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You searched for subject:(teacher researcher partnerships). Showing records 1 – 4 of 4 total matches.

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Vanderbilt University

1. Dickes, Amanda Catherine. Computational Modeling in the Elementary Science Classroom.

Degree: PhD, Learning, Teaching and Diversity, 2017, Vanderbilt University

 In recent years, leading educational scholars have argued for computational thinking to be an essential focus of K12 curriculum. Although now incorporated as an essential… (more)

Subjects/Keywords: Computational Literacy; Modeling; Elementary Science; Researcher-Teacher Partnerships

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APA (6th Edition):

Dickes, A. C. (2017). Computational Modeling in the Elementary Science Classroom. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10406

Chicago Manual of Style (16th Edition):

Dickes, Amanda Catherine. “Computational Modeling in the Elementary Science Classroom.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/10406.

MLA Handbook (7th Edition):

Dickes, Amanda Catherine. “Computational Modeling in the Elementary Science Classroom.” 2017. Web. 04 Dec 2020.

Vancouver:

Dickes AC. Computational Modeling in the Elementary Science Classroom. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/10406.

Council of Science Editors:

Dickes AC. Computational Modeling in the Elementary Science Classroom. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/10406


Vanderbilt University

2. Farris, Amy Voss. Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity.

Degree: PhD, Learning, Teaching and Diversity, 2018, Vanderbilt University

 Modeling is the central representational and epistemic practice of science (Giere, 1984; Nersessian, 2008) and likewise an essential practice for K12 science learners (Lehrer, 2009;… (more)

Subjects/Keywords: elementary science; agent-based modeling; scientific modeling; science education; teacher-researcher partnerships

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

APA (6th Edition):

Farris, A. V. (2018). Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15443

Chicago Manual of Style (16th Edition):

Farris, Amy Voss. “Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/15443.

MLA Handbook (7th Edition):

Farris, Amy Voss. “Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity.” 2018. Web. 04 Dec 2020.

Vancouver:

Farris AV. Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/15443.

Council of Science Editors:

Farris AV. Agent-based Programming and Modeling in Elementary Science: Aesthetic Experience, Disciplined Interpretation, and Heterogeneity. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/15443

3. Toledo, William. Changing Perspectives: Working with Elementary Teachers to Create Curriculum to Increase Students' Civic Perspective-Taking.

Degree: PhD, Educational Studies, 2018, University of Michigan

 There is an increasing need to engage students with civic topics and concepts in public schools. Researchers have identified the importance of civics, and the… (more)

Subjects/Keywords: Civic perspective-taking; Social studies education; Elementary education; Design-based research (DBR); Researcher-practitioner partnerships; Teacher learning; Education; Social Sciences

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

APA (6th Edition):

Toledo, W. (2018). Changing Perspectives: Working with Elementary Teachers to Create Curriculum to Increase Students' Civic Perspective-Taking. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/145872

Chicago Manual of Style (16th Edition):

Toledo, William. “Changing Perspectives: Working with Elementary Teachers to Create Curriculum to Increase Students' Civic Perspective-Taking.” 2018. Doctoral Dissertation, University of Michigan. Accessed December 04, 2020. http://hdl.handle.net/2027.42/145872.

MLA Handbook (7th Edition):

Toledo, William. “Changing Perspectives: Working with Elementary Teachers to Create Curriculum to Increase Students' Civic Perspective-Taking.” 2018. Web. 04 Dec 2020.

Vancouver:

Toledo W. Changing Perspectives: Working with Elementary Teachers to Create Curriculum to Increase Students' Civic Perspective-Taking. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/2027.42/145872.

Council of Science Editors:

Toledo W. Changing Perspectives: Working with Elementary Teachers to Create Curriculum to Increase Students' Civic Perspective-Taking. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/145872


Queens University

4. Martin, Andrea. Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text .

Degree: Education, 2010, Queens University

 There are mounting concerns to ensure that children are prepared for the literacy demands of the 21st century. Reading inability at 9 years of age… (more)

Subjects/Keywords: reading ; struggling readers ; instructional interventions ; older poor readers ; school-university partnerships ; university researcher-classroom teacher collaboration ; collaborative process ; expository text ; special education ; teacher education ; ethnography ; curriculum design ; differentiated instruction ; parallel lessons ; inclusion ; adaptive teaching ; exceptional learners ; reading-to-learn ; student engagement ; professional development ; social inclusion ; tiered instruction ; reading comprehension processes ; comprehension-monitoring ; metacognition ; self-regulated learning ; self-efficacy

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

APA (6th Edition):

Martin, A. (2010). Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/5404

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):

Martin, Andrea. “Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text .” 2010. Thesis, Queens University. Accessed December 04, 2020. http://hdl.handle.net/1974/5404.

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

MLA Handbook (7th Edition):

Martin, Andrea. “Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text .” 2010. Web. 04 Dec 2020.

Vancouver:

Martin A. Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text . [Internet] [Thesis]. Queens University; 2010. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1974/5404.

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

Council of Science Editors:

Martin A. Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text . [Thesis]. Queens University; 2010. Available from: http://hdl.handle.net/1974/5404

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

.