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You searched for subject:(instructional strategies). Showing records 1 – 30 of 157 total matches.

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California State University – Sacramento

1. Foley, Sarah P. Improving reading comprehension for adequate decoders.

Degree: MA, Education (Language and Literacy, 2011, California State University – Sacramento

 There are students who are able to decode adequately but continue to struggle with reading due to their comprehension. These students need to be provided… (more)

Subjects/Keywords: Instructional model; Intervention; Comprehension strategies

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APA (6th Edition):

Foley, S. P. (2011). Improving reading comprehension for adequate decoders. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1079

Chicago Manual of Style (16th Edition):

Foley, Sarah P. “Improving reading comprehension for adequate decoders.” 2011. Masters Thesis, California State University – Sacramento. Accessed April 21, 2019. http://hdl.handle.net/10211.9/1079.

MLA Handbook (7th Edition):

Foley, Sarah P. “Improving reading comprehension for adequate decoders.” 2011. Web. 21 Apr 2019.

Vancouver:

Foley SP. Improving reading comprehension for adequate decoders. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10211.9/1079.

Council of Science Editors:

Foley SP. Improving reading comprehension for adequate decoders. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1079


Mississippi State University

2. Mamrak, Robert. AN INVESTIGATION OF A MISSISSIPPI WHOLE SCHOOLS INITIATIVE MODEL SCHOOL.

Degree: PhD, Department of Leadership and Foundations, 2009, Mississippi State University

  Researchers are finding that the No Child Left Behind legislation's mandatory testing provision has resulted in many schools reducing art instruction (Abrams, Madaus, &… (more)

Subjects/Keywords: instructional strategies; school improvement

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APA (6th Edition):

Mamrak, R. (2009). AN INVESTIGATION OF A MISSISSIPPI WHOLE SCHOOLS INITIATIVE MODEL SCHOOL. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03232009-111302/ ;

Chicago Manual of Style (16th Edition):

Mamrak, Robert. “AN INVESTIGATION OF A MISSISSIPPI WHOLE SCHOOLS INITIATIVE MODEL SCHOOL.” 2009. Doctoral Dissertation, Mississippi State University. Accessed April 21, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03232009-111302/ ;.

MLA Handbook (7th Edition):

Mamrak, Robert. “AN INVESTIGATION OF A MISSISSIPPI WHOLE SCHOOLS INITIATIVE MODEL SCHOOL.” 2009. Web. 21 Apr 2019.

Vancouver:

Mamrak R. AN INVESTIGATION OF A MISSISSIPPI WHOLE SCHOOLS INITIATIVE MODEL SCHOOL. [Internet] [Doctoral dissertation]. Mississippi State University; 2009. [cited 2019 Apr 21]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03232009-111302/ ;.

Council of Science Editors:

Mamrak R. AN INVESTIGATION OF A MISSISSIPPI WHOLE SCHOOLS INITIATIVE MODEL SCHOOL. [Doctoral Dissertation]. Mississippi State University; 2009. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03232009-111302/ ;


Kennesaw State University

3. Ridley, Andrea. PLANNING TO ASSIST LOW ACHIEVERS: PERSPECTIVES OF INSTRUCTIONAL LEADERS AND TEACHERS.

Degree: Doctor of Education in Educational Leadership for Learning Dissertations, Educational Leadership, 2018, Kennesaw State University

  Is there a connection between stereotypes and the achievement gap? The issue of stereotyping is a consistent topic of concern in the United States… (more)

Subjects/Keywords: instructional strategies; effective instructional strategies; instructional leader perceptions; teacher perceptions; instructional strategies for low-achievers; stereotyping; Curriculum and Instruction

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APA (6th Edition):

Ridley, A. (2018). PLANNING TO ASSIST LOW ACHIEVERS: PERSPECTIVES OF INSTRUCTIONAL LEADERS AND TEACHERS. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/educleaddoc_etd/13

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):

Ridley, Andrea. “PLANNING TO ASSIST LOW ACHIEVERS: PERSPECTIVES OF INSTRUCTIONAL LEADERS AND TEACHERS.” 2018. Thesis, Kennesaw State University. Accessed April 21, 2019. https://digitalcommons.kennesaw.edu/educleaddoc_etd/13.

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

MLA Handbook (7th Edition):

Ridley, Andrea. “PLANNING TO ASSIST LOW ACHIEVERS: PERSPECTIVES OF INSTRUCTIONAL LEADERS AND TEACHERS.” 2018. Web. 21 Apr 2019.

Vancouver:

Ridley A. PLANNING TO ASSIST LOW ACHIEVERS: PERSPECTIVES OF INSTRUCTIONAL LEADERS AND TEACHERS. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Apr 21]. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/13.

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

Council of Science Editors:

Ridley A. PLANNING TO ASSIST LOW ACHIEVERS: PERSPECTIVES OF INSTRUCTIONAL LEADERS AND TEACHERS. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/13

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


Texas A&M University

4. Maxwell, Jonathan G. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.

Degree: 2014, Texas A&M University

 The purpose of this study was to examine differences between first year and preservice elementary mathematics teachers by certification route. First, the instructional practices of… (more)

Subjects/Keywords: certification route; mathematics; first year; instructional strategies

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APA (6th Edition):

Maxwell, J. G. (2014). Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152588

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):

Maxwell, Jonathan G. “Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.” 2014. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/152588.

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

MLA Handbook (7th Edition):

Maxwell, Jonathan G. “Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.” 2014. Web. 21 Apr 2019.

Vancouver:

Maxwell JG. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/152588.

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

Council of Science Editors:

Maxwell JG. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152588

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


California State University – Sacramento

5. Harris, Maya S. An algebra handbook: instructional strategies for assisting college students with learning disabilities.

Degree: MA, Education (Special Education, 2010, California State University – Sacramento

 An Algebra handbook of instructional strategies was created for the Learning Disabilities department staff at American River College in Northern California. The handbook is designed… (more)

Subjects/Keywords: Learning disabilities; Algebra handbook; Instructional strategies

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APA (6th Edition):

Harris, M. S. (2010). An algebra handbook: instructional strategies for assisting college students with learning disabilities. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/480

Chicago Manual of Style (16th Edition):

Harris, Maya S. “An algebra handbook: instructional strategies for assisting college students with learning disabilities.” 2010. Masters Thesis, California State University – Sacramento. Accessed April 21, 2019. http://hdl.handle.net/10211.9/480.

MLA Handbook (7th Edition):

Harris, Maya S. “An algebra handbook: instructional strategies for assisting college students with learning disabilities.” 2010. Web. 21 Apr 2019.

Vancouver:

Harris MS. An algebra handbook: instructional strategies for assisting college students with learning disabilities. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10211.9/480.

Council of Science Editors:

Harris MS. An algebra handbook: instructional strategies for assisting college students with learning disabilities. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/480

6. Villalobos, Tina. Project-Based Instruction Compared To Direct Instruction .

Degree: 2012, California State University – San Marcos

 This research study investigated how ninth grade students performed on grammar benchmark assessments using a project-based learning delivery method compared to a direct instruction learning… (more)

Subjects/Keywords: Project-based; Instructional strategies; Direct Instruction

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APA (6th Edition):

Villalobos, T. (2012). Project-Based Instruction Compared To Direct Instruction . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/190

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):

Villalobos, Tina. “Project-Based Instruction Compared To Direct Instruction .” 2012. Thesis, California State University – San Marcos. Accessed April 21, 2019. http://hdl.handle.net/10211.8/190.

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

MLA Handbook (7th Edition):

Villalobos, Tina. “Project-Based Instruction Compared To Direct Instruction .” 2012. Web. 21 Apr 2019.

Vancouver:

Villalobos T. Project-Based Instruction Compared To Direct Instruction . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10211.8/190.

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

Council of Science Editors:

Villalobos T. Project-Based Instruction Compared To Direct Instruction . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/190

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


University of Southern California

7. Moffatt, Linda B. Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement.

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

 The new Common Core State Standards (CCSS) are designed to be robust and relevant to the real world by reflecting the knowledge and skills that… (more)

Subjects/Keywords: perceptions; English learners; instructional strategies; academic; achievement

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APA (6th Edition):

Moffatt, L. B. (2015). Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587453/rec/6343

Chicago Manual of Style (16th Edition):

Moffatt, Linda B. “Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement.” 2015. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587453/rec/6343.

MLA Handbook (7th Edition):

Moffatt, Linda B. “Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement.” 2015. Web. 21 Apr 2019.

Vancouver:

Moffatt LB. Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587453/rec/6343.

Council of Science Editors:

Moffatt LB. Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587453/rec/6343


University of Waikato

8. August, Matilda. Supporting English language learning by bridging from childrens' first languages in Papua New Guinea: An analysis of Grade 3 teachers' conceptions and practices .

Degree: 2010, University of Waikato

 This is a descriptive study that was conducted with selected Grade 3 teachers in the East New Britain Province of Papua New Guinea. Grade 3… (more)

Subjects/Keywords: bilingual; Papua New Guinea; bridging; instructional strategies

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APA (6th Edition):

August, M. (2010). Supporting English language learning by bridging from childrens' first languages in Papua New Guinea: An analysis of Grade 3 teachers' conceptions and practices . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/4278

Chicago Manual of Style (16th Edition):

August, Matilda. “Supporting English language learning by bridging from childrens' first languages in Papua New Guinea: An analysis of Grade 3 teachers' conceptions and practices .” 2010. Masters Thesis, University of Waikato. Accessed April 21, 2019. http://hdl.handle.net/10289/4278.

MLA Handbook (7th Edition):

August, Matilda. “Supporting English language learning by bridging from childrens' first languages in Papua New Guinea: An analysis of Grade 3 teachers' conceptions and practices .” 2010. Web. 21 Apr 2019.

Vancouver:

August M. Supporting English language learning by bridging from childrens' first languages in Papua New Guinea: An analysis of Grade 3 teachers' conceptions and practices . [Internet] [Masters thesis]. University of Waikato; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10289/4278.

Council of Science Editors:

August M. Supporting English language learning by bridging from childrens' first languages in Papua New Guinea: An analysis of Grade 3 teachers' conceptions and practices . [Masters Thesis]. University of Waikato; 2010. Available from: http://hdl.handle.net/10289/4278


University of Southern California

9. Jackson, Darvin. The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development.

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

 English language learners (ELLs) will be faced with the challenges of demonstrating proficiency on the Common Core State Standards (CCSS) in the future. The purpose… (more)

Subjects/Keywords: professional development; instructional strategies; English language learners

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APA (6th Edition):

Jackson, D. (2015). The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6541

Chicago Manual of Style (16th Edition):

Jackson, Darvin. “The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development.” 2015. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6541.

MLA Handbook (7th Edition):

Jackson, Darvin. “The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development.” 2015. Web. 21 Apr 2019.

Vancouver:

Jackson D. The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6541.

Council of Science Editors:

Jackson D. The degree to which the use of sheltered instructional strategies in classrooms impact student access to common core content as a consequence of professional development. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6541


University of Iowa

10. Finn, Kelly Frances. A survey of college math professors' reported instructional strategies in courses in which prospective teachers enroll.

Degree: PhD, Education, 2010, University of Iowa

This study is survey research on the reported instructional strategies of college mathematics professors. I modified an Approaches to Teaching Inventory (ATI-R) that contained likert scale, demographic and rank order items in order to characterize the instructional strategies of college math professors. Advisors/Committee Members: Colvin, Carolyn (supervisor).

Subjects/Keywords: College math professors; Instructional strategies; Education

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APA (6th Edition):

Finn, K. F. (2010). A survey of college math professors' reported instructional strategies in courses in which prospective teachers enroll. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/499

Chicago Manual of Style (16th Edition):

Finn, Kelly Frances. “A survey of college math professors' reported instructional strategies in courses in which prospective teachers enroll.” 2010. Doctoral Dissertation, University of Iowa. Accessed April 21, 2019. https://ir.uiowa.edu/etd/499.

MLA Handbook (7th Edition):

Finn, Kelly Frances. “A survey of college math professors' reported instructional strategies in courses in which prospective teachers enroll.” 2010. Web. 21 Apr 2019.

Vancouver:

Finn KF. A survey of college math professors' reported instructional strategies in courses in which prospective teachers enroll. [Internet] [Doctoral dissertation]. University of Iowa; 2010. [cited 2019 Apr 21]. Available from: https://ir.uiowa.edu/etd/499.

Council of Science Editors:

Finn KF. A survey of college math professors' reported instructional strategies in courses in which prospective teachers enroll. [Doctoral Dissertation]. University of Iowa; 2010. Available from: https://ir.uiowa.edu/etd/499


University of Houston

11. -8463-7193. Examining Instructional Strategies for Teaching Interpersonal Communication.

Degree: Curriculum and Instruction, Department of, 2016, University of Houston

 The call for public education reform has drawn national attention for several decades and has resulted in a current context of accountability, thus making education… (more)

Subjects/Keywords: Principal; Instructional Leaders; Communication Skills; Competencies; Instructional Strategies; Teaching; Principal preparation

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APA (6th Edition):

-8463-7193. (2016). Examining Instructional Strategies for Teaching Interpersonal Communication. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1719

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

Chicago Manual of Style (16th Edition):

-8463-7193. “Examining Instructional Strategies for Teaching Interpersonal Communication.” 2016. Thesis, University of Houston. Accessed April 21, 2019. http://hdl.handle.net/10657/1719.

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

MLA Handbook (7th Edition):

-8463-7193. “Examining Instructional Strategies for Teaching Interpersonal Communication.” 2016. Web. 21 Apr 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8463-7193. Examining Instructional Strategies for Teaching Interpersonal Communication. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10657/1719.

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

Council of Science Editors:

-8463-7193. Examining Instructional Strategies for Teaching Interpersonal Communication. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1719

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


Virginia Tech

12. Boone, Benjamin Daniel. Instructional Leadership Practices Principals Use In Blue Ribbon Awarded Public Elementary Schools In Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 The purpose of the study was to identify instructional leadership practices elementary principals in Blue Ribbon awarded public elementary schools in Virginia implemented to influence… (more)

Subjects/Keywords: Blue Ribbon Awarded Schools; Research Based; Instructional Practices; Instructional Strategies; Instructional Leaders; Title I Schools

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APA (6th Edition):

Boone, B. D. (2017). Instructional Leadership Practices Principals Use In Blue Ribbon Awarded Public Elementary Schools In Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86144

Chicago Manual of Style (16th Edition):

Boone, Benjamin Daniel. “Instructional Leadership Practices Principals Use In Blue Ribbon Awarded Public Elementary Schools In Virginia.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 21, 2019. http://hdl.handle.net/10919/86144.

MLA Handbook (7th Edition):

Boone, Benjamin Daniel. “Instructional Leadership Practices Principals Use In Blue Ribbon Awarded Public Elementary Schools In Virginia.” 2017. Web. 21 Apr 2019.

Vancouver:

Boone BD. Instructional Leadership Practices Principals Use In Blue Ribbon Awarded Public Elementary Schools In Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10919/86144.

Council of Science Editors:

Boone BD. Instructional Leadership Practices Principals Use In Blue Ribbon Awarded Public Elementary Schools In Virginia. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/86144

13. Sentz, Justin A. Instructional Designer Awareness and Application of Strategies to Manage Cognitive Load.

Degree: PhD, STEM and Professional Studies, 2018, Old Dominion University

  This study examined how practicing instructional designers manage cognitive load in a standardized scenario as they select and implement instructional strategies, message design, content… (more)

Subjects/Keywords: Cognitive load; Instructional design; Instructional strategies; Instructional technology; Curriculum and Instruction; Instructional Media Design; Science and Technology Studies

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APA (6th Edition):

Sentz, J. A. (2018). Instructional Designer Awareness and Application of Strategies to Manage Cognitive Load. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355884111 ; https://digitalcommons.odu.edu/stemps_etds/35

Chicago Manual of Style (16th Edition):

Sentz, Justin A. “Instructional Designer Awareness and Application of Strategies to Manage Cognitive Load.” 2018. Doctoral Dissertation, Old Dominion University. Accessed April 21, 2019. 9780355884111 ; https://digitalcommons.odu.edu/stemps_etds/35.

MLA Handbook (7th Edition):

Sentz, Justin A. “Instructional Designer Awareness and Application of Strategies to Manage Cognitive Load.” 2018. Web. 21 Apr 2019.

Vancouver:

Sentz JA. Instructional Designer Awareness and Application of Strategies to Manage Cognitive Load. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2019 Apr 21]. Available from: 9780355884111 ; https://digitalcommons.odu.edu/stemps_etds/35.

Council of Science Editors:

Sentz JA. Instructional Designer Awareness and Application of Strategies to Manage Cognitive Load. [Doctoral Dissertation]. Old Dominion University; 2018. Available from: 9780355884111 ; https://digitalcommons.odu.edu/stemps_etds/35


Liberty University

14. Pritchett, Christopher Glenn. Perceptions of Alabama School Personnel of Research-based Instructional Strategies to Improve Student Achievement.

Degree: 2007, Liberty University

 This study was designed to explore the perceptions of school personnel concerning the use of research-based instructional strategies as outlined in School Improvement Plans of… (more)

Subjects/Keywords: School Improvement; Instructional Strategies; School Improvement Plans; Education, Administration

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APA (6th Edition):

Pritchett, C. G. (2007). Perceptions of Alabama School Personnel of Research-based Instructional Strategies to Improve Student Achievement. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/6

Chicago Manual of Style (16th Edition):

Pritchett, Christopher Glenn. “Perceptions of Alabama School Personnel of Research-based Instructional Strategies to Improve Student Achievement.” 2007. Doctoral Dissertation, Liberty University. Accessed April 21, 2019. http://digitalcommons.liberty.edu/doctoral/6.

MLA Handbook (7th Edition):

Pritchett, Christopher Glenn. “Perceptions of Alabama School Personnel of Research-based Instructional Strategies to Improve Student Achievement.” 2007. Web. 21 Apr 2019.

Vancouver:

Pritchett CG. Perceptions of Alabama School Personnel of Research-based Instructional Strategies to Improve Student Achievement. [Internet] [Doctoral dissertation]. Liberty University; 2007. [cited 2019 Apr 21]. Available from: http://digitalcommons.liberty.edu/doctoral/6.

Council of Science Editors:

Pritchett CG. Perceptions of Alabama School Personnel of Research-based Instructional Strategies to Improve Student Achievement. [Doctoral Dissertation]. Liberty University; 2007. Available from: http://digitalcommons.liberty.edu/doctoral/6


University of Georgia

15. Governor, Donna. Teaching and learning science through song: exploring the experiences of students and teachers.

Degree: PhD, Science Education, 2011, University of Georgia

 This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand… (more)

Subjects/Keywords: Science education; Instructional strategies; science songs; sense-making activities

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APA (6th Edition):

Governor, D. (2011). Teaching and learning science through song: exploring the experiences of students and teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/governor_donna_201105_phd

Chicago Manual of Style (16th Edition):

Governor, Donna. “Teaching and learning science through song: exploring the experiences of students and teachers.” 2011. Doctoral Dissertation, University of Georgia. Accessed April 21, 2019. http://purl.galileo.usg.edu/uga_etd/governor_donna_201105_phd.

MLA Handbook (7th Edition):

Governor, Donna. “Teaching and learning science through song: exploring the experiences of students and teachers.” 2011. Web. 21 Apr 2019.

Vancouver:

Governor D. Teaching and learning science through song: exploring the experiences of students and teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Apr 21]. Available from: http://purl.galileo.usg.edu/uga_etd/governor_donna_201105_phd.

Council of Science Editors:

Governor D. Teaching and learning science through song: exploring the experiences of students and teachers. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/governor_donna_201105_phd

16. Hameed A. Interaction of instructional strategies and achievement motivation on achievement in social science of standard VII pupils;.

Degree: Education, 2015, University of Calicut

newline

Bibliography p.346-364,Appendices

Advisors/Committee Members: P.K. Sudheesh Kumar.

Subjects/Keywords: achievement motivation; Education; instructional strategies

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

APA (6th Edition):

A, H. (2015). Interaction of instructional strategies and achievement motivation on achievement in social science of standard VII pupils;. (Thesis). University of Calicut. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/49273

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):

A, Hameed. “Interaction of instructional strategies and achievement motivation on achievement in social science of standard VII pupils;.” 2015. Thesis, University of Calicut. Accessed April 21, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/49273.

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

MLA Handbook (7th Edition):

A, Hameed. “Interaction of instructional strategies and achievement motivation on achievement in social science of standard VII pupils;.” 2015. Web. 21 Apr 2019.

Vancouver:

A H. Interaction of instructional strategies and achievement motivation on achievement in social science of standard VII pupils;. [Internet] [Thesis]. University of Calicut; 2015. [cited 2019 Apr 21]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/49273.

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

Council of Science Editors:

A H. Interaction of instructional strategies and achievement motivation on achievement in social science of standard VII pupils;. [Thesis]. University of Calicut; 2015. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/49273

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


University of Toledo

17. Allen, Amy E. Instructional Strategies in Early Childhood Teacher Education: A Comparison of Two Approaches.

Degree: PhD, Educational Psychology, 2008, University of Toledo

 In an effort to identify the impact of teacher education on P-12 classroom practices, and ultimately on P-12 student learning, this study investigates the differences… (more)

Subjects/Keywords: Teacher Education; teacher education; instructional strategies; early childhood

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

APA (6th Edition):

Allen, A. E. (2008). Instructional Strategies in Early Childhood Teacher Education: A Comparison of Two Approaches. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1218812594

Chicago Manual of Style (16th Edition):

Allen, Amy E. “Instructional Strategies in Early Childhood Teacher Education: A Comparison of Two Approaches.” 2008. Doctoral Dissertation, University of Toledo. Accessed April 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1218812594.

MLA Handbook (7th Edition):

Allen, Amy E. “Instructional Strategies in Early Childhood Teacher Education: A Comparison of Two Approaches.” 2008. Web. 21 Apr 2019.

Vancouver:

Allen AE. Instructional Strategies in Early Childhood Teacher Education: A Comparison of Two Approaches. [Internet] [Doctoral dissertation]. University of Toledo; 2008. [cited 2019 Apr 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1218812594.

Council of Science Editors:

Allen AE. Instructional Strategies in Early Childhood Teacher Education: A Comparison of Two Approaches. [Doctoral Dissertation]. University of Toledo; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1218812594

18. Carder, Sunny Marie. The effects of reading comprehension strategies on achievement for English learners (ELs).

Degree: 2011, California State University – Sacramento

 This study offers conclusions and recommendations on increasing reading comprehension for ELs. Previous studies have focused on the use of certain instructional strategies, but few… (more)

Subjects/Keywords: Instructional strategies; Student achievement

…certain instructional strategies, but few have investigated the effect of these strategies on EL… …instructional strategies: total physical response, interactive word wall, dual language or concept… …determining ELs success in reading comprehension instructional strategies. It also attempted to fill… …instructional strategies and reading comprehension achievement for ELs. Purposely, the research… …teacher reported use of EL reading comprehension instructional strategies on EL reading… 

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

APA (6th Edition):

Carder, S. M. (2011). The effects of reading comprehension strategies on achievement for English learners (ELs). (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1131

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):

Carder, Sunny Marie. “The effects of reading comprehension strategies on achievement for English learners (ELs).” 2011. Thesis, California State University – Sacramento. Accessed April 21, 2019. http://hdl.handle.net/10211.9/1131.

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

MLA Handbook (7th Edition):

Carder, Sunny Marie. “The effects of reading comprehension strategies on achievement for English learners (ELs).” 2011. Web. 21 Apr 2019.

Vancouver:

Carder SM. The effects of reading comprehension strategies on achievement for English learners (ELs). [Internet] [Thesis]. California State University – Sacramento; 2011. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10211.9/1131.

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

Council of Science Editors:

Carder SM. The effects of reading comprehension strategies on achievement for English learners (ELs). [Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1131

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

19. Chang, Tiffany Hsu Han. An examination of conductors’ leadership skills.

Degree: MM, Music Education, 2009, Oberlin College Masters Theses

  Through my experiences as a member of various large orchestral ensembles, I have been intrigued by how diverse my musical experiences were with different… (more)

Subjects/Keywords: Music; conductor; leadership; orchestra; musicianship; rehearsal organization; instructional strategies; ensemble; rehearsal

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

APA (6th Edition):

Chang, T. H. H. (2009). An examination of conductors’ leadership skills. (Masters Thesis). Oberlin College Masters Theses. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=obgrad1272475425

Chicago Manual of Style (16th Edition):

Chang, Tiffany Hsu Han. “An examination of conductors’ leadership skills.” 2009. Masters Thesis, Oberlin College Masters Theses. Accessed April 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=obgrad1272475425.

MLA Handbook (7th Edition):

Chang, Tiffany Hsu Han. “An examination of conductors’ leadership skills.” 2009. Web. 21 Apr 2019.

Vancouver:

Chang THH. An examination of conductors’ leadership skills. [Internet] [Masters thesis]. Oberlin College Masters Theses; 2009. [cited 2019 Apr 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=obgrad1272475425.

Council of Science Editors:

Chang THH. An examination of conductors’ leadership skills. [Masters Thesis]. Oberlin College Masters Theses; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=obgrad1272475425


Ohio University

20. Rader-Brown, Lucy M. To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2010, Ohio University

  Using responses from a survey of elementary teachers from the state of Ohio, this study analyzed the influences of teachers' professional training (both pre-service… (more)

Subjects/Keywords: Teaching; Instructional Strategies; English Language Learners; Content Area Teachers

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APA (6th Edition):

Rader-Brown, L. M. (2010). To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246

Chicago Manual of Style (16th Edition):

Rader-Brown, Lucy M. “To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?.” 2010. Doctoral Dissertation, Ohio University. Accessed April 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246.

MLA Handbook (7th Edition):

Rader-Brown, Lucy M. “To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?.” 2010. Web. 21 Apr 2019.

Vancouver:

Rader-Brown LM. To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?. [Internet] [Doctoral dissertation]. Ohio University; 2010. [cited 2019 Apr 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246.

Council of Science Editors:

Rader-Brown LM. To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?. [Doctoral Dissertation]. Ohio University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246


Penn State University

21. Munyofu, Mine. EFFECT OF VARIED ENHANCEMENT STRATEGIES (CHUNKING, FEEDBACK, GAMING) IN COMPLEMENTING ANIMATED INSTRUCTION IN FACILITATING DIFFERENT TYPES OF LEARNING OBJECTIVES.

Degree: PhD, Instructional Systems, 2008, Penn State University

 The purpose of this study was to examine the instructional effectiveness of different levels of chunking (simple visual/text and complex visual/text), different forms of feedback… (more)

Subjects/Keywords: instructional strategies; chunking; feedback; gaming; animation; programmed instruction

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

APA (6th Edition):

Munyofu, M. (2008). EFFECT OF VARIED ENHANCEMENT STRATEGIES (CHUNKING, FEEDBACK, GAMING) IN COMPLEMENTING ANIMATED INSTRUCTION IN FACILITATING DIFFERENT TYPES OF LEARNING OBJECTIVES. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8230

Chicago Manual of Style (16th Edition):

Munyofu, Mine. “EFFECT OF VARIED ENHANCEMENT STRATEGIES (CHUNKING, FEEDBACK, GAMING) IN COMPLEMENTING ANIMATED INSTRUCTION IN FACILITATING DIFFERENT TYPES OF LEARNING OBJECTIVES.” 2008. Doctoral Dissertation, Penn State University. Accessed April 21, 2019. https://etda.libraries.psu.edu/catalog/8230.

MLA Handbook (7th Edition):

Munyofu, Mine. “EFFECT OF VARIED ENHANCEMENT STRATEGIES (CHUNKING, FEEDBACK, GAMING) IN COMPLEMENTING ANIMATED INSTRUCTION IN FACILITATING DIFFERENT TYPES OF LEARNING OBJECTIVES.” 2008. Web. 21 Apr 2019.

Vancouver:

Munyofu M. EFFECT OF VARIED ENHANCEMENT STRATEGIES (CHUNKING, FEEDBACK, GAMING) IN COMPLEMENTING ANIMATED INSTRUCTION IN FACILITATING DIFFERENT TYPES OF LEARNING OBJECTIVES. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2019 Apr 21]. Available from: https://etda.libraries.psu.edu/catalog/8230.

Council of Science Editors:

Munyofu M. EFFECT OF VARIED ENHANCEMENT STRATEGIES (CHUNKING, FEEDBACK, GAMING) IN COMPLEMENTING ANIMATED INSTRUCTION IN FACILITATING DIFFERENT TYPES OF LEARNING OBJECTIVES. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8230

22. Badino, Jennifer. Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder .

Degree: 2014, California State University – San Marcos

 Studies of individuals with High Functioning Autism Spectrum Disorder (HFASD) have established that a selective pattern of academic and cognitive abilities and deficits characterize this… (more)

Subjects/Keywords: High Functioning Autism Specturm Disorder; Interventions; Instructional strategies

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APA (6th Edition):

Badino, J. (2014). Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/120419

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):

Badino, Jennifer. “Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder .” 2014. Thesis, California State University – San Marcos. Accessed April 21, 2019. http://hdl.handle.net/10211.3/120419.

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

MLA Handbook (7th Edition):

Badino, Jennifer. “Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder .” 2014. Web. 21 Apr 2019.

Vancouver:

Badino J. Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10211.3/120419.

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

Council of Science Editors:

Badino J. Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/120419

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


University of Southern California

23. Hyder, Syed N. Resource allocation in successful schools: case studies of California elementary schools.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 This study was conducted to examine instructional strategies and resource allocation in successful schools. The study was based on analysis of six effective Southern California… (more)

Subjects/Keywords: effective schools; resource allocation; instructional strategies; elementary school

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APA (6th Edition):

Hyder, S. N. (2010). Resource allocation in successful schools: case studies of California elementary schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318713/rec/5554

Chicago Manual of Style (16th Edition):

Hyder, Syed N. “Resource allocation in successful schools: case studies of California elementary schools.” 2010. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318713/rec/5554.

MLA Handbook (7th Edition):

Hyder, Syed N. “Resource allocation in successful schools: case studies of California elementary schools.” 2010. Web. 21 Apr 2019.

Vancouver:

Hyder SN. Resource allocation in successful schools: case studies of California elementary schools. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318713/rec/5554.

Council of Science Editors:

Hyder SN. Resource allocation in successful schools: case studies of California elementary schools. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318713/rec/5554


University of Southern California

24. de Diego, Joslin. Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms.

Degree: EdD, Education, 2012, University of Southern California

 The purpose of this study was to determine whether teachers’ perceptions of effective instructional strategies, as defined by Marzano, Pickering and Pollack (2001) differ in… (more)

Subjects/Keywords: instructional strategies; teacher perceptions; traditional classroom; virtual classroom

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APA (6th Edition):

de Diego, J. (2012). Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/42336/rec/6345

Chicago Manual of Style (16th Edition):

de Diego, Joslin. “Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms.” 2012. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/42336/rec/6345.

MLA Handbook (7th Edition):

de Diego, Joslin. “Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms.” 2012. Web. 21 Apr 2019.

Vancouver:

de Diego J. Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/42336/rec/6345.

Council of Science Editors:

de Diego J. Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/42336/rec/6345


University of Central Florida

25. Maraj, Crystal. Investigating Simulation-Based Pattern Recognition Training For Behavior Cue Detection.

Degree: 2015, University of Central Florida

 The U.S. military uses pattern recognition training to observe anomalies in human behavior. An examination of the pattern recognition training literature for Warfighters reveals a… (more)

Subjects/Keywords: Simulation based training; kim's game; virtual environment; instructional strategies; Engineering

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APA (6th Edition):

Maraj, C. (2015). Investigating Simulation-Based Pattern Recognition Training For Behavior Cue Detection. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/1285

Chicago Manual of Style (16th Edition):

Maraj, Crystal. “Investigating Simulation-Based Pattern Recognition Training For Behavior Cue Detection.” 2015. Doctoral Dissertation, University of Central Florida. Accessed April 21, 2019. http://stars.library.ucf.edu/etd/1285.

MLA Handbook (7th Edition):

Maraj, Crystal. “Investigating Simulation-Based Pattern Recognition Training For Behavior Cue Detection.” 2015. Web. 21 Apr 2019.

Vancouver:

Maraj C. Investigating Simulation-Based Pattern Recognition Training For Behavior Cue Detection. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Apr 21]. Available from: http://stars.library.ucf.edu/etd/1285.

Council of Science Editors:

Maraj C. Investigating Simulation-Based Pattern Recognition Training For Behavior Cue Detection. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: http://stars.library.ucf.edu/etd/1285


Eastern Michigan University

26. Laatsch, Stephen D. The relationship between instructional strategies and teacher evaluation in Michigan public schools.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2016, Eastern Michigan University

  The purpose of this quantitative study was to determine whether teachers altered instructional strategies based on their local school district’s teacher evaluation framework. Further,… (more)

Subjects/Keywords: education; evaluation; instructional; strategies; teacher; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Laatsch, S. D. (2016). The relationship between instructional strategies and teacher evaluation in Michigan public schools. (Doctoral Dissertation). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/683

Chicago Manual of Style (16th Edition):

Laatsch, Stephen D. “The relationship between instructional strategies and teacher evaluation in Michigan public schools.” 2016. Doctoral Dissertation, Eastern Michigan University. Accessed April 21, 2019. http://commons.emich.edu/theses/683.

MLA Handbook (7th Edition):

Laatsch, Stephen D. “The relationship between instructional strategies and teacher evaluation in Michigan public schools.” 2016. Web. 21 Apr 2019.

Vancouver:

Laatsch SD. The relationship between instructional strategies and teacher evaluation in Michigan public schools. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2016. [cited 2019 Apr 21]. Available from: http://commons.emich.edu/theses/683.

Council of Science Editors:

Laatsch SD. The relationship between instructional strategies and teacher evaluation in Michigan public schools. [Doctoral Dissertation]. Eastern Michigan University; 2016. Available from: http://commons.emich.edu/theses/683


Bowling Green State University

27. Hotmire, Jesse. Principals' Role Perception and Implementation of Educational Reform.

Degree: Doctor of Education (EdD), Leadership Studies, 2018, Bowling Green State University

 A theme in education stems from comparing international students’ scores on standardized tests with sub-par American students’ scores. The gap between the scores of international… (more)

Subjects/Keywords: Educational Leadership; Instructional Leadership; Role Perception; Leadership Strategies; Principals; Educational Reform

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

APA (6th Edition):

Hotmire, J. (2018). Principals' Role Perception and Implementation of Educational Reform. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522678378556588

Chicago Manual of Style (16th Edition):

Hotmire, Jesse. “Principals' Role Perception and Implementation of Educational Reform.” 2018. Doctoral Dissertation, Bowling Green State University. Accessed April 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522678378556588.

MLA Handbook (7th Edition):

Hotmire, Jesse. “Principals' Role Perception and Implementation of Educational Reform.” 2018. Web. 21 Apr 2019.

Vancouver:

Hotmire J. Principals' Role Perception and Implementation of Educational Reform. [Internet] [Doctoral dissertation]. Bowling Green State University; 2018. [cited 2019 Apr 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522678378556588.

Council of Science Editors:

Hotmire J. Principals' Role Perception and Implementation of Educational Reform. [Doctoral Dissertation]. Bowling Green State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522678378556588


Oklahoma State University

28. Patrick, James Morgan. Relationship of Creativity and Adaptability to Teaching Efficacy.

Degree: School of Applied Health and Education Psychology, 2012, Oklahoma State University

 The purpose of this study was to determine the relationship of creativity and adaptability to the teaching efficacy for elementary and secondary teachers. Participants in… (more)

Subjects/Keywords: adaptability; classroom management; creativity; instructional strategies; student engagement; teaching efficacy

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

APA (6th Edition):

Patrick, J. M. (2012). Relationship of Creativity and Adaptability to Teaching Efficacy. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/9615

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):

Patrick, James Morgan. “Relationship of Creativity and Adaptability to Teaching Efficacy.” 2012. Thesis, Oklahoma State University. Accessed April 21, 2019. http://hdl.handle.net/11244/9615.

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

MLA Handbook (7th Edition):

Patrick, James Morgan. “Relationship of Creativity and Adaptability to Teaching Efficacy.” 2012. Web. 21 Apr 2019.

Vancouver:

Patrick JM. Relationship of Creativity and Adaptability to Teaching Efficacy. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/11244/9615.

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

Council of Science Editors:

Patrick JM. Relationship of Creativity and Adaptability to Teaching Efficacy. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/9615

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


University of Bridgeport

29. Vartuli, Cindy. Increasing High School Student Interest in Science: An Action Research Study .

Degree: 2017, University of Bridgeport

 An action research study was conducted to determine how to increase student interest in learning science and pursuing a STEM career. The study began by… (more)

Subjects/Keywords: Science education; Secondary education; STEM careers; Instructional strategies

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APA (6th Edition):

Vartuli, C. (2017). Increasing High School Student Interest in Science: An Action Research Study . (Thesis). University of Bridgeport. Retrieved from https://scholarworks.bridgeport.edu/xmlui/handle/123456789/1961

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):

Vartuli, Cindy. “Increasing High School Student Interest in Science: An Action Research Study .” 2017. Thesis, University of Bridgeport. Accessed April 21, 2019. https://scholarworks.bridgeport.edu/xmlui/handle/123456789/1961.

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

MLA Handbook (7th Edition):

Vartuli, Cindy. “Increasing High School Student Interest in Science: An Action Research Study .” 2017. Web. 21 Apr 2019.

Vancouver:

Vartuli C. Increasing High School Student Interest in Science: An Action Research Study . [Internet] [Thesis]. University of Bridgeport; 2017. [cited 2019 Apr 21]. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/1961.

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

Council of Science Editors:

Vartuli C. Increasing High School Student Interest in Science: An Action Research Study . [Thesis]. University of Bridgeport; 2017. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/1961

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


Virginia Tech

30. Carlson, James Starr. Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.

Degree: PhD, Teaching and Learning, 2017, Virginia Tech

 The purpose of this study was to characterize a methodological framework for preparing science educators to implement design-based engineering practices to intentionally teach targeted science… (more)

Subjects/Keywords: Teaching Competencies; Instructional Strategies; Design-Based Engineering Practices; Teacher Education; Delphi

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

APA (6th Edition):

Carlson, J. S. (2017). Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77938

Chicago Manual of Style (16th Edition):

Carlson, James Starr. “Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 21, 2019. http://hdl.handle.net/10919/77938.

MLA Handbook (7th Edition):

Carlson, James Starr. “Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.” 2017. Web. 21 Apr 2019.

Vancouver:

Carlson JS. Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10919/77938.

Council of Science Editors:

Carlson JS. Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/77938

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