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You searched for subject:(lattice concept algorithm Jester Movielens). Showing records 1 – 30 of 30 total matches.

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Texas A&M University

1. Jones, Harleigh Paul. The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students.

Degree: EdD, Educational Administration, 2018, Texas A&M University

 The purpose of this study was to analyze how the school-within-a-school setting interacts with the non-academic self-concept of gifted and talented students in grades 6-… (more)

Subjects/Keywords: Gifted; Self-concept

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APA (6th Edition):

Jones, H. P. (2018). The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173434

Chicago Manual of Style (16th Edition):

Jones, Harleigh Paul. “The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students.” 2018. Doctoral Dissertation, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/173434.

MLA Handbook (7th Edition):

Jones, Harleigh Paul. “The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students.” 2018. Web. 24 Jun 2019.

Vancouver:

Jones HP. The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/173434.

Council of Science Editors:

Jones HP. The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173434

2. Maherally, Uzma Nooreen. Development and Validation of the Life Sciences Assessment: A Measure of Preschool Children's Conceptions of Basic Life Sciences.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2014, University of Cincinnati

 The purpose of this study was to develop and validate a science assessment tool termed the Life Sciences Assessment (LSA) in order to assess preschool… (more)

Subjects/Keywords: Preschool Education; children concept basic life sciences

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APA (6th Edition):

Maherally, U. N. (2014). Development and Validation of the Life Sciences Assessment: A Measure of Preschool Children's Conceptions of Basic Life Sciences. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396533078

Chicago Manual of Style (16th Edition):

Maherally, Uzma Nooreen. “Development and Validation of the Life Sciences Assessment: A Measure of Preschool Children's Conceptions of Basic Life Sciences.” 2014. Doctoral Dissertation, University of Cincinnati. Accessed June 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396533078.

MLA Handbook (7th Edition):

Maherally, Uzma Nooreen. “Development and Validation of the Life Sciences Assessment: A Measure of Preschool Children's Conceptions of Basic Life Sciences.” 2014. Web. 24 Jun 2019.

Vancouver:

Maherally UN. Development and Validation of the Life Sciences Assessment: A Measure of Preschool Children's Conceptions of Basic Life Sciences. [Internet] [Doctoral dissertation]. University of Cincinnati; 2014. [cited 2019 Jun 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396533078.

Council of Science Editors:

Maherally UN. Development and Validation of the Life Sciences Assessment: A Measure of Preschool Children's Conceptions of Basic Life Sciences. [Doctoral Dissertation]. University of Cincinnati; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396533078


University of Minnesota

3. Zak, Kevin M. A descriptive study of pre-service science teachers' conceptual understanding of scientific inquiry using concept maps.

Degree: EdD, Teaching and Learning, 2013, University of Minnesota

 Future science teachers serve a critical role in creating a scientifically literate citizenry. Their knowledge and understanding of the process by which science works, scientific… (more)

Subjects/Keywords: Concept maps; Pre-service teachers; Scientific inquiry; Teacher education

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APA (6th Edition):

Zak, K. M. (2013). A descriptive study of pre-service science teachers' conceptual understanding of scientific inquiry using concept maps. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/151554

Chicago Manual of Style (16th Edition):

Zak, Kevin M. “A descriptive study of pre-service science teachers' conceptual understanding of scientific inquiry using concept maps.” 2013. Doctoral Dissertation, University of Minnesota. Accessed June 24, 2019. http://purl.umn.edu/151554.

MLA Handbook (7th Edition):

Zak, Kevin M. “A descriptive study of pre-service science teachers' conceptual understanding of scientific inquiry using concept maps.” 2013. Web. 24 Jun 2019.

Vancouver:

Zak KM. A descriptive study of pre-service science teachers' conceptual understanding of scientific inquiry using concept maps. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2019 Jun 24]. Available from: http://purl.umn.edu/151554.

Council of Science Editors:

Zak KM. A descriptive study of pre-service science teachers' conceptual understanding of scientific inquiry using concept maps. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/151554


Michigan State University

4. Brook, Robert Charles. Self concept changes as a function of participation in sensitivity training as measured by the Tennessee Self Concept Scale.

Degree: EdD, Department of Administration and Higher Communication, 1968, Michigan State University

Subjects/Keywords: Self; Tennessee self concept scale

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APA (6th Edition):

Brook, R. C. (1968). Self concept changes as a function of participation in sensitivity training as measured by the Tennessee Self Concept Scale. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:43971

Chicago Manual of Style (16th Edition):

Brook, Robert Charles. “Self concept changes as a function of participation in sensitivity training as measured by the Tennessee Self Concept Scale.” 1968. Doctoral Dissertation, Michigan State University. Accessed June 24, 2019. http://etd.lib.msu.edu/islandora/object/etd:43971.

MLA Handbook (7th Edition):

Brook, Robert Charles. “Self concept changes as a function of participation in sensitivity training as measured by the Tennessee Self Concept Scale.” 1968. Web. 24 Jun 2019.

Vancouver:

Brook RC. Self concept changes as a function of participation in sensitivity training as measured by the Tennessee Self Concept Scale. [Internet] [Doctoral dissertation]. Michigan State University; 1968. [cited 2019 Jun 24]. Available from: http://etd.lib.msu.edu/islandora/object/etd:43971.

Council of Science Editors:

Brook RC. Self concept changes as a function of participation in sensitivity training as measured by the Tennessee Self Concept Scale. [Doctoral Dissertation]. Michigan State University; 1968. Available from: http://etd.lib.msu.edu/islandora/object/etd:43971


Penn State University

5. Helfrich, Scott M. Understanding the Relationship Between Undergraduate Housing Environments and Academic Self-Concept.

Degree: EdD, Higher Education, 2011, Penn State University

 This study examined the relationship between where undergraduate students live and their academic, math, and verbal self concepts. Students living in on-campus residence halls, a… (more)

Subjects/Keywords: student affairs; student housing; residence life; academic self-concept; student development; outsourcing

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APA (6th Edition):

Helfrich, S. M. (2011). Understanding the Relationship Between Undergraduate Housing Environments and Academic Self-Concept. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/12257

Chicago Manual of Style (16th Edition):

Helfrich, Scott M. “Understanding the Relationship Between Undergraduate Housing Environments and Academic Self-Concept.” 2011. Doctoral Dissertation, Penn State University. Accessed June 24, 2019. https://etda.libraries.psu.edu/catalog/12257.

MLA Handbook (7th Edition):

Helfrich, Scott M. “Understanding the Relationship Between Undergraduate Housing Environments and Academic Self-Concept.” 2011. Web. 24 Jun 2019.

Vancouver:

Helfrich SM. Understanding the Relationship Between Undergraduate Housing Environments and Academic Self-Concept. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2019 Jun 24]. Available from: https://etda.libraries.psu.edu/catalog/12257.

Council of Science Editors:

Helfrich SM. Understanding the Relationship Between Undergraduate Housing Environments and Academic Self-Concept. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/12257


University of Southern California

6. Robb, Jane Elizabeth. More than one barrier to break: mapping the impact of college on identity in Latina undergraduates.

Degree: EdD, Education, 2007, University of Southern California

 Despite the growing number of Latina undergraduates enrolled in colleges and universities throughout the United States, the effect of their college experiences on the development… (more)

Subjects/Keywords: Latina; identity; undergraduate students; concept mapping

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APA (6th Edition):

Robb, J. E. (2007). More than one barrier to break: mapping the impact of college on identity in Latina undergraduates. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/495910/rec/4215

Chicago Manual of Style (16th Edition):

Robb, Jane Elizabeth. “More than one barrier to break: mapping the impact of college on identity in Latina undergraduates.” 2007. Doctoral Dissertation, University of Southern California. Accessed June 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/495910/rec/4215.

MLA Handbook (7th Edition):

Robb, Jane Elizabeth. “More than one barrier to break: mapping the impact of college on identity in Latina undergraduates.” 2007. Web. 24 Jun 2019.

Vancouver:

Robb JE. More than one barrier to break: mapping the impact of college on identity in Latina undergraduates. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Jun 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/495910/rec/4215.

Council of Science Editors:

Robb JE. More than one barrier to break: mapping the impact of college on identity in Latina undergraduates. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/495910/rec/4215


Northeastern University

7. Deitch, Joshua. Understanding the school environments that engage and motivate young adolescents.

Degree: EdD, School of Education, 2017, Northeastern University

 This study used a phenomenological study design to better understand the influence of school environments and structures upon student engagement. Data were collected using semi-structured… (more)

Subjects/Keywords: implicit theories of intelligence; interpretative phenomenological analysis; middle school concept; positive youth development; stage-environment fit; student engagement

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APA (6th Edition):

Deitch, J. (2017). Understanding the school environments that engage and motivate young adolescents. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20259251

Chicago Manual of Style (16th Edition):

Deitch, Joshua. “Understanding the school environments that engage and motivate young adolescents.” 2017. Doctoral Dissertation, Northeastern University. Accessed June 24, 2019. http://hdl.handle.net/2047/D20259251.

MLA Handbook (7th Edition):

Deitch, Joshua. “Understanding the school environments that engage and motivate young adolescents.” 2017. Web. 24 Jun 2019.

Vancouver:

Deitch J. Understanding the school environments that engage and motivate young adolescents. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2047/D20259251.

Council of Science Editors:

Deitch J. Understanding the school environments that engage and motivate young adolescents. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20259251


Virginia Tech

8. Willett, Leslie V. The efficacy of art as a medium for teaching concepts to fifth graders.

Degree: EdD, Educational Administration, 1989, Virginia Tech

Subjects/Keywords: LD5655.V856 1989.W552; Art in education; Concept learning

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APA (6th Edition):

Willett, L. V. (1989). The efficacy of art as a medium for teaching concepts to fifth graders. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/54809

Chicago Manual of Style (16th Edition):

Willett, Leslie V. “The efficacy of art as a medium for teaching concepts to fifth graders.” 1989. Doctoral Dissertation, Virginia Tech. Accessed June 24, 2019. http://hdl.handle.net/10919/54809.

MLA Handbook (7th Edition):

Willett, Leslie V. “The efficacy of art as a medium for teaching concepts to fifth graders.” 1989. Web. 24 Jun 2019.

Vancouver:

Willett LV. The efficacy of art as a medium for teaching concepts to fifth graders. [Internet] [Doctoral dissertation]. Virginia Tech; 1989. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10919/54809.

Council of Science Editors:

Willett LV. The efficacy of art as a medium for teaching concepts to fifth graders. [Doctoral Dissertation]. Virginia Tech; 1989. Available from: http://hdl.handle.net/10919/54809


University of Illinois – Urbana-Champaign

9. Woods, Scott Christopher. Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois.

Degree: EdD, Ed Organization and Leadership, 2017, University of Illinois – Urbana-Champaign

 The status and effectiveness of middle school concept (MSC) implementation in Illinois is unknown. MSC is not new and has evolved over time. MSC represents… (more)

Subjects/Keywords: Middle school; Middle school concept; Advisory; Interdisciplinary teaming; Teaming; Common planning time; Middle grades school; Junior high

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APA (6th Edition):

Woods, S. C. (2017). Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97235

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):

Woods, Scott Christopher. “Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed June 24, 2019. http://hdl.handle.net/2142/97235.

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

MLA Handbook (7th Edition):

Woods, Scott Christopher. “Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois.” 2017. Web. 24 Jun 2019.

Vancouver:

Woods SC. Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2142/97235.

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

Council of Science Editors:

Woods SC. Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97235

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


University of South Carolina

10. Way, Harry L. Hands-On-History: An Alternative Approach to Teaching Social Studies In High School.

Degree: EdD, Instruction and Teacher Education, 2010, University of South Carolina

  The purpose of this research was to determine if a hands-on approach in teaching social studies might prove to be a viable alternative to… (more)

Subjects/Keywords: Curriculum and Instruction; Education; demonstrations; developing a concept of community; learning by doing; modalities; peer instruction; student centered learning

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APA (6th Edition):

Way, H. L. (2010). Hands-On-History: An Alternative Approach to Teaching Social Studies In High School. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/418

Chicago Manual of Style (16th Edition):

Way, Harry L. “Hands-On-History: An Alternative Approach to Teaching Social Studies In High School.” 2010. Doctoral Dissertation, University of South Carolina. Accessed June 24, 2019. https://scholarcommons.sc.edu/etd/418.

MLA Handbook (7th Edition):

Way, Harry L. “Hands-On-History: An Alternative Approach to Teaching Social Studies In High School.” 2010. Web. 24 Jun 2019.

Vancouver:

Way HL. Hands-On-History: An Alternative Approach to Teaching Social Studies In High School. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2019 Jun 24]. Available from: https://scholarcommons.sc.edu/etd/418.

Council of Science Editors:

Way HL. Hands-On-History: An Alternative Approach to Teaching Social Studies In High School. [Doctoral Dissertation]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/418


University of Southern California

11. Verma, Surendra Mohan. Concept mapping of the sources of perceived impact on community college students' identity development: a students' perspective.

Degree: EdD, Education (Leadership), 2007, University of Southern California

 This study examined the college related sources of impact community college students perceived to have affected their identity development. One hundred twenty nine community college… (more)

Subjects/Keywords: concept mapping; identity development; community college students

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APA (6th Edition):

Verma, S. M. (2007). Concept mapping of the sources of perceived impact on community college students' identity development: a students' perspective. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/326221/rec/1563

Chicago Manual of Style (16th Edition):

Verma, Surendra Mohan. “Concept mapping of the sources of perceived impact on community college students' identity development: a students' perspective.” 2007. Doctoral Dissertation, University of Southern California. Accessed June 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/326221/rec/1563.

MLA Handbook (7th Edition):

Verma, Surendra Mohan. “Concept mapping of the sources of perceived impact on community college students' identity development: a students' perspective.” 2007. Web. 24 Jun 2019.

Vancouver:

Verma SM. Concept mapping of the sources of perceived impact on community college students' identity development: a students' perspective. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Jun 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/326221/rec/1563.

Council of Science Editors:

Verma SM. Concept mapping of the sources of perceived impact on community college students' identity development: a students' perspective. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/326221/rec/1563


University of Southern California

12. Norris, Teresa Elaine. A study to determine the essential nurse anesthesia program competencies to be included in clinical performance evaluation tools.

Degree: EdD, Education (Leadership), 2007, University of Southern California

 The role of performance evaluations in the educational process of practice disciplines such as social work, psychology, medicine, and nursing in general has been well… (more)

Subjects/Keywords: nurse anesthesia; competencies; concept mapping; multidimensional scaling

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APA (6th Edition):

Norris, T. E. (2007). A study to determine the essential nurse anesthesia program competencies to be included in clinical performance evaluation tools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/544114/rec/417

Chicago Manual of Style (16th Edition):

Norris, Teresa Elaine. “A study to determine the essential nurse anesthesia program competencies to be included in clinical performance evaluation tools.” 2007. Doctoral Dissertation, University of Southern California. Accessed June 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/544114/rec/417.

MLA Handbook (7th Edition):

Norris, Teresa Elaine. “A study to determine the essential nurse anesthesia program competencies to be included in clinical performance evaluation tools.” 2007. Web. 24 Jun 2019.

Vancouver:

Norris TE. A study to determine the essential nurse anesthesia program competencies to be included in clinical performance evaluation tools. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Jun 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/544114/rec/417.

Council of Science Editors:

Norris TE. A study to determine the essential nurse anesthesia program competencies to be included in clinical performance evaluation tools. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/544114/rec/417


University of Southern California

13. Stiles, Michelle R. From their perspective: discovering the sources of impact on older women undergraduates' identity development and mapping those experiences.

Degree: EdD, Education (Leadership), 2007, University of Southern California

 This two-phase, mixed methods study examined (a) the sources of impact that women undergraduate students, 35 years old and older, perceived to have affected their… (more)

Subjects/Keywords: women undergraduates; identity development; concept mapping; multidimensional scaling

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APA (6th Edition):

Stiles, M. R. (2007). From their perspective: discovering the sources of impact on older women undergraduates' identity development and mapping those experiences. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/328578/rec/2924

Chicago Manual of Style (16th Edition):

Stiles, Michelle R. “From their perspective: discovering the sources of impact on older women undergraduates' identity development and mapping those experiences.” 2007. Doctoral Dissertation, University of Southern California. Accessed June 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/328578/rec/2924.

MLA Handbook (7th Edition):

Stiles, Michelle R. “From their perspective: discovering the sources of impact on older women undergraduates' identity development and mapping those experiences.” 2007. Web. 24 Jun 2019.

Vancouver:

Stiles MR. From their perspective: discovering the sources of impact on older women undergraduates' identity development and mapping those experiences. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Jun 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/328578/rec/2924.

Council of Science Editors:

Stiles MR. From their perspective: discovering the sources of impact on older women undergraduates' identity development and mapping those experiences. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/328578/rec/2924


Northeastern University

14. Beauvais, Laurie E. The perceptions and understandings of advisory by middle school students included in the curriculum revision process.

Degree: EdD, School of Education, 2016, Northeastern University

 During early adolescence, children experience development in four major areas: physical, cognitive, social-emotional, and sensory-motor. As a result of all of these simultaneous changes, the… (more)

Subjects/Keywords: advisory program; curriculum; individual learning plan; middle school concept; personalized learning environment; student-centered relationships; Individualized instruction; Curriculum change; Educational change; Middle school students

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APA (6th Edition):

Beauvais, L. E. (2016). The perceptions and understandings of advisory by middle school students included in the curriculum revision process. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20217490

Chicago Manual of Style (16th Edition):

Beauvais, Laurie E. “The perceptions and understandings of advisory by middle school students included in the curriculum revision process.” 2016. Doctoral Dissertation, Northeastern University. Accessed June 24, 2019. http://hdl.handle.net/2047/D20217490.

MLA Handbook (7th Edition):

Beauvais, Laurie E. “The perceptions and understandings of advisory by middle school students included in the curriculum revision process.” 2016. Web. 24 Jun 2019.

Vancouver:

Beauvais LE. The perceptions and understandings of advisory by middle school students included in the curriculum revision process. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2047/D20217490.

Council of Science Editors:

Beauvais LE. The perceptions and understandings of advisory by middle school students included in the curriculum revision process. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20217490


University of Hawaii – Manoa

15. Brennan, Carol Ann. Concept mapping : an effective instructional strategy in science with kindergarten students.

Degree: EdD, 2009, University of Hawaii – Manoa

Microfiche.

xvii, 246 leaves, bound ill. 29 cm

Subjects/Keywords: Science  – Study and teaching (Primary)  – Hawaii; Kindergarten  – Curricula  – Hawaii; Concept learning

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APA (6th Edition):

Brennan, C. A. (2009). Concept mapping : an effective instructional strategy in science with kindergarten students. (Doctoral Dissertation). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/9570

Chicago Manual of Style (16th Edition):

Brennan, Carol Ann. “Concept mapping : an effective instructional strategy in science with kindergarten students.” 2009. Doctoral Dissertation, University of Hawaii – Manoa. Accessed June 24, 2019. http://hdl.handle.net/10125/9570.

MLA Handbook (7th Edition):

Brennan, Carol Ann. “Concept mapping : an effective instructional strategy in science with kindergarten students.” 2009. Web. 24 Jun 2019.

Vancouver:

Brennan CA. Concept mapping : an effective instructional strategy in science with kindergarten students. [Internet] [Doctoral dissertation]. University of Hawaii – Manoa; 2009. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10125/9570.

Council of Science Editors:

Brennan CA. Concept mapping : an effective instructional strategy in science with kindergarten students. [Doctoral Dissertation]. University of Hawaii – Manoa; 2009. Available from: http://hdl.handle.net/10125/9570


Northeastern University

16. Lopuch, Viviane S. The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college.

Degree: EdD, School of Education, 2015, Northeastern University

 This was a narrative inquiry that explored how adult undergraduates described their experience as nontraditional students at a traditional college. Participants were adult students over… (more)

Subjects/Keywords: adult undergraduates; identity; mature students; nontraditional students; older students; private college; Adult college students; Nontraditional college students; Undergraduates; Adult education; Private universities and colleges; Identity (Philosophical concept); Motivation in education

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APA (6th Edition):

Lopuch, V. S. (2015). The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194046

Chicago Manual of Style (16th Edition):

Lopuch, Viviane S. “The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college.” 2015. Doctoral Dissertation, Northeastern University. Accessed June 24, 2019. http://hdl.handle.net/2047/D20194046.

MLA Handbook (7th Edition):

Lopuch, Viviane S. “The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college.” 2015. Web. 24 Jun 2019.

Vancouver:

Lopuch VS. The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2047/D20194046.

Council of Science Editors:

Lopuch VS. The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20194046


Northeastern University

17. Sabolinski, Maureen A. Social identity of school superintendents and their attitudes and perceptions on the structure of educational tracking in public eduation.

Degree: EdD, School of Education, 2016, Northeastern University

 Tracking or ability grouping is an educational policy and practice that impacts educational access and outcomes for students. Although the practice of tracking is evidenced… (more)

Subjects/Keywords: beliefs; intelligence; social identity; tracking; Track system (Education); Ability grouping in education; Intelligence levels; Education, Secondary; Curricula; Decision making; School superintendents; Attitudes; Identity (Philosophical concept)

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APA (6th Edition):

Sabolinski, M. A. (2016). Social identity of school superintendents and their attitudes and perceptions on the structure of educational tracking in public eduation. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20209312

Chicago Manual of Style (16th Edition):

Sabolinski, Maureen A. “Social identity of school superintendents and their attitudes and perceptions on the structure of educational tracking in public eduation.” 2016. Doctoral Dissertation, Northeastern University. Accessed June 24, 2019. http://hdl.handle.net/2047/D20209312.

MLA Handbook (7th Edition):

Sabolinski, Maureen A. “Social identity of school superintendents and their attitudes and perceptions on the structure of educational tracking in public eduation.” 2016. Web. 24 Jun 2019.

Vancouver:

Sabolinski MA. Social identity of school superintendents and their attitudes and perceptions on the structure of educational tracking in public eduation. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2047/D20209312.

Council of Science Editors:

Sabolinski MA. Social identity of school superintendents and their attitudes and perceptions on the structure of educational tracking in public eduation. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20209312


University of Southern California

18. Gillenwaters, Jamila Najah. Co-constructing community, school, university partnerships for urban school transformation.

Degree: EdD, Education, 2009, University of Southern California

 University-school-community partnerships represent a collaborative model of urban educational reformation inclusive of all the organizations that impact urban education. Co-constructed relationships among communities, schools, and… (more)

Subjects/Keywords: co-constructed community-school-university partnerships; urban school transformation; partnerships; urban education; dialogic relationships; Freire'; s Banking Concept of Education; collaborative power relationships

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APA (6th Edition):

Gillenwaters, J. N. (2009). Co-constructing community, school, university partnerships for urban school transformation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/258866/rec/1410

Chicago Manual of Style (16th Edition):

Gillenwaters, Jamila Najah. “Co-constructing community, school, university partnerships for urban school transformation.” 2009. Doctoral Dissertation, University of Southern California. Accessed June 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/258866/rec/1410.

MLA Handbook (7th Edition):

Gillenwaters, Jamila Najah. “Co-constructing community, school, university partnerships for urban school transformation.” 2009. Web. 24 Jun 2019.

Vancouver:

Gillenwaters JN. Co-constructing community, school, university partnerships for urban school transformation. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jun 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/258866/rec/1410.

Council of Science Editors:

Gillenwaters JN. Co-constructing community, school, university partnerships for urban school transformation. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/258866/rec/1410


Virginia Tech

19. Hickman, Michael Darnell. Student Centered Strategies for Engaging Instruction in the Extended Period.

Degree: EdD, Educational Leadership and Policy Studies, 2006, Virginia Tech

 Keeping students engaged in the learning process is a challenge faced by most teachers. Instituting a bell schedule that requires them to make changes in… (more)

Subjects/Keywords: Block Schedule; Cooperative Problem Solving; Concept Attainment; Problem Based Learning

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APA (6th Edition):

Hickman, M. D. (2006). Student Centered Strategies for Engaging Instruction in the Extended Period. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29092

Chicago Manual of Style (16th Edition):

Hickman, Michael Darnell. “Student Centered Strategies for Engaging Instruction in the Extended Period.” 2006. Doctoral Dissertation, Virginia Tech. Accessed June 24, 2019. http://hdl.handle.net/10919/29092.

MLA Handbook (7th Edition):

Hickman, Michael Darnell. “Student Centered Strategies for Engaging Instruction in the Extended Period.” 2006. Web. 24 Jun 2019.

Vancouver:

Hickman MD. Student Centered Strategies for Engaging Instruction in the Extended Period. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10919/29092.

Council of Science Editors:

Hickman MD. Student Centered Strategies for Engaging Instruction in the Extended Period. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/29092


Virginia Tech

20. Burch, Warren J. The development, interview testing, and generalization of a theory based model of conceptual structurres for solving routine trigonometry problems.

Degree: EdD, Community College Instruction, 1981, Virginia Tech

Subjects/Keywords: LD5655.V856 1981.B972; Problem solving; Concept learning; Trigonometry  – Study and teaching

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APA (6th Edition):

Burch, W. J. (1981). The development, interview testing, and generalization of a theory based model of conceptual structurres for solving routine trigonometry problems. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/74190

Chicago Manual of Style (16th Edition):

Burch, Warren J. “The development, interview testing, and generalization of a theory based model of conceptual structurres for solving routine trigonometry problems.” 1981. Doctoral Dissertation, Virginia Tech. Accessed June 24, 2019. http://hdl.handle.net/10919/74190.

MLA Handbook (7th Edition):

Burch, Warren J. “The development, interview testing, and generalization of a theory based model of conceptual structurres for solving routine trigonometry problems.” 1981. Web. 24 Jun 2019.

Vancouver:

Burch WJ. The development, interview testing, and generalization of a theory based model of conceptual structurres for solving routine trigonometry problems. [Internet] [Doctoral dissertation]. Virginia Tech; 1981. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10919/74190.

Council of Science Editors:

Burch WJ. The development, interview testing, and generalization of a theory based model of conceptual structurres for solving routine trigonometry problems. [Doctoral Dissertation]. Virginia Tech; 1981. Available from: http://hdl.handle.net/10919/74190


Virginia Tech

21. VanBrackle, Anita S. The relationship of unmanipulated self-reports of children's internalized representation of numbers to mathematics achievement.

Degree: EdD, Curriculum and Instruction, 1991, Virginia Tech

Subjects/Keywords: Imagery (Psychology) in children.; Number concept in children.; LD5655.V856 1991.V362

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APA (6th Edition):

VanBrackle, A. S. (1991). The relationship of unmanipulated self-reports of children's internalized representation of numbers to mathematics achievement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39925

Chicago Manual of Style (16th Edition):

VanBrackle, Anita S. “The relationship of unmanipulated self-reports of children's internalized representation of numbers to mathematics achievement.” 1991. Doctoral Dissertation, Virginia Tech. Accessed June 24, 2019. http://hdl.handle.net/10919/39925.

MLA Handbook (7th Edition):

VanBrackle, Anita S. “The relationship of unmanipulated self-reports of children's internalized representation of numbers to mathematics achievement.” 1991. Web. 24 Jun 2019.

Vancouver:

VanBrackle AS. The relationship of unmanipulated self-reports of children's internalized representation of numbers to mathematics achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 1991. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10919/39925.

Council of Science Editors:

VanBrackle AS. The relationship of unmanipulated self-reports of children's internalized representation of numbers to mathematics achievement. [Doctoral Dissertation]. Virginia Tech; 1991. Available from: http://hdl.handle.net/10919/39925


University of Southern California

22. Eaton, David Christopher. The sources of impact in college on gay male student identity: the current student perspective.

Degree: EdD, Education (Leadership), 2007, University of Southern California

 The visibility of the gay student population on university campuses has increased substantially over the past 2 decades. Despite this, the sources of impact on… (more)

Subjects/Keywords: gay; male; sources of impact; college; identity development; concept-mapping

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APA (6th Edition):

Eaton, D. C. (2007). The sources of impact in college on gay male student identity: the current student perspective. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/509466/rec/7312

Chicago Manual of Style (16th Edition):

Eaton, David Christopher. “The sources of impact in college on gay male student identity: the current student perspective.” 2007. Doctoral Dissertation, University of Southern California. Accessed June 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/509466/rec/7312.

MLA Handbook (7th Edition):

Eaton, David Christopher. “The sources of impact in college on gay male student identity: the current student perspective.” 2007. Web. 24 Jun 2019.

Vancouver:

Eaton DC. The sources of impact in college on gay male student identity: the current student perspective. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Jun 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/509466/rec/7312.

Council of Science Editors:

Eaton DC. The sources of impact in college on gay male student identity: the current student perspective. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/509466/rec/7312

23. Wicks, Corky Fitzgerald. The self-concept of students in remediation in a rural community college in Mississippi.

Degree: EdD, Educational Leadership, 2017, Mississippi State University

  One of the aims of this study was to look at the difference in self-concept between traditional and non-traditional community college students. This study… (more)

Subjects/Keywords: Tennessee Self-Concept Scale; retention; MOOC; dropout rate; remediation; developmental learning; black student; self-concept; academic achievement

…10 Self-Concept… …28 Summary of Self-Concept Analysis… …TENNESSEE SELF-CONCEPT SCALE: SECOND EDITION .......................44 v LIST OF FIGURES 1… …Ethnicity and gender total self-concept… …30 vii INTRODUCTION Self-concept is often influenced by academic success and… 

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APA (6th Edition):

Wicks, C. F. (2017). The self-concept of students in remediation in a rural community college in Mississippi. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03202017-141118/ ;

Chicago Manual of Style (16th Edition):

Wicks, Corky Fitzgerald. “The self-concept of students in remediation in a rural community college in Mississippi.” 2017. Doctoral Dissertation, Mississippi State University. Accessed June 24, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03202017-141118/ ;.

MLA Handbook (7th Edition):

Wicks, Corky Fitzgerald. “The self-concept of students in remediation in a rural community college in Mississippi.” 2017. Web. 24 Jun 2019.

Vancouver:

Wicks CF. The self-concept of students in remediation in a rural community college in Mississippi. [Internet] [Doctoral dissertation]. Mississippi State University; 2017. [cited 2019 Jun 24]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03202017-141118/ ;.

Council of Science Editors:

Wicks CF. The self-concept of students in remediation in a rural community college in Mississippi. [Doctoral Dissertation]. Mississippi State University; 2017. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03202017-141118/ ;


Northeastern University

24. Whalen III, William V. The single-gender classroom: improving middle school students' achievement in math.

Degree: EdD, School of Education, 2012, Northeastern University

 At Joseph Case Junior High School, a school located in Swansea, Massachusetts for students in grades six through eight; there was a problematic trend in… (more)

Subjects/Keywords: education; educational leadership; developmental theory; math anxiety; self-concept; single-gender education; social learning theory; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Junior High, Intermediate, Middle School Education and Teaching; Science and Mathematics Education

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APA (6th Edition):

Whalen III, W. V. (2012). The single-gender classroom: improving middle school students' achievement in math. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002836

Chicago Manual of Style (16th Edition):

Whalen III, William V. “The single-gender classroom: improving middle school students' achievement in math.” 2012. Doctoral Dissertation, Northeastern University. Accessed June 24, 2019. http://hdl.handle.net/2047/d20002836.

MLA Handbook (7th Edition):

Whalen III, William V. “The single-gender classroom: improving middle school students' achievement in math.” 2012. Web. 24 Jun 2019.

Vancouver:

Whalen III WV. The single-gender classroom: improving middle school students' achievement in math. [Internet] [Doctoral dissertation]. Northeastern University; 2012. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2047/d20002836.

Council of Science Editors:

Whalen III WV. The single-gender classroom: improving middle school students' achievement in math. [Doctoral Dissertation]. Northeastern University; 2012. Available from: http://hdl.handle.net/2047/d20002836


Northeastern University

25. Golden, Julie E. An exploration of faculty transition to online teaching: the impact of identity disruption and participation in communities of practice on faculty satisfaction with online teaching.

Degree: EdD, School of Education, 2016, Northeastern University

 Online course enrollment at higher education institutions continues to increase at a rate greater than that of traditional classroom-based courses. These institutions expect faculty to… (more)

Subjects/Keywords: community of practice; faculty transition to online; identity disruption; online faculty satisfaction; social identity; social media; Web-based instruction; Distance education; Internet in education; Education, Higher; Effect of technological innovations on; Teacher-student relationships; Educational change; Identity (Philosophical concept)

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APA (6th Edition):

Golden, J. E. (2016). An exploration of faculty transition to online teaching: the impact of identity disruption and participation in communities of practice on faculty satisfaction with online teaching. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20207762

Chicago Manual of Style (16th Edition):

Golden, Julie E. “An exploration of faculty transition to online teaching: the impact of identity disruption and participation in communities of practice on faculty satisfaction with online teaching.” 2016. Doctoral Dissertation, Northeastern University. Accessed June 24, 2019. http://hdl.handle.net/2047/D20207762.

MLA Handbook (7th Edition):

Golden, Julie E. “An exploration of faculty transition to online teaching: the impact of identity disruption and participation in communities of practice on faculty satisfaction with online teaching.” 2016. Web. 24 Jun 2019.

Vancouver:

Golden JE. An exploration of faculty transition to online teaching: the impact of identity disruption and participation in communities of practice on faculty satisfaction with online teaching. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2047/D20207762.

Council of Science Editors:

Golden JE. An exploration of faculty transition to online teaching: the impact of identity disruption and participation in communities of practice on faculty satisfaction with online teaching. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20207762


Virginia Tech

26. Stuart, Virginia Barr. Reasons for Selecting a Teaching Career and Remaining in the Profession: a Conversation With 10 African American Roanoke City Teachers.

Degree: EdD, Educational Leadership and Policy Studies, 2000, Virginia Tech

 An acute shortage of African American teachers is well recognized. This shortage poses a problem as school systems attempt to employ a representative number of… (more)

Subjects/Keywords: Sandra Graham; motivational construct; self-efficacy; academic self-concept of ability; African American; Roanoke; Selecting teaching

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APA (6th Edition):

Stuart, V. B. (2000). Reasons for Selecting a Teaching Career and Remaining in the Profession: a Conversation With 10 African American Roanoke City Teachers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27340

Chicago Manual of Style (16th Edition):

Stuart, Virginia Barr. “Reasons for Selecting a Teaching Career and Remaining in the Profession: a Conversation With 10 African American Roanoke City Teachers.” 2000. Doctoral Dissertation, Virginia Tech. Accessed June 24, 2019. http://hdl.handle.net/10919/27340.

MLA Handbook (7th Edition):

Stuart, Virginia Barr. “Reasons for Selecting a Teaching Career and Remaining in the Profession: a Conversation With 10 African American Roanoke City Teachers.” 2000. Web. 24 Jun 2019.

Vancouver:

Stuart VB. Reasons for Selecting a Teaching Career and Remaining in the Profession: a Conversation With 10 African American Roanoke City Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10919/27340.

Council of Science Editors:

Stuart VB. Reasons for Selecting a Teaching Career and Remaining in the Profession: a Conversation With 10 African American Roanoke City Teachers. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/27340


Virginia Tech

27. Gilchrist, Kelvin. An analysis of concept mapping as an instructional technique for teaching advanced technology concepts to at-risk junior high school students.

Degree: EdD, Education, 1992, Virginia Tech

  The purpose of this study was to determine the effectiveness of concept mapping as an instructional technique for teaching advanced technology concepts to at-risk… (more)

Subjects/Keywords: Concept learning.; Children with social disabilities Education.; Technology Study and teaching (Secondary); Underachievers Education.; LD5655.V856 1992.G553

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APA (6th Edition):

Gilchrist, K. (1992). An analysis of concept mapping as an instructional technique for teaching advanced technology concepts to at-risk junior high school students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37426

Chicago Manual of Style (16th Edition):

Gilchrist, Kelvin. “An analysis of concept mapping as an instructional technique for teaching advanced technology concepts to at-risk junior high school students.” 1992. Doctoral Dissertation, Virginia Tech. Accessed June 24, 2019. http://hdl.handle.net/10919/37426.

MLA Handbook (7th Edition):

Gilchrist, Kelvin. “An analysis of concept mapping as an instructional technique for teaching advanced technology concepts to at-risk junior high school students.” 1992. Web. 24 Jun 2019.

Vancouver:

Gilchrist K. An analysis of concept mapping as an instructional technique for teaching advanced technology concepts to at-risk junior high school students. [Internet] [Doctoral dissertation]. Virginia Tech; 1992. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10919/37426.

Council of Science Editors:

Gilchrist K. An analysis of concept mapping as an instructional technique for teaching advanced technology concepts to at-risk junior high school students. [Doctoral Dissertation]. Virginia Tech; 1992. Available from: http://hdl.handle.net/10919/37426


University of Southern California

28. Seki, Glenn Kunitoshi. The relationship between motivational factors and engagement in an urban high school setting.

Degree: EdD, Education, 2014, University of Southern California

 The purpose of this study was to examine the relationship between ethnicity and grade level, motivational factors (instrumental motivation, reading, math, self‐efficacy/self-beliefs, learning strategies, and… (more)

Subjects/Keywords: education; high school; K12; motivation; engagement; effort; path model; urban high school; secondary education; educational psychology; ethnicity; survey; minorities; African American; Black; Latino; Hispanic; Asian; instrumental motivation; reading; math; self‐efficacy/self‐beliefs; learning strategies; academic self‐concept; learning strategies; grade level

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APA (6th Edition):

Seki, G. K. (2014). The relationship between motivational factors and engagement in an urban high school setting. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140

Chicago Manual of Style (16th Edition):

Seki, Glenn Kunitoshi. “The relationship between motivational factors and engagement in an urban high school setting.” 2014. Doctoral Dissertation, University of Southern California. Accessed June 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140.

MLA Handbook (7th Edition):

Seki, Glenn Kunitoshi. “The relationship between motivational factors and engagement in an urban high school setting.” 2014. Web. 24 Jun 2019.

Vancouver:

Seki GK. The relationship between motivational factors and engagement in an urban high school setting. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Jun 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140.

Council of Science Editors:

Seki GK. The relationship between motivational factors and engagement in an urban high school setting. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140


Florida Atlantic University

29. Somers, Judy L. Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes.

Degree: EdD, 2009, Florida Atlantic University

Summary: This qualitative study examined seven preservice teachers' perceptions of their science content knowledge, teaching practices, and reflective processes through the use of the metacognitive… (more)

Subjects/Keywords: Science – Study and teaching – Methodology; Concept learning; Metacognition in children; Education, Effect of technological innovations on

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APA (6th Edition):

Somers, J. L. (2009). Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/221953

Chicago Manual of Style (16th Edition):

Somers, Judy L. “Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes.” 2009. Doctoral Dissertation, Florida Atlantic University. Accessed June 24, 2019. http://purl.flvc.org/FAU/221953.

MLA Handbook (7th Edition):

Somers, Judy L. “Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes.” 2009. Web. 24 Jun 2019.

Vancouver:

Somers JL. Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2009. [cited 2019 Jun 24]. Available from: http://purl.flvc.org/FAU/221953.

Council of Science Editors:

Somers JL. Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes. [Doctoral Dissertation]. Florida Atlantic University; 2009. Available from: http://purl.flvc.org/FAU/221953


Texas A&M University

30. Rutherford, Kitty Carrow. Guiding Classroom Instruction Through Formative Mathematics Assessment.

Degree: EdD, Curriculum and Instruction, 2017, Texas A&M University

 In North Carolina, Local Education Agencies (LEA) control the curriculum resources used to teach and assess the state mathematics standards. Districts that have funds can… (more)

Subjects/Keywords: • Formative assessments – a process used when the teacher obtains information about the student’s understanding of a concept and uses it to adjust their next steps in teaching to facilitate student’s learning; • High-stakes assessment - assessment administered which is used to rate the school and can be used in a teacher evaluation. Additionally, it can also be used in the placement or promotion decisions for students; • High cognitive demanding item – an assessment or instructional item which requires a mental act or process using knowledge; • Prompt feedback – feedback data provided from an assessment which are returned in a timely manner, typically one to two days that facilitates actions to improve teaching and or learning. •

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APA (6th Edition):

Rutherford, K. C. (2017). Guiding Classroom Instruction Through Formative Mathematics Assessment. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169583

Chicago Manual of Style (16th Edition):

Rutherford, Kitty Carrow. “Guiding Classroom Instruction Through Formative Mathematics Assessment.” 2017. Doctoral Dissertation, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/169583.

MLA Handbook (7th Edition):

Rutherford, Kitty Carrow. “Guiding Classroom Instruction Through Formative Mathematics Assessment.” 2017. Web. 24 Jun 2019.

Vancouver:

Rutherford KC. Guiding Classroom Instruction Through Formative Mathematics Assessment. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/169583.

Council of Science Editors:

Rutherford KC. Guiding Classroom Instruction Through Formative Mathematics Assessment. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169583

.