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You searched for subject:(teacher created literacy interventions). Showing records 1 – 30 of 26439 total matches.

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1. Richter, Jessica. Implementing Teacher-Created Literacy Interventions in Pre-K Classrooms: Understanding Teacher Decision-Making.

Degree: Child and Family Studies: Family Studies: M.S., Child and Family Studies, 2017, St. Cloud State University

  Achievement gaps in literacy start as early as pre-k. For this research study, an interview of 6 full-day pre-k teachers in a public school… (more)

Subjects/Keywords: Pre-k; preschool; literacy interventions; teacher created literacy interventions; Tier 2; Tier 3; full day preschool

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

APA (6th Edition):

Richter, J. (2017). Implementing Teacher-Created Literacy Interventions in Pre-K Classrooms: Understanding Teacher Decision-Making. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/cfs_etds/17

Chicago Manual of Style (16th Edition):

Richter, Jessica. “Implementing Teacher-Created Literacy Interventions in Pre-K Classrooms: Understanding Teacher Decision-Making.” 2017. Masters Thesis, St. Cloud State University. Accessed October 23, 2019. https://repository.stcloudstate.edu/cfs_etds/17.

MLA Handbook (7th Edition):

Richter, Jessica. “Implementing Teacher-Created Literacy Interventions in Pre-K Classrooms: Understanding Teacher Decision-Making.” 2017. Web. 23 Oct 2019.

Vancouver:

Richter J. Implementing Teacher-Created Literacy Interventions in Pre-K Classrooms: Understanding Teacher Decision-Making. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2019 Oct 23]. Available from: https://repository.stcloudstate.edu/cfs_etds/17.

Council of Science Editors:

Richter J. Implementing Teacher-Created Literacy Interventions in Pre-K Classrooms: Understanding Teacher Decision-Making. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/cfs_etds/17


University of Edinburgh

2. Robinson, Gillian Susan. Knowing why and daring to be different : becoming and being teachers-as-learners.

Degree: 2010, University of Edinburgh

 In Scotland, the interest and investment in the professional development of teachers is currently focused on the ongoing development and implementation of its new curriculum:… (more)

Subjects/Keywords: 370.711; teacher learning; participant-created artefacts; co-operative study

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APA (6th Edition):

Robinson, G. S. (2010). Knowing why and daring to be different : becoming and being teachers-as-learners. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5884

Chicago Manual of Style (16th Edition):

Robinson, Gillian Susan. “Knowing why and daring to be different : becoming and being teachers-as-learners.” 2010. Doctoral Dissertation, University of Edinburgh. Accessed October 23, 2019. http://hdl.handle.net/1842/5884.

MLA Handbook (7th Edition):

Robinson, Gillian Susan. “Knowing why and daring to be different : becoming and being teachers-as-learners.” 2010. Web. 23 Oct 2019.

Vancouver:

Robinson GS. Knowing why and daring to be different : becoming and being teachers-as-learners. [Internet] [Doctoral dissertation]. University of Edinburgh; 2010. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1842/5884.

Council of Science Editors:

Robinson GS. Knowing why and daring to be different : becoming and being teachers-as-learners. [Doctoral Dissertation]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5884

3. Knutsen, Susan Marie. The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership.

Degree: 2018, Seattle Pacific University

 This study sought to determine whether a book provision intervention delivered to low-income mothers participating in the Nurse-Family Partnership had an effect on family shared… (more)

Subjects/Keywords: literacy interventions; family literacy interventions; early literacy; literacy; shared book reading; Early Childhood Education; Language and Literacy Education

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APA (6th Edition):

Knutsen, S. M. (2018). The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/soe_etd/42

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):

Knutsen, Susan Marie. “The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership.” 2018. Thesis, Seattle Pacific University. Accessed October 23, 2019. https://digitalcommons.spu.edu/soe_etd/42.

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

MLA Handbook (7th Edition):

Knutsen, Susan Marie. “The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership.” 2018. Web. 23 Oct 2019.

Vancouver:

Knutsen SM. The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership. [Internet] [Thesis]. Seattle Pacific University; 2018. [cited 2019 Oct 23]. Available from: https://digitalcommons.spu.edu/soe_etd/42.

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

Council of Science Editors:

Knutsen SM. The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership. [Thesis]. Seattle Pacific University; 2018. Available from: https://digitalcommons.spu.edu/soe_etd/42

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


Texas A&M University

4. Washburn, Erin Kuhl. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.

Degree: 2011, Texas A&M University

 The National Institute of Child Health and Human Development (NICHD) has declared reading failure a national public health issue. Approximately 15-20 % of the US… (more)

Subjects/Keywords: teacher education; literacy; Teacher knowledge

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APA (6th Edition):

Washburn, E. K. (2011). Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360

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):

Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Thesis, Texas A&M University. Accessed October 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.

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

MLA Handbook (7th Edition):

Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Web. 23 Oct 2019.

Vancouver:

Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.

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

Council of Science Editors:

Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360

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


SUNY College at Brockport

5. Fotopoulos, Ashley. Anti-Bullying Interventions in the Middle School Literacy Instruction.

Degree: MSEd, Education and Human Development, 2015, SUNY College at Brockport

  I conducted this analytical literature review to examine various forms of literature to gain a deeper understanding about bullying in the middle school setting.… (more)

Subjects/Keywords: Literacy; Bullying; Interventions; Middle School; Education

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APA (6th Edition):

Fotopoulos, A. (2015). Anti-Bullying Interventions in the Middle School Literacy Instruction. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/605

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

Chicago Manual of Style (16th Edition):

Fotopoulos, Ashley. “Anti-Bullying Interventions in the Middle School Literacy Instruction.” 2015. Thesis, SUNY College at Brockport. Accessed October 23, 2019. https://digitalcommons.brockport.edu/ehd_theses/605.

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

MLA Handbook (7th Edition):

Fotopoulos, Ashley. “Anti-Bullying Interventions in the Middle School Literacy Instruction.” 2015. Web. 23 Oct 2019.

Vancouver:

Fotopoulos A. Anti-Bullying Interventions in the Middle School Literacy Instruction. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2019 Oct 23]. Available from: https://digitalcommons.brockport.edu/ehd_theses/605.

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

Council of Science Editors:

Fotopoulos A. Anti-Bullying Interventions in the Middle School Literacy Instruction. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/605

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


University of South Florida

6. Lindahl, Christina Lauren. Developing Early Numeracy and Early Literacy Skills in Preschool Children Through a Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study.

Degree: 2016, University of South Florida

 The present study examined the effectiveness of a shared storybook reading intervention in increasing children’s early numeracy and early literacy skills through a multiple baseline… (more)

Subjects/Keywords: Early numeracy achievement; early literacy achievement; evidence-based interventions; parent involvement; early childhood; Curriculum and Instruction; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Science and Mathematics Education

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APA (6th Edition):

Lindahl, C. L. (2016). Developing Early Numeracy and Early Literacy Skills in Preschool Children Through a Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6304

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):

Lindahl, Christina Lauren. “Developing Early Numeracy and Early Literacy Skills in Preschool Children Through a Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study.” 2016. Thesis, University of South Florida. Accessed October 23, 2019. https://scholarcommons.usf.edu/etd/6304.

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

MLA Handbook (7th Edition):

Lindahl, Christina Lauren. “Developing Early Numeracy and Early Literacy Skills in Preschool Children Through a Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study.” 2016. Web. 23 Oct 2019.

Vancouver:

Lindahl CL. Developing Early Numeracy and Early Literacy Skills in Preschool Children Through a Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study. [Internet] [Thesis]. University of South Florida; 2016. [cited 2019 Oct 23]. Available from: https://scholarcommons.usf.edu/etd/6304.

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

Council of Science Editors:

Lindahl CL. Developing Early Numeracy and Early Literacy Skills in Preschool Children Through a Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study. [Thesis]. University of South Florida; 2016. Available from: https://scholarcommons.usf.edu/etd/6304

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


University of Alberta

7. Smith, Jorden. Examining secondary school teacher understanding of information literacy.

Degree: Master of Library and Information Studies, School of Library and Information Studies, 2011, University of Alberta

 With many current initiatives to promote information literacy, it is necessary to assess the state of information literacy instruction in secondary school and the factors… (more)

Subjects/Keywords: information literacy; phenomenology; teacher; curriculum

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APA (6th Edition):

Smith, J. (2011). Examining secondary school teacher understanding of information literacy. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/g158bj52z

Chicago Manual of Style (16th Edition):

Smith, Jorden. “Examining secondary school teacher understanding of information literacy.” 2011. Masters Thesis, University of Alberta. Accessed October 23, 2019. https://era.library.ualberta.ca/files/g158bj52z.

MLA Handbook (7th Edition):

Smith, Jorden. “Examining secondary school teacher understanding of information literacy.” 2011. Web. 23 Oct 2019.

Vancouver:

Smith J. Examining secondary school teacher understanding of information literacy. [Internet] [Masters thesis]. University of Alberta; 2011. [cited 2019 Oct 23]. Available from: https://era.library.ualberta.ca/files/g158bj52z.

Council of Science Editors:

Smith J. Examining secondary school teacher understanding of information literacy. [Masters Thesis]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/g158bj52z


Georgia State University

8. Pendergast, Meghan. Teachers' Perceptions of Accent on Formative Reading Assessments.

Degree: PhD, Early Childhood Education, 2014, Georgia State University

  Spanish-speaking Dual Language Learners (DLLs) constitute the largest language minority subgroup and are the fastest growing school-age population in the United States (McCardle, Mele-McCarthy,… (more)

Subjects/Keywords: Literacy Assessments; Teacher Education; Accent

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APA (6th Edition):

Pendergast, M. (2014). Teachers' Perceptions of Accent on Formative Reading Assessments. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/29

Chicago Manual of Style (16th Edition):

Pendergast, Meghan. “Teachers' Perceptions of Accent on Formative Reading Assessments.” 2014. Doctoral Dissertation, Georgia State University. Accessed October 23, 2019. https://scholarworks.gsu.edu/ece_diss/29.

MLA Handbook (7th Edition):

Pendergast, Meghan. “Teachers' Perceptions of Accent on Formative Reading Assessments.” 2014. Web. 23 Oct 2019.

Vancouver:

Pendergast M. Teachers' Perceptions of Accent on Formative Reading Assessments. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2019 Oct 23]. Available from: https://scholarworks.gsu.edu/ece_diss/29.

Council of Science Editors:

Pendergast M. Teachers' Perceptions of Accent on Formative Reading Assessments. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/ece_diss/29


University of Sydney

9. Lovat, Amy Kathryn. Perceptions and Practices: What Drives Literacy Instruction? .

Degree: 2015, University of Sydney

Literacy is a multifaceted skill which is highly valued in modern society. It is considered a fundamental life skill which influences academic, social and vocational… (more)

Subjects/Keywords: language; literacy; collaboration; teacher

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APA (6th Edition):

Lovat, A. K. (2015). Perceptions and Practices: What Drives Literacy Instruction? . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/13988

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):

Lovat, Amy Kathryn. “Perceptions and Practices: What Drives Literacy Instruction? .” 2015. Thesis, University of Sydney. Accessed October 23, 2019. http://hdl.handle.net/2123/13988.

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

MLA Handbook (7th Edition):

Lovat, Amy Kathryn. “Perceptions and Practices: What Drives Literacy Instruction? .” 2015. Web. 23 Oct 2019.

Vancouver:

Lovat AK. Perceptions and Practices: What Drives Literacy Instruction? . [Internet] [Thesis]. University of Sydney; 2015. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/2123/13988.

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

Council of Science Editors:

Lovat AK. Perceptions and Practices: What Drives Literacy Instruction? . [Thesis]. University of Sydney; 2015. Available from: http://hdl.handle.net/2123/13988

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


Georgia State University

10. Hayes, Rhonda S. The Study of Literacy Coaching Observations and Interviews with Elementary Teachers.

Degree: PhD, Educational Policy Studies, 2010, Georgia State University

  The purpose of this study is to examine the coaching interactions of two literacy coaches and four classroom teachers in order to explore how… (more)

Subjects/Keywords: literacy coaching; teacher learning; professional development; literacy; teacher reflection

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APA (6th Edition):

Hayes, R. S. (2010). The Study of Literacy Coaching Observations and Interviews with Elementary Teachers. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/53

Chicago Manual of Style (16th Edition):

Hayes, Rhonda S. “The Study of Literacy Coaching Observations and Interviews with Elementary Teachers.” 2010. Doctoral Dissertation, Georgia State University. Accessed October 23, 2019. https://scholarworks.gsu.edu/eps_diss/53.

MLA Handbook (7th Edition):

Hayes, Rhonda S. “The Study of Literacy Coaching Observations and Interviews with Elementary Teachers.” 2010. Web. 23 Oct 2019.

Vancouver:

Hayes RS. The Study of Literacy Coaching Observations and Interviews with Elementary Teachers. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2019 Oct 23]. Available from: https://scholarworks.gsu.edu/eps_diss/53.

Council of Science Editors:

Hayes RS. The Study of Literacy Coaching Observations and Interviews with Elementary Teachers. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/eps_diss/53


The Ohio State University

11. Hansel, Kayla M. Teacher Perceptions About Literacy Instruction at the Secondary Level.

Degree: MA, EDU Teaching and Learning, 2011, The Ohio State University

 Secondary instructors have long been faced with students who struggle to read and write effectively. There have been many explanations for these struggles, ranging from… (more)

Subjects/Keywords: Education; Literacy; teacher perceptions; adolescent literacy; literacy instruction

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APA (6th Edition):

Hansel, K. M. (2011). Teacher Perceptions About Literacy Instruction at the Secondary Level. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953

Chicago Manual of Style (16th Edition):

Hansel, Kayla M. “Teacher Perceptions About Literacy Instruction at the Secondary Level.” 2011. Masters Thesis, The Ohio State University. Accessed October 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953.

MLA Handbook (7th Edition):

Hansel, Kayla M. “Teacher Perceptions About Literacy Instruction at the Secondary Level.” 2011. Web. 23 Oct 2019.

Vancouver:

Hansel KM. Teacher Perceptions About Literacy Instruction at the Secondary Level. [Internet] [Masters thesis]. The Ohio State University; 2011. [cited 2019 Oct 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953.

Council of Science Editors:

Hansel KM. Teacher Perceptions About Literacy Instruction at the Secondary Level. [Masters Thesis]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953


University of South Florida

12. Flores, Brian M. PRE-SERVICE TEACHER MICRO-HEGEMONIC CONSTRUCTION OF LITERACY TEACHER IDENTITY.

Degree: 2018, University of South Florida

 This dissertation presents findings from a qualitative discourse analysis study of three pre-service teachers enrolled in the Urban Teacher Residency Partnership Program (UTRPP); a clinical… (more)

Subjects/Keywords: Clinical practice; literacy; Literacy coaching cycles; Literacy teacher identity; Pre-service teacher identity; Teacher residency program; Teacher Education and Professional Development

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APA (6th Edition):

Flores, B. M. (2018). PRE-SERVICE TEACHER MICRO-HEGEMONIC CONSTRUCTION OF LITERACY TEACHER IDENTITY. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7288

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):

Flores, Brian M. “PRE-SERVICE TEACHER MICRO-HEGEMONIC CONSTRUCTION OF LITERACY TEACHER IDENTITY.” 2018. Thesis, University of South Florida. Accessed October 23, 2019. https://scholarcommons.usf.edu/etd/7288.

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

MLA Handbook (7th Edition):

Flores, Brian M. “PRE-SERVICE TEACHER MICRO-HEGEMONIC CONSTRUCTION OF LITERACY TEACHER IDENTITY.” 2018. Web. 23 Oct 2019.

Vancouver:

Flores BM. PRE-SERVICE TEACHER MICRO-HEGEMONIC CONSTRUCTION OF LITERACY TEACHER IDENTITY. [Internet] [Thesis]. University of South Florida; 2018. [cited 2019 Oct 23]. Available from: https://scholarcommons.usf.edu/etd/7288.

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

Council of Science Editors:

Flores BM. PRE-SERVICE TEACHER MICRO-HEGEMONIC CONSTRUCTION OF LITERACY TEACHER IDENTITY. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7288

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


Duquesne University

13. Schaefer, Cynthia. Low Health Literacy Interventions and Resources Used At Community Health Centers Using Decision Support from the Care Model.

Degree: PhD, Nursing, 2015, Duquesne University

 Community health centers (CHCs) serve the largest portion of the medically underserved patients in the United States. Little health literacy research has been conducted in… (more)

Subjects/Keywords: Care Model; Community Health Center; Decision support; Health literacy; Health Literacy interventions

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

APA (6th Edition):

Schaefer, C. (2015). Low Health Literacy Interventions and Resources Used At Community Health Centers Using Decision Support from the Care Model. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1529

Chicago Manual of Style (16th Edition):

Schaefer, Cynthia. “Low Health Literacy Interventions and Resources Used At Community Health Centers Using Decision Support from the Care Model.” 2015. Doctoral Dissertation, Duquesne University. Accessed October 23, 2019. https://dsc.duq.edu/etd/1529.

MLA Handbook (7th Edition):

Schaefer, Cynthia. “Low Health Literacy Interventions and Resources Used At Community Health Centers Using Decision Support from the Care Model.” 2015. Web. 23 Oct 2019.

Vancouver:

Schaefer C. Low Health Literacy Interventions and Resources Used At Community Health Centers Using Decision Support from the Care Model. [Internet] [Doctoral dissertation]. Duquesne University; 2015. [cited 2019 Oct 23]. Available from: https://dsc.duq.edu/etd/1529.

Council of Science Editors:

Schaefer C. Low Health Literacy Interventions and Resources Used At Community Health Centers Using Decision Support from the Care Model. [Doctoral Dissertation]. Duquesne University; 2015. Available from: https://dsc.duq.edu/etd/1529


University of Saskatchewan

14. Mackey, April L 1988-. Empowering Women Through the Use of Technology: A Scoping Review.

Degree: 2019, University of Saskatchewan

 The achievement of gender equity and equality has been a long-time goal of many international entities. The main indicator for the goal of women’s empowerment,… (more)

Subjects/Keywords: ICTs; Women; Empowerment; Technology; Education; Nursing; Interventions; Policy; Programs; Partnerships; Digital Literacy; Health Literacy

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APA (6th Edition):

Mackey, A. L. 1. (2019). Empowering Women Through the Use of Technology: A Scoping Review. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/12071

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):

Mackey, April L 1988-. “Empowering Women Through the Use of Technology: A Scoping Review.” 2019. Thesis, University of Saskatchewan. Accessed October 23, 2019. http://hdl.handle.net/10388/12071.

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

MLA Handbook (7th Edition):

Mackey, April L 1988-. “Empowering Women Through the Use of Technology: A Scoping Review.” 2019. Web. 23 Oct 2019.

Vancouver:

Mackey AL1. Empowering Women Through the Use of Technology: A Scoping Review. [Internet] [Thesis]. University of Saskatchewan; 2019. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10388/12071.

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

Council of Science Editors:

Mackey AL1. Empowering Women Through the Use of Technology: A Scoping Review. [Thesis]. University of Saskatchewan; 2019. Available from: http://hdl.handle.net/10388/12071

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


University of Cincinnati

15. Bottomley, Amy. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2016, University of Cincinnati

 The field of education has recognized the importance of disciplinary literacy in middle and high school classroom instruction. In order to prepare teacher candidates to… (more)

Subjects/Keywords: Teacher Education; disciplinary literacy; teacher preparation; social studies education; teacher education

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

APA (6th Edition):

Bottomley, A. (2016). Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622

Chicago Manual of Style (16th Edition):

Bottomley, Amy. “Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed October 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622.

MLA Handbook (7th Edition):

Bottomley, Amy. “Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.” 2016. Web. 23 Oct 2019.

Vancouver:

Bottomley A. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2019 Oct 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622.

Council of Science Editors:

Bottomley A. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622


University of Alberta

16. Brown, Carol A.M. Teachers' Online Searching in Science.

Degree: MEd, Department of Secondary Education, 2014, University of Alberta

 Given the prevalence of web use by teachers and students and the need for all citizens to be information literate, teachers across curricula are expected… (more)

Subjects/Keywords: Information Literacy; Teacher; Internet; Science; Metacognition; Online

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APA (6th Edition):

Brown, C. A. M. (2014). Teachers' Online Searching in Science. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/4b29b717m

Chicago Manual of Style (16th Edition):

Brown, Carol A M. “Teachers' Online Searching in Science.” 2014. Masters Thesis, University of Alberta. Accessed October 23, 2019. https://era.library.ualberta.ca/files/4b29b717m.

MLA Handbook (7th Edition):

Brown, Carol A M. “Teachers' Online Searching in Science.” 2014. Web. 23 Oct 2019.

Vancouver:

Brown CAM. Teachers' Online Searching in Science. [Internet] [Masters thesis]. University of Alberta; 2014. [cited 2019 Oct 23]. Available from: https://era.library.ualberta.ca/files/4b29b717m.

Council of Science Editors:

Brown CAM. Teachers' Online Searching in Science. [Masters Thesis]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/4b29b717m


University of Alberta

17. Namukoa, Abraham W. Teacher Practices in Science Literacy Instruction for Learners who are Deaf or Hard of Hearing in Kenya.

Degree: MEd, Department of Educational Psychology, 2014, University of Alberta

 The Kenyan Vision 2030 initiative, which aims at improving the quality of life for all citizens, has put increasing emphasis on science literacy (Amunga, Amadalo,… (more)

Subjects/Keywords: Deaf/HH; Practices; Science; Teacher; Kenya; Literacy

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APA (6th Edition):

Namukoa, A. W. (2014). Teacher Practices in Science Literacy Instruction for Learners who are Deaf or Hard of Hearing in Kenya. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/k0698849x

Chicago Manual of Style (16th Edition):

Namukoa, Abraham W. “Teacher Practices in Science Literacy Instruction for Learners who are Deaf or Hard of Hearing in Kenya.” 2014. Masters Thesis, University of Alberta. Accessed October 23, 2019. https://era.library.ualberta.ca/files/k0698849x.

MLA Handbook (7th Edition):

Namukoa, Abraham W. “Teacher Practices in Science Literacy Instruction for Learners who are Deaf or Hard of Hearing in Kenya.” 2014. Web. 23 Oct 2019.

Vancouver:

Namukoa AW. Teacher Practices in Science Literacy Instruction for Learners who are Deaf or Hard of Hearing in Kenya. [Internet] [Masters thesis]. University of Alberta; 2014. [cited 2019 Oct 23]. Available from: https://era.library.ualberta.ca/files/k0698849x.

Council of Science Editors:

Namukoa AW. Teacher Practices in Science Literacy Instruction for Learners who are Deaf or Hard of Hearing in Kenya. [Masters Thesis]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/k0698849x

18. Elaine de Oliveira Carvalho Moral Queiroz. Professor alfabetizador: uma escolha determinante ou determinada?.

Degree: 2009, Universidade Nove de Julho

This work studies and analyzes the role of the subjectivity in the process of choosing to be a literacy teacher and in the decision of… (more)

Subjects/Keywords: Teacher; EDUCACAO; Literacy; Professor; Subjetividade; Alfabetização; Subjectivity

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APA (6th Edition):

Queiroz, E. d. O. C. M. (2009). Professor alfabetizador: uma escolha determinante ou determinada?. (Thesis). Universidade Nove de Julho. Retrieved from http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=280

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):

Queiroz, Elaine de Oliveira Carvalho Moral. “Professor alfabetizador: uma escolha determinante ou determinada?.” 2009. Thesis, Universidade Nove de Julho. Accessed October 23, 2019. http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=280.

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

MLA Handbook (7th Edition):

Queiroz, Elaine de Oliveira Carvalho Moral. “Professor alfabetizador: uma escolha determinante ou determinada?.” 2009. Web. 23 Oct 2019.

Vancouver:

Queiroz EdOCM. Professor alfabetizador: uma escolha determinante ou determinada?. [Internet] [Thesis]. Universidade Nove de Julho; 2009. [cited 2019 Oct 23]. Available from: http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=280.

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

Council of Science Editors:

Queiroz EdOCM. Professor alfabetizador: uma escolha determinante ou determinada?. [Thesis]. Universidade Nove de Julho; 2009. Available from: http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=280

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


University of Tasmania

19. Hopwood, B. Transition to secondary school: Student achievement and teacher practice.

Degree: 2014, University of Tasmania

 This research explored the impact that transition, the move students make from Year 6 to Year 7, had upon adolescent students‟ reading and spelling achievement.… (more)

Subjects/Keywords: Transition; literacy; student achievement and teacher practice

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

APA (6th Edition):

Hopwood, B. (2014). Transition to secondary school: Student achievement and teacher practice. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/18671/1/Whole-Hopwood-thesis-inc-pub-mat.pdf ; https://eprints.utas.edu.au/18671/2/front-Hopwood-thesis.pdf ; https://eprints.utas.edu.au/18671/3/whole-Hopwood-thesis-ex-pub-mat.pdf

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):

Hopwood, B. “Transition to secondary school: Student achievement and teacher practice.” 2014. Thesis, University of Tasmania. Accessed October 23, 2019. https://eprints.utas.edu.au/18671/1/Whole-Hopwood-thesis-inc-pub-mat.pdf ; https://eprints.utas.edu.au/18671/2/front-Hopwood-thesis.pdf ; https://eprints.utas.edu.au/18671/3/whole-Hopwood-thesis-ex-pub-mat.pdf.

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

MLA Handbook (7th Edition):

Hopwood, B. “Transition to secondary school: Student achievement and teacher practice.” 2014. Web. 23 Oct 2019.

Vancouver:

Hopwood B. Transition to secondary school: Student achievement and teacher practice. [Internet] [Thesis]. University of Tasmania; 2014. [cited 2019 Oct 23]. Available from: https://eprints.utas.edu.au/18671/1/Whole-Hopwood-thesis-inc-pub-mat.pdf ; https://eprints.utas.edu.au/18671/2/front-Hopwood-thesis.pdf ; https://eprints.utas.edu.au/18671/3/whole-Hopwood-thesis-ex-pub-mat.pdf.

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

Council of Science Editors:

Hopwood B. Transition to secondary school: Student achievement and teacher practice. [Thesis]. University of Tasmania; 2014. Available from: https://eprints.utas.edu.au/18671/1/Whole-Hopwood-thesis-inc-pub-mat.pdf ; https://eprints.utas.edu.au/18671/2/front-Hopwood-thesis.pdf ; https://eprints.utas.edu.au/18671/3/whole-Hopwood-thesis-ex-pub-mat.pdf

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


University of Louisville

20. Singleton, Jacquelyn J. The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy.

Degree: PhD, Department of Teaching and Learning, 2013, University of Louisville

 Using case-study analysis, this dissertation is a qualitative examination of kindergarten teachers’ beliefs, theoretical orientation toward reading, and outside pressures and their impact upon the… (more)

Subjects/Keywords: Theoretical orientation; Literacy; Kindergarten; Teacher beliefs

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APA (6th Edition):

Singleton, J. J. (2013). The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1332 ; https://ir.library.louisville.edu/etd/1332

Chicago Manual of Style (16th Edition):

Singleton, Jacquelyn J. “The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy.” 2013. Doctoral Dissertation, University of Louisville. Accessed October 23, 2019. 10.18297/etd/1332 ; https://ir.library.louisville.edu/etd/1332.

MLA Handbook (7th Edition):

Singleton, Jacquelyn J. “The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy.” 2013. Web. 23 Oct 2019.

Vancouver:

Singleton JJ. The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy. [Internet] [Doctoral dissertation]. University of Louisville; 2013. [cited 2019 Oct 23]. Available from: 10.18297/etd/1332 ; https://ir.library.louisville.edu/etd/1332.

Council of Science Editors:

Singleton JJ. The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy. [Doctoral Dissertation]. University of Louisville; 2013. Available from: 10.18297/etd/1332 ; https://ir.library.louisville.edu/etd/1332


University of Southern California

21. Shotwell, Kimberly Hanson Hill. Preservice teachers' understanding's of how to teach literacy.

Degree: EdD, Education (Curriculum & Instruction), 2009, University of Southern California

 This study examined the field experiences, literacy experiences and reflections of preservice teachers (PSTs) in relationship to development of their instructional literacy practice. The objective… (more)

Subjects/Keywords: preservice; teacher Education; literacy; student teaching

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APA (6th Edition):

Shotwell, K. H. H. (2009). Preservice teachers' understanding's of how to teach literacy. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/280179/rec/5209

Chicago Manual of Style (16th Edition):

Shotwell, Kimberly Hanson Hill. “Preservice teachers' understanding's of how to teach literacy.” 2009. Doctoral Dissertation, University of Southern California. Accessed October 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/280179/rec/5209.

MLA Handbook (7th Edition):

Shotwell, Kimberly Hanson Hill. “Preservice teachers' understanding's of how to teach literacy.” 2009. Web. 23 Oct 2019.

Vancouver:

Shotwell KHH. Preservice teachers' understanding's of how to teach literacy. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Oct 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/280179/rec/5209.

Council of Science Editors:

Shotwell KHH. Preservice teachers' understanding's of how to teach literacy. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/280179/rec/5209


University of Houston

22. -5097-655X. A Case Study on Video-based Professional Development.

Degree: Curriculum and Instruction, Department of, 2018, University of Houston

 Pearson and Gallagher’s (1983) Gradual Release of Responsibilities Model suggests the starting point of teaching is modeling. As teacher expertise is essential in supporting good… (more)

Subjects/Keywords: teacher capacity; professional development; modeling; balanced literacy

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APA (6th Edition):

-5097-655X. (2018). A Case Study on Video-based Professional Development. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3377

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

Chicago Manual of Style (16th Edition):

-5097-655X. “A Case Study on Video-based Professional Development.” 2018. Thesis, University of Houston. Accessed October 23, 2019. http://hdl.handle.net/10657/3377.

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

MLA Handbook (7th Edition):

-5097-655X. “A Case Study on Video-based Professional Development.” 2018. Web. 23 Oct 2019.

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

Vancouver:

-5097-655X. A Case Study on Video-based Professional Development. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10657/3377.

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

Council of Science Editors:

-5097-655X. A Case Study on Video-based Professional Development. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3377

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


Virginia Tech

23. Fogelsong, Donna Fortune. Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of  Teaching Listening Through Interactive Read Alouds.

Degree: PhD, Teaching and Learning, 2016, Virginia Tech

 This study was designed to investigate teachers perceptions about instructing listening in second-grade classrooms. Childrens literature that included specific listening content was used to explore… (more)

Subjects/Keywords: Listening; Literacy; Teacher Perception; Teaching Strategies; Motivation

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APA (6th Edition):

Fogelsong, D. F. (2016). Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of  Teaching Listening Through Interactive Read Alouds. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73427

Chicago Manual of Style (16th Edition):

Fogelsong, Donna Fortune. “Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of  Teaching Listening Through Interactive Read Alouds.” 2016. Doctoral Dissertation, Virginia Tech. Accessed October 23, 2019. http://hdl.handle.net/10919/73427.

MLA Handbook (7th Edition):

Fogelsong, Donna Fortune. “Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of  Teaching Listening Through Interactive Read Alouds.” 2016. Web. 23 Oct 2019.

Vancouver:

Fogelsong DF. Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of  Teaching Listening Through Interactive Read Alouds. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10919/73427.

Council of Science Editors:

Fogelsong DF. Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of  Teaching Listening Through Interactive Read Alouds. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/73427

24. Simon, Barbara. Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models.

Degree: 2018, SUNY College at Fredonia

 Parents have many options when it comes to choosing a pre-K program for their child (full day, half day, or part time). Educators are also… (more)

Subjects/Keywords: Early childhood education.; Literacy; Parent-teacher relationships.

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APA (6th Edition):

Simon, B. (2018). Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70517

Chicago Manual of Style (16th Edition):

Simon, Barbara. “Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models. ” 2018. Masters Thesis, SUNY College at Fredonia. Accessed October 23, 2019. http://hdl.handle.net/1951/70517.

MLA Handbook (7th Edition):

Simon, Barbara. “Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models. ” 2018. Web. 23 Oct 2019.

Vancouver:

Simon B. Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models. [Internet] [Masters thesis]. SUNY College at Fredonia; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1951/70517.

Council of Science Editors:

Simon B. Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models. [Masters Thesis]. SUNY College at Fredonia; 2018. Available from: http://hdl.handle.net/1951/70517


Kansas State University

25. Leiss, Jodie. Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy.

Degree: PhD, Curriculum and Instruction Programs, 2016, Kansas State University

 This study is a narrative inquiry into the lives of physical education teachers in order to gain insight into their identities as physical education teachers… (more)

Subjects/Keywords: Physical Literacy; Narrative Inquiry; Teacher Identity

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APA (6th Edition):

Leiss, J. (2016). Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/32486

Chicago Manual of Style (16th Edition):

Leiss, Jodie. “Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy.” 2016. Doctoral Dissertation, Kansas State University. Accessed October 23, 2019. http://hdl.handle.net/2097/32486.

MLA Handbook (7th Edition):

Leiss, Jodie. “Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy.” 2016. Web. 23 Oct 2019.

Vancouver:

Leiss J. Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy. [Internet] [Doctoral dissertation]. Kansas State University; 2016. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/2097/32486.

Council of Science Editors:

Leiss J. Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy. [Doctoral Dissertation]. Kansas State University; 2016. Available from: http://hdl.handle.net/2097/32486


University of Minnesota

26. Allen, Kathryn. The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning.

Degree: PhD, Education, Curriculum and Instruction, 2016, University of Minnesota

Literacy and technology have historically informed and transformed each other. This mutual interaction creates cultural shifts that redefine what it means to be literate, and… (more)

Subjects/Keywords: case study; literacy; teacher learning; technology integration

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APA (6th Edition):

Allen, K. (2016). The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/181723

Chicago Manual of Style (16th Edition):

Allen, Kathryn. “The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning.” 2016. Doctoral Dissertation, University of Minnesota. Accessed October 23, 2019. http://hdl.handle.net/11299/181723.

MLA Handbook (7th Edition):

Allen, Kathryn. “The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning.” 2016. Web. 23 Oct 2019.

Vancouver:

Allen K. The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/11299/181723.

Council of Science Editors:

Allen K. The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/181723


University of Tennessee – Knoxville

27. Norvell, Cassie Kay. Two teachers' experience of whole(hearted) teacher development: Developing the person and the professional.

Degree: 2018, University of Tennessee – Knoxville

 Inspired by a desire to improve teacher professional development so that teachers could better meet the needs of all their students, this study proposed a… (more)

Subjects/Keywords: Literacy; Professional Development; Mental Complexity; Wholehearted; Teacher

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APA (6th Edition):

Norvell, C. K. (2018). Two teachers' experience of whole(hearted) teacher development: Developing the person and the professional. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/5265

Chicago Manual of Style (16th Edition):

Norvell, Cassie Kay. “Two teachers' experience of whole(hearted) teacher development: Developing the person and the professional.” 2018. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed October 23, 2019. https://trace.tennessee.edu/utk_graddiss/5265.

MLA Handbook (7th Edition):

Norvell, Cassie Kay. “Two teachers' experience of whole(hearted) teacher development: Developing the person and the professional.” 2018. Web. 23 Oct 2019.

Vancouver:

Norvell CK. Two teachers' experience of whole(hearted) teacher development: Developing the person and the professional. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2018. [cited 2019 Oct 23]. Available from: https://trace.tennessee.edu/utk_graddiss/5265.

Council of Science Editors:

Norvell CK. Two teachers' experience of whole(hearted) teacher development: Developing the person and the professional. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2018. Available from: https://trace.tennessee.edu/utk_graddiss/5265


Queens University

28. Jones, Shara Lynn. Literacy-related professional development preferences of secondary teachers .

Degree: Education, 2011, Queens University

 The purpose of this study was to examine the literacy-related professional development preferences of participating secondary teachers in one school board in Ontario. Data was… (more)

Subjects/Keywords: literacy; teacher development; secondary teachers; professional development

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APA (6th Edition):

Jones, S. L. (2011). Literacy-related professional development preferences of secondary teachers . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6632

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):

Jones, Shara Lynn. “Literacy-related professional development preferences of secondary teachers .” 2011. Thesis, Queens University. Accessed October 23, 2019. http://hdl.handle.net/1974/6632.

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

MLA Handbook (7th Edition):

Jones, Shara Lynn. “Literacy-related professional development preferences of secondary teachers .” 2011. Web. 23 Oct 2019.

Vancouver:

Jones SL. Literacy-related professional development preferences of secondary teachers . [Internet] [Thesis]. Queens University; 2011. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1974/6632.

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

Council of Science Editors:

Jones SL. Literacy-related professional development preferences of secondary teachers . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6632

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


University of Waikato

29. Carss, Wendy Diane. Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools .

Degree: 2019, University of Waikato

 The teaching of literacy presents ongoing and complex challenges for first-year teachers at the primary level as they strive to address the diverse social and… (more)

Subjects/Keywords: literacy education; beginning teachers; initial teacher education

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APA (6th Edition):

Carss, W. D. (2019). Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/12421

Chicago Manual of Style (16th Edition):

Carss, Wendy Diane. “Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools .” 2019. Doctoral Dissertation, University of Waikato. Accessed October 23, 2019. http://hdl.handle.net/10289/12421.

MLA Handbook (7th Edition):

Carss, Wendy Diane. “Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools .” 2019. Web. 23 Oct 2019.

Vancouver:

Carss WD. Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools . [Internet] [Doctoral dissertation]. University of Waikato; 2019. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10289/12421.

Council of Science Editors:

Carss WD. Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools . [Doctoral Dissertation]. University of Waikato; 2019. Available from: http://hdl.handle.net/10289/12421


University of Manitoba

30. Arbez, David. Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections.

Degree: Curriculum, Teaching and Learning, 2019, University of Manitoba

 Contemporary literacy pedagogy is rife with theories and practices that attempt to foster development for all children. The plethora of options available to classroom teachers… (more)

Subjects/Keywords: French immersion; Literacy; Narrative inquiry; Teacher identity

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APA (6th Edition):

Arbez, D. (2019). Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/34165

Chicago Manual of Style (16th Edition):

Arbez, David. “Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections.” 2019. Masters Thesis, University of Manitoba. Accessed October 23, 2019. http://hdl.handle.net/1993/34165.

MLA Handbook (7th Edition):

Arbez, David. “Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections.” 2019. Web. 23 Oct 2019.

Vancouver:

Arbez D. Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections. [Internet] [Masters thesis]. University of Manitoba; 2019. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1993/34165.

Council of Science Editors:

Arbez D. Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections. [Masters Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/34165

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