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Theses/Dissertations from 2013

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Elementary teachers' ideas about, planning for, and implementation of learner-directed and teacher-directed inquiry: a mixed methods study, Mandy Sue Biggers

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Longitudinal analysis of standardized test scores of students in the science writing heuristic approach, Niphon Chanlen

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Effectiveness of using computer-based video instruction (CBVI) in teaching the location of grocery items to students with intellectual disabilities, Minkowan Goo

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Race to the top and the senses of good teaching, Derek Gottlieb

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"Get up and get on": literacy, identity work and stories in the lives of families residing at a homeless shelter, Mary Margaret Jacobs

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Exploring word and strategy knowledge of high school students in a German classroom, Kristin Kuchenbecker

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Stories of crossing borders: identities, place and culture, Yosep Bambang Margono Slamet

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Getting close, letting go, becoming real: civic engagement with preservice art teachers at the House of Hope, Wendy Sue Miller

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Elementary teachers' assessment actions and elementary science education: formative assessment enactment in elementary science, David Riley Pierson

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Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom, Brian Robert John Pinney

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Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach, Nattida Promyod

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Teaching and learning in technical theater: activity, composition and embodiment, Alex Hoobie Schott

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Teaching algebra-based concepts to students with learning disabilities: the effects of preteaching using a gradual instructional sequence, Sarah Jean Watt

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Teacher Challenges, Perceptions, and Use of Science Models in Middle School Classrooms about Climate, Weather, and Energy Concepts, Morgan Brown Yarker

Theses/Dissertations from 2011

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The application of language-game theory to the analysis of science learning: developing an interpretive classroom-level learning framework, Mohammad Ahmadibasir

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Toward authentic audiences : blogging in a high school English classroom, Michael Patrick Ayers

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Investigating the motivations of parents choosing language immersion education for their child, Fatima Baig

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Multimodal representation contributes to the complex development of science literacy in a college biology class, William Drew Bennett

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The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry, Matthew J. Benus

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Stories of international teachers: a narrative inquiry about culturally responsive teaching, Leslie Maureen Cavendish

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Examining the integration of talk and writing for student knowledge construction through argumentation, Ying-Chih Chen

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Examining student-generated questions in an elementary science classroom, Juan Francisco Diaz Jr.

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Orientations of literacy leadership among elementary school principals: demographic and background trends, Bonnie L. Hoewing

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The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach, Jeong Yoon Jang

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Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom: a mixed methods study, Marina V. Kostina

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Second language reading topic familiarity and test score: test-taking strategies for multiple-choice comprehension questions, Jia-Ying Lee

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Critical literacy and the world language classroom: complicating culture education, Anah Victoria Malamut

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An activity-theory analysis of how college students revise after writing center conferences, Samuel Alexander Van Horne