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You searched for subject:(teachers ). Showing records 1 – 30 of 17230 total matches.

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1. Grace, Margaret Anne. Teachers' Impact on Psychosocial Treatment for Latino Youth with ADHD.

Degree: 2020, Marquette University

 The current study examined the impact of teacher engagement in psychosocial treatment for Latino youth with ADHD and their families. Participants included sixty-one Latino youth,… (more)

Subjects/Keywords: ADHD; Latino Population; Teachers; Treatment; Clinical Psychology

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

APA (6th Edition):

Grace, M. A. (2020). Teachers' Impact on Psychosocial Treatment for Latino Youth with ADHD. (Thesis). Marquette University. Retrieved from https://epublications.marquette.edu/dissertations_mu/847

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):

Grace, Margaret Anne. “Teachers' Impact on Psychosocial Treatment for Latino Youth with ADHD.” 2020. Thesis, Marquette University. Accessed October 19, 2019. https://epublications.marquette.edu/dissertations_mu/847.

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

MLA Handbook (7th Edition):

Grace, Margaret Anne. “Teachers' Impact on Psychosocial Treatment for Latino Youth with ADHD.” 2020. Web. 19 Oct 2019.

Vancouver:

Grace MA. Teachers' Impact on Psychosocial Treatment for Latino Youth with ADHD. [Internet] [Thesis]. Marquette University; 2020. [cited 2019 Oct 19]. Available from: https://epublications.marquette.edu/dissertations_mu/847.

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

Council of Science Editors:

Grace MA. Teachers' Impact on Psychosocial Treatment for Latino Youth with ADHD. [Thesis]. Marquette University; 2020. Available from: https://epublications.marquette.edu/dissertations_mu/847

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

2. Walter, Harry R., III. Middle school teachers' judgment of attributes and processes used in professional development.

Degree: 2019, University of Tennessee – Chattanooga

 Most people would agree that education is imperative to the development of young people. However, the education that students need, and are receiving, is in… (more)

Subjects/Keywords: Teachers  – Training of; Teachers  – In-service training

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APA (6th Edition):

Walter, Harry R., I. (2019). Middle school teachers' judgment of attributes and processes used in professional development. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/621

Chicago Manual of Style (16th Edition):

Walter, Harry R., III. “Middle school teachers' judgment of attributes and processes used in professional development.” 2019. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed October 19, 2019. https://scholar.utc.edu/theses/621.

MLA Handbook (7th Edition):

Walter, Harry R., III. “Middle school teachers' judgment of attributes and processes used in professional development.” 2019. Web. 19 Oct 2019.

Vancouver:

Walter, Harry R. I. Middle school teachers' judgment of attributes and processes used in professional development. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2019. [cited 2019 Oct 19]. Available from: https://scholar.utc.edu/theses/621.

Council of Science Editors:

Walter, Harry R. I. Middle school teachers' judgment of attributes and processes used in professional development. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2019. Available from: https://scholar.utc.edu/theses/621


Unitec New Zealand

3. Mallinson, Philippa Lorraine. How can knowledge building communities be developed in New Zealand secondary schools?.

Degree: 2019, Unitec New Zealand

 RESEARCH QUESTIONS: 1. What are the pedagogical factors that make it difficult for NZ secondary school teachers to develop KB pedagogy within their classes? 2.… (more)

Subjects/Keywords: New Zealand; secondary schools; knowledge building community (KBC); KBC; collaborative learning; inquiry based learning; teaching as inquiry; secondary students; secondary teachers; 130106 Secondary Education; 130202 Curriculum and Pedagogy Theory and Development

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APA (6th Edition):

Mallinson, P. L. (2019). How can knowledge building communities be developed in New Zealand secondary schools?. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4699

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):

Mallinson, Philippa Lorraine. “How can knowledge building communities be developed in New Zealand secondary schools?.” 2019. Thesis, Unitec New Zealand. Accessed October 19, 2019. http://hdl.handle.net/10652/4699.

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

MLA Handbook (7th Edition):

Mallinson, Philippa Lorraine. “How can knowledge building communities be developed in New Zealand secondary schools?.” 2019. Web. 19 Oct 2019.

Vancouver:

Mallinson PL. How can knowledge building communities be developed in New Zealand secondary schools?. [Internet] [Thesis]. Unitec New Zealand; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10652/4699.

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

Council of Science Editors:

Mallinson PL. How can knowledge building communities be developed in New Zealand secondary schools?. [Thesis]. Unitec New Zealand; 2019. Available from: http://hdl.handle.net/10652/4699

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


Unitec New Zealand

4. Passmore, Anne. Multi-level language teaching in a New Zealand secondary school : a practitioner research study.

Degree: 2019, Unitec New Zealand

 RESEARCH QUESTIONS: 1. What are the challenges and advantages associated with teaching and learning in multilevel language classes? 2. How can learner-centred practices contribute to… (more)

Subjects/Keywords: New Zealand; secondary schools; foreign language teaching; language teaching; multi-level classes; mixed-level ability students; student centred learning; language teachers; 130106 Secondary Education; 130202 Curriculum and Pedagogy Theory and Development

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

APA (6th Edition):

Passmore, A. (2019). Multi-level language teaching in a New Zealand secondary school : a practitioner research study. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4700

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):

Passmore, Anne. “Multi-level language teaching in a New Zealand secondary school : a practitioner research study.” 2019. Thesis, Unitec New Zealand. Accessed October 19, 2019. http://hdl.handle.net/10652/4700.

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

MLA Handbook (7th Edition):

Passmore, Anne. “Multi-level language teaching in a New Zealand secondary school : a practitioner research study.” 2019. Web. 19 Oct 2019.

Vancouver:

Passmore A. Multi-level language teaching in a New Zealand secondary school : a practitioner research study. [Internet] [Thesis]. Unitec New Zealand; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10652/4700.

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

Council of Science Editors:

Passmore A. Multi-level language teaching in a New Zealand secondary school : a practitioner research study. [Thesis]. Unitec New Zealand; 2019. Available from: http://hdl.handle.net/10652/4700

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


University of Gothenburg / Göteborgs Universitet

5. Sülau, Veronica. Vad händer i lärares kollegiala samtalspraktik? En studie av mötet mellan en nationell kompetensutvecklingsinsats och en lokal fortbildningspraktik.

Degree: 2019, University of Gothenburg / Göteborgs Universitet

 This thesis explores teachers' professional learning practices; how they are expressed within a national continuing professional development (CPD) programme and how they are formed and… (more)

Subjects/Keywords: teachers' professional learning practices; continuing professional development initiatives; collegial learning; site ontological perspective; theory of practice architectures; The Boost for Mathematics; case study

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APA (6th Edition):

Sülau, V. (2019). Vad händer i lärares kollegiala samtalspraktik? En studie av mötet mellan en nationell kompetensutvecklingsinsats och en lokal fortbildningspraktik. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/60280

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):

Sülau, Veronica. “Vad händer i lärares kollegiala samtalspraktik? En studie av mötet mellan en nationell kompetensutvecklingsinsats och en lokal fortbildningspraktik.” 2019. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed October 19, 2019. http://hdl.handle.net/2077/60280.

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

MLA Handbook (7th Edition):

Sülau, Veronica. “Vad händer i lärares kollegiala samtalspraktik? En studie av mötet mellan en nationell kompetensutvecklingsinsats och en lokal fortbildningspraktik.” 2019. Web. 19 Oct 2019.

Vancouver:

Sülau V. Vad händer i lärares kollegiala samtalspraktik? En studie av mötet mellan en nationell kompetensutvecklingsinsats och en lokal fortbildningspraktik. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2077/60280.

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

Council of Science Editors:

Sülau V. Vad händer i lärares kollegiala samtalspraktik? En studie av mötet mellan en nationell kompetensutvecklingsinsats och en lokal fortbildningspraktik. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2019. Available from: http://hdl.handle.net/2077/60280

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

6. Lipovnik, Tjaša. Prepričanja, vezana na timsko delo in učiteljevo vlogo pri vzpostavljanju spoštljivih vrstniških odnosov: razlike med učitelji razredne in predmetne stopnje.

Degree: 2019, Univerza v Mariboru

V magistrski nalogi se povezujeta dva koncepta: vloga učitelja pri vzpostavljanju vrstniških odnosov in timsko delo. Namen raziskave je bil preveriti stališča osnovnošolskih učiteljev do… (more)

Subjects/Keywords: tim; timsko delo; učitelji; vrstniški odnosi; vzgoja in izobraževanje.; team; team work; teachers; peer relationships; education.; info:eu-repo/classification/udc/159.922.7:316.472.4:005.64(043.2)

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APA (6th Edition):

Lipovnik, T. (2019). Prepričanja, vezana na timsko delo in učiteljevo vlogo pri vzpostavljanju spoštljivih vrstniških odnosov: razlike med učitelji razredne in predmetne stopnje. (Masters Thesis). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=73990 ; https://dk.um.si/Dokument.php?id=135382&dn= ; https://plus.si.cobiss.net/opac7/bib/24741896?lang=sl

Chicago Manual of Style (16th Edition):

Lipovnik, Tjaša. “Prepričanja, vezana na timsko delo in učiteljevo vlogo pri vzpostavljanju spoštljivih vrstniških odnosov: razlike med učitelji razredne in predmetne stopnje.” 2019. Masters Thesis, Univerza v Mariboru. Accessed October 19, 2019. https://dk.um.si/IzpisGradiva.php?id=73990 ; https://dk.um.si/Dokument.php?id=135382&dn= ; https://plus.si.cobiss.net/opac7/bib/24741896?lang=sl.

MLA Handbook (7th Edition):

Lipovnik, Tjaša. “Prepričanja, vezana na timsko delo in učiteljevo vlogo pri vzpostavljanju spoštljivih vrstniških odnosov: razlike med učitelji razredne in predmetne stopnje.” 2019. Web. 19 Oct 2019.

Vancouver:

Lipovnik T. Prepričanja, vezana na timsko delo in učiteljevo vlogo pri vzpostavljanju spoštljivih vrstniških odnosov: razlike med učitelji razredne in predmetne stopnje. [Internet] [Masters thesis]. Univerza v Mariboru; 2019. [cited 2019 Oct 19]. Available from: https://dk.um.si/IzpisGradiva.php?id=73990 ; https://dk.um.si/Dokument.php?id=135382&dn= ; https://plus.si.cobiss.net/opac7/bib/24741896?lang=sl.

Council of Science Editors:

Lipovnik T. Prepričanja, vezana na timsko delo in učiteljevo vlogo pri vzpostavljanju spoštljivih vrstniških odnosov: razlike med učitelji razredne in predmetne stopnje. [Masters Thesis]. Univerza v Mariboru; 2019. Available from: https://dk.um.si/IzpisGradiva.php?id=73990 ; https://dk.um.si/Dokument.php?id=135382&dn= ; https://plus.si.cobiss.net/opac7/bib/24741896?lang=sl

7. Liu, Mei. Exploring culture-related values in Chinese student teachers’ professional self-understanding and teaching experiences.

Degree: 2019, University Utrecht

 Chinese student teachers nowadays encounter diverse value systems in society and specifically in their teacher education programmes: Eastern and Western values coexist. In this thesis,… (more)

Subjects/Keywords: Culture-related values; Chinese student teachers; Professional self-understanding; Teaching experiences; Value development

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

APA (6th Edition):

Liu, M. (2019). Exploring culture-related values in Chinese student teachers’ professional self-understanding and teaching experiences. (Doctoral Dissertation). University Utrecht. Retrieved from http://dspace.library.uu.nl/handle/1874/383983 ; URN:NBN:NL:UI:10-1874-383983 ; urn:isbn:978-94-6380-448-6 ; URN:NBN:NL:UI:10-1874-383983 ; http://dspace.library.uu.nl/handle/1874/383983

Chicago Manual of Style (16th Edition):

Liu, Mei. “Exploring culture-related values in Chinese student teachers’ professional self-understanding and teaching experiences.” 2019. Doctoral Dissertation, University Utrecht. Accessed October 19, 2019. http://dspace.library.uu.nl/handle/1874/383983 ; URN:NBN:NL:UI:10-1874-383983 ; urn:isbn:978-94-6380-448-6 ; URN:NBN:NL:UI:10-1874-383983 ; http://dspace.library.uu.nl/handle/1874/383983.

MLA Handbook (7th Edition):

Liu, Mei. “Exploring culture-related values in Chinese student teachers’ professional self-understanding and teaching experiences.” 2019. Web. 19 Oct 2019.

Vancouver:

Liu M. Exploring culture-related values in Chinese student teachers’ professional self-understanding and teaching experiences. [Internet] [Doctoral dissertation]. University Utrecht; 2019. [cited 2019 Oct 19]. Available from: http://dspace.library.uu.nl/handle/1874/383983 ; URN:NBN:NL:UI:10-1874-383983 ; urn:isbn:978-94-6380-448-6 ; URN:NBN:NL:UI:10-1874-383983 ; http://dspace.library.uu.nl/handle/1874/383983.

Council of Science Editors:

Liu M. Exploring culture-related values in Chinese student teachers’ professional self-understanding and teaching experiences. [Doctoral Dissertation]. University Utrecht; 2019. Available from: http://dspace.library.uu.nl/handle/1874/383983 ; URN:NBN:NL:UI:10-1874-383983 ; urn:isbn:978-94-6380-448-6 ; URN:NBN:NL:UI:10-1874-383983 ; http://dspace.library.uu.nl/handle/1874/383983


University of Texas – Austin

8. Greer, Elizabeth Jane. #Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

 Concerns for educational equity for an increasingly culturally and linguistically diverse K-12 student population has drawn attention to the preparation of future teachers’ multilingual, multicultural,… (more)

Subjects/Keywords: Teacher education; Social media; Instagram; Social justice teacher education; Pre-service teachers; ESL pre-service teachers; Cultural mismatch; K-12 student cultural diversity; K-12 student linguistic diversity; School student diversity; Teacher preparation; Critical consciousness education

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

APA (6th Edition):

Greer, E. J. (2019). #Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2906

Chicago Manual of Style (16th Edition):

Greer, Elizabeth Jane. “#Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed October 19, 2019. http://dx.doi.org/10.26153/tsw/2906.

MLA Handbook (7th Edition):

Greer, Elizabeth Jane. “#Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media.” 2019. Web. 19 Oct 2019.

Vancouver:

Greer EJ. #Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Oct 19]. Available from: http://dx.doi.org/10.26153/tsw/2906.

Council of Science Editors:

Greer EJ. #Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2906


University of Texas – Austin

9. Greer, Elizabeth Jane. #Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

 Concerns for educational equity for an increasingly culturally and linguistically diverse K-12 student population has drawn attention to the preparation of future teachers’ multilingual, multicultural,… (more)

Subjects/Keywords: Teacher education; Social media; Instagram; Social justice teacher education; Pre-service teachers; ESL pre-service teachers; Cultural mismatch; K-12 student cultural diversity; K-12 student linguistic diversity; School student diversity; Teacher preparation; Critical consciousness education

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

APA (6th Edition):

Greer, E. J. (2019). #Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/75804

Chicago Manual of Style (16th Edition):

Greer, Elizabeth Jane. “#Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed October 19, 2019. http://hdl.handle.net/2152/75804.

MLA Handbook (7th Edition):

Greer, Elizabeth Jane. “#Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media.” 2019. Web. 19 Oct 2019.

Vancouver:

Greer EJ. #Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2152/75804.

Council of Science Editors:

Greer EJ. #Instawoke : a case study of pre-service teachers’ experiences with critical consciousness raising via social media: Instawoke : a case study of pre-service teachers' experiences with critical consciousness raising via social media. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://hdl.handle.net/2152/75804


University of Ottawa

10. Weegar, Kelly. Developing and Evaluating a Child Maltreatment Training Program for Elementary School Teachers .

Degree: 2019, University of Ottawa

 Child abuse and neglect (i.e., maltreatment) affect a considerable number of children and can negatively impact how children learn and behave in the classroom. Knowledge… (more)

Subjects/Keywords: Child maltreatment; Elementary school teachers; Training program; Evaluation

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

APA (6th Edition):

Weegar, K. (2019). Developing and Evaluating a Child Maltreatment Training Program for Elementary School Teachers . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/39574

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):

Weegar, Kelly. “Developing and Evaluating a Child Maltreatment Training Program for Elementary School Teachers .” 2019. Thesis, University of Ottawa. Accessed October 19, 2019. http://hdl.handle.net/10393/39574.

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

MLA Handbook (7th Edition):

Weegar, Kelly. “Developing and Evaluating a Child Maltreatment Training Program for Elementary School Teachers .” 2019. Web. 19 Oct 2019.

Vancouver:

Weegar K. Developing and Evaluating a Child Maltreatment Training Program for Elementary School Teachers . [Internet] [Thesis]. University of Ottawa; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10393/39574.

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

Council of Science Editors:

Weegar K. Developing and Evaluating a Child Maltreatment Training Program for Elementary School Teachers . [Thesis]. University of Ottawa; 2019. Available from: http://hdl.handle.net/10393/39574

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


University of Texas – Austin

11. Wolfe, Annie Marie. English/language arts teachers’ and principals’ perceptions of the value of one-to-one student laptops, in year 5 of the initiative, in 3 urban high schools.

Degree: EdD, Educational Leadership and Policy, 2019, University of Texas – Austin

 As school districts continue to adopt new technologies and implement one-to-one student laptop initiatives, questions still remain about how this impacts student achievement (Logan, 2016).… (more)

Subjects/Keywords: Technology; One-to-one; Laptop; Computers; Student laptops; One-to-one student laptops; Urban high schools; High school computer access; High school student laptops; Teachers’ perceptions; Principals’ perceptions

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

APA (6th Edition):

Wolfe, A. M. (2019). English/language arts teachers’ and principals’ perceptions of the value of one-to-one student laptops, in year 5 of the initiative, in 3 urban high schools. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2833

Chicago Manual of Style (16th Edition):

Wolfe, Annie Marie. “English/language arts teachers’ and principals’ perceptions of the value of one-to-one student laptops, in year 5 of the initiative, in 3 urban high schools.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed October 19, 2019. http://dx.doi.org/10.26153/tsw/2833.

MLA Handbook (7th Edition):

Wolfe, Annie Marie. “English/language arts teachers’ and principals’ perceptions of the value of one-to-one student laptops, in year 5 of the initiative, in 3 urban high schools.” 2019. Web. 19 Oct 2019.

Vancouver:

Wolfe AM. English/language arts teachers’ and principals’ perceptions of the value of one-to-one student laptops, in year 5 of the initiative, in 3 urban high schools. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Oct 19]. Available from: http://dx.doi.org/10.26153/tsw/2833.

Council of Science Editors:

Wolfe AM. English/language arts teachers’ and principals’ perceptions of the value of one-to-one student laptops, in year 5 of the initiative, in 3 urban high schools. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2833


University of Texas – Austin

12. -8298-0887. Literacy teachers' enactment of critical pedagogies with multicultural children's literature during interactive read aloud.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

 This qualitative, multi-case study examines the classroom interactions between three critical elementary teachers and their students during interactive read-aloud events with multicultural children’s literature. For… (more)

Subjects/Keywords: Critical pedagogies; Literacy; Inservice teachers; Multicultural children's literature

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APA (6th Edition):

-8298-0887. (2019). Literacy teachers' enactment of critical pedagogies with multicultural children's literature during interactive read aloud. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2806

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

Chicago Manual of Style (16th Edition):

-8298-0887. “Literacy teachers' enactment of critical pedagogies with multicultural children's literature during interactive read aloud.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed October 19, 2019. http://dx.doi.org/10.26153/tsw/2806.

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

MLA Handbook (7th Edition):

-8298-0887. “Literacy teachers' enactment of critical pedagogies with multicultural children's literature during interactive read aloud.” 2019. Web. 19 Oct 2019.

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

Vancouver:

-8298-0887. Literacy teachers' enactment of critical pedagogies with multicultural children's literature during interactive read aloud. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Oct 19]. Available from: http://dx.doi.org/10.26153/tsw/2806.

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

Council of Science Editors:

-8298-0887. Literacy teachers' enactment of critical pedagogies with multicultural children's literature during interactive read aloud. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2806

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


Leiden University

13. Lane, Libuška. Wise Men and Whispers: A Study of Education in Trenton Lee Stewart’s Mysterious Benedict Society Series.

Degree: 2019, Leiden University

 This thesis examines the role of education in the Mysterious Benedict Society series on two levels. On the level of the story, I analyze how… (more)

Subjects/Keywords: children's literature; education; literary theory; Mysterious Benedict Society; teachers; teaching methods; narratology; reader; intelligence; benefits of fiction-reading

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APA (6th Edition):

Lane, L. (2019). Wise Men and Whispers: A Study of Education in Trenton Lee Stewart’s Mysterious Benedict Society Series. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/77804

Chicago Manual of Style (16th Edition):

Lane, Libuška. “Wise Men and Whispers: A Study of Education in Trenton Lee Stewart’s Mysterious Benedict Society Series.” 2019. Masters Thesis, Leiden University. Accessed October 19, 2019. http://hdl.handle.net/1887/77804.

MLA Handbook (7th Edition):

Lane, Libuška. “Wise Men and Whispers: A Study of Education in Trenton Lee Stewart’s Mysterious Benedict Society Series.” 2019. Web. 19 Oct 2019.

Vancouver:

Lane L. Wise Men and Whispers: A Study of Education in Trenton Lee Stewart’s Mysterious Benedict Society Series. [Internet] [Masters thesis]. Leiden University; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1887/77804.

Council of Science Editors:

Lane L. Wise Men and Whispers: A Study of Education in Trenton Lee Stewart’s Mysterious Benedict Society Series. [Masters Thesis]. Leiden University; 2019. Available from: http://hdl.handle.net/1887/77804

14. Pavlović, Sanja. Sodelovanje med starši in šolo pri konstruktivnem spoprijemanju učencev z neuspehom.

Degree: 2019, Univerza v Mariboru

Starši si od nekdaj prizadevajo, da bi bili njihovi otroci kar se da uspešni. Za otrokovo uspešnost so pripravljeni narediti in žrtvovati marsikaj. Vendar pa… (more)

Subjects/Keywords: Neuspeh; stališča; starši; konstruktivni odziv; miselna naravnanost; učitelji.; Failure; perception; parents; constructive response; mind-set; teachers.; info:eu-repo/classification/udc/37.064.1(043.2)

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APA (6th Edition):

Pavlović, S. (2019). Sodelovanje med starši in šolo pri konstruktivnem spoprijemanju učencev z neuspehom. (Masters Thesis). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=73639 ; https://dk.um.si/Dokument.php?id=134174&dn= ; https://plus.si.cobiss.net/opac7/bib/24712456?lang=sl

Chicago Manual of Style (16th Edition):

Pavlović, Sanja. “Sodelovanje med starši in šolo pri konstruktivnem spoprijemanju učencev z neuspehom.” 2019. Masters Thesis, Univerza v Mariboru. Accessed October 19, 2019. https://dk.um.si/IzpisGradiva.php?id=73639 ; https://dk.um.si/Dokument.php?id=134174&dn= ; https://plus.si.cobiss.net/opac7/bib/24712456?lang=sl.

MLA Handbook (7th Edition):

Pavlović, Sanja. “Sodelovanje med starši in šolo pri konstruktivnem spoprijemanju učencev z neuspehom.” 2019. Web. 19 Oct 2019.

Vancouver:

Pavlović S. Sodelovanje med starši in šolo pri konstruktivnem spoprijemanju učencev z neuspehom. [Internet] [Masters thesis]. Univerza v Mariboru; 2019. [cited 2019 Oct 19]. Available from: https://dk.um.si/IzpisGradiva.php?id=73639 ; https://dk.um.si/Dokument.php?id=134174&dn= ; https://plus.si.cobiss.net/opac7/bib/24712456?lang=sl.

Council of Science Editors:

Pavlović S. Sodelovanje med starši in šolo pri konstruktivnem spoprijemanju učencev z neuspehom. [Masters Thesis]. Univerza v Mariboru; 2019. Available from: https://dk.um.si/IzpisGradiva.php?id=73639 ; https://dk.um.si/Dokument.php?id=134174&dn= ; https://plus.si.cobiss.net/opac7/bib/24712456?lang=sl

15. Pukšič, Martina. Stališča učiteljev in študentov razrednega pouka do odkrivanja in dela z nadarjenimi učenci.

Degree: 2019, Univerza v Mariboru

Namen magistrske naloge je bil raziskati stališča in ocene učiteljev ter študentov razrednega pouka do: odkrivanja nadarjenih učencev, dela z nadarjenimi učenci ter usposobljenosti za… (more)

Subjects/Keywords: nadarjenost; odkrivanje; delo; usposobljenost; učitelji; študenti; stališča; gift; discovering; working; qualification; teachers; students; attitudes; info:eu-repo/classification/udc/37.091.21:159.924-057.874(043.2)

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APA (6th Edition):

Pukšič, M. (2019). Stališča učiteljev in študentov razrednega pouka do odkrivanja in dela z nadarjenimi učenci. (Masters Thesis). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=73663 ; https://dk.um.si/Dokument.php?id=134742&dn= ; https://plus.si.cobiss.net/opac7/bib/24700424?lang=sl

Chicago Manual of Style (16th Edition):

Pukšič, Martina. “Stališča učiteljev in študentov razrednega pouka do odkrivanja in dela z nadarjenimi učenci.” 2019. Masters Thesis, Univerza v Mariboru. Accessed October 19, 2019. https://dk.um.si/IzpisGradiva.php?id=73663 ; https://dk.um.si/Dokument.php?id=134742&dn= ; https://plus.si.cobiss.net/opac7/bib/24700424?lang=sl.

MLA Handbook (7th Edition):

Pukšič, Martina. “Stališča učiteljev in študentov razrednega pouka do odkrivanja in dela z nadarjenimi učenci.” 2019. Web. 19 Oct 2019.

Vancouver:

Pukšič M. Stališča učiteljev in študentov razrednega pouka do odkrivanja in dela z nadarjenimi učenci. [Internet] [Masters thesis]. Univerza v Mariboru; 2019. [cited 2019 Oct 19]. Available from: https://dk.um.si/IzpisGradiva.php?id=73663 ; https://dk.um.si/Dokument.php?id=134742&dn= ; https://plus.si.cobiss.net/opac7/bib/24700424?lang=sl.

Council of Science Editors:

Pukšič M. Stališča učiteljev in študentov razrednega pouka do odkrivanja in dela z nadarjenimi učenci. [Masters Thesis]. Univerza v Mariboru; 2019. Available from: https://dk.um.si/IzpisGradiva.php?id=73663 ; https://dk.um.si/Dokument.php?id=134742&dn= ; https://plus.si.cobiss.net/opac7/bib/24700424?lang=sl


Victoria University of Wellington

16. Taylor, Mike. Towards a Disciplinary-Conscious New Zealand School Geography.

Degree: 2019, Victoria University of Wellington

 This research sought to establish a dialogue between the academic discipline and school subject of geography, by exploring the potential of disciplinary-conscious teaching and learning.… (more)

Subjects/Keywords: Geography; Perspectives; Teachers

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

APA (6th Edition):

Taylor, M. (2019). Towards a Disciplinary-Conscious New Zealand School Geography. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8259

Chicago Manual of Style (16th Edition):

Taylor, Mike. “Towards a Disciplinary-Conscious New Zealand School Geography.” 2019. Doctoral Dissertation, Victoria University of Wellington. Accessed October 19, 2019. http://hdl.handle.net/10063/8259.

MLA Handbook (7th Edition):

Taylor, Mike. “Towards a Disciplinary-Conscious New Zealand School Geography.” 2019. Web. 19 Oct 2019.

Vancouver:

Taylor M. Towards a Disciplinary-Conscious New Zealand School Geography. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10063/8259.

Council of Science Editors:

Taylor M. Towards a Disciplinary-Conscious New Zealand School Geography. [Doctoral Dissertation]. Victoria University of Wellington; 2019. Available from: http://hdl.handle.net/10063/8259


University of Western Ontario

17. Massouti, Ayman. Inclusion and Policy Enactment in Teacher Education: A Focus on Pre-service Teacher Preparation for the Inclusive Classroom.

Degree: 2019, University of Western Ontario

 Preparing pre-service teachers to enact inclusive teaching practices in the inclusive classroom has become a concern for national and international educational organizations. Adding to these… (more)

Subjects/Keywords: Teacher education; inclusive education; pre-service teachers; policy; enactment; New-Institutionalism; case study; Curriculum and Instruction; Disability and Equity in Education; Higher Education and Teaching; Special Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Massouti, A. (2019). Inclusion and Policy Enactment in Teacher Education: A Focus on Pre-service Teacher Preparation for the Inclusive Classroom. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/6525

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):

Massouti, Ayman. “Inclusion and Policy Enactment in Teacher Education: A Focus on Pre-service Teacher Preparation for the Inclusive Classroom.” 2019. Thesis, University of Western Ontario. Accessed October 19, 2019. https://ir.lib.uwo.ca/etd/6525.

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

MLA Handbook (7th Edition):

Massouti, Ayman. “Inclusion and Policy Enactment in Teacher Education: A Focus on Pre-service Teacher Preparation for the Inclusive Classroom.” 2019. Web. 19 Oct 2019.

Vancouver:

Massouti A. Inclusion and Policy Enactment in Teacher Education: A Focus on Pre-service Teacher Preparation for the Inclusive Classroom. [Internet] [Thesis]. University of Western Ontario; 2019. [cited 2019 Oct 19]. Available from: https://ir.lib.uwo.ca/etd/6525.

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

Council of Science Editors:

Massouti A. Inclusion and Policy Enactment in Teacher Education: A Focus on Pre-service Teacher Preparation for the Inclusive Classroom. [Thesis]. University of Western Ontario; 2019. Available from: https://ir.lib.uwo.ca/etd/6525

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


Pontifical Catholic University of Rio de Janeiro

18. ANA KARLA PEREIRA DE MIRANDA. [en] SPANISH TEACHER IDENTITY: A STUDY FOCUSED ON THE PRACTICUM.

Degree: 2019, Pontifical Catholic University of Rio de Janeiro

 [pt] Este estudo, inserido no campo de pesquisa de formação de professores, objetivou investigar as marcas do estágio que podem ser percebidas nos elementos constituintes… (more)

Subjects/Keywords: [pt] FORMACAO DE PROFESSORES; [en] TEACHERS FORMATION; [pt] PRATICA DOCENTE; [en] TEACHING PRACTICE; [pt] ESTAGIOS; [en] APPRENTICESHIPS; [pt] ENSINO DE LINGUAS; [en] LANGUAGE TEACHING; [pt] DIMENSAO DA IDENTIDADE DOCENTE; [en] DIMENSION OF TEACHER IDENTITY

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APA (6th Edition):

MIRANDA, A. K. P. D. (2019). [en] SPANISH TEACHER IDENTITY: A STUDY FOCUSED ON THE PRACTICUM. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=43867

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):

MIRANDA, ANA KARLA PEREIRA DE. “[en] SPANISH TEACHER IDENTITY: A STUDY FOCUSED ON THE PRACTICUM.” 2019. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed October 19, 2019. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=43867.

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

MLA Handbook (7th Edition):

MIRANDA, ANA KARLA PEREIRA DE. “[en] SPANISH TEACHER IDENTITY: A STUDY FOCUSED ON THE PRACTICUM.” 2019. Web. 19 Oct 2019.

Vancouver:

MIRANDA AKPD. [en] SPANISH TEACHER IDENTITY: A STUDY FOCUSED ON THE PRACTICUM. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2019. [cited 2019 Oct 19]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=43867.

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

Council of Science Editors:

MIRANDA AKPD. [en] SPANISH TEACHER IDENTITY: A STUDY FOCUSED ON THE PRACTICUM. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2019. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=43867

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


Kent State University

19. Zhulamanova, Ilfa. EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2019, Kent State University

 The purpose of this participant selection model mixed methods study was to investigate early childhood education preservice teachers’ perceptions on play. The study was conducted… (more)

Subjects/Keywords: Early Childhood Education; Education; Teacher Education; play; early childhood education; preservice teachers; teacher education

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APA (6th Edition):

Zhulamanova, I. (2019). EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516

Chicago Manual of Style (16th Edition):

Zhulamanova, Ilfa. “EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY.” 2019. Doctoral Dissertation, Kent State University. Accessed October 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516.

MLA Handbook (7th Edition):

Zhulamanova, Ilfa. “EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY.” 2019. Web. 19 Oct 2019.

Vancouver:

Zhulamanova I. EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY. [Internet] [Doctoral dissertation]. Kent State University; 2019. [cited 2019 Oct 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516.

Council of Science Editors:

Zhulamanova I. EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY. [Doctoral Dissertation]. Kent State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516


Unitec New Zealand

20. Khor, Sarah-Jane Gaiksim. Exploring teachers’ perceptions on the use of digital devices and the digital technologies curriculum content in diverse decile 1 schools.

Degree: 2019, Unitec New Zealand

 RESEARCH QUESTIONS: 1. How do teachers perceive the value of digital devices in the context of teaching in a diverse decile 1 school? 2. What… (more)

Subjects/Keywords: New Zealand; primary schools; low decile schools; primary teachers; Digital Technologies Curriculum (2017: New Zealand); digital curriculum; teacher development; perceptions; 130105 Primary Education (excl. Māori); 130306 Educational Technology and Computing; 130313 Teacher Education and Professional Development of Educators

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APA (6th Edition):

Khor, S. G. (2019). Exploring teachers’ perceptions on the use of digital devices and the digital technologies curriculum content in diverse decile 1 schools. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4651

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):

Khor, Sarah-Jane Gaiksim. “Exploring teachers’ perceptions on the use of digital devices and the digital technologies curriculum content in diverse decile 1 schools.” 2019. Thesis, Unitec New Zealand. Accessed October 19, 2019. http://hdl.handle.net/10652/4651.

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

MLA Handbook (7th Edition):

Khor, Sarah-Jane Gaiksim. “Exploring teachers’ perceptions on the use of digital devices and the digital technologies curriculum content in diverse decile 1 schools.” 2019. Web. 19 Oct 2019.

Vancouver:

Khor SG. Exploring teachers’ perceptions on the use of digital devices and the digital technologies curriculum content in diverse decile 1 schools. [Internet] [Thesis]. Unitec New Zealand; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10652/4651.

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

Council of Science Editors:

Khor SG. Exploring teachers’ perceptions on the use of digital devices and the digital technologies curriculum content in diverse decile 1 schools. [Thesis]. Unitec New Zealand; 2019. Available from: http://hdl.handle.net/10652/4651

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


University of Washington

21. YI-CLINE, Fenglan Nancy. Learning to Teach Emergent Bilinguals: Mainstream Preservice Secondary Teachers in Student Teaching.

Degree: 2019, University of Washington

 This qualitative collective case study investigates how mainstream preservice secondary teachers in a university-based program learn to teach emergent bilinguals in their student teaching. Despite… (more)

Subjects/Keywords: Culturally sustaining; Emergent bilinguals; Linguistically responsive; Preservice teachers; Student teaching; Teacher preparation; Teacher education; English as a second language; Multicultural education; Education - Seattle

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APA (6th Edition):

YI-CLINE, F. N. (2019). Learning to Teach Emergent Bilinguals: Mainstream Preservice Secondary Teachers in Student Teaching. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/44168

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):

YI-CLINE, Fenglan Nancy. “Learning to Teach Emergent Bilinguals: Mainstream Preservice Secondary Teachers in Student Teaching.” 2019. Thesis, University of Washington. Accessed October 19, 2019. http://hdl.handle.net/1773/44168.

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

MLA Handbook (7th Edition):

YI-CLINE, Fenglan Nancy. “Learning to Teach Emergent Bilinguals: Mainstream Preservice Secondary Teachers in Student Teaching.” 2019. Web. 19 Oct 2019.

Vancouver:

YI-CLINE FN. Learning to Teach Emergent Bilinguals: Mainstream Preservice Secondary Teachers in Student Teaching. [Internet] [Thesis]. University of Washington; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1773/44168.

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

Council of Science Editors:

YI-CLINE FN. Learning to Teach Emergent Bilinguals: Mainstream Preservice Secondary Teachers in Student Teaching. [Thesis]. University of Washington; 2019. Available from: http://hdl.handle.net/1773/44168

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


Durban University of Technology

22. Henha, Edwige Pauline Ngo. An exploratory study on the predictors of turnover intentions among expatriate academics and talent retention strategies at selected universities in KwaZulu-Natal, South Africa.

Degree: 2019, Durban University of Technology

Submitted in fulfillment of the requirement for Doctor of Philosophy in Management Sciences: Human Resources Management, Durban University of Technology, Durban, South Africa, 2019.

This… (more)

Subjects/Keywords: Personnel management – South Africa – KwaZulu-Natal; Strategic planning – South Africa – KwaZulu-Natal; College teachers – South Africa – KwaZulu-Natal; Employee retention – South Africa – KwaZulu-Natal

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APA (6th Edition):

Henha, E. P. N. (2019). An exploratory study on the predictors of turnover intentions among expatriate academics and talent retention strategies at selected universities in KwaZulu-Natal, South Africa. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/3268

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):

Henha, Edwige Pauline Ngo. “An exploratory study on the predictors of turnover intentions among expatriate academics and talent retention strategies at selected universities in KwaZulu-Natal, South Africa.” 2019. Thesis, Durban University of Technology. Accessed October 19, 2019. http://hdl.handle.net/10321/3268.

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

MLA Handbook (7th Edition):

Henha, Edwige Pauline Ngo. “An exploratory study on the predictors of turnover intentions among expatriate academics and talent retention strategies at selected universities in KwaZulu-Natal, South Africa.” 2019. Web. 19 Oct 2019.

Vancouver:

Henha EPN. An exploratory study on the predictors of turnover intentions among expatriate academics and talent retention strategies at selected universities in KwaZulu-Natal, South Africa. [Internet] [Thesis]. Durban University of Technology; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10321/3268.

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

Council of Science Editors:

Henha EPN. An exploratory study on the predictors of turnover intentions among expatriate academics and talent retention strategies at selected universities in KwaZulu-Natal, South Africa. [Thesis]. Durban University of Technology; 2019. Available from: http://hdl.handle.net/10321/3268

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

23. Savva, Olga. Teachers’ Perceptions Regarding the Implementation of the School-wide Positive Behavioral Interventions and Supports (SWPBIS) Program in Minneapolis- St. Paul Metropolitan Area High Schools (Grades 9-12).

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

  The purpose of this study was to examine Minneapolis-St. Paul metropolitan area high school teachers’ perceptions regarding the implementation of the SWPBIS program to… (more)

Subjects/Keywords: PBIS; SWPBIS; perceptions; high school teachers; implementation

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APA (6th Edition):

Savva, O. (2019). Teachers’ Perceptions Regarding the Implementation of the School-wide Positive Behavioral Interventions and Supports (SWPBIS) Program in Minneapolis- St. Paul Metropolitan Area High Schools (Grades 9-12). (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/61

Chicago Manual of Style (16th Edition):

Savva, Olga. “Teachers’ Perceptions Regarding the Implementation of the School-wide Positive Behavioral Interventions and Supports (SWPBIS) Program in Minneapolis- St. Paul Metropolitan Area High Schools (Grades 9-12).” 2019. Doctoral Dissertation, St. Cloud State University. Accessed October 19, 2019. https://repository.stcloudstate.edu/edad_etds/61.

MLA Handbook (7th Edition):

Savva, Olga. “Teachers’ Perceptions Regarding the Implementation of the School-wide Positive Behavioral Interventions and Supports (SWPBIS) Program in Minneapolis- St. Paul Metropolitan Area High Schools (Grades 9-12).” 2019. Web. 19 Oct 2019.

Vancouver:

Savva O. Teachers’ Perceptions Regarding the Implementation of the School-wide Positive Behavioral Interventions and Supports (SWPBIS) Program in Minneapolis- St. Paul Metropolitan Area High Schools (Grades 9-12). [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2019 Oct 19]. Available from: https://repository.stcloudstate.edu/edad_etds/61.

Council of Science Editors:

Savva O. Teachers’ Perceptions Regarding the Implementation of the School-wide Positive Behavioral Interventions and Supports (SWPBIS) Program in Minneapolis- St. Paul Metropolitan Area High Schools (Grades 9-12). [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/61


Liberty University

24. Smith, Summer Lynn. Successfully Implementing Common Core Literacy Standards in the Science Classroom: A Phenomenological Investigation.

Degree: 2019, Liberty University

 The purpose of this qualitative transcendental phenomenological study was to understand how veteran sixth-, seventh-, and eighth-grade science teachers in Northeast Georgia implemented the Literacy… (more)

Subjects/Keywords: Literacy Integration; Middle School Teaching; Motivation Science Content Area; Self-efficacy; Veteran Teachers; Education; Language and Literacy Education

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APA (6th Edition):

Smith, S. L. (2019). Successfully Implementing Common Core Literacy Standards in the Science Classroom: A Phenomenological Investigation. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2174

Chicago Manual of Style (16th Edition):

Smith, Summer Lynn. “Successfully Implementing Common Core Literacy Standards in the Science Classroom: A Phenomenological Investigation.” 2019. Doctoral Dissertation, Liberty University. Accessed October 19, 2019. https://digitalcommons.liberty.edu/doctoral/2174.

MLA Handbook (7th Edition):

Smith, Summer Lynn. “Successfully Implementing Common Core Literacy Standards in the Science Classroom: A Phenomenological Investigation.” 2019. Web. 19 Oct 2019.

Vancouver:

Smith SL. Successfully Implementing Common Core Literacy Standards in the Science Classroom: A Phenomenological Investigation. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Oct 19]. Available from: https://digitalcommons.liberty.edu/doctoral/2174.

Council of Science Editors:

Smith SL. Successfully Implementing Common Core Literacy Standards in the Science Classroom: A Phenomenological Investigation. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2174


Liberty University

25. Green, Sheena Brannock. A Case Study of Home Visits Conducted by Kindergarten Teachers in a Low-income Elementary School.

Degree: 2019, Liberty University

 The purpose of this single case study was to develop an in-depth description of the practice of home visits conducted by kindergarten teachers with students… (more)

Subjects/Keywords: Kindergarten; Elementary Teachers; Home Visits; Transition Practices; Suburban Elementary Schools; Education; Elementary Education

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APA (6th Edition):

Green, S. B. (2019). A Case Study of Home Visits Conducted by Kindergarten Teachers in a Low-income Elementary School. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2180

Chicago Manual of Style (16th Edition):

Green, Sheena Brannock. “A Case Study of Home Visits Conducted by Kindergarten Teachers in a Low-income Elementary School.” 2019. Doctoral Dissertation, Liberty University. Accessed October 19, 2019. https://digitalcommons.liberty.edu/doctoral/2180.

MLA Handbook (7th Edition):

Green, Sheena Brannock. “A Case Study of Home Visits Conducted by Kindergarten Teachers in a Low-income Elementary School.” 2019. Web. 19 Oct 2019.

Vancouver:

Green SB. A Case Study of Home Visits Conducted by Kindergarten Teachers in a Low-income Elementary School. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Oct 19]. Available from: https://digitalcommons.liberty.edu/doctoral/2180.

Council of Science Editors:

Green SB. A Case Study of Home Visits Conducted by Kindergarten Teachers in a Low-income Elementary School. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2180


Liberty University

26. Rickman, Michael Anthony. Christian Teachers’ Experiences Motivating High School Students in The Pacific Northwest: A Transcendental Phenomenology.

Degree: 2019, Liberty University

 The purpose of this qualitative transcendental phenomenological study sought to describe experiences of Christian high school teachers motivating students in the Pacific Northwest to be… (more)

Subjects/Keywords: Motivation; Experiences; Teachers; Students; Christian High Schools; Education; Secondary Education

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

APA (6th Edition):

Rickman, M. A. (2019). Christian Teachers’ Experiences Motivating High School Students in The Pacific Northwest: A Transcendental Phenomenology. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2184

Chicago Manual of Style (16th Edition):

Rickman, Michael Anthony. “Christian Teachers’ Experiences Motivating High School Students in The Pacific Northwest: A Transcendental Phenomenology.” 2019. Doctoral Dissertation, Liberty University. Accessed October 19, 2019. https://digitalcommons.liberty.edu/doctoral/2184.

MLA Handbook (7th Edition):

Rickman, Michael Anthony. “Christian Teachers’ Experiences Motivating High School Students in The Pacific Northwest: A Transcendental Phenomenology.” 2019. Web. 19 Oct 2019.

Vancouver:

Rickman MA. Christian Teachers’ Experiences Motivating High School Students in The Pacific Northwest: A Transcendental Phenomenology. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Oct 19]. Available from: https://digitalcommons.liberty.edu/doctoral/2184.

Council of Science Editors:

Rickman MA. Christian Teachers’ Experiences Motivating High School Students in The Pacific Northwest: A Transcendental Phenomenology. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2184


Unitec New Zealand

27. Helmling, Lisa. E-picture books : the perspectives of New Zealand parents and early childhood teachers on young children’s use of e-picture books as an emergent literacy tool.

Degree: 2019, Unitec New Zealand

 RESEARCH QUESTIONS: 1. What are critical issues related to young children’s literacy skills development when they read e-picture books? 2. What are parents’ perspectives of… (more)

Subjects/Keywords: New Zealand; early literacy; e-picture books; picture books for children; children; parents; early childhood teachers; literacy; digital literacy; attitudes; 130102 Early Childhood Education (excl. Māori); 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL); 130306 Educational Technology and Computing

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APA (6th Edition):

Helmling, L. (2019). E-picture books : the perspectives of New Zealand parents and early childhood teachers on young children’s use of e-picture books as an emergent literacy tool. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4636

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):

Helmling, Lisa. “E-picture books : the perspectives of New Zealand parents and early childhood teachers on young children’s use of e-picture books as an emergent literacy tool.” 2019. Thesis, Unitec New Zealand. Accessed October 19, 2019. http://hdl.handle.net/10652/4636.

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

MLA Handbook (7th Edition):

Helmling, Lisa. “E-picture books : the perspectives of New Zealand parents and early childhood teachers on young children’s use of e-picture books as an emergent literacy tool.” 2019. Web. 19 Oct 2019.

Vancouver:

Helmling L. E-picture books : the perspectives of New Zealand parents and early childhood teachers on young children’s use of e-picture books as an emergent literacy tool. [Internet] [Thesis]. Unitec New Zealand; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10652/4636.

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

Council of Science Editors:

Helmling L. E-picture books : the perspectives of New Zealand parents and early childhood teachers on young children’s use of e-picture books as an emergent literacy tool. [Thesis]. Unitec New Zealand; 2019. Available from: http://hdl.handle.net/10652/4636

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


University of Miami

28. Kibler, Kristin W. Teachers’ Experiences in Serving Late-Entering Central American Refugees with Limited or Interrupted Formal Education.

Degree: PhD, Teaching and Learning (Education), 2019, University of Miami

 The overarching purpose of this study was to fill a gap in the academic literature not only by shedding light on the experiences and perceptions… (more)

Subjects/Keywords: SLIFE; SIFE; refugees; urban high schools; teachers' perceptions and experiences

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APA (6th Edition):

Kibler, K. W. (2019). Teachers’ Experiences in Serving Late-Entering Central American Refugees with Limited or Interrupted Formal Education. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/2350

Chicago Manual of Style (16th Edition):

Kibler, Kristin W. “Teachers’ Experiences in Serving Late-Entering Central American Refugees with Limited or Interrupted Formal Education.” 2019. Doctoral Dissertation, University of Miami. Accessed October 19, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/2350.

MLA Handbook (7th Edition):

Kibler, Kristin W. “Teachers’ Experiences in Serving Late-Entering Central American Refugees with Limited or Interrupted Formal Education.” 2019. Web. 19 Oct 2019.

Vancouver:

Kibler KW. Teachers’ Experiences in Serving Late-Entering Central American Refugees with Limited or Interrupted Formal Education. [Internet] [Doctoral dissertation]. University of Miami; 2019. [cited 2019 Oct 19]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/2350.

Council of Science Editors:

Kibler KW. Teachers’ Experiences in Serving Late-Entering Central American Refugees with Limited or Interrupted Formal Education. [Doctoral Dissertation]. University of Miami; 2019. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/2350


Unitec New Zealand

29. Thorpe, Margo. Key competencies leading teaching and learning : imagining new possibilities in education.

Degree: 2019, Unitec New Zealand

 RESEARCH QUESTIONS: 1. How do experienced teachers describe the impact of the New Zealand Curriculum competencies on their practice? 2. What is the potential for… (more)

Subjects/Keywords: New Zealand; teaching practice; New Zealand Curriculum; education; teachers; learning; 130313 Teacher Education and Professional Development of Educators; 130202 Curriculum and Pedagogy Theory and Development

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

APA (6th Edition):

Thorpe, M. (2019). Key competencies leading teaching and learning : imagining new possibilities in education. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4634

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):

Thorpe, Margo. “Key competencies leading teaching and learning : imagining new possibilities in education.” 2019. Thesis, Unitec New Zealand. Accessed October 19, 2019. http://hdl.handle.net/10652/4634.

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

MLA Handbook (7th Edition):

Thorpe, Margo. “Key competencies leading teaching and learning : imagining new possibilities in education.” 2019. Web. 19 Oct 2019.

Vancouver:

Thorpe M. Key competencies leading teaching and learning : imagining new possibilities in education. [Internet] [Thesis]. Unitec New Zealand; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10652/4634.

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

Council of Science Editors:

Thorpe M. Key competencies leading teaching and learning : imagining new possibilities in education. [Thesis]. Unitec New Zealand; 2019. Available from: http://hdl.handle.net/10652/4634

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


Kennesaw State University

30. Sanders, Kyle. K-12 Community of Inquiry: A Case Study of K-12 Online Social Studies Teacher Practice in a Virtual School.

Degree: Doctor of Education in Instructional Technology, Instructional Technology, 2019, Kennesaw State University

  Teaching practices, rationales, and roles of experienced online social studies teachers at one fully online high school in the southeastern United States were examined… (more)

Subjects/Keywords: Virtual school; Community of inquiry; Online teachers; Online teacher practices; Virtual pedagogy; Online and Distance Education

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

APA (6th Edition):

Sanders, K. (2019). K-12 Community of Inquiry: A Case Study of K-12 Online Social Studies Teacher Practice in a Virtual School. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/instruceddoc_etd/6

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):

Sanders, Kyle. “K-12 Community of Inquiry: A Case Study of K-12 Online Social Studies Teacher Practice in a Virtual School.” 2019. Thesis, Kennesaw State University. Accessed October 19, 2019. https://digitalcommons.kennesaw.edu/instruceddoc_etd/6.

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

MLA Handbook (7th Edition):

Sanders, Kyle. “K-12 Community of Inquiry: A Case Study of K-12 Online Social Studies Teacher Practice in a Virtual School.” 2019. Web. 19 Oct 2019.

Vancouver:

Sanders K. K-12 Community of Inquiry: A Case Study of K-12 Online Social Studies Teacher Practice in a Virtual School. [Internet] [Thesis]. Kennesaw State University; 2019. [cited 2019 Oct 19]. Available from: https://digitalcommons.kennesaw.edu/instruceddoc_etd/6.

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

Council of Science Editors:

Sanders K. K-12 Community of Inquiry: A Case Study of K-12 Online Social Studies Teacher Practice in a Virtual School. [Thesis]. Kennesaw State University; 2019. Available from: https://digitalcommons.kennesaw.edu/instruceddoc_etd/6

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

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