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You searched for subject:(instructional strategies). Showing records 1 – 30 of 188 total matches.

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Mississippi State University

1. 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 September 30, 2020. 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. 30 Sep 2020.

Vancouver:

Mamrak R. AN INVESTIGATION OF A MISSISSIPPI WHOLE SCHOOLS INITIATIVE MODEL SCHOOL. [Internet] [Doctoral dissertation]. Mississippi State University; 2009. [cited 2020 Sep 30]. 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/ ;


California State University – Sacramento

2. 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 September 30, 2020. http://hdl.handle.net/10211.9/1079.

MLA Handbook (7th Edition):

Foley, Sarah P. “Improving reading comprehension for adequate decoders.” 2011. Web. 30 Sep 2020.

Vancouver:

Foley SP. Improving reading comprehension for adequate decoders. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2020 Sep 30]. 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


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 September 30, 2020. 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. 30 Sep 2020.

Vancouver:

Ridley A. PLANNING TO ASSIST LOW ACHIEVERS: PERSPECTIVES OF INSTRUCTIONAL LEADERS AND TEACHERS. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2020 Sep 30]. 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. Li, Jui-Teng. Teachers’ Use of Multiple Instructional Strategies: A Comparison of Reading Performance of Third Grade English Language Learners in ESL/Bilingual Programs.

Degree: PhD, Educational Psychology, 2017, Texas A&M University

 The purposes of this dissertation are three-fold. The first purpose is to identify the effects of four different English as a Second Language/English as a… (more)

Subjects/Keywords: Reading Performance; ESL/EFL Instructional Strategies

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APA (6th Edition):

Li, J. (2017). Teachers’ Use of Multiple Instructional Strategies: A Comparison of Reading Performance of Third Grade English Language Learners in ESL/Bilingual Programs. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/187229

Chicago Manual of Style (16th Edition):

Li, Jui-Teng. “Teachers’ Use of Multiple Instructional Strategies: A Comparison of Reading Performance of Third Grade English Language Learners in ESL/Bilingual Programs.” 2017. Doctoral Dissertation, Texas A&M University. Accessed September 30, 2020. http://hdl.handle.net/1969.1/187229.

MLA Handbook (7th Edition):

Li, Jui-Teng. “Teachers’ Use of Multiple Instructional Strategies: A Comparison of Reading Performance of Third Grade English Language Learners in ESL/Bilingual Programs.” 2017. Web. 30 Sep 2020.

Vancouver:

Li J. Teachers’ Use of Multiple Instructional Strategies: A Comparison of Reading Performance of Third Grade English Language Learners in ESL/Bilingual Programs. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/1969.1/187229.

Council of Science Editors:

Li J. Teachers’ Use of Multiple Instructional Strategies: A Comparison of Reading Performance of Third Grade English Language Learners in ESL/Bilingual Programs. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/187229


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152588

Chicago Manual of Style (16th Edition):

Maxwell, Jonathan G. “Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.” 2014. Doctoral Dissertation, Texas A&M University. Accessed September 30, 2020. http://hdl.handle.net/1969.1/152588.

MLA Handbook (7th Edition):

Maxwell, Jonathan G. “Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.” 2014. Web. 30 Sep 2020.

Vancouver:

Maxwell JG. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/1969.1/152588.

Council of Science Editors:

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


University of Southern California

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

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/6550

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 September 30, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6550.

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. 30 Sep 2020.

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 2020 Sep 30]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560349/rec/6550.

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/6550


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/6352

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 September 30, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587453/rec/6352.

MLA Handbook (7th Edition):

Moffatt, Linda B. “Teacher perceptions of English learners and the instructional strategies they choose to support academic achievement.” 2015. Web. 30 Sep 2020.

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 2020 Sep 30]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587453/rec/6352.

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/6352

8. 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 September 30, 2020. 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. 30 Sep 2020.

Vancouver:

Villalobos T. Project-Based Instruction Compared To Direct Instruction . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2020 Sep 30]. 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


Virginia Tech

9. Cruz Bohorquez, Juan Manuel. Instructional Change in Engineering Education: A Conceptual System Dynamics Model of Adoption of Research-Based Instructional Strategies in the Classroom.

Degree: PhD, Engineering Education, 2019, Virginia Tech

 The overall goal of this study was to better understand how the academic system affects change in instructional practices, referred to as instructional change, in… (more)

Subjects/Keywords: System Dynamics; Faculty Motivation; Research Based instructional Strategies; Instructional Change

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APA (6th Edition):

Cruz Bohorquez, J. M. (2019). Instructional Change in Engineering Education: A Conceptual System Dynamics Model of Adoption of Research-Based Instructional Strategies in the Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/93511

Chicago Manual of Style (16th Edition):

Cruz Bohorquez, Juan Manuel. “Instructional Change in Engineering Education: A Conceptual System Dynamics Model of Adoption of Research-Based Instructional Strategies in the Classroom.” 2019. Doctoral Dissertation, Virginia Tech. Accessed September 30, 2020. http://hdl.handle.net/10919/93511.

MLA Handbook (7th Edition):

Cruz Bohorquez, Juan Manuel. “Instructional Change in Engineering Education: A Conceptual System Dynamics Model of Adoption of Research-Based Instructional Strategies in the Classroom.” 2019. Web. 30 Sep 2020.

Vancouver:

Cruz Bohorquez JM. Instructional Change in Engineering Education: A Conceptual System Dynamics Model of Adoption of Research-Based Instructional Strategies in the Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10919/93511.

Council of Science Editors:

Cruz Bohorquez JM. Instructional Change in Engineering Education: A Conceptual System Dynamics Model of Adoption of Research-Based Instructional Strategies in the Classroom. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/93511


University of Houston

10. -8463-7193. Examining Instructional Strategies for Teaching Interpersonal Communication.

Degree: EdD, Curriculum and Instruction, 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: Principals; Instructional leadership; Communication Skills; Competence; Instructional strategies; Teaching; Principal training

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APA (6th Edition):

-8463-7193. (2016). Examining Instructional Strategies for Teaching Interpersonal Communication. (Doctoral Dissertation). 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

Chicago Manual of Style (16th Edition):

-8463-7193. “Examining Instructional Strategies for Teaching Interpersonal Communication.” 2016. Doctoral Dissertation, University of Houston. Accessed September 30, 2020. http://hdl.handle.net/10657/1719.

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

MLA Handbook (7th Edition):

-8463-7193. “Examining Instructional Strategies for Teaching Interpersonal Communication.” 2016. Web. 30 Sep 2020.

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] [Doctoral dissertation]. University of Houston; 2016. [cited 2020 Sep 30]. 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

Council of Science Editors:

-8463-7193. Examining Instructional Strategies for Teaching Interpersonal Communication. [Doctoral Dissertation]. 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

11. 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 September 30, 2020. 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. 30 Sep 2020.

Vancouver:

Sentz JA. Instructional Designer Awareness and Application of Strategies to Manage Cognitive Load. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2020 Sep 30]. 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

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

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 September 30, 2020. 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. 30 Sep 2020.

Vancouver:

Pritchett CG. Perceptions of Alabama School Personnel of Research-based Instructional Strategies to Improve Student Achievement. [Internet] [Doctoral dissertation]. Liberty University; 2007. [cited 2020 Sep 30]. 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

13. 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 (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 September 30, 2020. 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. 30 Sep 2020.

Vancouver:

Chang THH. An examination of conductors’ leadership skills. [Internet] [Masters thesis]. Oberlin College Masters Theses; 2009. [cited 2020 Sep 30]. 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

14. 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 September 30, 2020. 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. 30 Sep 2020.

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 2020 Sep 30]. 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

15. 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 (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 September 30, 2020. 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. 30 Sep 2020.

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 2020 Sep 30]. 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


Penn State University

16. Foor, Jamie Lee. The Effectiveness of an Online Knowledge Map Instructional Presentation .

Degree: 2011, Penn State University

 In this study, I investigated the effectiveness of the knowledge map (k-map) instructional strategy compared to a text-based presentation in an online environment. K-maps consist… (more)

Subjects/Keywords: Knowledge Maps; Instructional Strategies; Undergraduate Students; Library Instruction

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

APA (6th Edition):

Foor, J. L. (2011). The Effectiveness of an Online Knowledge Map Instructional Presentation . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/11711

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):

Foor, Jamie Lee. “The Effectiveness of an Online Knowledge Map Instructional Presentation .” 2011. Thesis, Penn State University. Accessed September 30, 2020. https://submit-etda.libraries.psu.edu/catalog/11711.

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

MLA Handbook (7th Edition):

Foor, Jamie Lee. “The Effectiveness of an Online Knowledge Map Instructional Presentation .” 2011. Web. 30 Sep 2020.

Vancouver:

Foor JL. The Effectiveness of an Online Knowledge Map Instructional Presentation . [Internet] [Thesis]. Penn State University; 2011. [cited 2020 Sep 30]. Available from: https://submit-etda.libraries.psu.edu/catalog/11711.

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

Council of Science Editors:

Foor JL. The Effectiveness of an Online Knowledge Map Instructional Presentation . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/11711

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 September 30, 2020. 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. 30 Sep 2020.

Vancouver:

Allen AE. Instructional Strategies in Early Childhood Teacher Education: A Comparison of Two Approaches. [Internet] [Doctoral dissertation]. University of Toledo; 2008. [cited 2020 Sep 30]. 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. 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 September 30, 2020. 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. 30 Sep 2020.

Vancouver:

Carlson JS. Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Sep 30]. 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


Virginia Tech

19. Cutler, Stephanie Leigh. How Static is the Statics Classroom? An investigation into how innovations, specifically Research-Based Instructional Strategies, are adopted into the Statics classroom.

Degree: PhD, Engineering Education, 2013, Virginia Tech

 The purpose of this dissertation is to investigate how educational research, specifically Research-Based Instructional Strategies (RBIS), is adopted by education practice, specifically within the engineering… (more)

Subjects/Keywords: Research-Based Instructional Strategies; Diffusion of Innovation; Fidelity of Implementation; Statics

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

APA (6th Edition):

Cutler, S. L. (2013). How Static is the Statics Classroom? An investigation into how innovations, specifically Research-Based Instructional Strategies, are adopted into the Statics classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/20376

Chicago Manual of Style (16th Edition):

Cutler, Stephanie Leigh. “How Static is the Statics Classroom? An investigation into how innovations, specifically Research-Based Instructional Strategies, are adopted into the Statics classroom.” 2013. Doctoral Dissertation, Virginia Tech. Accessed September 30, 2020. http://hdl.handle.net/10919/20376.

MLA Handbook (7th Edition):

Cutler, Stephanie Leigh. “How Static is the Statics Classroom? An investigation into how innovations, specifically Research-Based Instructional Strategies, are adopted into the Statics classroom.” 2013. Web. 30 Sep 2020.

Vancouver:

Cutler SL. How Static is the Statics Classroom? An investigation into how innovations, specifically Research-Based Instructional Strategies, are adopted into the Statics classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10919/20376.

Council of Science Editors:

Cutler SL. How Static is the Statics Classroom? An investigation into how innovations, specifically Research-Based Instructional Strategies, are adopted into the Statics classroom. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/20376


Oklahoma State University

20. 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 (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 September 30, 2020. 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. 30 Sep 2020.

Vancouver:

Patrick JM. Relationship of Creativity and Adaptability to Teaching Efficacy. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2020 Sep 30]. 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


Eastern Michigan University

21. 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 https://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 September 30, 2020. https://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. 30 Sep 2020.

Vancouver:

Laatsch SD. The relationship between instructional strategies and teacher evaluation in Michigan public schools. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2016. [cited 2020 Sep 30]. Available from: https://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: https://commons.emich.edu/theses/683

22. VanHorn, Gregory Ray. Characteristics and Decision-Making Processes of Collaborative Teams inDetermining Instructional Strategies: An Ethnographic Case Study.

Degree: PhD, Educational Studies, 2018, The Ohio State University

 This ethnographic case study expands the current scholarship that explores how teams of teachers and administrators harness and expand joint capacity to extend better learning… (more)

Subjects/Keywords: Educational Leadership; collective inquiry, collaborative teams, instructional strategies

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

APA (6th Edition):

VanHorn, G. R. (2018). Characteristics and Decision-Making Processes of Collaborative Teams inDetermining Instructional Strategies: An Ethnographic Case Study. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1523014710710291

Chicago Manual of Style (16th Edition):

VanHorn, Gregory Ray. “Characteristics and Decision-Making Processes of Collaborative Teams inDetermining Instructional Strategies: An Ethnographic Case Study.” 2018. Doctoral Dissertation, The Ohio State University. Accessed September 30, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523014710710291.

MLA Handbook (7th Edition):

VanHorn, Gregory Ray. “Characteristics and Decision-Making Processes of Collaborative Teams inDetermining Instructional Strategies: An Ethnographic Case Study.” 2018. Web. 30 Sep 2020.

Vancouver:

VanHorn GR. Characteristics and Decision-Making Processes of Collaborative Teams inDetermining Instructional Strategies: An Ethnographic Case Study. [Internet] [Doctoral dissertation]. The Ohio State University; 2018. [cited 2020 Sep 30]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1523014710710291.

Council of Science Editors:

VanHorn GR. Characteristics and Decision-Making Processes of Collaborative Teams inDetermining Instructional Strategies: An Ethnographic Case Study. [Doctoral Dissertation]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1523014710710291


University of Bridgeport

23. 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 September 30, 2020. 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. 30 Sep 2020.

Vancouver:

Vartuli C. Increasing High School Student Interest in Science: An Action Research Study . [Internet] [Thesis]. University of Bridgeport; 2017. [cited 2020 Sep 30]. 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


University of Oregon

24. Partsafas, Andrea. Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction.

Degree: D.Ed., Department of Educational Methodology, Policy, and Leadership, 2019, University of Oregon

 There is a consensus that today’s students in the U.S. are not prepared to fill the almost 1 million unfilled computing jobs in 2024. In… (more)

Subjects/Keywords: computer science; cte instruction; English learners; instructional strategies

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APA (6th Edition):

Partsafas, A. (2019). Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction. (Doctoral Dissertation). University of Oregon. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/24847

Chicago Manual of Style (16th Edition):

Partsafas, Andrea. “Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction.” 2019. Doctoral Dissertation, University of Oregon. Accessed September 30, 2020. https://scholarsbank.uoregon.edu/xmlui/handle/1794/24847.

MLA Handbook (7th Edition):

Partsafas, Andrea. “Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction.” 2019. Web. 30 Sep 2020.

Vancouver:

Partsafas A. Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction. [Internet] [Doctoral dissertation]. University of Oregon; 2019. [cited 2020 Sep 30]. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/24847.

Council of Science Editors:

Partsafas A. Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction. [Doctoral Dissertation]. University of Oregon; 2019. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/24847


University of Southern California

25. 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/6354

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 September 30, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/42336/rec/6354.

MLA Handbook (7th Edition):

de Diego, Joslin. “Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms.” 2012. Web. 30 Sep 2020.

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 2020 Sep 30]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/42336/rec/6354.

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/6354

26. 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 September 30, 2020. 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. 30 Sep 2020.

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 2020 Sep 30]. 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


Virginia Tech

27. Wickham, Barbara Martin. Designing Effective Professional Development for Teaching Students in Poverty:  Impact on Teacher Beliefs and Classroom Practice.

Degree: EdD, Educational Leadership and Policy Studies, 2020, Virginia Tech

 Poverty has a consequential impact on student achievement. The No Child Left Behind Act and more recently the Every Student Succeeds Act required educators to… (more)

Subjects/Keywords: poverty; professional development; beliefs; instructional strategies; survey; interview

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

APA (6th Edition):

Wickham, B. M. (2020). Designing Effective Professional Development for Teaching Students in Poverty:  Impact on Teacher Beliefs and Classroom Practice. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/97519

Chicago Manual of Style (16th Edition):

Wickham, Barbara Martin. “Designing Effective Professional Development for Teaching Students in Poverty:  Impact on Teacher Beliefs and Classroom Practice.” 2020. Doctoral Dissertation, Virginia Tech. Accessed September 30, 2020. http://hdl.handle.net/10919/97519.

MLA Handbook (7th Edition):

Wickham, Barbara Martin. “Designing Effective Professional Development for Teaching Students in Poverty:  Impact on Teacher Beliefs and Classroom Practice.” 2020. Web. 30 Sep 2020.

Vancouver:

Wickham BM. Designing Effective Professional Development for Teaching Students in Poverty:  Impact on Teacher Beliefs and Classroom Practice. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10919/97519.

Council of Science Editors:

Wickham BM. Designing Effective Professional Development for Teaching Students in Poverty:  Impact on Teacher Beliefs and Classroom Practice. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/97519

28. 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 September 30, 2020. 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. 30 Sep 2020.

Vancouver:

Carder SM. The effects of reading comprehension strategies on achievement for English learners (ELs). [Internet] [Thesis]. California State University – Sacramento; 2011. [cited 2020 Sep 30]. 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


University of Central Florida

29. 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 https://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 September 30, 2020. https://stars.library.ucf.edu/etd/1285.

MLA Handbook (7th Edition):

Maraj, Crystal. “Investigating Simulation-Based Pattern Recognition Training For Behavior Cue Detection.” 2015. Web. 30 Sep 2020.

Vancouver:

Maraj C. Investigating Simulation-Based Pattern Recognition Training For Behavior Cue Detection. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2020 Sep 30]. Available from: https://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: https://stars.library.ucf.edu/etd/1285


University of Georgia

30. Governor, Donna. Teaching and learning science through song.

Degree: 2014, 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. (2014). Teaching and learning science through song. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27139

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):

Governor, Donna. “Teaching and learning science through song.” 2014. Thesis, University of Georgia. Accessed September 30, 2020. http://hdl.handle.net/10724/27139.

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

MLA Handbook (7th Edition):

Governor, Donna. “Teaching and learning science through song.” 2014. Web. 30 Sep 2020.

Vancouver:

Governor D. Teaching and learning science through song. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 30]. Available from: http://hdl.handle.net/10724/27139.

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

Council of Science Editors:

Governor D. Teaching and learning science through song. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27139

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

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