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You searched for subject:(teaching pedagogy). Showing records 1 – 30 of 825 total matches.

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University of Sydney

1. Cid, Lesley Linda. Another Kind of Lesson: An Inside Investigation of Reconciling Classroom Music Pedagogy With Private Piano Teaching .

Degree: 2011, University of Sydney

 This study commenced with an interest to improve my teaching and understand how pitch, rhythm and music reading were taught in the general music classroom… (more)

Subjects/Keywords: Music Pedagogy; Teaching

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APA (6th Edition):

Cid, L. L. (2011). Another Kind of Lesson: An Inside Investigation of Reconciling Classroom Music Pedagogy With Private Piano Teaching . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/7952

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):

Cid, Lesley Linda. “Another Kind of Lesson: An Inside Investigation of Reconciling Classroom Music Pedagogy With Private Piano Teaching .” 2011. Thesis, University of Sydney. Accessed October 18, 2019. http://hdl.handle.net/2123/7952.

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

MLA Handbook (7th Edition):

Cid, Lesley Linda. “Another Kind of Lesson: An Inside Investigation of Reconciling Classroom Music Pedagogy With Private Piano Teaching .” 2011. Web. 18 Oct 2019.

Vancouver:

Cid LL. Another Kind of Lesson: An Inside Investigation of Reconciling Classroom Music Pedagogy With Private Piano Teaching . [Internet] [Thesis]. University of Sydney; 2011. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2123/7952.

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

Council of Science Editors:

Cid LL. Another Kind of Lesson: An Inside Investigation of Reconciling Classroom Music Pedagogy With Private Piano Teaching . [Thesis]. University of Sydney; 2011. Available from: http://hdl.handle.net/2123/7952

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


University of Newcastle

2. Rutkowska, Monika. An identification of past influences and current trends in Australian piano pedagogy.

Degree: MPhil, 2018, University of Newcastle

Masters Research - Master of Philosophy (MPhil)

This thesis looks at a significant but little studied aspect of piano teaching traditions in Australia: the influence… (more)

Subjects/Keywords: piano teaching; pedagogy; piano pedagogy; Australian pedagogy; music education; international teaching

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APA (6th Edition):

Rutkowska, M. (2018). An identification of past influences and current trends in Australian piano pedagogy. (Masters Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1395140

Chicago Manual of Style (16th Edition):

Rutkowska, Monika. “An identification of past influences and current trends in Australian piano pedagogy.” 2018. Masters Thesis, University of Newcastle. Accessed October 18, 2019. http://hdl.handle.net/1959.13/1395140.

MLA Handbook (7th Edition):

Rutkowska, Monika. “An identification of past influences and current trends in Australian piano pedagogy.” 2018. Web. 18 Oct 2019.

Vancouver:

Rutkowska M. An identification of past influences and current trends in Australian piano pedagogy. [Internet] [Masters thesis]. University of Newcastle; 2018. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1959.13/1395140.

Council of Science Editors:

Rutkowska M. An identification of past influences and current trends in Australian piano pedagogy. [Masters Thesis]. University of Newcastle; 2018. Available from: http://hdl.handle.net/1959.13/1395140


University of Melbourne

3. Bacalja, Alexander Victor. Videogames, distinction and subject-English: new paradigms for pedagogy.

Degree: 2017, University of Melbourne

 At a time when the proliferation of videogame ownership and practice has led to greater attention on the consequences of increased engagement with these texts,… (more)

Subjects/Keywords: English teaching; videogames; pedagogy; literacy

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APA (6th Edition):

Bacalja, A. V. (2017). Videogames, distinction and subject-English: new paradigms for pedagogy. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/194245

Chicago Manual of Style (16th Edition):

Bacalja, Alexander Victor. “Videogames, distinction and subject-English: new paradigms for pedagogy.” 2017. Doctoral Dissertation, University of Melbourne. Accessed October 18, 2019. http://hdl.handle.net/11343/194245.

MLA Handbook (7th Edition):

Bacalja, Alexander Victor. “Videogames, distinction and subject-English: new paradigms for pedagogy.” 2017. Web. 18 Oct 2019.

Vancouver:

Bacalja AV. Videogames, distinction and subject-English: new paradigms for pedagogy. [Internet] [Doctoral dissertation]. University of Melbourne; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/11343/194245.

Council of Science Editors:

Bacalja AV. Videogames, distinction and subject-English: new paradigms for pedagogy. [Doctoral Dissertation]. University of Melbourne; 2017. Available from: http://hdl.handle.net/11343/194245


Oklahoma State University

4. Mclean, William J. Two Essays on Increasing the Learning Effectiveness of Economics Education.

Degree: Department of Economics and Legal Studies, 2010, Oklahoma State University

 This study develops, implements, and evaluates a new economics teaching pedagogy based on the U.S. Army's systems approach to training model. Using the approach, tasks… (more)

Subjects/Keywords: assessment; economics; education; pedagogy; teaching

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APA (6th Edition):

Mclean, W. J. (2010). Two Essays on Increasing the Learning Effectiveness of Economics Education. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/6719

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):

Mclean, William J. “Two Essays on Increasing the Learning Effectiveness of Economics Education.” 2010. Thesis, Oklahoma State University. Accessed October 18, 2019. http://hdl.handle.net/11244/6719.

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

MLA Handbook (7th Edition):

Mclean, William J. “Two Essays on Increasing the Learning Effectiveness of Economics Education.” 2010. Web. 18 Oct 2019.

Vancouver:

Mclean WJ. Two Essays on Increasing the Learning Effectiveness of Economics Education. [Internet] [Thesis]. Oklahoma State University; 2010. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/11244/6719.

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

Council of Science Editors:

Mclean WJ. Two Essays on Increasing the Learning Effectiveness of Economics Education. [Thesis]. Oklahoma State University; 2010. Available from: http://hdl.handle.net/11244/6719

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


Loyola University Chicago

5. Scott, Rebecca Glenn. The Master and the Midwife: Levinas and Plato on Teaching.

Degree: PhD, Philosophy, 2017, Loyola University Chicago

  In this dissertation, I examine the concept of teaching as it appears in the work of Emmanuel Levinas. In particular, I show how Levinas's… (more)

Subjects/Keywords: Levinas; Pedagogy; Plato; Teaching; Philosophy

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APA (6th Edition):

Scott, R. G. (2017). The Master and the Midwife: Levinas and Plato on Teaching. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2851

Chicago Manual of Style (16th Edition):

Scott, Rebecca Glenn. “The Master and the Midwife: Levinas and Plato on Teaching.” 2017. Doctoral Dissertation, Loyola University Chicago. Accessed October 18, 2019. https://ecommons.luc.edu/luc_diss/2851.

MLA Handbook (7th Edition):

Scott, Rebecca Glenn. “The Master and the Midwife: Levinas and Plato on Teaching.” 2017. Web. 18 Oct 2019.

Vancouver:

Scott RG. The Master and the Midwife: Levinas and Plato on Teaching. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2017. [cited 2019 Oct 18]. Available from: https://ecommons.luc.edu/luc_diss/2851.

Council of Science Editors:

Scott RG. The Master and the Midwife: Levinas and Plato on Teaching. [Doctoral Dissertation]. Loyola University Chicago; 2017. Available from: https://ecommons.luc.edu/luc_diss/2851


University of Southern California

6. Nordyke, Alison Michelle. Models of teaching: indicators influencing teachers' pedagogical choice.

Degree: EdD, Education, 2011, University of Southern California

 The models of teaching are systematic tools that allow teachers to vary their classroom pedagogical practices to meet the needs of all learners in their… (more)

Subjects/Keywords: models of teaching; pedagogical practices; teaching pedagogy

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APA (6th Edition):

Nordyke, A. M. (2011). Models of teaching: indicators influencing teachers' pedagogical choice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4155

Chicago Manual of Style (16th Edition):

Nordyke, Alison Michelle. “Models of teaching: indicators influencing teachers' pedagogical choice.” 2011. Doctoral Dissertation, University of Southern California. Accessed October 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4155.

MLA Handbook (7th Edition):

Nordyke, Alison Michelle. “Models of teaching: indicators influencing teachers' pedagogical choice.” 2011. Web. 18 Oct 2019.

Vancouver:

Nordyke AM. Models of teaching: indicators influencing teachers' pedagogical choice. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Oct 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4155.

Council of Science Editors:

Nordyke AM. Models of teaching: indicators influencing teachers' pedagogical choice. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4155


Arizona State University

7. Sanchez, Shillana R. Teachers, Texts, and Transactions: Towards a Pedagogy for Teaching Literature.

Degree: PhD, English, 2013, Arizona State University

 A simple passion for reading compels many to enter the university literature classroom. What happens once they arrive may fuel that passion, or possibly destroy… (more)

Subjects/Keywords: Literature; Pedagogy; Higher education; Higher Education; Literature; Pedagogy; Teaching

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APA (6th Edition):

Sanchez, S. R. (2013). Teachers, Texts, and Transactions: Towards a Pedagogy for Teaching Literature. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/20870

Chicago Manual of Style (16th Edition):

Sanchez, Shillana R. “Teachers, Texts, and Transactions: Towards a Pedagogy for Teaching Literature.” 2013. Doctoral Dissertation, Arizona State University. Accessed October 18, 2019. http://repository.asu.edu/items/20870.

MLA Handbook (7th Edition):

Sanchez, Shillana R. “Teachers, Texts, and Transactions: Towards a Pedagogy for Teaching Literature.” 2013. Web. 18 Oct 2019.

Vancouver:

Sanchez SR. Teachers, Texts, and Transactions: Towards a Pedagogy for Teaching Literature. [Internet] [Doctoral dissertation]. Arizona State University; 2013. [cited 2019 Oct 18]. Available from: http://repository.asu.edu/items/20870.

Council of Science Editors:

Sanchez SR. Teachers, Texts, and Transactions: Towards a Pedagogy for Teaching Literature. [Doctoral Dissertation]. Arizona State University; 2013. Available from: http://repository.asu.edu/items/20870

8. -1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.

Degree: PhD, Curriculum and Instruction, 2017, University of Texas – Austin

 The purpose of this study was to understand how social studies teachers interested in critical theory understood it and how it actually emerged in ideology,… (more)

Subjects/Keywords: Social studies; Critical theory; Critical pedagogy; Pedagogy; Education; Teaching

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APA (6th Edition):

-1438-1460. (2017). Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62991

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

Chicago Manual of Style (16th Edition):

-1438-1460. “Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed October 18, 2019. http://hdl.handle.net/2152/62991.

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

MLA Handbook (7th Edition):

-1438-1460. “Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.” 2017. Web. 18 Oct 2019.

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

Vancouver:

-1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2152/62991.

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

Council of Science Editors:

-1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62991

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


Temple University

9. Schrempel, Martha Kratz. Teaching Expressivity at the Piano: History, Signs, and Strategies.

Degree: 2010, Temple University

Music Performance

D.M.A.

This monograph explores the development and variety of signs for musical expression and discusses strategies for identifying and teaching them, enabling students… (more)

Subjects/Keywords: Music; Pedagogy; expressivity; mood; piano; teaching; topics

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APA (6th Edition):

Schrempel, M. K. (2010). Teaching Expressivity at the Piano: History, Signs, and Strategies. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,86718

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):

Schrempel, Martha Kratz. “Teaching Expressivity at the Piano: History, Signs, and Strategies.” 2010. Thesis, Temple University. Accessed October 18, 2019. http://digital.library.temple.edu/u?/p245801coll10,86718.

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

MLA Handbook (7th Edition):

Schrempel, Martha Kratz. “Teaching Expressivity at the Piano: History, Signs, and Strategies.” 2010. Web. 18 Oct 2019.

Vancouver:

Schrempel MK. Teaching Expressivity at the Piano: History, Signs, and Strategies. [Internet] [Thesis]. Temple University; 2010. [cited 2019 Oct 18]. Available from: http://digital.library.temple.edu/u?/p245801coll10,86718.

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

Council of Science Editors:

Schrempel MK. Teaching Expressivity at the Piano: History, Signs, and Strategies. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,86718

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

10. Isabel Cristina de Souza. A perspectiva de tempo futuro e a motivação de estudantes de pedagogia.

Degree: 2008, Universidade Estadual de Londrina

The objective of this paper was to evaluate if the established goals developed for the future by the students of the Pedagogy Course, from a… (more)

Subjects/Keywords: Pedagogia - Motivação escolar; Pedagogy - Study and teaching

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APA (6th Edition):

Souza, I. C. d. (2008). A perspectiva de tempo futuro e a motivação de estudantes de pedagogia. (Thesis). Universidade Estadual de Londrina. Retrieved from http://www.bibliotecadigital.uel.br/document/?code=vtls000135341

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):

Souza, Isabel Cristina de. “A perspectiva de tempo futuro e a motivação de estudantes de pedagogia.” 2008. Thesis, Universidade Estadual de Londrina. Accessed October 18, 2019. http://www.bibliotecadigital.uel.br/document/?code=vtls000135341.

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

MLA Handbook (7th Edition):

Souza, Isabel Cristina de. “A perspectiva de tempo futuro e a motivação de estudantes de pedagogia.” 2008. Web. 18 Oct 2019.

Vancouver:

Souza ICd. A perspectiva de tempo futuro e a motivação de estudantes de pedagogia. [Internet] [Thesis]. Universidade Estadual de Londrina; 2008. [cited 2019 Oct 18]. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000135341.

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

Council of Science Editors:

Souza ICd. A perspectiva de tempo futuro e a motivação de estudantes de pedagogia. [Thesis]. Universidade Estadual de Londrina; 2008. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000135341

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


Youngstown State University

11. Hamrick, Phillip. The Effectiveness of Cognitive Grammar and Traditional Grammar in L1 Pedagogy: An Empirical Test.

Degree: MAin English, Department of English, 2008, Youngstown State University

 This thesis adds to the field of Applied Cognitive Linguistics by testing empirically the effectiveness of Cognitive Grammar L1 pedagogy (particularly with English and/or composition… (more)

Subjects/Keywords: Linguistics; Teaching; Cognitive Linguistics; Language; Pedagogy

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APA (6th Edition):

Hamrick, P. (2008). The Effectiveness of Cognitive Grammar and Traditional Grammar in L1 Pedagogy: An Empirical Test. (Masters Thesis). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1212177577

Chicago Manual of Style (16th Edition):

Hamrick, Phillip. “The Effectiveness of Cognitive Grammar and Traditional Grammar in L1 Pedagogy: An Empirical Test.” 2008. Masters Thesis, Youngstown State University. Accessed October 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1212177577.

MLA Handbook (7th Edition):

Hamrick, Phillip. “The Effectiveness of Cognitive Grammar and Traditional Grammar in L1 Pedagogy: An Empirical Test.” 2008. Web. 18 Oct 2019.

Vancouver:

Hamrick P. The Effectiveness of Cognitive Grammar and Traditional Grammar in L1 Pedagogy: An Empirical Test. [Internet] [Masters thesis]. Youngstown State University; 2008. [cited 2019 Oct 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1212177577.

Council of Science Editors:

Hamrick P. The Effectiveness of Cognitive Grammar and Traditional Grammar in L1 Pedagogy: An Empirical Test. [Masters Thesis]. Youngstown State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1212177577


California State University – Sacramento

12. Copsey, Catherine Jeanne. A comparison of preprinted and write-on response cards in higher education.

Degree: MA, Psychology (Applied Behavior Analysis, 2019, California State University – Sacramento

 This study compared the benefits of preprinted vs. write-on response cards in two undergraduate psychology courses using an alternating treatments design blocked by content unit.… (more)

Subjects/Keywords: Pedagogy; College teaching; Active student responding

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APA (6th Edition):

Copsey, C. J. (2019). A comparison of preprinted and write-on response cards in higher education. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/207974

Chicago Manual of Style (16th Edition):

Copsey, Catherine Jeanne. “A comparison of preprinted and write-on response cards in higher education.” 2019. Masters Thesis, California State University – Sacramento. Accessed October 18, 2019. http://hdl.handle.net/10211.3/207974.

MLA Handbook (7th Edition):

Copsey, Catherine Jeanne. “A comparison of preprinted and write-on response cards in higher education.” 2019. Web. 18 Oct 2019.

Vancouver:

Copsey CJ. A comparison of preprinted and write-on response cards in higher education. [Internet] [Masters thesis]. California State University – Sacramento; 2019. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10211.3/207974.

Council of Science Editors:

Copsey CJ. A comparison of preprinted and write-on response cards in higher education. [Masters Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/207974


University of Manchester

13. Swanson, David. Vygotsky's theory of scientific concepts and connectionist teaching in mathematics.

Degree: PhD, 2016, University of Manchester

 This thesis can be described in various terms. It is a translation of Vygotsky's theory of scientific concepts, in reality a theory of development, into… (more)

Subjects/Keywords: Pedagogy; Mathematics; Teaching; Vygotsky; Scientific concepts

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APA (6th Edition):

Swanson, D. (2016). Vygotsky's theory of scientific concepts and connectionist teaching in mathematics. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/vygotskys-theory-of-scientific-concepts-and-connectionist-teaching-in-mathematics(3e2fb24f-70bf-4dc0-8282-aff6fb8e3a64).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764413

Chicago Manual of Style (16th Edition):

Swanson, David. “Vygotsky's theory of scientific concepts and connectionist teaching in mathematics.” 2016. Doctoral Dissertation, University of Manchester. Accessed October 18, 2019. https://www.research.manchester.ac.uk/portal/en/theses/vygotskys-theory-of-scientific-concepts-and-connectionist-teaching-in-mathematics(3e2fb24f-70bf-4dc0-8282-aff6fb8e3a64).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764413.

MLA Handbook (7th Edition):

Swanson, David. “Vygotsky's theory of scientific concepts and connectionist teaching in mathematics.” 2016. Web. 18 Oct 2019.

Vancouver:

Swanson D. Vygotsky's theory of scientific concepts and connectionist teaching in mathematics. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Oct 18]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/vygotskys-theory-of-scientific-concepts-and-connectionist-teaching-in-mathematics(3e2fb24f-70bf-4dc0-8282-aff6fb8e3a64).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764413.

Council of Science Editors:

Swanson D. Vygotsky's theory of scientific concepts and connectionist teaching in mathematics. [Doctoral Dissertation]. University of Manchester; 2016. Available from: https://www.research.manchester.ac.uk/portal/en/theses/vygotskys-theory-of-scientific-concepts-and-connectionist-teaching-in-mathematics(3e2fb24f-70bf-4dc0-8282-aff6fb8e3a64).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764413


University of North Carolina – Greensboro

14. Lovett, Stephanie Jane. World religions: seeing with, not looking at.

Degree: 2016, University of North Carolina – Greensboro

 The traditional World Religions construct instantiates a nineteenth-century, Christian, male, Western worldview. Despite its apparent objectivity, it catalogues the peoples of the world according to… (more)

Subjects/Keywords: Religions – Study and teaching; Critical pedagogy

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APA (6th Edition):

Lovett, S. J. (2016). World religions: seeing with, not looking at. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000

Chicago Manual of Style (16th Edition):

Lovett, Stephanie Jane. “World religions: seeing with, not looking at.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed October 18, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000.

MLA Handbook (7th Edition):

Lovett, Stephanie Jane. “World religions: seeing with, not looking at.” 2016. Web. 18 Oct 2019.

Vancouver:

Lovett SJ. World religions: seeing with, not looking at. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Oct 18]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000.

Council of Science Editors:

Lovett SJ. World religions: seeing with, not looking at. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000


University of Manchester

15. Swanson, David. Vygotsky's theory of scientific concepts and connectionist teaching in mathematics.

Degree: 2016, University of Manchester

 This thesis can be described in various terms. It is a translation of Vygotsky's theory of scientific concepts, in reality a theory of development, into… (more)

Subjects/Keywords: Vygotsky; Scientific concepts; Mathematics; Pedagogy; Teaching

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APA (6th Edition):

Swanson, D. (2016). Vygotsky's theory of scientific concepts and connectionist teaching in mathematics. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:296839

Chicago Manual of Style (16th Edition):

Swanson, David. “Vygotsky's theory of scientific concepts and connectionist teaching in mathematics.” 2016. Doctoral Dissertation, University of Manchester. Accessed October 18, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:296839.

MLA Handbook (7th Edition):

Swanson, David. “Vygotsky's theory of scientific concepts and connectionist teaching in mathematics.” 2016. Web. 18 Oct 2019.

Vancouver:

Swanson D. Vygotsky's theory of scientific concepts and connectionist teaching in mathematics. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Oct 18]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:296839.

Council of Science Editors:

Swanson D. Vygotsky's theory of scientific concepts and connectionist teaching in mathematics. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:296839


University of Edinburgh

16. Payne Tofte, Elizabeth. A multi-method examination of landscape studio problem-solving pedagogy as scholarly work on teaching and learning literature.

Degree: PhD, 2015, University of Edinburgh

 This study examined how the landscape studio has supported scholarly problem-solving pedagogy. Examination was limited to studio-educators’ published pedagogical research on problem-solving topics and on… (more)

Subjects/Keywords: 712; landscape studio; problem solving; pedagogy; teaching

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APA (6th Edition):

Payne Tofte, E. (2015). A multi-method examination of landscape studio problem-solving pedagogy as scholarly work on teaching and learning literature. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/21694

Chicago Manual of Style (16th Edition):

Payne Tofte, Elizabeth. “A multi-method examination of landscape studio problem-solving pedagogy as scholarly work on teaching and learning literature.” 2015. Doctoral Dissertation, University of Edinburgh. Accessed October 18, 2019. http://hdl.handle.net/1842/21694.

MLA Handbook (7th Edition):

Payne Tofte, Elizabeth. “A multi-method examination of landscape studio problem-solving pedagogy as scholarly work on teaching and learning literature.” 2015. Web. 18 Oct 2019.

Vancouver:

Payne Tofte E. A multi-method examination of landscape studio problem-solving pedagogy as scholarly work on teaching and learning literature. [Internet] [Doctoral dissertation]. University of Edinburgh; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1842/21694.

Council of Science Editors:

Payne Tofte E. A multi-method examination of landscape studio problem-solving pedagogy as scholarly work on teaching and learning literature. [Doctoral Dissertation]. University of Edinburgh; 2015. Available from: http://hdl.handle.net/1842/21694


University of Illinois – Urbana-Champaign

17. Gladden, Matthew. A survey of elementary piano repertoire: A piano instructor’s resource.

Degree: A.Mus.D., Music, 2017, University of Illinois – Urbana-Champaign

 This project opens with the premise that some piano instructors are unaware of or don’t have immediate access to elementary literature written by notable composers… (more)

Subjects/Keywords: Piano pedagogy; Elementary piano; Piano teaching

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

APA (6th Edition):

Gladden, M. (2017). A survey of elementary piano repertoire: A piano instructor’s resource. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99390

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):

Gladden, Matthew. “A survey of elementary piano repertoire: A piano instructor’s resource.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed October 18, 2019. http://hdl.handle.net/2142/99390.

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

MLA Handbook (7th Edition):

Gladden, Matthew. “A survey of elementary piano repertoire: A piano instructor’s resource.” 2017. Web. 18 Oct 2019.

Vancouver:

Gladden M. A survey of elementary piano repertoire: A piano instructor’s resource. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2142/99390.

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

Council of Science Editors:

Gladden M. A survey of elementary piano repertoire: A piano instructor’s resource. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99390

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


University of Rochester

18. Shaw, Marjorie Hodges (1966 - ). Coaching as a form of instruction and a component of medical ethics education.

Degree: PhD, 2011, University of Rochester

 American medical schools do not have a model approach for teaching and learning medical ethics. The literature on medical ethics instruction identifies the recent revisions… (more)

Subjects/Keywords: Education; Medical education; Pedagogy; Coaching; Teaching; Instruction

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

APA (6th Edition):

Shaw, M. H. (. -. ). (2011). Coaching as a form of instruction and a component of medical ethics education. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/14767

Chicago Manual of Style (16th Edition):

Shaw, Marjorie Hodges (1966 - ). “Coaching as a form of instruction and a component of medical ethics education.” 2011. Doctoral Dissertation, University of Rochester. Accessed October 18, 2019. http://hdl.handle.net/1802/14767.

MLA Handbook (7th Edition):

Shaw, Marjorie Hodges (1966 - ). “Coaching as a form of instruction and a component of medical ethics education.” 2011. Web. 18 Oct 2019.

Vancouver:

Shaw MH(-). Coaching as a form of instruction and a component of medical ethics education. [Internet] [Doctoral dissertation]. University of Rochester; 2011. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1802/14767.

Council of Science Editors:

Shaw MH(-). Coaching as a form of instruction and a component of medical ethics education. [Doctoral Dissertation]. University of Rochester; 2011. Available from: http://hdl.handle.net/1802/14767


Boston College

19. Alvarez, Francis Dizon. The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms.

Degree: PhD, Religious Education and Pastoral Ministry, 2017, Boston College

 How does one teach Scripture in a way that leads to transformation? To answer that question, this study limits the matter to the Psalter and… (more)

Subjects/Keywords: Pedagogy; Practice; Psalms; Teaching Scripture; Transformative Learning

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APA (6th Edition):

Alvarez, F. D. (2017). The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107369

Chicago Manual of Style (16th Edition):

Alvarez, Francis Dizon. “The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms.” 2017. Doctoral Dissertation, Boston College. Accessed October 18, 2019. http://dlib.bc.edu/islandora/object/bc-ir:107369.

MLA Handbook (7th Edition):

Alvarez, Francis Dizon. “The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms.” 2017. Web. 18 Oct 2019.

Vancouver:

Alvarez FD. The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms. [Internet] [Doctoral dissertation]. Boston College; 2017. [cited 2019 Oct 18]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107369.

Council of Science Editors:

Alvarez FD. The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms. [Doctoral Dissertation]. Boston College; 2017. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107369


University of Miami

20. Seidner, Lee Thomas. Setting Your Clarinet Students Up for Success: A Clarinet Fundamentals Guide for Band Directors.

Degree: DMA, Instrumental Performance (Music), 2019, University of Miami

 The purpose of this study was to identify the specific fundamental skills of clarinet playing that need the most support in middle and high school… (more)

Subjects/Keywords: clarinet; band directors; music; woodwinds; pedagogy; teaching

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APA (6th Edition):

Seidner, L. T. (2019). Setting Your Clarinet Students Up for Success: A Clarinet Fundamentals Guide for Band Directors. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/2278

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):

Seidner, Lee Thomas. “Setting Your Clarinet Students Up for Success: A Clarinet Fundamentals Guide for Band Directors.” 2019. Thesis, University of Miami. Accessed October 18, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/2278.

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

MLA Handbook (7th Edition):

Seidner, Lee Thomas. “Setting Your Clarinet Students Up for Success: A Clarinet Fundamentals Guide for Band Directors.” 2019. Web. 18 Oct 2019.

Vancouver:

Seidner LT. Setting Your Clarinet Students Up for Success: A Clarinet Fundamentals Guide for Band Directors. [Internet] [Thesis]. University of Miami; 2019. [cited 2019 Oct 18]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/2278.

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

Council of Science Editors:

Seidner LT. Setting Your Clarinet Students Up for Success: A Clarinet Fundamentals Guide for Band Directors. [Thesis]. University of Miami; 2019. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/2278

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


University of Toronto

21. Longo, Giuseppe. Pragmatism and Teaching Philosophy: An Inquiry into Truth, Relativism and Practice.

Degree: 2013, University of Toronto

When applied to problems in teaching philosophy, pragmatism improves philosophical teaching. It does so by deflating and clarifying the meaning of its problems and providing… (more)

Subjects/Keywords: Pragmatism; Teaching Philosophy; Truth; Relativism; Pedagogy; 0998

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

APA (6th Edition):

Longo, G. (2013). Pragmatism and Teaching Philosophy: An Inquiry into Truth, Relativism and Practice. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70000

Chicago Manual of Style (16th Edition):

Longo, Giuseppe. “Pragmatism and Teaching Philosophy: An Inquiry into Truth, Relativism and Practice.” 2013. Masters Thesis, University of Toronto. Accessed October 18, 2019. http://hdl.handle.net/1807/70000.

MLA Handbook (7th Edition):

Longo, Giuseppe. “Pragmatism and Teaching Philosophy: An Inquiry into Truth, Relativism and Practice.” 2013. Web. 18 Oct 2019.

Vancouver:

Longo G. Pragmatism and Teaching Philosophy: An Inquiry into Truth, Relativism and Practice. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1807/70000.

Council of Science Editors:

Longo G. Pragmatism and Teaching Philosophy: An Inquiry into Truth, Relativism and Practice. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/70000


University of Texas – Austin

22. -3703-4963. Teaching literacy during student teaching : a multicase study of asset-based and humanizing teaching.

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

 This study focused on alternative ways of seeing students and engaging in asset-based and humanizing teaching pedagogies, what I call asset-based and humanizing stances, in… (more)

Subjects/Keywords: Preservice teacher education; Student teaching; Humanizing pedagogy

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APA (6th Edition):

-3703-4963. (2019). Teaching literacy during student teaching : a multicase study of asset-based and humanizing teaching. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2862

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

Chicago Manual of Style (16th Edition):

-3703-4963. “Teaching literacy during student teaching : a multicase study of asset-based and humanizing teaching.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed October 18, 2019. http://dx.doi.org/10.26153/tsw/2862.

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

MLA Handbook (7th Edition):

-3703-4963. “Teaching literacy during student teaching : a multicase study of asset-based and humanizing teaching.” 2019. Web. 18 Oct 2019.

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

Vancouver:

-3703-4963. Teaching literacy during student teaching : a multicase study of asset-based and humanizing teaching. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Oct 18]. Available from: http://dx.doi.org/10.26153/tsw/2862.

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

Council of Science Editors:

-3703-4963. Teaching literacy during student teaching : a multicase study of asset-based and humanizing teaching. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2862

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


Edith Cowan University

23. Standley, Tamara Nicole. Video cued teacher reflection to guide enhancement of student engagement in a specialist primary classroom.

Degree: 2019, Edith Cowan University

 Specialist primary teachers confront the challenging task of teaching extensive learning content of the Western Australian Curriculum, within limited weekly timetabled lessons. This was the… (more)

Subjects/Keywords: teaching pedagogy; reflection; engagement; video technology; Education

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

APA (6th Edition):

Standley, T. N. (2019). Video cued teacher reflection to guide enhancement of student engagement in a specialist primary classroom. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/2240

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):

Standley, Tamara Nicole. “Video cued teacher reflection to guide enhancement of student engagement in a specialist primary classroom.” 2019. Thesis, Edith Cowan University. Accessed October 18, 2019. https://ro.ecu.edu.au/theses/2240.

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

MLA Handbook (7th Edition):

Standley, Tamara Nicole. “Video cued teacher reflection to guide enhancement of student engagement in a specialist primary classroom.” 2019. Web. 18 Oct 2019.

Vancouver:

Standley TN. Video cued teacher reflection to guide enhancement of student engagement in a specialist primary classroom. [Internet] [Thesis]. Edith Cowan University; 2019. [cited 2019 Oct 18]. Available from: https://ro.ecu.edu.au/theses/2240.

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

Council of Science Editors:

Standley TN. Video cued teacher reflection to guide enhancement of student engagement in a specialist primary classroom. [Thesis]. Edith Cowan University; 2019. Available from: https://ro.ecu.edu.au/theses/2240

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


Penn State University

24. Gockley, Brian. A Study of Faculty Teaching Activities at the Undergraduate Level.

Degree: 2017, Penn State University

 Faculty at Bucknell, similar to those at most colleges and universities worldwide, have traditionally begun their careers with a limited understanding of the teaching practices… (more)

Subjects/Keywords: teaching activities; adoption rates; undergraduate teaching; faculty teaching; teaching surveys; pedagogy; teaching methods; teaching practices; activities; adoption; teaching; faculty; methods; practices

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APA (6th Edition):

Gockley, B. (2017). A Study of Faculty Teaching Activities at the Undergraduate Level. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13725bdg169

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):

Gockley, Brian. “A Study of Faculty Teaching Activities at the Undergraduate Level.” 2017. Thesis, Penn State University. Accessed October 18, 2019. https://etda.libraries.psu.edu/catalog/13725bdg169.

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

MLA Handbook (7th Edition):

Gockley, Brian. “A Study of Faculty Teaching Activities at the Undergraduate Level.” 2017. Web. 18 Oct 2019.

Vancouver:

Gockley B. A Study of Faculty Teaching Activities at the Undergraduate Level. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Oct 18]. Available from: https://etda.libraries.psu.edu/catalog/13725bdg169.

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

Council of Science Editors:

Gockley B. A Study of Faculty Teaching Activities at the Undergraduate Level. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/13725bdg169

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


University of Cincinnati

25. Buterbaugh Walz, Ivy. Training the 21st Century Voice Teacher: An Overview and Curriculum Survey of the Undergraduate Experience.

Degree: DMA, College-Conservatory of Music: Voice, 2014, University of Cincinnati

 This document examines the current status of voice teacher education in the 21st century, focusing on the undergraduate experience as an important first step, and… (more)

Subjects/Keywords: Music; vocal pedagogy; training voice teachers; excellence voice teaching; twenty first century vocal pedagogy; vocal pedagogy curriculum; undergraduate vocal pedagogy

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APA (6th Edition):

Buterbaugh Walz, I. (2014). Training the 21st Century Voice Teacher: An Overview and Curriculum Survey of the Undergraduate Experience. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1394725201

Chicago Manual of Style (16th Edition):

Buterbaugh Walz, Ivy. “Training the 21st Century Voice Teacher: An Overview and Curriculum Survey of the Undergraduate Experience.” 2014. Doctoral Dissertation, University of Cincinnati. Accessed October 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1394725201.

MLA Handbook (7th Edition):

Buterbaugh Walz, Ivy. “Training the 21st Century Voice Teacher: An Overview and Curriculum Survey of the Undergraduate Experience.” 2014. Web. 18 Oct 2019.

Vancouver:

Buterbaugh Walz I. Training the 21st Century Voice Teacher: An Overview and Curriculum Survey of the Undergraduate Experience. [Internet] [Doctoral dissertation]. University of Cincinnati; 2014. [cited 2019 Oct 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1394725201.

Council of Science Editors:

Buterbaugh Walz I. Training the 21st Century Voice Teacher: An Overview and Curriculum Survey of the Undergraduate Experience. [Doctoral Dissertation]. University of Cincinnati; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1394725201


Kansas State University

26. Vaca-Cárdenas, Mónica Elva. Experiences and pedagogy: a qualitative case study that examines teaching experiences, philosophies, and best practices of University Distinguished Teaching Scholars at Kansas State University.

Degree: PhD, Curriculum and Instruction, 2017, Kansas State University

 This qualitative case study examined how successful professors who were awarded the Coffman Chair for University Distinguished Teaching Scholars at Kansas State University describe their… (more)

Subjects/Keywords: Teaching and learning; Teaching experiences; Teaching philosophies; Teaching best practices; Pedagogy; Undergraduate

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APA (6th Edition):

Vaca-Cárdenas, M. E. (2017). Experiences and pedagogy: a qualitative case study that examines teaching experiences, philosophies, and best practices of University Distinguished Teaching Scholars at Kansas State University. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/38422

Chicago Manual of Style (16th Edition):

Vaca-Cárdenas, Mónica Elva. “Experiences and pedagogy: a qualitative case study that examines teaching experiences, philosophies, and best practices of University Distinguished Teaching Scholars at Kansas State University.” 2017. Doctoral Dissertation, Kansas State University. Accessed October 18, 2019. http://hdl.handle.net/2097/38422.

MLA Handbook (7th Edition):

Vaca-Cárdenas, Mónica Elva. “Experiences and pedagogy: a qualitative case study that examines teaching experiences, philosophies, and best practices of University Distinguished Teaching Scholars at Kansas State University.” 2017. Web. 18 Oct 2019.

Vancouver:

Vaca-Cárdenas ME. Experiences and pedagogy: a qualitative case study that examines teaching experiences, philosophies, and best practices of University Distinguished Teaching Scholars at Kansas State University. [Internet] [Doctoral dissertation]. Kansas State University; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2097/38422.

Council of Science Editors:

Vaca-Cárdenas ME. Experiences and pedagogy: a qualitative case study that examines teaching experiences, philosophies, and best practices of University Distinguished Teaching Scholars at Kansas State University. [Doctoral Dissertation]. Kansas State University; 2017. Available from: http://hdl.handle.net/2097/38422


Columbia University

27. Pirsch, Moira. It’s Lit: A Critical Qualitative Case Study on the Intersections of Hip Hop Education, Spirituality, and Race.

Degree: 2018, Columbia University

 This dissertation is a qualitative case study exploring the understandings, beliefs, and practices of Youth Spoken Word Poetry (YSW) educators who work within the field… (more)

Subjects/Keywords: Education; Spirituality; Education – Study and teaching; Teaching; Hip-hop; Critical pedagogy

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APA (6th Edition):

Pirsch, M. (2018). It’s Lit: A Critical Qualitative Case Study on the Intersections of Hip Hop Education, Spirituality, and Race. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D80G52K6

Chicago Manual of Style (16th Edition):

Pirsch, Moira. “It’s Lit: A Critical Qualitative Case Study on the Intersections of Hip Hop Education, Spirituality, and Race.” 2018. Doctoral Dissertation, Columbia University. Accessed October 18, 2019. https://doi.org/10.7916/D80G52K6.

MLA Handbook (7th Edition):

Pirsch, Moira. “It’s Lit: A Critical Qualitative Case Study on the Intersections of Hip Hop Education, Spirituality, and Race.” 2018. Web. 18 Oct 2019.

Vancouver:

Pirsch M. It’s Lit: A Critical Qualitative Case Study on the Intersections of Hip Hop Education, Spirituality, and Race. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Oct 18]. Available from: https://doi.org/10.7916/D80G52K6.

Council of Science Editors:

Pirsch M. It’s Lit: A Critical Qualitative Case Study on the Intersections of Hip Hop Education, Spirituality, and Race. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D80G52K6


The Ohio State University

28. Haberkern, Kerry Ann. Observations of Bassoon Playing in Malmo, Sweden and Copenhagen, Denmark.

Degree: DMA, Music, 2013, The Ohio State University

 Over the course of two weeks in the spring of 2013, the author observed and interviewed bassoonists in Malmo, Sweden and Copenhagen, Denmark. The purpose… (more)

Subjects/Keywords: Music; Pedagogy; Performing Arts; Scandinavian Studies; bassoon; pedagogy; Sweden; Scandinavia; teaching; Denmark

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

APA (6th Edition):

Haberkern, K. A. (2013). Observations of Bassoon Playing in Malmo, Sweden and Copenhagen, Denmark. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1376948169

Chicago Manual of Style (16th Edition):

Haberkern, Kerry Ann. “Observations of Bassoon Playing in Malmo, Sweden and Copenhagen, Denmark.” 2013. Doctoral Dissertation, The Ohio State University. Accessed October 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376948169.

MLA Handbook (7th Edition):

Haberkern, Kerry Ann. “Observations of Bassoon Playing in Malmo, Sweden and Copenhagen, Denmark.” 2013. Web. 18 Oct 2019.

Vancouver:

Haberkern KA. Observations of Bassoon Playing in Malmo, Sweden and Copenhagen, Denmark. [Internet] [Doctoral dissertation]. The Ohio State University; 2013. [cited 2019 Oct 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1376948169.

Council of Science Editors:

Haberkern KA. Observations of Bassoon Playing in Malmo, Sweden and Copenhagen, Denmark. [Doctoral Dissertation]. The Ohio State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1376948169


George Mason University

29. Walter, Rebecca A. Contesting and Negotiating Social Space in the Classroom: A Case Study that Examines and Explores Power in Two Communication Classrooms at One University .

Degree: 2011, George Mason University

 This dissertation examines and explores the negotiation of hegemonic power structures in two Communication classrooms. This project, an exploratory case study, investigates the classrooms of… (more)

Subjects/Keywords: critical pedagogy; engaged pedagogy; identity negotiation; classroom social space; transformational teaching; contesting classroom

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APA (6th Edition):

Walter, R. A. (2011). Contesting and Negotiating Social Space in the Classroom: A Case Study that Examines and Explores Power in Two Communication Classrooms at One University . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/6246

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):

Walter, Rebecca A. “Contesting and Negotiating Social Space in the Classroom: A Case Study that Examines and Explores Power in Two Communication Classrooms at One University .” 2011. Thesis, George Mason University. Accessed October 18, 2019. http://hdl.handle.net/1920/6246.

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

MLA Handbook (7th Edition):

Walter, Rebecca A. “Contesting and Negotiating Social Space in the Classroom: A Case Study that Examines and Explores Power in Two Communication Classrooms at One University .” 2011. Web. 18 Oct 2019.

Vancouver:

Walter RA. Contesting and Negotiating Social Space in the Classroom: A Case Study that Examines and Explores Power in Two Communication Classrooms at One University . [Internet] [Thesis]. George Mason University; 2011. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1920/6246.

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

Council of Science Editors:

Walter RA. Contesting and Negotiating Social Space in the Classroom: A Case Study that Examines and Explores Power in Two Communication Classrooms at One University . [Thesis]. George Mason University; 2011. Available from: http://hdl.handle.net/1920/6246

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


University of Wisconsin – Milwaukee

30. Anastasia, Andrew G. Teaching Discomfort: Students' and Teachers' Descriptions of Discomfort in First-year Writing Classes.

Degree: PhD, English, 2015, University of Wisconsin – Milwaukee

  “Teaching Discomfort: Students’ and Teachers’ Descriptions of Discomfort in First-Year Writing Classes” uses qualitative research in first-year composition classes to argue that the experiences… (more)

Subjects/Keywords: Composition Pedagogy; Composition Studies; Discomfort and Writing; Emotion; Pedagogy of Discomfort; Teaching Discomfort; Education; Rhetoric

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

APA (6th Edition):

Anastasia, A. G. (2015). Teaching Discomfort: Students' and Teachers' Descriptions of Discomfort in First-year Writing Classes. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/853

Chicago Manual of Style (16th Edition):

Anastasia, Andrew G. “Teaching Discomfort: Students' and Teachers' Descriptions of Discomfort in First-year Writing Classes.” 2015. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed October 18, 2019. https://dc.uwm.edu/etd/853.

MLA Handbook (7th Edition):

Anastasia, Andrew G. “Teaching Discomfort: Students' and Teachers' Descriptions of Discomfort in First-year Writing Classes.” 2015. Web. 18 Oct 2019.

Vancouver:

Anastasia AG. Teaching Discomfort: Students' and Teachers' Descriptions of Discomfort in First-year Writing Classes. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2015. [cited 2019 Oct 18]. Available from: https://dc.uwm.edu/etd/853.

Council of Science Editors:

Anastasia AG. Teaching Discomfort: Students' and Teachers' Descriptions of Discomfort in First-year Writing Classes. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2015. Available from: https://dc.uwm.edu/etd/853

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