Rozprawy doktorskie na temat „Classroom community”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Classroom community”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
Nyesoah, Jean-Anna N. "Building community in the classroom". Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
Pełny tekst źródłaCulver, Melissa. "Establishing classroom community at the intermediate level". [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/MCulver2007.pdf.
Pełny tekst źródłaKeith, Karin. "Promoting Community in the English Language Arts Classroom". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1010.
Pełny tekst źródłaSacklin, Jennifer Marie. "Identity and Investment in the Community ESL Classroom". PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2326.
Pełny tekst źródłaYoung, Susan Ammon. "Visions of the heart : teachers' perspectives on building classroom community /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737872.
Pełny tekst źródłaWade, Anne Slaydon. "Community college instructors' perceptions of incivility in the classroom". Thesis, Western Carolina University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619117.
Pełny tekst źródłaThe purpose of this quantitative research project was to add to the body of knowledge of incivility in the class by examining the perceptions of community college instructors in the State of North Carolina. Instructors were asked to identify behaviors they believed to be disruptive or uncivil in their classroom, indicate how frequent these issues occurred, indicate how they handled the disruptions, and whether or not they believed their practices to be effective. Each of the 58 community colleges in North Carolina was invited to participate of that 58, 13 chose to accept the invitation. The sample included 793 instructors who received the email at the 13 colleges and the respond rate was 162 or 20 percent. The instructors in the community college have a variety of students. Instructors have students in the age range of 14 to over 65 that reflect the community in which the college is located. The survey was adapted from Indiana University which ran an incivility survey in 2000. Instructors taking the quantitative survey also had text boxes in which to add their comments. Behaviors such as chewing gum in class or not being prepared where not considered as disruptive to the instructors as cussing the instructor or making threatening comments during class. Findings included no significant between an instructors race and their perceptive of classroom incivility. There was no significance between the instructors' years of teaching and the size of the classroom and their perceptions of incivility. The findings at the community college level mirror the literature and findings at universities and K-12 schools.
Mottley, Melinda. "The Cultivation of a Teacher in a Classroom Community". Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/42778.
Pełny tekst źródłaMaster of Science
Fergus, Kelly. "Cultivating a Democratic community in the Elementary Art Classroom". VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6112.
Pełny tekst źródłaFitts, Elizabeth Ashley. "An examination of classroom community in the drama classroom through action research and refractive practitioner research". The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399638139.
Pełny tekst źródłaCoomes, Jacqueline Rene. "Relationships between community, interactions, and ways of knowing in college precalculus classes". Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Fall2006/J_Coomes_112206.pdf.
Pełny tekst źródłaHarris, Lisa, i Lisa Harris@rmit edu au. "Electronic Classroom, Electronic Community: Virtual Social Networks and Student Learning". RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080717.144715.
Pełny tekst źródłaKeith, Karin. "Creating a Community of Learners: Connecting Learners in the Classroom". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1029.
Pełny tekst źródłaAdkins, Virgil Nathaniel. "Wounded Warriors and Their Transition to the Community College Classroom". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6296.
Pełny tekst źródłaRichart-Mayfield, Angela J. "Influence of Nontraditional Students on Traditionals in the Community College Classroom". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3065.
Pełny tekst źródłaDavidson, Alix E. "Investigating the Instructor's Role in New Student Sense of Classroom Community". DigitalCommons@CalPoly, 2012. https://digitalcommons.calpoly.edu/theses/750.
Pełny tekst źródłaPanesar, Harpreet Kaur. "Collaboration and its Learning Benefits in a Community College STEM Education Classroom". Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/95049.
Pełny tekst źródłaPHD
Parr, Eric Shannon. "A Qualitative Study Investigating Facility Managers' Perceptions of the Classroom Learning Environment". Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10680808.
Pełny tekst źródłaFacility managers have the challenge of adhering to community college policies and procedures while fulfilling requirements of administration, students, and teachers concerning specific needs of classroom aesthetics. The role of facility manager and how specific entities affect perceptions of the design and implementation of classroom aesthetics were presented in this study in an attempt to further clarify present classroom design practices and future aesthetic possibilities. The purpose of this study was to explore and compare a facility manager’s perceptions of classroom learning environments, and a student’s learning environment aesthetic needs. A qualitative research design was utilized within the theoretical framework of the human ecological theory. Six research participants were selected from Missouri community colleges to participate in this study based on job description. Interviews were conducted and four themes emerged: (1) finance, (2) flexibility, (3) foundational belief, and (4) focus. The findings revealed were reinforced by research previously performed on facility manage-ment. Implications for the study include community college facility managers researching and collaborating to increase their knowledge of aesthetics in college classrooms. In fu-ture research, the insight of college presidents, students, and teachers could be explored. Students may be asked about their perceptions of building facilities in regards to their learning, wellness, comfort and the desire to stay and complete their courses of study. Controlled variables such as participant areas in different classrooms settings may also be considered as a quantitative research study (Fraenkel, Wallen, & Hyun, 2015; Maxwell, 2013).
Mostat, Robert Steven. "In a class by themselves, community in the on-line classroom". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0010/MQ61473.pdf.
Pełny tekst źródłaGraham, Lauren M. "The effects of classroom community on building conceptual understanding in mathematics". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/2007Graham_L.pdf.
Pełny tekst źródłaMcWhinnie, Susan B. "Using knowledge building to inspire community inquiry in an IB classroom". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B5017695X.
Pełny tekst źródłapublished_or_final_version
Education
Master
Master of Education
Wanless, Rebecca Anne. "The Progression and Development of Community in a First Grade Classroom". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354680730.
Pełny tekst źródłaTurner, Jesse Patrick. "Inventing a transactional classroom: An Upward Bound, Native American writing community". Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/279997.
Pełny tekst źródłaWissbeck-Kittel, Claudia Eleanore. "Teaching the reading/writing connection in the diverse community college classroom". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1992.
Pełny tekst źródłaSmith, Melissa L. "Creating classroom community with diverse learners : ELL+SPED+TAG+ADD+"Average"=A class /". Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,304.
Pełny tekst źródłaAlmusallam, Basma. "From Gyms to Classrooms: Enhancing the learning experience inside the design classroom through communities of practice". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555503829131717.
Pełny tekst źródłaSteadman, Samuel E. "Classroom Community: Questions of Apathy and Autonomy in a High School Jewelry Class". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2883.
Pełny tekst źródłaMason, April L. "Enhancing Social Cognition and Promoting Social Justice: Teaching Literature in the Developmental Classroom". Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563458723691485.
Pełny tekst źródłaPrentice, Mary Kathryn. "Learning beyond the classroom : the institutionalization of service learning programs in United States community colleges /". Digital version, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008422.
Pełny tekst źródłaClinnin, Kaitlin M. "Moving from "Community as Teaching" to "Community as Learning": A New Framework for Community in Higher Education and Writing Studies". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491222371780264.
Pełny tekst źródłaMattison, Merri. "Emancipation from Affluenza: Leading Social Change in the Classroom". Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1351014167.
Pełny tekst źródłaPoole, Melissa J. "The formation of a community of practice in preservice teacher education the interaction of the classroom environment and new communication technologies /". Diss., Columbia, Mo. : University of Missouri-Columbia, 2004. http://hdl.handle.net/10355/4096.
Pełny tekst źródłaThe 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 (June 29, 2004) Vita. Includes bibliographical references.
Coberly, David L. "Time-of-day and method of instruction : outcomes in the community college spanish classroom /". free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074390.
Pełny tekst źródłaHankey, Maria Stack. "The Association between Engineering Students' Perceptions of Classroom Climate and Fundamental Engineering Skills: A Comparison of Community College and University Students". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/80411.
Pełny tekst źródłaPh. D.
Kovalainen, M. (Minna). "The social construction of learning and teaching in a classroom community of inquiry". Doctoral thesis, Oulun yliopisto, 2013. http://urn.fi/urn:isbn:9789526202020.
Pełny tekst źródłaTiivistelmä Väitöstutkimus tarkastelee oppimisen ja opetuksen sosiaalista rakentumista luokassa, jonka toimintakulttuuri rakentuu tutkivan yhteisön periaatteille yli oppiainerajojen. Tutkimuksen teoreettinen viitekehys perustuu sosiokulttuurisille ja sosiolingvistisille oppimis- ja opetuskäsityksille. Tästä teoriataustasta käsin tutkimuksen tavoitteena on tarkastella tutkivan yhteisön periaatteille rakentuvan toimintakulttuurin prosesseja ja ehtoja tapaustutkimusluokassa. Lisäksi tutkimuksen pedagogisena tavoitteena on kehittää suuntaviivoja merkitykselliselle, oppilaskeskeiselle ja ongelmalähtöiselle oppimiselle. Tutkimusprojekti toteutettiin laadullisten tapaustutkimusten sarjana. Tutkimuskohteena ovat seitsemäntoista suomalaisen alakoulun 3. luokan oppilasta ja heidän opettajansa. Tutkimusaineisto koostuu yhdeksästä tunnista videoituja oppituntitilanteita filosofian, luonnontiedon ja matematiikan oppiaineissa. Koko luokan vuorovaikutustilanteita sisältävät litteroidut videotallenteet analysoitiin yksityiskohtaisin, mikro- ja monitasoisin analyysimenetelmin. Tutkimustulokset osoittavat, että tapaustutkimusluokan sosiaaliset vuorovaikutustilanteet rakentuivat vahvasti jäsenten väliselle, monenkeskiselle vuorovaikutukselle. Pelkän informaation vaihdon sijaan tiedon luonne tutkimuskohteena olleessa luokassa perustui yhteiselle näkökulmien jakamiselle, tarkentamiselle ja perustelemiselle. Luokan oppilaat ottivat vastuuta tiedollisista neuvotteluista, kun taas opettajan vastuu kohdentui enemmänkin vuorovaikutuksen ohjaamiseen yhteisten keskustelujen aikana. Kuitenkin opettaja astui esiin luokan vuorovaikutustilanteissa välillä myös analyyttisenä asiantuntijana. Opettajan tuki määrittyi luokan vuorovaikutustilanteiden kautta, ja se vaihteli määrältään ja laadultaan opettajan ollessa vuorovaikutuksessa osallistumiseltaan erilaisten oppilaiden kanssa. Kaiken kaikkiaan tutkimustulokset osoittavat, että opettajan ohjaus luokkayhteisössä tuki tutkivan yhteisön rakentumista niin tiedollisesta, sosiaalisesta kuin sosioemotionaalisesta näkökulmasta
Ohara, Tetsushi Languages & Linguistics Faculty of Arts & Social Sciences UNSW. "Design of learning environment for beginning level Japanese education: classroom as a community". Publisher:University of New South Wales. Languages & Linguistics, 2009. http://handle.unsw.edu.au/1959.4/43588.
Pełny tekst źródłaWhitmore, Kathryn Faye. "Inventing a classroom: An ethnographic study of a third-grade, bilingual learning community". Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186084.
Pełny tekst źródłaFarnsworth, Megan. "Exploring the Changing Identities of English Language Learners in a Kindergarten Classroom Community". Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195766.
Pełny tekst źródłaNelson, Amy L. "Building Community| Place-Based Curriculum in a Rural Secondary English Language Arts Classroom". Thesis, Minot State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10265778.
Pełny tekst źródłaChoosing curriculum is an essential part of what teachers do to ensure students are successful learners. Students in rural areas may feel many current educational practices are biased toward urban education or may not see the need for education in their lives. Connecting students to their “place” through place-based learning may help rural students become engaged learners and active community members. Place-based learning is a curriculum designed around the locations near students. Students help create the curriculum by using essential questions and inquiry. Although often used in science and social studies classrooms, place-based learning may be used in the secondary English language arts classroom. This study looks at the advantages and disadvantages of using place-based curriculum in a rural secondary English language arts classroom and determines what implications there are for using place-based curriculum as a regular aspect of the rural secondary English classroom. Using surveys, interviews, reflective student writings, and observational data of community members and students, this case study shows one rural secondary English language arts classroom’s place-based learning experience.
Young, Henry. "Perceived Lack of Teacher Empathy and Remedial Classroom Conflicts". NSUWorks, 2016. http://nsuworks.nova.edu/shss_dcar_etd/44.
Pełny tekst źródłaGarver-Daniels, Tessa Marie. "An Action Research Study of a Secondary Art Classroom in Appalachia Utilizing Flipped Classroom Hybridization Methods". Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1627049030752619.
Pełny tekst źródłaCervantez, Vera Ann. "The Influence of Classroom Community and Self-Directed Learning Readiness on Community College Student Successful Course Completion in Online Courses". Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84186/.
Pełny tekst źródłaBartholomay, Ann C. "Perceptions of Classroom Social Environment Held by Virginia Community College Students and Instructors in Developmental Courses". Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2636.
Pełny tekst źródłaZweigle, Zachary John. "Applying Active Learning Strategy to the Teaching of History within a Multigenerational Community College Classroom". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10172995.
Pełny tekst źródłaCommunity colleges nationwide struggle with retention and completion of students. The role of two-year institutions is further complicated by the multigenerational diversity of learners. Community college instructors should be prepared to educate students ranging from the traditional-age digital native to a life-long learner 80 or more years in age. Creating a learning environment inclusive of generational learners is central to the mission of the community college. This quantitative study was grounded in two theoretical frameworks. First, Bandura’s (1986) social cognitive learning theory provided an understanding for student learning in the social environment. Second, Schön’s (1973) organizational learning theory provided an understanding of how educators and administrators use prior experiences to change and improve the learning environment. Five research questions guided this study. The data for these questions were collected from an immediate content recognition task and student engagement survey following a weeklong teaching demonstration. During the demonstration, two groups were taught identical material, one group in a tradition lecture format and the other received in an active learning format. Weeks later, both groups completed a delayed content recognition task to determine retention of information. The results indicated no statistically significance difference when comparing scores of the passive lecture group. However, the results indicated a statistically significance difference for active learners when analyzing overall retention. Scores for active learners decreased on the delayed content task when compared to the immediate task. The findings of this study may be used to assist two-year colleges in determining effective uses of active learning for the multigenerational classroom.
Sloan, Tyler Jackson. "How Learning Assistants Impact Undergraduate STEM Students". Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu157790710654608.
Pełny tekst źródłaFarr, Virginia. "The role of celebration in building classroom-learning communities". [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0407103-141706/unrestricted/FarrV041103f.pdf.
Pełny tekst źródłaTitle from electronic submission form. ETSU ETD database URN: etd-0407103-141706. Includes bibliographical references. Also available via Internet at the UMI web site.
Hirschstein, Miriam K. "Community at their heart : relationships between teachers' beginning-of-year practices and student social perceptions and behaviors /". Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7718.
Pełny tekst źródłaDeFoor, Lorri. "Social and emotional learning in the classroom do affect and community predict academic success? /". Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/DeFoor_LMITthesis2009%20.pdf.
Pełny tekst źródłaVisser, Michelle. "No child left without a tribe the nature of implementing classroom community building strategies /". Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654501251&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Pełny tekst źródłaWelch, Heidi. "High School Band Directors' Experiences Using Social Media in the Classroom". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6956.
Pełny tekst źródłaRitchey, Alicia D. "Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture". FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/789.
Pełny tekst źródła