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Degree: EdD

You searched for subject:(teacher created literacy interventions). Showing records 1 – 30 of 1160 total matches.

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University of Cincinnati

1. 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 (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 November 17, 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. 17 Nov 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 Nov 17]. 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 Southern California

2. 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 November 17, 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. 17 Nov 2019.

Vancouver:

Shotwell KHH. Preservice teachers' understanding's of how to teach literacy. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Nov 17]. 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 Rochester

3. Van Borssum, Alicia. Analyzing the literacy expertise of primary school teachers and librarians in Addis Ababa, Ethiopia.

Degree: EdD, 2013, University of Rochester

 The purpose of this dissertation study is to document, describe, and analyze the literacy practices of teachers and librarians in nine primary schools in Addis… (more)

Subjects/Keywords: Local literacy; Ethiopia; International literacy initiatives; Sub-Saharan Africa; Teacher expertise; Literacy as social practice

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APA (6th Edition):

Van Borssum, A. (2013). Analyzing the literacy expertise of primary school teachers and librarians in Addis Ababa, Ethiopia. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/26844

Chicago Manual of Style (16th Edition):

Van Borssum, Alicia. “Analyzing the literacy expertise of primary school teachers and librarians in Addis Ababa, Ethiopia.” 2013. Doctoral Dissertation, University of Rochester. Accessed November 17, 2019. http://hdl.handle.net/1802/26844.

MLA Handbook (7th Edition):

Van Borssum, Alicia. “Analyzing the literacy expertise of primary school teachers and librarians in Addis Ababa, Ethiopia.” 2013. Web. 17 Nov 2019.

Vancouver:

Van Borssum A. Analyzing the literacy expertise of primary school teachers and librarians in Addis Ababa, Ethiopia. [Internet] [Doctoral dissertation]. University of Rochester; 2013. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1802/26844.

Council of Science Editors:

Van Borssum A. Analyzing the literacy expertise of primary school teachers and librarians in Addis Ababa, Ethiopia. [Doctoral Dissertation]. University of Rochester; 2013. Available from: http://hdl.handle.net/1802/26844


Northeastern University

4. Gilmartin, Kelly. Utilizing Student Mclass Reading 3d Assessment Data To Determine Effective Instructional Practices Among Third-grade Students In North Carolina.

Degree: EdD, School of Education, 2018, Northeastern University

 Since the implementation of No Child Left Behind in 2001, high-stakes testing has become a mandatory practice across all 50 states. High-stakes testing is currently… (more)

Subjects/Keywords: Assessments; Curriculum-based measurements; Literacy; mClass Reading 3D; Reading; Reading Interventions; Education

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APA (6th Edition):

Gilmartin, K. (2018). Utilizing Student Mclass Reading 3d Assessment Data To Determine Effective Instructional Practices Among Third-grade Students In North Carolina. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316464

Chicago Manual of Style (16th Edition):

Gilmartin, Kelly. “Utilizing Student Mclass Reading 3d Assessment Data To Determine Effective Instructional Practices Among Third-grade Students In North Carolina.” 2018. Doctoral Dissertation, Northeastern University. Accessed November 17, 2019. http://hdl.handle.net/2047/D20316464.

MLA Handbook (7th Edition):

Gilmartin, Kelly. “Utilizing Student Mclass Reading 3d Assessment Data To Determine Effective Instructional Practices Among Third-grade Students In North Carolina.” 2018. Web. 17 Nov 2019.

Vancouver:

Gilmartin K. Utilizing Student Mclass Reading 3d Assessment Data To Determine Effective Instructional Practices Among Third-grade Students In North Carolina. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2047/D20316464.

Council of Science Editors:

Gilmartin K. Utilizing Student Mclass Reading 3d Assessment Data To Determine Effective Instructional Practices Among Third-grade Students In North Carolina. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20316464


University of Kansas

5. James, Susanne Marie. SPECIAL EDUCATION TEACHER KNOWLEDGE OF LITERACY: AN ANALYSIS OF TWO PREPARATION PROGRAMS' EFFECTIVENESS IN INCREASING SUBJECT-MATTER KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE OF READING COMPREHENSION.

Degree: EdD, Special Education, 2011, University of Kansas

 Special educators' knowledge of reading concepts are not only influenced by their understanding of the subject matter, but also by an amalgam of content and… (more)

Subjects/Keywords: Special education; Teacher education; High incidence; Literacy; Reading; Teacher knowledge; Teacher preparation

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APA (6th Edition):

James, S. M. (2011). SPECIAL EDUCATION TEACHER KNOWLEDGE OF LITERACY: AN ANALYSIS OF TWO PREPARATION PROGRAMS' EFFECTIVENESS IN INCREASING SUBJECT-MATTER KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE OF READING COMPREHENSION. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/8024

Chicago Manual of Style (16th Edition):

James, Susanne Marie. “SPECIAL EDUCATION TEACHER KNOWLEDGE OF LITERACY: AN ANALYSIS OF TWO PREPARATION PROGRAMS' EFFECTIVENESS IN INCREASING SUBJECT-MATTER KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE OF READING COMPREHENSION.” 2011. Doctoral Dissertation, University of Kansas. Accessed November 17, 2019. http://hdl.handle.net/1808/8024.

MLA Handbook (7th Edition):

James, Susanne Marie. “SPECIAL EDUCATION TEACHER KNOWLEDGE OF LITERACY: AN ANALYSIS OF TWO PREPARATION PROGRAMS' EFFECTIVENESS IN INCREASING SUBJECT-MATTER KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE OF READING COMPREHENSION.” 2011. Web. 17 Nov 2019.

Vancouver:

James SM. SPECIAL EDUCATION TEACHER KNOWLEDGE OF LITERACY: AN ANALYSIS OF TWO PREPARATION PROGRAMS' EFFECTIVENESS IN INCREASING SUBJECT-MATTER KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE OF READING COMPREHENSION. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1808/8024.

Council of Science Editors:

James SM. SPECIAL EDUCATION TEACHER KNOWLEDGE OF LITERACY: AN ANALYSIS OF TWO PREPARATION PROGRAMS' EFFECTIVENESS IN INCREASING SUBJECT-MATTER KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE OF READING COMPREHENSION. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/8024


University of Southern California

6. Killion, Jenniffer Michelle. Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?.

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

 Accountability and standards-based reform are buzz words in educational settings today. Much of this is due to the passage of the No Child Left Behind… (more)

Subjects/Keywords: data driven decision making; teacher education; preservice teachers; assessment literacy; data literacy; differentiated instruction

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APA (6th Edition):

Killion, J. M. (2009). Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/210607/rec/6333

Chicago Manual of Style (16th Edition):

Killion, Jenniffer Michelle. “Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?.” 2009. Doctoral Dissertation, University of Southern California. Accessed November 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/210607/rec/6333.

MLA Handbook (7th Edition):

Killion, Jenniffer Michelle. “Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?.” 2009. Web. 17 Nov 2019.

Vancouver:

Killion JM. Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Nov 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/210607/rec/6333.

Council of Science Editors:

Killion JM. Teacher education programs and data driven decision making: are we preparing our preservice teachers to be data and assessment literate?. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/210607/rec/6333


University of Southern California

7. Tedford, Jennifer L. BTSA and California's beginning teachers: how technology affects California's teacher induction process.

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

 Although California has experienced an increase in candidates entering the K-12 teaching profession over the last five years, baby-boomer retirements and high turn-over continue to… (more)

Subjects/Keywords: teacher education; mulitmedia literacy; teacher induction

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APA (6th Edition):

Tedford, J. L. (2007). BTSA and California's beginning teachers: how technology affects California's teacher induction process. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/328244/rec/1168

Chicago Manual of Style (16th Edition):

Tedford, Jennifer L. “BTSA and California's beginning teachers: how technology affects California's teacher induction process.” 2007. Doctoral Dissertation, University of Southern California. Accessed November 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/328244/rec/1168.

MLA Handbook (7th Edition):

Tedford, Jennifer L. “BTSA and California's beginning teachers: how technology affects California's teacher induction process.” 2007. Web. 17 Nov 2019.

Vancouver:

Tedford JL. BTSA and California's beginning teachers: how technology affects California's teacher induction process. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Nov 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/328244/rec/1168.

Council of Science Editors:

Tedford JL. BTSA and California's beginning teachers: how technology affects California's teacher induction process. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/328244/rec/1168


University of Southern California

8. Donavan, Franklin E. The allocation of resources at the school level to improve learning for struggling readers: What is adequate?.

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

 Using the Evidence-Based Model developed by Odden and Picus (2008) as a conceptual framework in correlation with the Ten Strategies for Doubling Student Performance (Odden,… (more)

Subjects/Keywords: resource allocation; literacy; struggling readers; interventions; adequacy; evidence-based model; Ten Strategies for Doubling Student Performance; leadership; subgroups

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APA (6th Edition):

Donavan, F. E. (2010). The allocation of resources at the school level to improve learning for struggling readers: What is adequate?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/320757/rec/6424

Chicago Manual of Style (16th Edition):

Donavan, Franklin E. “The allocation of resources at the school level to improve learning for struggling readers: What is adequate?.” 2010. Doctoral Dissertation, University of Southern California. Accessed November 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/320757/rec/6424.

MLA Handbook (7th Edition):

Donavan, Franklin E. “The allocation of resources at the school level to improve learning for struggling readers: What is adequate?.” 2010. Web. 17 Nov 2019.

Vancouver:

Donavan FE. The allocation of resources at the school level to improve learning for struggling readers: What is adequate?. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Nov 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/320757/rec/6424.

Council of Science Editors:

Donavan FE. The allocation of resources at the school level to improve learning for struggling readers: What is adequate?. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/320757/rec/6424


University of Cincinnati

9. BENDER-SLACK, DELANE ANN. TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE.

Degree: EdD, Education : Literacy, 2007, University of Cincinnati

 Given that schools are an elemental force in the lives of adolescents, ELA classrooms might provide opportunities for students to engage in relevant literacy practices.… (more)

Subjects/Keywords: Teaching for Social Justice; Literature; Adolescent Literacy; Texts; Teacher Beliefs

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APA (6th Edition):

BENDER-SLACK, D. A. (2007). TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1183419335

Chicago Manual of Style (16th Edition):

BENDER-SLACK, DELANE ANN. “TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE.” 2007. Doctoral Dissertation, University of Cincinnati. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1183419335.

MLA Handbook (7th Edition):

BENDER-SLACK, DELANE ANN. “TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE.” 2007. Web. 17 Nov 2019.

Vancouver:

BENDER-SLACK DA. TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE. [Internet] [Doctoral dissertation]. University of Cincinnati; 2007. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1183419335.

Council of Science Editors:

BENDER-SLACK DA. TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE. [Doctoral Dissertation]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1183419335


University of Southern California

10. McDonnell, Ryan William. An investigation on the integration of science and literacy for English language learners.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 The recent adoption of the Next Generation Science Standards and the Common Core State Standards called for changes to science education in the United States.… (more)

Subjects/Keywords: pedagogy; science education; literacy; teacher perceptions; English learners

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APA (6th Edition):

McDonnell, R. W. (2014). An investigation on the integration of science and literacy for English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/474709/rec/786

Chicago Manual of Style (16th Edition):

McDonnell, Ryan William. “An investigation on the integration of science and literacy for English language learners.” 2014. Doctoral Dissertation, University of Southern California. Accessed November 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/474709/rec/786.

MLA Handbook (7th Edition):

McDonnell, Ryan William. “An investigation on the integration of science and literacy for English language learners.” 2014. Web. 17 Nov 2019.

Vancouver:

McDonnell RW. An investigation on the integration of science and literacy for English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Nov 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/474709/rec/786.

Council of Science Editors:

McDonnell RW. An investigation on the integration of science and literacy for English language learners. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/474709/rec/786


Western Kentucky University

11. Harper, Audrey Lynn. Will Teachers Implement Instruction Aligned to the Common Core State Standards?: Utilizing a Predictive Model.

Degree: EdD, Educational Leadership Doctoral Program, 2017, Western Kentucky University

  The purpose of this study was to investigate the use of the Theory of Planned Behavior (TPB) as a predictive model for secondary (i.e.,… (more)

Subjects/Keywords: literacy; teacher self-efficacy; Theory of Planned Behavior; Educational Psychology; Language and Literacy Education; Secondary Education

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APA (6th Edition):

Harper, A. L. (2017). Will Teachers Implement Instruction Aligned to the Common Core State Standards?: Utilizing a Predictive Model. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/129

Chicago Manual of Style (16th Edition):

Harper, Audrey Lynn. “Will Teachers Implement Instruction Aligned to the Common Core State Standards?: Utilizing a Predictive Model.” 2017. Doctoral Dissertation, Western Kentucky University. Accessed November 17, 2019. https://digitalcommons.wku.edu/diss/129.

MLA Handbook (7th Edition):

Harper, Audrey Lynn. “Will Teachers Implement Instruction Aligned to the Common Core State Standards?: Utilizing a Predictive Model.” 2017. Web. 17 Nov 2019.

Vancouver:

Harper AL. Will Teachers Implement Instruction Aligned to the Common Core State Standards?: Utilizing a Predictive Model. [Internet] [Doctoral dissertation]. Western Kentucky University; 2017. [cited 2019 Nov 17]. Available from: https://digitalcommons.wku.edu/diss/129.

Council of Science Editors:

Harper AL. Will Teachers Implement Instruction Aligned to the Common Core State Standards?: Utilizing a Predictive Model. [Doctoral Dissertation]. Western Kentucky University; 2017. Available from: https://digitalcommons.wku.edu/diss/129


University of Florida

12. Eitzen, Amy M. Teacher Reading Certification Effects on Elementary Reading Outcomes an Exploratory Multilevel Study of Teacher Preparation.

Degree: EdD, Higher Education Administration - Human Development and Organizational Studies in Education, 2012, University of Florida

 This multilevel study investigated effects of teacher reading certification on elementary student reading outcomes.  Two reading certifications, “Reading Endorsement” and “Reading K-12”, both of which… (more)

Subjects/Keywords: Disabilities; Education; Literacy; Pedagogy; Reading instruction; Reading teachers; Special needs students; Students; Teacher education; Teachers; education  – reading  – teacher

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APA (6th Edition):

Eitzen, A. M. (2012). Teacher Reading Certification Effects on Elementary Reading Outcomes an Exploratory Multilevel Study of Teacher Preparation. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0044456

Chicago Manual of Style (16th Edition):

Eitzen, Amy M. “Teacher Reading Certification Effects on Elementary Reading Outcomes an Exploratory Multilevel Study of Teacher Preparation.” 2012. Doctoral Dissertation, University of Florida. Accessed November 17, 2019. http://ufdc.ufl.edu/UFE0044456.

MLA Handbook (7th Edition):

Eitzen, Amy M. “Teacher Reading Certification Effects on Elementary Reading Outcomes an Exploratory Multilevel Study of Teacher Preparation.” 2012. Web. 17 Nov 2019.

Vancouver:

Eitzen AM. Teacher Reading Certification Effects on Elementary Reading Outcomes an Exploratory Multilevel Study of Teacher Preparation. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Nov 17]. Available from: http://ufdc.ufl.edu/UFE0044456.

Council of Science Editors:

Eitzen AM. Teacher Reading Certification Effects on Elementary Reading Outcomes an Exploratory Multilevel Study of Teacher Preparation. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0044456


Northeastern University

13. Korns, Jamie. Applying Transformative Learning Theory To Understand Preservice Teachers' Learning Experiences About Formative Assessment Strategies.

Degree: EdD, School of Education, 2019, Northeastern University

 Despite widespread awareness regarding the value of training educators to use formative assessment strategies (FAS), an overreliance on summative assessment data in K-12 education has… (more)

Subjects/Keywords: data literacy; formative assessment strategies; learning experiences; preservice education; teacher preparation; transformative learning; Teacher education; Higher education; Educational evaluation

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APA (6th Edition):

Korns, J. (2019). Applying Transformative Learning Theory To Understand Preservice Teachers' Learning Experiences About Formative Assessment Strategies. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316471

Chicago Manual of Style (16th Edition):

Korns, Jamie. “Applying Transformative Learning Theory To Understand Preservice Teachers' Learning Experiences About Formative Assessment Strategies.” 2019. Doctoral Dissertation, Northeastern University. Accessed November 17, 2019. http://hdl.handle.net/2047/D20316471.

MLA Handbook (7th Edition):

Korns, Jamie. “Applying Transformative Learning Theory To Understand Preservice Teachers' Learning Experiences About Formative Assessment Strategies.” 2019. Web. 17 Nov 2019.

Vancouver:

Korns J. Applying Transformative Learning Theory To Understand Preservice Teachers' Learning Experiences About Formative Assessment Strategies. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2047/D20316471.

Council of Science Editors:

Korns J. Applying Transformative Learning Theory To Understand Preservice Teachers' Learning Experiences About Formative Assessment Strategies. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316471


University of Southern California

14. Zeman, Anne Rita. The effect of site support teams on student achievement in seven northern California schools.

Degree: EdD, Education (Leadership), 2008, University of Southern California

 The purpose of this study was to evaluate school-level interventions called Site Support Teams in terms of their correlation to student achievement. Site Support Teams… (more)

Subjects/Keywords: school support; school interventions; accountability; teacher involvement; teacher self-efficacy; focus on achievement

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APA (6th Edition):

Zeman, A. R. (2008). The effect of site support teams on student achievement in seven northern California schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/63039/rec/6614

Chicago Manual of Style (16th Edition):

Zeman, Anne Rita. “The effect of site support teams on student achievement in seven northern California schools.” 2008. Doctoral Dissertation, University of Southern California. Accessed November 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/63039/rec/6614.

MLA Handbook (7th Edition):

Zeman, Anne Rita. “The effect of site support teams on student achievement in seven northern California schools.” 2008. Web. 17 Nov 2019.

Vancouver:

Zeman AR. The effect of site support teams on student achievement in seven northern California schools. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Nov 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/63039/rec/6614.

Council of Science Editors:

Zeman AR. The effect of site support teams on student achievement in seven northern California schools. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/63039/rec/6614


University of Kansas

15. Pelkey, Melissa Marie. A Kansas survey: Teaching writing to middle school students.

Degree: EdD, Curriculum and Teaching, 2018, University of Kansas

 An interest in writing practices in the state of Kansas led to a statewide survey of middle school teachers to examine key writing practices and… (more)

Subjects/Keywords: Education; Reading instruction; Teacher education; English Language Arts; Literacy; Professional Development; self-efficacy; technology; Writing

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APA (6th Edition):

Pelkey, M. M. (2018). A Kansas survey: Teaching writing to middle school students. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27565

Chicago Manual of Style (16th Edition):

Pelkey, Melissa Marie. “A Kansas survey: Teaching writing to middle school students.” 2018. Doctoral Dissertation, University of Kansas. Accessed November 17, 2019. http://hdl.handle.net/1808/27565.

MLA Handbook (7th Edition):

Pelkey, Melissa Marie. “A Kansas survey: Teaching writing to middle school students.” 2018. Web. 17 Nov 2019.

Vancouver:

Pelkey MM. A Kansas survey: Teaching writing to middle school students. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1808/27565.

Council of Science Editors:

Pelkey MM. A Kansas survey: Teaching writing to middle school students. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27565


University of Minnesota

16. Johnson, Christopher William. Epistemology and prospective content-area teacher candidates: preparing for teaching adolescent literacy.

Degree: EdD, Education, Curriculum and Instruction, 2011, University of Minnesota

 Research into student epistemology provides us with descriptions of learners as they encounter academic challenges. Content-area teachers approach the problem of teaching adolescent literacy with… (more)

Subjects/Keywords: Content-Area; Epistemology; Literacy; Reading; Teacher Preparation; Text; Education, Curriculum and Instruction

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APA (6th Edition):

Johnson, C. W. (2011). Epistemology and prospective content-area teacher candidates: preparing for teaching adolescent literacy. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/108006

Chicago Manual of Style (16th Edition):

Johnson, Christopher William. “Epistemology and prospective content-area teacher candidates: preparing for teaching adolescent literacy.” 2011. Doctoral Dissertation, University of Minnesota. Accessed November 17, 2019. http://purl.umn.edu/108006.

MLA Handbook (7th Edition):

Johnson, Christopher William. “Epistemology and prospective content-area teacher candidates: preparing for teaching adolescent literacy.” 2011. Web. 17 Nov 2019.

Vancouver:

Johnson CW. Epistemology and prospective content-area teacher candidates: preparing for teaching adolescent literacy. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2019 Nov 17]. Available from: http://purl.umn.edu/108006.

Council of Science Editors:

Johnson CW. Epistemology and prospective content-area teacher candidates: preparing for teaching adolescent literacy. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/108006


University of Akron

17. Starrick, Carol A. Mentors', Teachers', and Principals' Perceptions Of a Voluntary Elementary Literacy Mentoring Program: A Case Study.

Degree: EdD, Educational Administration, 2005, University of Akron

 The purpose of this study was to examine a district literacy mentoring program through the lens of those participating as literacy mentors, teachers, and principals.… (more)

Subjects/Keywords: Literacy Mentors; Literacy Mentoring Program; Literacy Coaching; Literacy Issues; Educational Administration; Professional Development; Collaboration; Teacher Leaders; Common Vocabulary

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APA (6th Edition):

Starrick, C. A. (2005). Mentors', Teachers', and Principals' Perceptions Of a Voluntary Elementary Literacy Mentoring Program: A Case Study. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1152122723

Chicago Manual of Style (16th Edition):

Starrick, Carol A. “Mentors', Teachers', and Principals' Perceptions Of a Voluntary Elementary Literacy Mentoring Program: A Case Study.” 2005. Doctoral Dissertation, University of Akron. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1152122723.

MLA Handbook (7th Edition):

Starrick, Carol A. “Mentors', Teachers', and Principals' Perceptions Of a Voluntary Elementary Literacy Mentoring Program: A Case Study.” 2005. Web. 17 Nov 2019.

Vancouver:

Starrick CA. Mentors', Teachers', and Principals' Perceptions Of a Voluntary Elementary Literacy Mentoring Program: A Case Study. [Internet] [Doctoral dissertation]. University of Akron; 2005. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1152122723.

Council of Science Editors:

Starrick CA. Mentors', Teachers', and Principals' Perceptions Of a Voluntary Elementary Literacy Mentoring Program: A Case Study. [Doctoral Dissertation]. University of Akron; 2005. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1152122723


University of Toledo

18. Turnwald-Fether, Martha S. Exploring the Relationship between Professional Development and Improvement on Second-Grade Oral Reading Fluency.

Degree: EdD, Business Administration, 2009, University of Toledo

  Throughout the past eight decades, the research of teaching and assessing early literacy skills has provided teachers with information that vacillates regarding what and… (more)

Subjects/Keywords: Educational Evaluation; Elementary Education; Literacy; Organization Theory; Reading Instruction; School Administration; Teacher Education; professional development; early literacy skills; primary grades; reading; assessments; oral reading fluency; DIBELS

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APA (6th Edition):

Turnwald-Fether, M. S. (2009). Exploring the Relationship between Professional Development and Improvement on Second-Grade Oral Reading Fluency. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1240410067

Chicago Manual of Style (16th Edition):

Turnwald-Fether, Martha S. “Exploring the Relationship between Professional Development and Improvement on Second-Grade Oral Reading Fluency.” 2009. Doctoral Dissertation, University of Toledo. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1240410067.

MLA Handbook (7th Edition):

Turnwald-Fether, Martha S. “Exploring the Relationship between Professional Development and Improvement on Second-Grade Oral Reading Fluency.” 2009. Web. 17 Nov 2019.

Vancouver:

Turnwald-Fether MS. Exploring the Relationship between Professional Development and Improvement on Second-Grade Oral Reading Fluency. [Internet] [Doctoral dissertation]. University of Toledo; 2009. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1240410067.

Council of Science Editors:

Turnwald-Fether MS. Exploring the Relationship between Professional Development and Improvement on Second-Grade Oral Reading Fluency. [Doctoral Dissertation]. University of Toledo; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1240410067


Miami University

19. Blair, Carlos L. CRITICAL RACE THEORY: A FRAMEWORK TO STUDY THE EARLY READING INTERVENTION STRATEGIES OF PRIMARY GRADE TEACHERS WORKING WITH AFRICAN AMERICAN MALE STUDENTS.

Degree: EdD, Educational Leadership, 2009, Miami University

 This research study endeavors to examine successful pedagogical practices that may increase the literacy skills of African American male students. This study examines how urban… (more)

Subjects/Keywords: African Americans; Education; Educational Evaluation; Educational Psychology; Educational Sociology; Educational Theory; Elementary Education; Literacy; Teacher Education; Teaching; African American Males; Special Education; Literacy Rates; Critical Race Theory

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APA (6th Edition):

Blair, C. L. (2009). CRITICAL RACE THEORY: A FRAMEWORK TO STUDY THE EARLY READING INTERVENTION STRATEGIES OF PRIMARY GRADE TEACHERS WORKING WITH AFRICAN AMERICAN MALE STUDENTS. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1260901442

Chicago Manual of Style (16th Edition):

Blair, Carlos L. “CRITICAL RACE THEORY: A FRAMEWORK TO STUDY THE EARLY READING INTERVENTION STRATEGIES OF PRIMARY GRADE TEACHERS WORKING WITH AFRICAN AMERICAN MALE STUDENTS.” 2009. Doctoral Dissertation, Miami University. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1260901442.

MLA Handbook (7th Edition):

Blair, Carlos L. “CRITICAL RACE THEORY: A FRAMEWORK TO STUDY THE EARLY READING INTERVENTION STRATEGIES OF PRIMARY GRADE TEACHERS WORKING WITH AFRICAN AMERICAN MALE STUDENTS.” 2009. Web. 17 Nov 2019.

Vancouver:

Blair CL. CRITICAL RACE THEORY: A FRAMEWORK TO STUDY THE EARLY READING INTERVENTION STRATEGIES OF PRIMARY GRADE TEACHERS WORKING WITH AFRICAN AMERICAN MALE STUDENTS. [Internet] [Doctoral dissertation]. Miami University; 2009. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1260901442.

Council of Science Editors:

Blair CL. CRITICAL RACE THEORY: A FRAMEWORK TO STUDY THE EARLY READING INTERVENTION STRATEGIES OF PRIMARY GRADE TEACHERS WORKING WITH AFRICAN AMERICAN MALE STUDENTS. [Doctoral Dissertation]. Miami University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1260901442


University of Cincinnati

20. CAMPBELL, LISA MULFORD. BEYOND FRAGMENTATION: AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT IN EARLY LITERACY EDUCATION.

Degree: EdD, Education : Literacy, 2006, University of Cincinnati

 This dissertation is comprised of a series of scholarly papers submitted in an alternative format. All four chapters represent separate, but related, studies embedded in… (more)

Subjects/Keywords: Professional Development; staff development; teacher training; literacy education; coaching

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APA (6th Edition):

CAMPBELL, L. M. (2006). BEYOND FRAGMENTATION: AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT IN EARLY LITERACY EDUCATION. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148331030

Chicago Manual of Style (16th Edition):

CAMPBELL, LISA MULFORD. “BEYOND FRAGMENTATION: AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT IN EARLY LITERACY EDUCATION.” 2006. Doctoral Dissertation, University of Cincinnati. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148331030.

MLA Handbook (7th Edition):

CAMPBELL, LISA MULFORD. “BEYOND FRAGMENTATION: AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT IN EARLY LITERACY EDUCATION.” 2006. Web. 17 Nov 2019.

Vancouver:

CAMPBELL LM. BEYOND FRAGMENTATION: AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT IN EARLY LITERACY EDUCATION. [Internet] [Doctoral dissertation]. University of Cincinnati; 2006. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148331030.

Council of Science Editors:

CAMPBELL LM. BEYOND FRAGMENTATION: AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT IN EARLY LITERACY EDUCATION. [Doctoral Dissertation]. University of Cincinnati; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148331030

21. Blackmon, Nikisha. 21st century literacy instruction: African American males' experiences in an English/language arts classroom.

Degree: EdD, 1144, 2014, University of Illinois – Urbana-Champaign

 This dissertation explores how literacy instruction is organized for, taught, and experienced by five adolescent, African American, male students in an eighth grade English/Language Arts… (more)

Subjects/Keywords: reading; literacy; teacher beliefs; African American Males

…European American students in key academic areas such as literacy, math, science, and social… …comprise one of the lowest performing subgroups in the area of literacy. Table 1, Table 2, and… …Table 3 illustrate the differences in literacy performances as measured by National Reading… …potential impact of low literacy levels among African American males, their families, communities… …teach a child to read and increase literacy skills, then the individual will be less of a… 

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APA (6th Edition):

Blackmon, N. (2014). 21st century literacy instruction: African American males' experiences in an English/language arts classroom. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49417

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):

Blackmon, Nikisha. “21st century literacy instruction: African American males' experiences in an English/language arts classroom.” 2014. Thesis, University of Illinois – Urbana-Champaign. Accessed November 17, 2019. http://hdl.handle.net/2142/49417.

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

MLA Handbook (7th Edition):

Blackmon, Nikisha. “21st century literacy instruction: African American males' experiences in an English/language arts classroom.” 2014. Web. 17 Nov 2019.

Vancouver:

Blackmon N. 21st century literacy instruction: African American males' experiences in an English/language arts classroom. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2142/49417.

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

Council of Science Editors:

Blackmon N. 21st century literacy instruction: African American males' experiences in an English/language arts classroom. [Thesis]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49417

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


University of Southern California

22. Bennett, Sharon L. H. A capstone project: closing the achievement gap of english language learners at sunshine elementary school using the gap analysis model.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This project was a capstone project conducted by a team of three doctoral students. The project focused on systematic and long-term underachievement of the English… (more)

Subjects/Keywords: english learners; parent involvement; parent engagement; teacher collaboration; funds of knowledge; lesson study; action research; literacy

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APA (6th Edition):

Bennett, S. L. H. (2013). A capstone project: closing the achievement gap of english language learners at sunshine elementary school using the gap analysis model. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/229805/rec/65

Chicago Manual of Style (16th Edition):

Bennett, Sharon L H. “A capstone project: closing the achievement gap of english language learners at sunshine elementary school using the gap analysis model.” 2013. Doctoral Dissertation, University of Southern California. Accessed November 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/229805/rec/65.

MLA Handbook (7th Edition):

Bennett, Sharon L H. “A capstone project: closing the achievement gap of english language learners at sunshine elementary school using the gap analysis model.” 2013. Web. 17 Nov 2019.

Vancouver:

Bennett SLH. A capstone project: closing the achievement gap of english language learners at sunshine elementary school using the gap analysis model. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Nov 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/229805/rec/65.

Council of Science Editors:

Bennett SLH. A capstone project: closing the achievement gap of english language learners at sunshine elementary school using the gap analysis model. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/229805/rec/65


University of Southern California

23. Sinclair, Brenda T. Improving early grade reading instruction in Ghana: a discrepancy gap analysis.

Degree: EdD, Global Executive, 2015, University of Southern California

 Recent Early Grade Reading Assessments in Ghana have shown extremely low reading proficiency rates in the early grades of primary school and poor teaching quality… (more)

Subjects/Keywords: early grade reading; reading instruction; Africa; primary education; professional development; teacher training; early childhood education; literacy; fidelity to implementation; teacher motivation; teacher self-efficacy; reading research; international development; international education; USAID; EGRA

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APA (6th Edition):

Sinclair, B. T. (2015). Improving early grade reading instruction in Ghana: a discrepancy gap analysis. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/638502/rec/3407

Chicago Manual of Style (16th Edition):

Sinclair, Brenda T. “Improving early grade reading instruction in Ghana: a discrepancy gap analysis.” 2015. Doctoral Dissertation, University of Southern California. Accessed November 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/638502/rec/3407.

MLA Handbook (7th Edition):

Sinclair, Brenda T. “Improving early grade reading instruction in Ghana: a discrepancy gap analysis.” 2015. Web. 17 Nov 2019.

Vancouver:

Sinclair BT. Improving early grade reading instruction in Ghana: a discrepancy gap analysis. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Nov 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/638502/rec/3407.

Council of Science Editors:

Sinclair BT. Improving early grade reading instruction in Ghana: a discrepancy gap analysis. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/638502/rec/3407


Northeastern University

24. Keane, Kelly Jane. Reflecting on technology integration in teacher education programs.

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

 This instrumental case study, using interviews and document analysis, examined the perceptions and reflections of newly hired teachers about the instruction they received regarding technology… (more)

Subjects/Keywords: elementary education; teacher education; technology integration; tpack framework; Elementary school teachers; Training of; First year teachers; Training of; Educational technology; Technological literacy; Computer managed instruction; Technical education

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APA (6th Edition):

Keane, K. J. (2015). Reflecting on technology integration in teacher education programs. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194010

Chicago Manual of Style (16th Edition):

Keane, Kelly Jane. “Reflecting on technology integration in teacher education programs.” 2015. Doctoral Dissertation, Northeastern University. Accessed November 17, 2019. http://hdl.handle.net/2047/D20194010.

MLA Handbook (7th Edition):

Keane, Kelly Jane. “Reflecting on technology integration in teacher education programs.” 2015. Web. 17 Nov 2019.

Vancouver:

Keane KJ. Reflecting on technology integration in teacher education programs. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2047/D20194010.

Council of Science Editors:

Keane KJ. Reflecting on technology integration in teacher education programs. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20194010


University of Southern California

25. Clowes, Lester Milford. Integrated technology: a case study surrounding assertions and realities.

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

 This qualitative study examined how technology has been integrated into a high‐achieving public high school. Although access to technology has significantly increased in K-12 schools… (more)

Subjects/Keywords: technology; teaching; integrating; instruction; integrating technology; technology in the classroom; classroom; TPACK; SAMR; digital literacy; digital; constructivism; constructivist; teachers; technology and teachers; technology perceptions; teacher perceptions; teacher perceptions of technology; technology case study; problem based learning; problem based learning and technology; students and technology

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APA (6th Edition):

Clowes, L. M. (2015). Integrated technology: a case study surrounding assertions and realities. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552407/rec/3529

Chicago Manual of Style (16th Edition):

Clowes, Lester Milford. “Integrated technology: a case study surrounding assertions and realities.” 2015. Doctoral Dissertation, University of Southern California. Accessed November 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552407/rec/3529.

MLA Handbook (7th Edition):

Clowes, Lester Milford. “Integrated technology: a case study surrounding assertions and realities.” 2015. Web. 17 Nov 2019.

Vancouver:

Clowes LM. Integrated technology: a case study surrounding assertions and realities. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Nov 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552407/rec/3529.

Council of Science Editors:

Clowes LM. Integrated technology: a case study surrounding assertions and realities. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552407/rec/3529


University of Cincinnati

26. Titsworth, Karen Cozetta. Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community.

Degree: EdD, Education : Literacy, 2008, University of Cincinnati

  Using elements of participatory action inquiry, this dissertation research project seeks to explore the impact of mothering practices as a way to influence, contribute… (more)

Subjects/Keywords: Literacy; mothering; critical literacy pedagogy

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APA (6th Edition):

Titsworth, K. C. (2008). Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171433

Chicago Manual of Style (16th Edition):

Titsworth, Karen Cozetta. “Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community.” 2008. Doctoral Dissertation, University of Cincinnati. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171433.

MLA Handbook (7th Edition):

Titsworth, Karen Cozetta. “Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community.” 2008. Web. 17 Nov 2019.

Vancouver:

Titsworth KC. Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community. [Internet] [Doctoral dissertation]. University of Cincinnati; 2008. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171433.

Council of Science Editors:

Titsworth KC. Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community. [Doctoral Dissertation]. University of Cincinnati; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171433


Northeastern University

27. Egan, Erin Marie. Interventions for English Language Learners: effects of Reading Recovery® on reading achievement.

Degree: EdD, School of Education, 2014, Northeastern University

 English Language Learners (ELLs) in the United States have been plagued by low reading achievement, high dropout rates, and overrepresentation in special education. One researched-based… (more)

Subjects/Keywords: English Language Learners; reading interventions; response to intervention; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Education; Individualized reading instruction; English language; Study and teaching (Primary); Foreign speakers; English language; Study and teaching (Primary); English language; Remedial teaching; Reading; Remedial teaching; Response to intervention (Learning disabled children); Literacy

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APA (6th Edition):

Egan, E. M. (2014). Interventions for English Language Learners: effects of Reading Recovery® on reading achievement. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128386

Chicago Manual of Style (16th Edition):

Egan, Erin Marie. “Interventions for English Language Learners: effects of Reading Recovery® on reading achievement.” 2014. Doctoral Dissertation, Northeastern University. Accessed November 17, 2019. http://hdl.handle.net/2047/d20128386.

MLA Handbook (7th Edition):

Egan, Erin Marie. “Interventions for English Language Learners: effects of Reading Recovery® on reading achievement.” 2014. Web. 17 Nov 2019.

Vancouver:

Egan EM. Interventions for English Language Learners: effects of Reading Recovery® on reading achievement. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2047/d20128386.

Council of Science Editors:

Egan EM. Interventions for English Language Learners: effects of Reading Recovery® on reading achievement. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128386

28. McManus, Jane M. Planning for the Twenty-First Century Classroom: Teacher Preparation and Technology.

Degree: EdD, Curriculum and Teaching, 2014, University of Kansas

 This study, framed as a qualitative study (Merriam, 2009; Stake, 2005), examined the technology preparedness and technology application of pre-service teachers during their practicum experiences… (more)

Subjects/Keywords: Teacher education; Educational technology; Instructional design; Curriculum and Instruction; Digital Literacy; English/Language Arts; Online Learning; Teacher Preparation; TPACK framework

…Preparation of Pre-service Teachers …..…18 Teacher Education Technology Infusion… …Context and Methods 48 The Art of Case Study and Pre-service Teacher “Portraits… …Teacher …...78 viii Attitudes, Control, and Technology Integration… …136 Chapter Five: Technology and Pre-service Teacher Preparation …138 The Pre-service… …Future Possibilities for Technology Infusion in Teacher Education ...151 Implications for… 

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APA (6th Edition):

McManus, J. M. (2014). Planning for the Twenty-First Century Classroom: Teacher Preparation and Technology. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/18652

Chicago Manual of Style (16th Edition):

McManus, Jane M. “Planning for the Twenty-First Century Classroom: Teacher Preparation and Technology.” 2014. Doctoral Dissertation, University of Kansas. Accessed November 17, 2019. http://hdl.handle.net/1808/18652.

MLA Handbook (7th Edition):

McManus, Jane M. “Planning for the Twenty-First Century Classroom: Teacher Preparation and Technology.” 2014. Web. 17 Nov 2019.

Vancouver:

McManus JM. Planning for the Twenty-First Century Classroom: Teacher Preparation and Technology. [Internet] [Doctoral dissertation]. University of Kansas; 2014. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1808/18652.

Council of Science Editors:

McManus JM. Planning for the Twenty-First Century Classroom: Teacher Preparation and Technology. [Doctoral Dissertation]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/18652


Northeastern University

29. Brown, Melissa A. School-wide positive behavior intervention support implementation and organizational change; School-wide positive behavior intervention support implementation and organizational change: a case study.

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

 This case study focused on the three-year implementation period of School-Wide Positive Behavior Intervention Support (SWPBIS), a positive approach to discipline following the Response to… (more)

Subjects/Keywords: positive behavior intervention support; response to intervention (RTI); school climate; social emotional literacy; teacher efficacy; School discipline; School children; Discipline; Behavior modification; Social skills; Study and teaching (Elementary); Educational change; Organizational change; Rural schools

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

APA (6th Edition):

Brown, M. A. (2015). School-wide positive behavior intervention support implementation and organizational change; School-wide positive behavior intervention support implementation and organizational change: a case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20204574

Chicago Manual of Style (16th Edition):

Brown, Melissa A. “School-wide positive behavior intervention support implementation and organizational change; School-wide positive behavior intervention support implementation and organizational change: a case study.” 2015. Doctoral Dissertation, Northeastern University. Accessed November 17, 2019. http://hdl.handle.net/2047/D20204574.

MLA Handbook (7th Edition):

Brown, Melissa A. “School-wide positive behavior intervention support implementation and organizational change; School-wide positive behavior intervention support implementation and organizational change: a case study.” 2015. Web. 17 Nov 2019.

Vancouver:

Brown MA. School-wide positive behavior intervention support implementation and organizational change; School-wide positive behavior intervention support implementation and organizational change: a case study. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2047/D20204574.

Council of Science Editors:

Brown MA. School-wide positive behavior intervention support implementation and organizational change; School-wide positive behavior intervention support implementation and organizational change: a case study. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20204574


Northeastern University

30. Neves, Danielle Grace Moreau. The relationship between teacher emotional intelligence and the academic progress of urban, elementary school students.

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

 Emotional intelligence is a comparatively new psychological concept that, in recent years, has been investigated in the field of education. While there is an abundance… (more)

Subjects/Keywords: dynamic indicators of basic early literacy skills (DIBLES); Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT); oral reading fluency (ORF); student academic progress; teacher emotional intelligence; Elementary school teaching; Psychological aspects; Elementary school teachers; Emotional intelligence; Urban schools; Oral reading; Study and teaching (Elementary); Academic achievement

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

APA (6th Edition):

Neves, D. G. M. (2016). The relationship between teacher emotional intelligence and the academic progress of urban, elementary school students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20208935

Chicago Manual of Style (16th Edition):

Neves, Danielle Grace Moreau. “The relationship between teacher emotional intelligence and the academic progress of urban, elementary school students.” 2016. Doctoral Dissertation, Northeastern University. Accessed November 17, 2019. http://hdl.handle.net/2047/D20208935.

MLA Handbook (7th Edition):

Neves, Danielle Grace Moreau. “The relationship between teacher emotional intelligence and the academic progress of urban, elementary school students.” 2016. Web. 17 Nov 2019.

Vancouver:

Neves DGM. The relationship between teacher emotional intelligence and the academic progress of urban, elementary school students. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2047/D20208935.

Council of Science Editors:

Neves DGM. The relationship between teacher emotional intelligence and the academic progress of urban, elementary school students. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20208935

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