Dissertations / Theses on the topic 'Classroom Experiences'
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Brown, Glenda Maria. "College Instructors' Experiences Transitioning to Inverted Classroom Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3433.
Full textPeddle, Anthony M. "Teachers' Positive ACE Scores and Their Informed Classroom Practices." Ashland University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland158869472069221.
Full textRobinson, Heather A. "Faculty Experiences with Collaborative Learning in the Online Classroom." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862814/.
Full textMohapi, Soane Joyce. "The influence of educators' life experiences on classroom discipline practices." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05192008-184034.
Full textBiscotte, Stephen Michael. "Exploring Aesthetic Experiences in the Undergraduate General Education Science Classroom." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73413.
Full textPh. D.
Tawakoul, Alaa Jamal. "Saudi Students’ Communication Experiences in the American College Classroom Context." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1545389393941488.
Full textDesoto-Strickland, Kathleen. "Kindergarten Teachers' Lived Experiences Regarding Classroom Assessment| A Phenomenological Study." Thesis, New Mexico State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=11009982.
Full textThis qualitative, phenomenological study explored the lived experiences of four state licensed kindergarten teachers with regard to classroom assessment. The purpose of the inquiry was to gain understanding of classroom assessment and its intersection with teacher's practices. The study question was, "What are the lived experiences of state licensed kindergarten teachers with regard to classroom assessment?" A critical theory theoretical framework structured and guided the study.
• Using the reduction methods as suggested by Van Manen (2014) allowed the researcher to enter a space of openness and understand the teachers' lived experiences with classroom assessment practices. The use of this phenomenological process resulted in the unveiling of four major themes teacher agency, the absence of developmentally appropriate practice, teachers feelings/knowing of assessment and the damage from early childhood assessment.
Research on early childhood education assessment and teacher practice is a timely endeavor as more children enter schools, daycares, or other means of childcare. Policy makers just like early childhood "creators" of assessment tools need to be mindful of the children first; and acknowledge and understand the place that children and teachers hold when they are making decisions of such importance.
Malz, Regina. "Special Education Teachers' Experiences Integrating Mobile Devices in their Classroom." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7695.
Full textSanusi, Jumoke O. "An exploratory study of undergraduate classroom experiences and occupational attainment in alumni satisfaction with university experiences." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4739.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 28, 2008) Vita. Includes bibliographical references.
Jones, Thomas L. "Middle School Teachers' and Administrators' Experiences When Students Transition." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7020.
Full textWood, John Paul. "Classroom Strategies and Techniques from the Experiences of Veteran Art Educators." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/art_design_theses/29.
Full textRead, Katherine Cox. "Students' Lived Experiences in Women's College Classrooms: A Phenomenological Study." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/78787.
Full textPh. D.
Heard, John Marlon. "My Experiences Incorporating Constructivist Teaching Strategies within an Art Education Classroom." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/14.
Full textKim, Won. "Language through literature : real language experiences in an ESL adult classroom." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7217.
Full textMangione, Lauren Margaret. "Experiences of Science Education Graduate Students in the Critical Voices Classroom." Thesis, Teachers College, Columbia University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13428285.
Full textScience teachers in the United States are not prepared to teach the students in their classrooms. Teachers are most often White females, while the children in their classrooms are from diverse backgrounds. Multicultural pedagogies exist, but teachers must be educated during their teacher preparation courses to understand their own relationship with race before they can enact such pedagogies in their classrooms. This qualitative study sought to examine the lived experiences of eight science education doctoral students in a course called Critical Voices in Teacher Education, through the qualitative method approach of transcendental phenomenology. The participants’ experiences were examined through three theoretical frameworks: transformative learning theory, White racial identity, and racial literacy. Interviews, field notes, and student reflections were used to collect data for this phenomenological study. The findings showed that through the process of critical reflection and group discussion, participants had a transformative experience in which their racial identities developed, and perceptions of students and curriculum shifted to include multicultural pedagogical approaches. The findings from this study supported the idea that teacher education programs must use racial identity development and multicultural curriculum as a foundation for all education programs.
Hamady, Christopher M. "High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1564608421089315.
Full textEvanshen, Pamela, and Janet Faulk. "Looking Through a Lens: Arranging the Classroom for Social Learning Experiences." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4354.
Full textWelch, Heidi. "High School Band Directors' Experiences Using Social Media in the Classroom." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6956.
Full textMiccoli, Laura Stella. "Learning English as a Foreign Language in Brazil, a joint investigation of learners' experiences in a university classroom, or, going to the depths of learners' classroom experiences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ28294.pdf.
Full textKleinfeld, Elizabeth Neuleib Janice. "Dissonance and excess four students' experiences of revision in a composition classroom /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276391281&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181310403&clientId=43838.
Full textTitle from title page screen, viewed on June 8, 2007. Dissertation Committee: Janice Neuleib (chair), Ronald Fortune, Bob Broad. Includes bibliographical references (leaves 270-280) and abstract. Also available in print.
Almaraz, Mirella. "Bilingual early care and education teachers| Applying personal experiences to classroom practice." Thesis, Mills College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3683319.
Full textThis qualitative study was exploratory in nature. The goals were to examine: (a) if and how bilingual early care and education (ECE) teachers perceived their personal second- language learning experiences to have informed their practices in the classroom, and (b) to explore the teachers' experiences working in classrooms with children who spoke multiple home languages. The following research questions were addressed: (1) What are bilingual ECE teachers' teaching practices with children who are dual language learners (DLL)? (2) In what ways do bilingual ECE teachers' second language learning experiences influence their teaching practices with DLL children? The nine female ECE teachers participating in this study were bi- or multilingual, had completed a college-level degree, and had at least 3 years of experience working in ECE. Data sources included a Participant Demographic Questionnaire, two observations, an interview, a reflection activity, and follow-up letters. Results identified the use of several best practices for working with DLLs, and classroom practice was found to be empathetic, inclusive, and encouraging of children to maintain their home language. Overarching findings showed the importance teachers placed on providing a seamless experience for DLL children, the need for additional training specific to teaching DLL children, and the importance of preparing DLL children for future success. Research, practice, and policy implications are: (a) draw on bilingual teachers and their personal experiences and practical knowledge, (b) implement policy changes at the state level that would create a new certification, and (c) address the content of higher education degrees and ECE training.
O'Grady, David G. "ICT integration : newly qualified primary teachers in Ireland : classroom and school experiences." Thesis, Sheffield Hallam University, 2007. http://shura.shu.ac.uk/20135/.
Full textKeller, Camilla K. "Advantages, Disadvantages, and Experiences of One-to-One Technology in the Classroom." Thesis, Minot State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932032.
Full textTechnology in the classroom is becoming an additional part of the school day in many classrooms amongst the United States. 21st century skills surround us through schools, future careers, and communication. The goal of this study is to determine the advantages and disadvantages of one-to-one technology in the classroom. In addition, the experiences students go through while using a device is important. The findings of this study were based on one sixth grade classroom in a suburban community through observations, surveys, and interviews.
Casto, Trevor W. P. "Urban Music Education: Alternative Experiences in the Middle School General Music Classroom." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391616004.
Full textBailey, Donisha Noel. "The Collaboration Experiences of Elementary School Intervention Specialists in Inclusive Classroom Settings." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6519.
Full textKnight, Calvin. "The Triangle Program, experiences of lesbian, bisexual and gay students in the classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ49782.pdf.
Full textNg, Yee-Ling. "Spirituality in the classroom : a study of primary school pupils' experiences and learning." Thesis, York St John University College, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588987.
Full textKennedy, Hilarie Fotter. "Adverse Childhood Experiences and the Effects on Teachers' Beliefs about Classroom Behavior Management." Thesis, University of Southern Maine, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13809710.
Full textThe aim of this survey research pilot study was to determine if there is a relationship that exists between a teacher’s perceptions about their disciplinary style and early life exposure to adverse experiences. The method consisted of two brief questionnaires (the Adverse Childhood Experience questionnaire and the Behavior and Instruction Management Scale) which was completed electronically by 2,149 teachers (response rate 16.51%) practicing within the state of Maine. The Behavior and Instruction Management Scale (BIMS) is a validated measure of teacher beliefs about their behavioral and instructional management practices in their classrooms and the Adverse Childhood Experience (ACE) questionnaire is a validated measure of early life exposure to adverse experiences. Previous research using the ACE questionnaire indicated a strong correlation between a high number of adverse experiences in childhood and increased risk of developing later negative health conditions, including depression, obesity and heart disease. Moreover, early adverse experiences can lead to more extreme beliefs in parenting practices including discipline. This current survey research pilot-study determined the percentage of teacher who endorsed high levels of adverse childhood experiences and a possible connection between high levels of early adverse experiences and classroom behavior management.
In this study 14.5% of teachers reported experiencing at least 4 of the 10 categories of adverse childhood experiences, which is over double the expected rate based on the original study. The results of this survey research design were correlated using Spearman’s rho and found a very weak and statistically nonsignificant correlation of r = .010, p = .007, between a teacher’s ACE score and their BIMS score. The significance of this study and implications for future policy and research are discussed.
Kusano, Stephanie Marie. "Beyond the Classroom: Understanding the Educational Significance of Non-Curricular Engineering Design Experiences." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/71823.
Full textPh. D.
Walker, Tanesha L. "The Experiences of Caucasian Students with African American Counselor Educators in the Classroom." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531403979756108.
Full textPetkova, Mariana M. "Classroom discourse and Teacher talk influences on English language learner students' mathematics experiences." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002912.
Full textSmith, Glori H. "Learning English Through Interactive Weblogs: Student Experiences Blogging in the Secondary ESL Classroom." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3000.pdf.
Full textFluckiger, Beverley, and na. "Childrens cross-cultural literacy experiences in three worlds: Enacting agency." Griffith University. School of Cognition, Language and Special Education, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070814.144647.
Full textDeysel, Sanet. "Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6834.
Full textGrenander, Jesper. "Code-switching inside and outside the EFL classroom : Lower secondary pupils’ experiences and attitudes." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81032.
Full textHenriksson, Martina. "Reading That Matters : A Literature Review on Meaningful Reading Experiences in the EFL Classroom." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19886.
Full textFontenelle, Mary N. "Experiences and Perceptions of Novice Associate Degree Nursing Faculty Assuming a Classroom Instructors Role." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1734.
Full textWiles, Michael Ashley. "A phenomenographic approach to understanding Taiwanese music teachers' experiences of creativity in the classroom." Thesis, Durham University, 2017. http://etheses.dur.ac.uk/12277/.
Full textBui, Thi Hien. "EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2512.
Full textMaybee, Clarence Dale. "Informed learning in the undergraduate classroom: The role of information experiences in shaping outcomes." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/89685/4/Clarence_Maybee_Thesis.pdf.
Full textGoff, Lori Schultz. "Public Elementary School Teachers' Experiences With Implementing Outdoor Classrooms." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5624.
Full textGiddens, April Jessup. "Perceptions and Experiences of Teachers and Literacy Coaches' Literacy Instruction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5080.
Full textHentschel, Hadley. "The effects of shared common experiences on learning in the English language learners' science classroom." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/hentschel/HentschelH0811.pdf.
Full textKrause, Kerri-Lee, and ケリー・リー クラウズ. "Beyond Classroom Walls : Students' Out-of-class Peer Experiences and Implications for Teaching and Learning." 名古屋大学高等教育研究センター, 2007. http://hdl.handle.net/2237/7732.
Full textValdez, M. Michele. "Investigation into student teacher reflections on their professional experiences and how those reflections impact classroom practice." Laramie, Wyo. : [University of Wyoming], 2006. http://proquest.umi.com/pqdweb?did=1268609861&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Full textWeiner, Stephanie Davis. "My Experiences of Integrating a Cross-cultural Curriculum with Latino Students in an Art Education Classroom." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/art_design_theses/62.
Full textHorn, Beverly S. "Educating Gifted Students with Asperger's Syndrome: A Case Study of Three Students and Their Classroom Experiences." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5307.
Full textID: 031001308; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Michele G. Gill.; Title from PDF title page (viewed March 22, 2013).; Thesis (Ed.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 336-353).
Ph.D.
Doctorate
Education and Human Performance
Education
Mehring, Jeffrey Gerald. "An exploratory study of the lived experiences of Japanese undergraduate EFL students in the flipped classroom." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680237.
Full textRecently, Japanese higher education has decided to transition from a traditional teacher-centered to a more student-centered, communicative classroom. One promising possibility that could help in the transition is the flipped classroom technique. Examining the lived experiences of Japanese university English as a foreign language (EFL) students who have taken part in a course taught using the flipped classroom technique will help in determining possible benefits of the flipped classroom in EFL higher education in Japan. This study will use a qualitative approach with a case study design to focus on the lived experiences of Japanese EFL university students at Iwate University enrolled in a course taught using the flipped classroom model. This study will focus on the students' impressions, possible changes in study habits, perceived benefits and challenges, and if students experienced higher levels of authentic communication opportunities due to the flipped classroom. By examining the lived experiences of students who have taken part in a course taught using the flipped classroom technique, this study will contribute to the understanding of learning technologies used to support the implementation of a communicative, student-centered learning environment in the undergraduate EFL classroom.
Hirsh, Marissa B. "Beyond the Four Walls of a College Classroom: Connecting Personal Experiences, Self-Reflection, and Teacher Education." Miami University Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1208903612.
Full textKleman, Diana P. "Elementary Classroom Teachers' Perceptions of and Lived Experiences with Children in Foster Care: A Qualitative Study." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397212826.
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