Subjects/Keywords: narrative inquiry

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APA (6th Edition):

Collier, N. D. (2010). Stories of stance: exploring dialogue in elementary literacy classrooms. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/collier_nicole_d_201012_phd

Chicago Manual of Style (16th Edition):

Collier, Nicole Denise. “Stories of stance: exploring dialogue in elementary literacy classrooms.” 2010. Doctoral Dissertation, University of Georgia. Accessed June 18, 2019. http://purl.galileo.usg.edu/uga_etd/collier_nicole_d_201012_phd.

MLA Handbook (7th Edition):

Collier, Nicole Denise. “Stories of stance: exploring dialogue in elementary literacy classrooms.” 2010. Web. 18 Jun 2019.

Vancouver:

Collier ND. Stories of stance: exploring dialogue in elementary literacy classrooms. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Jun 18]. Available from: http://purl.galileo.usg.edu/uga_etd/collier_nicole_d_201012_phd.

Council of Science Editors:

Collier ND. Stories of stance: exploring dialogue in elementary literacy classrooms. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/collier_nicole_d_201012_phd


University of Georgia

6. Maddox, Candace Eugenia. The cognition of intersubjectivity: neo collective narratives for black students at a predominantly white institution.

Degree: PhD, Counseling and Student Personnel Services, 2011, University of Georgia

 While previous research exist concerning the racial identity development of Black student within various environments, the perceptions of Black current students participating in a predominantly… (more)

Subjects/Keywords: Narrative Inquiry

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APA (6th Edition):

Maddox, C. E. (2011). The cognition of intersubjectivity: neo collective narratives for black students at a predominantly white institution. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/maddox_candace_e_201105_phd

Chicago Manual of Style (16th Edition):

Maddox, Candace Eugenia. “The cognition of intersubjectivity: neo collective narratives for black students at a predominantly white institution.” 2011. Doctoral Dissertation, University of Georgia. Accessed June 18, 2019. http://purl.galileo.usg.edu/uga_etd/maddox_candace_e_201105_phd.

MLA Handbook (7th Edition):

Maddox, Candace Eugenia. “The cognition of intersubjectivity: neo collective narratives for black students at a predominantly white institution.” 2011. Web. 18 Jun 2019.

Vancouver:

Maddox CE. The cognition of intersubjectivity: neo collective narratives for black students at a predominantly white institution. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Jun 18]. Available from: http://purl.galileo.usg.edu/uga_etd/maddox_candace_e_201105_phd.

Council of Science Editors:

Maddox CE. The cognition of intersubjectivity: neo collective narratives for black students at a predominantly white institution. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/maddox_candace_e_201105_phd


Universiteit Utrecht

7. Bouvy, W. Inquiry dialogues inside a framework for persuasion.

Degree: 2011, Universiteit Utrecht

 This thesis is a comparison of a system for inquiry dialogues and a framework for persuasion dialogues in order to reconcile their differences, determine which… (more)

Subjects/Keywords: dialogue games; persuasion; inquiry; inquiry dialogues

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APA (6th Edition):

Bouvy, W. (2011). Inquiry dialogues inside a framework for persuasion. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/202358

Chicago Manual of Style (16th Edition):

Bouvy, W. “Inquiry dialogues inside a framework for persuasion.” 2011. Masters Thesis, Universiteit Utrecht. Accessed June 18, 2019. http://dspace.library.uu.nl:8080/handle/1874/202358.

MLA Handbook (7th Edition):

Bouvy, W. “Inquiry dialogues inside a framework for persuasion.” 2011. Web. 18 Jun 2019.

Vancouver:

Bouvy W. Inquiry dialogues inside a framework for persuasion. [Internet] [Masters thesis]. Universiteit Utrecht; 2011. [cited 2019 Jun 18]. Available from: http://dspace.library.uu.nl:8080/handle/1874/202358.

Council of Science Editors:

Bouvy W. Inquiry dialogues inside a framework for persuasion. [Masters Thesis]. Universiteit Utrecht; 2011. Available from: http://dspace.library.uu.nl:8080/handle/1874/202358


University of Manitoba

8. MacKay, Cameron. Stories of play in a grade four and five classroom: a narrative inquiry.

Degree: Curriculum, Teaching and Learning, 2018, University of Manitoba

 This narrative inquiry examines the value of play in upper-elementary schooling. It is guided by the research puzzle, “What does play look like in a… (more)

Subjects/Keywords: Play; Inquiry; Education; Narrative inquiry; Social constructivism

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APA (6th Edition):

MacKay, C. (2018). Stories of play in a grade four and five classroom: a narrative inquiry. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33439

Chicago Manual of Style (16th Edition):

MacKay, Cameron. “Stories of play in a grade four and five classroom: a narrative inquiry.” 2018. Masters Thesis, University of Manitoba. Accessed June 18, 2019. http://hdl.handle.net/1993/33439.

MLA Handbook (7th Edition):

MacKay, Cameron. “Stories of play in a grade four and five classroom: a narrative inquiry.” 2018. Web. 18 Jun 2019.

Vancouver:

MacKay C. Stories of play in a grade four and five classroom: a narrative inquiry. [Internet] [Masters thesis]. University of Manitoba; 2018. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1993/33439.

Council of Science Editors:

MacKay C. Stories of play in a grade four and five classroom: a narrative inquiry. [Masters Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/33439


University of Georgia

9. Lin, Jing. A study of students' inquiry-based I-Search learning experiences.

Degree: PhD, Instructional Technology, 2007, University of Georgia

Inquiry-based learning has triggered interest among educational researchers and practitioners for a long time, for it is a promising teaching and learning method that makes… (more)

Subjects/Keywords: Inquiry-based learning

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APA (6th Edition):

Lin, J. (2007). A study of students' inquiry-based I-Search learning experiences. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lin_jing_200712_phd

Chicago Manual of Style (16th Edition):

Lin, Jing. “A study of students' inquiry-based I-Search learning experiences.” 2007. Doctoral Dissertation, University of Georgia. Accessed June 18, 2019. http://purl.galileo.usg.edu/uga_etd/lin_jing_200712_phd.

MLA Handbook (7th Edition):

Lin, Jing. “A study of students' inquiry-based I-Search learning experiences.” 2007. Web. 18 Jun 2019.

Vancouver:

Lin J. A study of students' inquiry-based I-Search learning experiences. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Jun 18]. Available from: http://purl.galileo.usg.edu/uga_etd/lin_jing_200712_phd.

Council of Science Editors:

Lin J. A study of students' inquiry-based I-Search learning experiences. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/lin_jing_200712_phd


Victoria University of Wellington

10. Stellnberger, Martin. Evaluation of Appreciative Inquiry Interventions.

Degree: 2010, Victoria University of Wellington

 As a relatively new tool for organization development, action research, training and team building, Appreciative Inquiry (AI) has gained popularity worldwide (Messerschmidt, 2008). Whilst much… (more)

Subjects/Keywords: Evaluation; Appreciative inquiry

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APA (6th Edition):

Stellnberger, M. (2010). Evaluation of Appreciative Inquiry Interventions. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1491

Chicago Manual of Style (16th Edition):

Stellnberger, Martin. “Evaluation of Appreciative Inquiry Interventions.” 2010. Masters Thesis, Victoria University of Wellington. Accessed June 18, 2019. http://hdl.handle.net/10063/1491.

MLA Handbook (7th Edition):

Stellnberger, Martin. “Evaluation of Appreciative Inquiry Interventions.” 2010. Web. 18 Jun 2019.

Vancouver:

Stellnberger M. Evaluation of Appreciative Inquiry Interventions. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/10063/1491.

Council of Science Editors:

Stellnberger M. Evaluation of Appreciative Inquiry Interventions. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1491


Victoria University of Wellington

11. Shallard, Steven Dillon. “Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School.

Degree: 2016, Victoria University of Wellington

 Underachievement in mathematics in Aotearoa/New Zealand continues to be an issue for some students. Inquiry-Based Learning (IBL) has been described by research as one way… (more)

Subjects/Keywords: Inquiry; Achievement; Confidence

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APA (6th Edition):

Shallard, S. D. (2016). “Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6162

Chicago Manual of Style (16th Edition):

Shallard, Steven Dillon. ““Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School.” 2016. Masters Thesis, Victoria University of Wellington. Accessed June 18, 2019. http://hdl.handle.net/10063/6162.

MLA Handbook (7th Edition):

Shallard, Steven Dillon. ““Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School.” 2016. Web. 18 Jun 2019.

Vancouver:

Shallard SD. “Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School. [Internet] [Masters thesis]. Victoria University of Wellington; 2016. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/10063/6162.

Council of Science Editors:

Shallard SD. “Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School. [Masters Thesis]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/6162


AUT University

12. Smith, Amanda Helen. First-time pregnancy: a journey into the psychological experiences of the first 12 weeks .

Degree: 2012, AUT University

 Adjustment to pregnancy can vary significantly (Handley, 2006). Even when pregnancy is planned, the process of adapting to such a life-changing event is often difficult,… (more)

Subjects/Keywords: Pregnancy; Narrative inquiry

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APA (6th Edition):

Smith, A. H. (2012). First-time pregnancy: a journey into the psychological experiences of the first 12 weeks . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/4537

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, Amanda Helen. “First-time pregnancy: a journey into the psychological experiences of the first 12 weeks .” 2012. Thesis, AUT University. Accessed June 18, 2019. http://hdl.handle.net/10292/4537.

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

MLA Handbook (7th Edition):

Smith, Amanda Helen. “First-time pregnancy: a journey into the psychological experiences of the first 12 weeks .” 2012. Web. 18 Jun 2019.

Vancouver:

Smith AH. First-time pregnancy: a journey into the psychological experiences of the first 12 weeks . [Internet] [Thesis]. AUT University; 2012. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/10292/4537.

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

Council of Science Editors:

Smith AH. First-time pregnancy: a journey into the psychological experiences of the first 12 weeks . [Thesis]. AUT University; 2012. Available from: http://hdl.handle.net/10292/4537

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


The Ohio State University

13. Peters, Charles Edward. An investigation of the relationship between Jungian psychological type and preferred styles of inquiry.

Degree: PhD, Graduate School, 1981, The Ohio State University

Subjects/Keywords: Psychology; Inquiry

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APA (6th Edition):

Peters, C. E. (1981). An investigation of the relationship between Jungian psychological type and preferred styles of inquiry. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu14871709676376

Chicago Manual of Style (16th Edition):

Peters, Charles Edward. “An investigation of the relationship between Jungian psychological type and preferred styles of inquiry.” 1981. Doctoral Dissertation, The Ohio State University. Accessed June 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu14871709676376.

MLA Handbook (7th Edition):

Peters, Charles Edward. “An investigation of the relationship between Jungian psychological type and preferred styles of inquiry.” 1981. Web. 18 Jun 2019.

Vancouver:

Peters CE. An investigation of the relationship between Jungian psychological type and preferred styles of inquiry. [Internet] [Doctoral dissertation]. The Ohio State University; 1981. [cited 2019 Jun 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu14871709676376.

Council of Science Editors:

Peters CE. An investigation of the relationship between Jungian psychological type and preferred styles of inquiry. [Doctoral Dissertation]. The Ohio State University; 1981. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu14871709676376


University of Ontario Institute of Technology

14. Kruczek, Nicole. A narrative inquiry into the experience of a practical nursing graduate with private tutoring.

Degree: 2016, University of Ontario Institute of Technology

 Disability studies are an established area of scholarship in education and this has been my passion for the last decade. Students living with disabilities in… (more)

Subjects/Keywords: Tutor; Nursing; Disability; Narrative inquiry

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APA (6th Edition):

Kruczek, N. (2016). A narrative inquiry into the experience of a practical nursing graduate with private tutoring. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/683

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):

Kruczek, Nicole. “A narrative inquiry into the experience of a practical nursing graduate with private tutoring.” 2016. Thesis, University of Ontario Institute of Technology. Accessed June 18, 2019. http://hdl.handle.net/10155/683.

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

MLA Handbook (7th Edition):

Kruczek, Nicole. “A narrative inquiry into the experience of a practical nursing graduate with private tutoring.” 2016. Web. 18 Jun 2019.

Vancouver:

Kruczek N. A narrative inquiry into the experience of a practical nursing graduate with private tutoring. [Internet] [Thesis]. University of Ontario Institute of Technology; 2016. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/10155/683.

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

Council of Science Editors:

Kruczek N. A narrative inquiry into the experience of a practical nursing graduate with private tutoring. [Thesis]. University of Ontario Institute of Technology; 2016. Available from: http://hdl.handle.net/10155/683

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


University of Alberta

15. Lessard, Sean Michael. "Two-stones" stories: shared teachings through the narrative experiences of early school leavers.

Degree: MEd, Department of Educational Psychology, 2010, University of Alberta

 The purpose of the research study was to inquire into the experiences of youth who leave school before graduating with a high school diploma. Through… (more)

Subjects/Keywords: aboriginal; narrative; school leavers; inquiry

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APA (6th Edition):

Lessard, S. M. (2010). "Two-stones" stories: shared teachings through the narrative experiences of early school leavers. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/mw22v577v

Chicago Manual of Style (16th Edition):

Lessard, Sean Michael. “"Two-stones" stories: shared teachings through the narrative experiences of early school leavers.” 2010. Masters Thesis, University of Alberta. Accessed June 18, 2019. https://era.library.ualberta.ca/files/mw22v577v.

MLA Handbook (7th Edition):

Lessard, Sean Michael. “"Two-stones" stories: shared teachings through the narrative experiences of early school leavers.” 2010. Web. 18 Jun 2019.

Vancouver:

Lessard SM. "Two-stones" stories: shared teachings through the narrative experiences of early school leavers. [Internet] [Masters thesis]. University of Alberta; 2010. [cited 2019 Jun 18]. Available from: https://era.library.ualberta.ca/files/mw22v577v.

Council of Science Editors:

Lessard SM. "Two-stones" stories: shared teachings through the narrative experiences of early school leavers. [Masters Thesis]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/mw22v577v


University of Alberta

16. LeMay, Lenora M. A Narrative Inquiry Into Teachers’ Experiences of Working With Hope.

Degree: PhD, Department of Elementary Education, 2014, University of Alberta

 The research puzzle, in this study, evolved as I made sense of making hope visible in my interactions at a centre that studied how intentionally… (more)

Subjects/Keywords: hope; education; narrative inquiry

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APA (6th Edition):

LeMay, L. M. (2014). A Narrative Inquiry Into Teachers’ Experiences of Working With Hope. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/5138jg11t

Chicago Manual of Style (16th Edition):

LeMay, Lenora M. “A Narrative Inquiry Into Teachers’ Experiences of Working With Hope.” 2014. Doctoral Dissertation, University of Alberta. Accessed June 18, 2019. https://era.library.ualberta.ca/files/5138jg11t.

MLA Handbook (7th Edition):

LeMay, Lenora M. “A Narrative Inquiry Into Teachers’ Experiences of Working With Hope.” 2014. Web. 18 Jun 2019.

Vancouver:

LeMay LM. A Narrative Inquiry Into Teachers’ Experiences of Working With Hope. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2019 Jun 18]. Available from: https://era.library.ualberta.ca/files/5138jg11t.

Council of Science Editors:

LeMay LM. A Narrative Inquiry Into Teachers’ Experiences of Working With Hope. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/5138jg11t


University of Alberta

17. Jack-Malik, Sandra. Literacies and Three Women's On-Going Stories to Shift Identities: A Narrative Inquiry.

Degree: PhD, Department of Elementary Education, 2012, University of Alberta

 This study is a narrative inquiry. The study follows a recursive, reflexive process which allowed me to move between telling, retelling and reliving of stories… (more)

Subjects/Keywords: Literacies, Identities, Women, narrative inquiry

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

APA (6th Edition):

Jack-Malik, S. (2012). Literacies and Three Women's On-Going Stories to Shift Identities: A Narrative Inquiry. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/8049g700s

Chicago Manual of Style (16th Edition):

Jack-Malik, Sandra. “Literacies and Three Women's On-Going Stories to Shift Identities: A Narrative Inquiry.” 2012. Doctoral Dissertation, University of Alberta. Accessed June 18, 2019. https://era.library.ualberta.ca/files/8049g700s.

MLA Handbook (7th Edition):

Jack-Malik, Sandra. “Literacies and Three Women's On-Going Stories to Shift Identities: A Narrative Inquiry.” 2012. Web. 18 Jun 2019.

Vancouver:

Jack-Malik S. Literacies and Three Women's On-Going Stories to Shift Identities: A Narrative Inquiry. [Internet] [Doctoral dissertation]. University of Alberta; 2012. [cited 2019 Jun 18]. Available from: https://era.library.ualberta.ca/files/8049g700s.

Council of Science Editors:

Jack-Malik S. Literacies and Three Women's On-Going Stories to Shift Identities: A Narrative Inquiry. [Doctoral Dissertation]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/8049g700s


University of Alberta

18. De Padua, Anthony V. A Narrative Inquiry into the Experiences of Aboriginal People Living with HIV and Previous Incarceration.

Degree: PhD, Faculty of Nursing, 2015, University of Alberta

 HIV and AIDS are diseases that are increasingly diagnosed in incarcerated and previously incarcerated Aboriginal persons with little academic inquiry having been done in this… (more)

Subjects/Keywords: Aboriginal; HIV; Incarceration; Narrative Inquiry

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APA (6th Edition):

De Padua, A. V. (2015). A Narrative Inquiry into the Experiences of Aboriginal People Living with HIV and Previous Incarceration. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/pz50h000q

Chicago Manual of Style (16th Edition):

De Padua, Anthony V. “A Narrative Inquiry into the Experiences of Aboriginal People Living with HIV and Previous Incarceration.” 2015. Doctoral Dissertation, University of Alberta. Accessed June 18, 2019. https://era.library.ualberta.ca/files/pz50h000q.

MLA Handbook (7th Edition):

De Padua, Anthony V. “A Narrative Inquiry into the Experiences of Aboriginal People Living with HIV and Previous Incarceration.” 2015. Web. 18 Jun 2019.

Vancouver:

De Padua AV. A Narrative Inquiry into the Experiences of Aboriginal People Living with HIV and Previous Incarceration. [Internet] [Doctoral dissertation]. University of Alberta; 2015. [cited 2019 Jun 18]. Available from: https://era.library.ualberta.ca/files/pz50h000q.

Council of Science Editors:

De Padua AV. A Narrative Inquiry into the Experiences of Aboriginal People Living with HIV and Previous Incarceration. [Doctoral Dissertation]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/pz50h000q


Texas A&M University

19. Noland, James R. L. Two rival versions of historical inquiry and their application to the study of the Sixteenth Amendment.

Degree: 2006, Texas A&M University

 In this dissertation I identify the philosophy of Giambattista Vico and Karl Marx as representing, broadly, two rival versions of historical inquiry. Put simply, these… (more)

Subjects/Keywords: rival; inquiry

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APA (6th Edition):

Noland, J. R. L. (2006). Two rival versions of historical inquiry and their application to the study of the Sixteenth Amendment. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/3922

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):

Noland, James R L. “Two rival versions of historical inquiry and their application to the study of the Sixteenth Amendment.” 2006. Thesis, Texas A&M University. Accessed June 18, 2019. http://hdl.handle.net/1969.1/3922.

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

MLA Handbook (7th Edition):

Noland, James R L. “Two rival versions of historical inquiry and their application to the study of the Sixteenth Amendment.” 2006. Web. 18 Jun 2019.

Vancouver:

Noland JRL. Two rival versions of historical inquiry and their application to the study of the Sixteenth Amendment. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1969.1/3922.

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

Council of Science Editors:

Noland JRL. Two rival versions of historical inquiry and their application to the study of the Sixteenth Amendment. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/3922

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


Texas A&M University

20. Baldwin, Moira Jenkins. The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle.

Degree: 2012, Texas A&M University

 This study compared middle school (i.e., fifth, sixth and seventh grade) students? mental models of the day/night cycle before and after implementation of three inquiry-based… (more)

Subjects/Keywords: inquiry-based learning; mental models

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APA (6th Edition):

Baldwin, M. J. (2012). The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148192

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):

Baldwin, Moira Jenkins. “The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle.” 2012. Thesis, Texas A&M University. Accessed June 18, 2019. http://hdl.handle.net/1969.1/148192.

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

MLA Handbook (7th Edition):

Baldwin, Moira Jenkins. “The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle.” 2012. Web. 18 Jun 2019.

Vancouver:

Baldwin MJ. The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1969.1/148192.

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

Council of Science Editors:

Baldwin MJ. The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148192

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


Victoria University of Wellington

21. Ozturk, Kassandra Jane Littlejohn. Becoming a Homebirther, Smooth Sailing or Rocky Road? An Exploration of Pakeha Women's Experience on the Path to Homebirth.

Degree: 2010, Victoria University of Wellington

 This study explores the experiences of primiparous women on the path to planning the homebirth of their first child. There are many challenges along the… (more)

Subjects/Keywords: Narrative inquiry; Homebirth; Midwifery

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APA (6th Edition):

Ozturk, K. J. L. (2010). Becoming a Homebirther, Smooth Sailing or Rocky Road? An Exploration of Pakeha Women's Experience on the Path to Homebirth. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1455

Chicago Manual of Style (16th Edition):

Ozturk, Kassandra Jane Littlejohn. “Becoming a Homebirther, Smooth Sailing or Rocky Road? An Exploration of Pakeha Women's Experience on the Path to Homebirth.” 2010. Masters Thesis, Victoria University of Wellington. Accessed June 18, 2019. http://hdl.handle.net/10063/1455.

MLA Handbook (7th Edition):

Ozturk, Kassandra Jane Littlejohn. “Becoming a Homebirther, Smooth Sailing or Rocky Road? An Exploration of Pakeha Women's Experience on the Path to Homebirth.” 2010. Web. 18 Jun 2019.

Vancouver:

Ozturk KJL. Becoming a Homebirther, Smooth Sailing or Rocky Road? An Exploration of Pakeha Women's Experience on the Path to Homebirth. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/10063/1455.

Council of Science Editors:

Ozturk KJL. Becoming a Homebirther, Smooth Sailing or Rocky Road? An Exploration of Pakeha Women's Experience on the Path to Homebirth. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1455


Victoria University of Wellington

22. Arrowsmith, Susan. New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration.

Degree: 2013, Victoria University of Wellington

 Curriculum integration is an approach that aims to integrate teaching across traditional subject boundaries. Curriculum integration has received a growing level of interest in recent… (more)

Subjects/Keywords: Curriculum integration; Secondary school; Inquiry

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APA (6th Edition):

Arrowsmith, S. (2013). New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2841

Chicago Manual of Style (16th Edition):

Arrowsmith, Susan. “New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration.” 2013. Masters Thesis, Victoria University of Wellington. Accessed June 18, 2019. http://hdl.handle.net/10063/2841.

MLA Handbook (7th Edition):

Arrowsmith, Susan. “New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration.” 2013. Web. 18 Jun 2019.

Vancouver:

Arrowsmith S. New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/10063/2841.

Council of Science Editors:

Arrowsmith S. New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration. [Masters Thesis]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/2841


Addis Ababa University

23. Haimanot, Kagnew. Applicability of appreciative inquiry as leadership model in Public agencies: the case of bureau of health, city government of Addis Ababa .

Degree: 2015, Addis Ababa University

 The quest for public service leadership practices are constantly changing in line with dynamics in resource scarcity and the growing demand for quality services. Theoretical… (more)

Subjects/Keywords: Appreciative inquiry model; leadership development

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APA (6th Edition):

Haimanot, K. (2015). Applicability of appreciative inquiry as leadership model in Public agencies: the case of bureau of health, city government of Addis Ababa . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6293

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):

Haimanot, Kagnew. “Applicability of appreciative inquiry as leadership model in Public agencies: the case of bureau of health, city government of Addis Ababa .” 2015. Thesis, Addis Ababa University. Accessed June 18, 2019. http://etd.aau.edu.et/dspace/handle/123456789/6293.

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

MLA Handbook (7th Edition):

Haimanot, Kagnew. “Applicability of appreciative inquiry as leadership model in Public agencies: the case of bureau of health, city government of Addis Ababa .” 2015. Web. 18 Jun 2019.

Vancouver:

Haimanot K. Applicability of appreciative inquiry as leadership model in Public agencies: the case of bureau of health, city government of Addis Ababa . [Internet] [Thesis]. Addis Ababa University; 2015. [cited 2019 Jun 18]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6293.

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

Council of Science Editors:

Haimanot K. Applicability of appreciative inquiry as leadership model in Public agencies: the case of bureau of health, city government of Addis Ababa . [Thesis]. Addis Ababa University; 2015. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6293

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


Humboldt State University

24. Gervasi-Geist, Victoria M. An experiential kindergarten science curriculum engaging students in the scientific inquiry process.

Degree: 2010, Humboldt State University

 In order to develop curiosity about the world around them, children need to be frequently and actively involved in exploring the environment when learning science.… (more)

Subjects/Keywords: Kindergarten; Curriculum; Science; Inquiry; Experiential

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APA (6th Edition):

Gervasi-Geist, V. M. (2010). An experiential kindergarten science curriculum engaging students in the scientific inquiry process. (Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/605

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):

Gervasi-Geist, Victoria M. “An experiential kindergarten science curriculum engaging students in the scientific inquiry process.” 2010. Thesis, Humboldt State University. Accessed June 18, 2019. http://hdl.handle.net/2148/605.

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

MLA Handbook (7th Edition):

Gervasi-Geist, Victoria M. “An experiential kindergarten science curriculum engaging students in the scientific inquiry process.” 2010. Web. 18 Jun 2019.

Vancouver:

Gervasi-Geist VM. An experiential kindergarten science curriculum engaging students in the scientific inquiry process. [Internet] [Thesis]. Humboldt State University; 2010. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/2148/605.

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

Council of Science Editors:

Gervasi-Geist VM. An experiential kindergarten science curriculum engaging students in the scientific inquiry process. [Thesis]. Humboldt State University; 2010. Available from: http://hdl.handle.net/2148/605

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


Penn State University

25. Criswell, Brett Allen. Inquiry in Conversation: Exploring the Multiple Solution Pathway (MSP) Lesson Structure as a Means to Progressive Discourse in the Science Classroom.

Degree: PhD, Curriculum and Instruction, 2009, Penn State University

 This exploratory, descriptive study examined the way five chemistry teachers from four different schools enacted their visions of an activity labeled as the multiple solution… (more)

Subjects/Keywords: progressive discourse; interactions; inquiry

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APA (6th Edition):

Criswell, B. A. (2009). Inquiry in Conversation: Exploring the Multiple Solution Pathway (MSP) Lesson Structure as a Means to Progressive Discourse in the Science Classroom. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10086

Chicago Manual of Style (16th Edition):

Criswell, Brett Allen. “Inquiry in Conversation: Exploring the Multiple Solution Pathway (MSP) Lesson Structure as a Means to Progressive Discourse in the Science Classroom.” 2009. Doctoral Dissertation, Penn State University. Accessed June 18, 2019. https://etda.libraries.psu.edu/catalog/10086.

MLA Handbook (7th Edition):

Criswell, Brett Allen. “Inquiry in Conversation: Exploring the Multiple Solution Pathway (MSP) Lesson Structure as a Means to Progressive Discourse in the Science Classroom.” 2009. Web. 18 Jun 2019.

Vancouver:

Criswell BA. Inquiry in Conversation: Exploring the Multiple Solution Pathway (MSP) Lesson Structure as a Means to Progressive Discourse in the Science Classroom. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Jun 18]. Available from: https://etda.libraries.psu.edu/catalog/10086.

Council of Science Editors:

Criswell BA. Inquiry in Conversation: Exploring the Multiple Solution Pathway (MSP) Lesson Structure as a Means to Progressive Discourse in the Science Classroom. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/10086


Cornell University

26. O'Connell, Daniel. In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California .

Degree: 2011, Cornell University

 A handful of scholars conducted research and advocated for change in the San Joaquin Valley of California during twentieth century. Six social scientists, who I… (more)

Subjects/Keywords: engaged scholarship; narrative inquiry

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APA (6th Edition):

O'Connell, D. (2011). In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/30631

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):

O'Connell, Daniel. “In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California .” 2011. Thesis, Cornell University. Accessed June 18, 2019. http://hdl.handle.net/1813/30631.

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

MLA Handbook (7th Edition):

O'Connell, Daniel. “In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California .” 2011. Web. 18 Jun 2019.

Vancouver:

O'Connell D. In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California . [Internet] [Thesis]. Cornell University; 2011. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1813/30631.

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

Council of Science Editors:

O'Connell D. In The Struggle: Pedagogies Of Politically Engaged Scholarship In The San Joaquin Valley Of California . [Thesis]. Cornell University; 2011. Available from: http://hdl.handle.net/1813/30631

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


University of Toronto

27. Ahmed, Zahra. UN Fact-finding Inquiry Commissions for Assassinations of Prominent Individuals.

Degree: 2012, University of Toronto

UN Fact-Finding Inquiry Commissions established for assassination of prominent individuals are unique fact-finding commissions not only because of their international nature but also because they… (more)

Subjects/Keywords: United Nations Inquiry Commissions

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APA (6th Edition):

Ahmed, Z. (2012). UN Fact-finding Inquiry Commissions for Assassinations of Prominent Individuals. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33314

Chicago Manual of Style (16th Edition):

Ahmed, Zahra. “UN Fact-finding Inquiry Commissions for Assassinations of Prominent Individuals.” 2012. Masters Thesis, University of Toronto. Accessed June 18, 2019. http://hdl.handle.net/1807/33314.

MLA Handbook (7th Edition):

Ahmed, Zahra. “UN Fact-finding Inquiry Commissions for Assassinations of Prominent Individuals.” 2012. Web. 18 Jun 2019.

Vancouver:

Ahmed Z. UN Fact-finding Inquiry Commissions for Assassinations of Prominent Individuals. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1807/33314.

Council of Science Editors:

Ahmed Z. UN Fact-finding Inquiry Commissions for Assassinations of Prominent Individuals. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33314


Louisiana State University

28. Font, Laurie. Impact of teaching style on student learning of evolution.

Degree: MNS, Physical Sciences and Mathematics, 2012, Louisiana State University

 Natural selection is a topic that is laden with misconceptions. These misconceptions are often not addressed, and students can leave a biology classroom with the… (more)

Subjects/Keywords: high school; natural selection; inquiry

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APA (6th Edition):

Font, L. (2012). Impact of teaching style on student learning of evolution. (Masters Thesis). Louisiana State University. Retrieved from etd-07052012-101705 ; https://digitalcommons.lsu.edu/gradschool_theses/2257

Chicago Manual of Style (16th Edition):

Font, Laurie. “Impact of teaching style on student learning of evolution.” 2012. Masters Thesis, Louisiana State University. Accessed June 18, 2019. etd-07052012-101705 ; https://digitalcommons.lsu.edu/gradschool_theses/2257.

MLA Handbook (7th Edition):

Font, Laurie. “Impact of teaching style on student learning of evolution.” 2012. Web. 18 Jun 2019.

Vancouver:

Font L. Impact of teaching style on student learning of evolution. [Internet] [Masters thesis]. Louisiana State University; 2012. [cited 2019 Jun 18]. Available from: etd-07052012-101705 ; https://digitalcommons.lsu.edu/gradschool_theses/2257.

Council of Science Editors:

Font L. Impact of teaching style on student learning of evolution. [Masters Thesis]. Louisiana State University; 2012. Available from: etd-07052012-101705 ; https://digitalcommons.lsu.edu/gradschool_theses/2257


Montana State University

29. Brown, Deborah Louise. What did I learn? : helping students learn through scientific inquiry.

Degree: Graduate School, 2011, Montana State University

 Students enjoy doing labs in biology. However, too often the labs are prearranged cookbook labs where students follow detailed directions blindly without understanding lab concepts… (more)

Subjects/Keywords: Inquiry-based learning.; Biology.

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APA (6th Edition):

Brown, D. L. (2011). What did I learn? : helping students learn through scientific inquiry. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/983

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):

Brown, Deborah Louise. “What did I learn? : helping students learn through scientific inquiry.” 2011. Thesis, Montana State University. Accessed June 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/983.

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

MLA Handbook (7th Edition):

Brown, Deborah Louise. “What did I learn? : helping students learn through scientific inquiry.” 2011. Web. 18 Jun 2019.

Vancouver:

Brown DL. What did I learn? : helping students learn through scientific inquiry. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Jun 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/983.

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

Council of Science Editors:

Brown DL. What did I learn? : helping students learn through scientific inquiry. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/983

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


University of Illinois – Chicago

30. DeCristofaro, Ramona M. A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry.

Degree: 2016, University of Illinois – Chicago

 Collaborative teacher inquiry is a learning process that is often conceptualized as involving teacher teams in the investigation of their own practice. I drew from… (more)

Subjects/Keywords: Reflection; Collaborative Teacher Inquiry

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APA (6th Edition):

DeCristofaro, R. M. (2016). A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20921

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):

DeCristofaro, Ramona M. “A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry.” 2016. Thesis, University of Illinois – Chicago. Accessed June 18, 2019. http://hdl.handle.net/10027/20921.

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

MLA Handbook (7th Edition):

DeCristofaro, Ramona M. “A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry.” 2016. Web. 18 Jun 2019.

Vancouver:

DeCristofaro RM. A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/10027/20921.

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

Council of Science Editors:

DeCristofaro RM. A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20921

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

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