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Theses/Dissertations from 2015

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Aguirre-Mendez, Claudia Patricia (2015), Examining Hispanic students' science learning in an argument-based inquiry classroom

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Carr, Tiffany Ann (2015), Addressing the non-artist's approach to art: a study of pre-service teachers in an art methods course

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Ford, Jeremy W. (2015), Statement verification for science : examining technical adequacy of alternate forms for screening decisions

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Ganzeveld, Paula (2015), Combining quality and curriculum-based measurement : a suggested assessment protocol in writing

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Hensley, Kiersten Kenning (2015), Examining the effects of paper-based and computer-based modes of assessment on mathematics curriculum-based measurement

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Kaldenberg, Erica Rochelle (2015), Efficacy of a sentence writing strategy for postsecondary students with special needs

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Kim, Sungho (2015), An analysis of teacher question types in inquiry-based classroom and traditional classroom settings

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Kuda-Malwathumullage, Chamathca Priyanwada (2015), Impact of technology-infused interactive learning environments on college professors’ instructional decisions and practices

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Liu, Rossina Zamora (2015), The possibilities of public literacy spaces: homeless veterans (and other adults) draft nonfiction and selves inside a community writing workshop

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Lucas, Kristin Goodwin (2015), Effects of an iPad-based early reading intervention with students with complex needs

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McAninch, Melissa Joan (2015), A qualitative study of secondary mathematics teachers' questioning, responses, and perceived influences

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Sulzer, Mark Andrew (2015), Exploring dialogic teaching with middle and secondary English language arts teachers : a reflexive phenomenology

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Vogelgesang, Kari Lynn (2015), A mixed methods study of a technology-based self-monitoring intervention

Theses/Dissertations from 2014

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Beckley, Nicole Marie (2014), Relationships between visual and written narratives in student engagement

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Bilki, Zeynep (2014), A close observation of second language (L2) readers and texts : meaning representation and construction through cohesion

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Çikmaz, Ali (2014), Examining two Turkish teachers' questioning patterns in secondary school science classrooms

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Hong, Hyeri (2014), Social studies educators' professionalism in an age of high stakes accountability : examining teacher-level and school-level characteristics and testing policy associated with teacher authority in the secondary social studies classroom

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Huddle, Sally Mae (2014), The impact of fluency and vocabulary instruction on the reading achievement of adolescent English language learners with reading disabilities

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McNutt, Stephen Bishop (2014), "If I'm so smart...": memories of assessment and the role of standardized testing in forming an intellectual identity

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Park, Yungkeun (2014), Analyzing dilemmas encountered by Korean special school teachers for students with intellectual disabilities in implementing transition services : a qualitative analysis based on the dilemmas framework

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Slagoski, Jeremy Daniel (2014), The adjustment process of sojourning English language teachers

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Stecklein, Jason Jeffrey (2014), Effects of interactive technology, teacher scaffolding and feedback on university students' conceptual development in motion and force concepts

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Tseng, Ching-mei (2014), The effects of the science writing heuristic (SWH) approach versus traditional instruction on yearly critical thinking gain scores in grade 5-8 classrooms

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Wright, Whitney Marcella (2014), Juncture

Theses/Dissertations from 2013

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Biggers, Mandy Sue (2013), Elementary teachers' ideas about, planning for, and implementation of learner-directed and teacher-directed inquiry: a mixed methods study

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Chanlen, Niphon (2013), Longitudinal analysis of standardized test scores of students in the science writing heuristic approach

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Goo, Minkowan (2013), Effectiveness of using computer-based video instruction (CBVI) in teaching the location of grocery items to students with intellectual disabilities

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Gottlieb, Derek (2013), Race to the top and the senses of good teaching

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Jacobs, Mary Margaret (2013), "Get up and get on": literacy, identity work and stories in the lives of families residing at a homeless shelter

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Kuchenbecker, Kristin (2013), Exploring word and strategy knowledge of high school students in a German classroom

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Margono Slamet, Yosep Bambang (2013), Stories of crossing borders: identities, place and culture

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Miller, Wendy Sue (2013), Getting close, letting go, becoming real: civic engagement with preservice art teachers at the House of Hope

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Pierson, David Riley (2013), Elementary teachers' assessment actions and elementary science education: formative assessment enactment in elementary science

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Pinney, Brian Robert John (2013), Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom

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Promyod, Nattida (2013), Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach

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Schott, Alex Hoobie (2013), Teaching and learning in technical theater: activity, composition and embodiment

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Vo, Tina (2013), A middle school science teacher's integration of technology with the science writing heuristic: a case study

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Watt, Sarah Jean (2013), Teaching algebra-based concepts to students with learning disabilities: the effects of preteaching using a gradual instructional sequence

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Yarker, Morgan Brown (2013), Teacher Challenges, Perceptions, and Use of Science Models in Middle School Classrooms about Climate, Weather, and Energy Concepts

Theses/Dissertations from 2012

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Caszatt-Allen, Wendy Lee (2012), In search of the blue note: un/folding imagination in adolescent literacy

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Davis, Thomas Scott (2012), Elementary teachers' responses to the adoption of a published writing curriculum

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Degner, Katherine Marie (2012), Demography as destiny: the role of parental connoisseurship and mathematics course taking patterns among high school students

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Evans, Elizabeth Julie (2012), Managing the foreign language classroom: reflections from the preservice field and beyond

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Jones, Amy Lynn (2012), Emotional factors in history learning via digital history narrative creation

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Kauper, Kathryn Michele (2012), Portraits of good intentions: diversity education in the commonplaces as experienced by preservice social studies teachers

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Laurich, Lindsay Nicole (2012), Haunting moments in technocontexts: a framework for understanding the emergence of power, identities, and emotions

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Moe, Martin Swen (2012), Learning, knowing, and doing classroom assessment: exposure and understanding rates of assessment knowledge among elementary pre-service teachers

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Mroz, Aurore Patricia (2012), Nature of L2 negotiation and co-construction of meaning in a problem-based virtual learning environment: a mixed methods study

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Nyberg, Valerie Nicole (2012), "It tells about the street life": a portrait of a family of African American women who read and discuss urban literature

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Plata Ramirez, Jose Miguel (2012), Language switching: a qualitative clinical study of four second language learners' composing processes

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Teitle, Jennifer Rebecca (2012), Theorizing hang out: unstructured youth programs and the politics of representation

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Yoon, Sae Yeol (2012), Dual processing and discourse space: exploring fifth grade students' language, reasoning, and understanding through writing

Theses/Dissertations from 2011

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Ahmadibasir, Mohammad (2011), The application of language-game theory to the analysis of science learning: developing an interpretive classroom-level learning framework

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Ayers, Michael Patrick (2011), Toward authentic audiences : blogging in a high school English classroom

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Baig, Fatima (2011), Investigating the motivations of parents choosing language immersion education for their child

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Bennett, William Drew (2011), Multimodal representation contributes to the complex development of science literacy in a college biology class

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Benus, Matthew J. (2011), The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry

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Cavendish, Leslie Maureen (2011), Stories of international teachers: a narrative inquiry about culturally responsive teaching

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Chen, Ying-Chih (2011), Examining the integration of talk and writing for student knowledge construction through argumentation

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Diaz, Juan Francisco Jr. (2011), Examining student-generated questions in an elementary science classroom

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Hodgkinson, Todd Michael (2011), Translating sustainability: the design of a secondary charter school

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Hoewing, Bonnie L. (2011), Orientations of literacy leadership among elementary school principals: demographic and background trends

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Jang, Jeong Yoon (2011), The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach

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Kostina, Marina V. (2011), Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom: a mixed methods study

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Lee, Jia-Ying (2011), Second language reading topic familiarity and test score: test-taking strategies for multiple-choice comprehension questions

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Malamut, Anah Victoria (2011), Critical literacy and the world language classroom: complicating culture education

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McKee, Ann Marie (2011), A story of high school inclusion: an ethnographic case study

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No, Seon-Hye (2011), Language socialization in two languages, schoolings, and cultures: a descriptive qualitative case study of Korean immigrant children

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Van Horne, Samuel Alexander (2011), An activity-theory analysis of how college students revise after writing center conferences

Theses/Dissertations from 2003

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Mota de Cabrera, Carmen (2003), Teaching, tutoring, and revision: the experiences of two freshmen ESL students in a rhetoric class