Дисертації з теми "160301 Assessment, development and evaluation of curriculum"
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Sanchez-Huerta, Denise. "Evaluation of the Efficacy of Staff Training to Conduct a Free Operant Preference Assessment." Thesis, The Chicago School of Professional Psychology, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131832.
Повний текст джерелаThe efficacy of a staff training procedure comprised of video review, role play, and verbal feedback to train three paraprofessionals who worked with adults with intellectual disabilities at an adult day center was evaluated. The paraprofessionals were trained to conduct a brief 5-min free operant preference assessment following a 10-step task analysis within the context of the staff training procedure. Results showed that all three paraprofessionals were able to accurately implement a free operant preference assessment with clients at the adult day center following training. Training was also shown to be time efficient, only requiring 3 to 7 training sessions, with each session lasting approximately 10 minutes in length, including set up of materials.
Aller, Ty B. "Mental Health Awareness and Advocacy: Assessment Tool Development and an Evaluation of a College-Based Curriculum." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7701.
Повний текст джерелаBrown, Kathleen Annette. "An Iterative Needs Assessment/Evaluation Model for a Japanese University English-language Program." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/66807.
Повний текст джерелаEd.D.
The focus of this study is the development and implementation of the Iterative Needs Assessment/Evaluation Model for use as part of an English curriculum reform project at a four-year university in Japan. Three questions were addressed in this study: (a) what model components were necessary for use in a Japanese university setting; (b) what survey instruments would work with such a model; and (c) what needs would the stakeholders in the project report? The site for the study was a mid-sized private, four-year university in Japan. Set as an instrumental case study (Stake, 1998), multiple methods and sources were employed. Stakeholders in the project included university students (n = 1533), teaching staff (n = 33), university administrators and staff (n = 5), and domain experts (n = 7). Data collection included the use of questionnaires, unstructured and semi-structured interviews, and systems and materials analyses. Questionnaires were developed and analyzed using Rasch analysis. The Needs Assessment/Evaluation Model was assessed using a modified version of the Checklist for Judging the Adequacy of an Evaluation Design (Sanders & Nafziger, 1985). Implementation of a full iteration of the Model indicated that use of the Iterative Needs Assessment/Evaluation Model could guide the development and evaluation of the English language program. As part of the study, valid survey instruments that can continue to aid the assessment of needs for and evaluation of the courses were developed. Data from multiple sources indicated a difference in the perception of needs between stakeholders. The processes followed through the development and application of the Iterative Needs Assessment/Evaluation Model served to incorporate these different perceptions into a cohesive language program curriculum.
Temple University--Theses
Teter, Richard B. "The development of a pre-service teacher evaluation database." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/4216.
Повний текст джерелаHott, Adam M. "An exploratory study with preliminary results : the development and evaluation of a genetics concept inventory." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344199.
Повний текст джерелаDepartment of Biology
Yan, Bing. "The development of assessment literacy in Chinese pre-service primary teachers." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/11.
Повний текст джерелаIsaac, Jolly. "Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715299.
Повний текст джерелаA new hospital in United Arab Emirates (UAE) plans to adopt health information technology (HIT) and become fully digitalized once operational. The hospital has identified a need to assess basic computer literacy of new employees prior to offering them training on various HIT applications. Lack of research in identifying an accurate assessment method for basic computer literacy among health care professionals led to this explanatory correlational research study, which compared self-assessment scores and a simulated actual computer skills test to find an appropriate tool for assessing computer literacy. The theoretical framework of the study was based on constructivist learning theory and self-efficacy theory. Two sets of data from 182 hospital employees were collected and analyzed. A t test revealed that scores of self-assessment were significantly higher than they were on the actual test, which indicated that hospital employees tend to score higher on self-assessment when compared to actual skills test. A Pearson product moment correlation revealed a statistically weak correlation between the scores, which implied that self-assessment scores were not a reliable indicator of how an individual would perform on the actual test. An actual skill test was found to be the more reliable tool to assess basic computer skills when compared to self-assessment test. The findings of the study also identified areas where employees at the local hospital lacked basic computer skills, which led to the development of the project to fill these gaps by providing training on basic computer skills prior to them getting trained on various HIT applications. The findings of the study will be useful for hospitals in UAE who are in the process of adopting HIT and for health information educators to design appropriate training curricula based on assessment of basic computer literacy.
Bicer, Kader. "An Assessment Of Information Technology Curriculum Implementation In Vocational High Schools." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610488/index.pdf.
Повний текст джерелаnew IT curriculum satisfied the needs, how it is implemented in schools, how it is practiced under different circumstances and which factors influence its implementation process are examined. This study was designed as a formative evaluation based on CIPP Model-Process valuation. In order to grasp perceptions of vocational high school IT teachers and 11th grade IT area students&rsquo
two self-reported questionnaires were developed by the researcher. The sample constituted of 683 Grade 11 students and 83 IT teachers from 28 vocational high schools in the 7 urban district of Ankara. Heavily, descriptive and statistics and quantitative data analysis techniques were utilized to analyze the data however in some parts, inferential statistics were also employed. Results of the study indicated that the objectives of the new IT program are responsive to the local, national and global IT sector and catching the demanded skills in the world of work. Moreover it is determined that the new program supports flexibility in principle however in action there are some obstacles those barriers the adequately functioning of the new program. Therefore, this study also attempts to reveal the problems related to students, teachers, schools quality indicators and program modules in order to supply the deficiencies in the early stages of program implementation.
Wheeler, Donald. "Using a summative assessment alignment model and the Revised Bloom's Taxonomy to improve curriculum development, instruction, and evaluation." Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1342741571&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.
Повний текст джерелаPekiner, Gozde. "Evaluation Of The Science And Technology Curriculum At Grade Levels 4 And 5: A Pilot Study." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12608079/index.pdf.
Повний текст джерелаachievement in terms of knowledge and understanding levels outcomes and higher order thinking skills, (2) to investigate effects of new science curriculum on the students&rsquo
attitudes towards science and (3) to examine teachers&rsquo
classroom activities in lessons. The study was conducted in three conveniently selected public elementary schools throughout Yenimahalle district of Ankara with a total of 302 4th and 5th grade students in 2004-2005 spring semester, two pilot schools implementing new science and technology curriculum were assigned to experimental group and one school applying the traditional science curriculum was assigned to control group. The researcher developed the measuring tools, Science Achievement Test for 4th grade, Science Achievement Test for 5th grade, Science Attitude Scale and Teachers&rsquo
Classroom Activities Scale. v The data were analyzed through multivariate analyses of variance (MANOVA). Results showed that the new science and technology curriculum made no difference on the fourth grade students&rsquo
knowledge and understanding level outcomes and higher order thinking skills. On the other hand, it was effective on the fifth grade students&rsquo
higher order thinking skills. The statistical analyses also showed that there were significant differences between the pilot and control group students&rsquo
attitudes towards science in terms of interest, anxiety, and self-efficacy sub-categories in favor of pilot groups. In addition, there were significant differences between the classroom activities of the teachers of pilot and control groups.
Bell, Corbin Christopher. "Undergraduate Information Systems (IS) Curriculum and Career Track Development in United States Colleges and Universities: Assessment of Adherence to IS 2010 Curriculum Guidelines." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1121.
Повний текст джерелаSinger, Jonathan E. "The development and evaluation of an assessment system for project-based science within a grade 12 physics/calculus block class /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842587.
Повний текст джерелаSappington, Neil E. Baker Paul J. Fisher Robert L. "The relationship between the development of learning outcomes in science, as required by the Illinois school accreditation process, and changes in classroom curriculum, instruction, and assessment." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633402.
Повний текст джерелаTitle from title page screen, viewed May 17, 2006. Dissertation Committee: Paul J. Baker, Robert L. Fisher (co-chairs), Dianne E. Ashby, James C. Palmer, William C. Rau, David L. Tucker. Includes bibliographical references (leaves 139-142) and abstract. Also available in print.
Bradfield, Glynis Madeleine. "The development and validation of the Growing Disciples Inventory (GDI) as a curriculum-aligned self-assessment for Christian education." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6838.
Повний текст джерелаENGLISH ABSTRACT: Although numerous norm-referenced measures of religiosity and spirituality exist for adults, no assessment of the holistic goals for Christian spiritual development in the context of evangelical Protestant schools, geared to adolescents, and using emerging technologies, was found. Addressing this lacuna, the purpose of this curriculum study was to develop and validate the Growing Disciples Inventory (GDI) as a curriculum-aligned self-assessment for Christian education. Using a mixed methods approach, the GDI was constructed in the first phase of this educational design research. Experts in the fields of curriculum, assessment, Christian education and/or discipleship evaluated the extent to which proposed items were aligned to the Growing Disciples (GD) curriculum framework, and were appropriate to adolescent learners participating in Christian education. At least four items were included for each of 21 constructs within the four GD curriculum processes. The 100-item GDI was further refined through two development cycles of usability testing with adolescents. Using a think-aloud protocol, a proportional quota convenience sample of 16 learners completed the GDI online, reviewed their online reports, and took the exit survey. Minor refinements were made with the data from these individual interviews. During the second phase, evidence for the validity of the GDI was evaluated with data from a purposive sample of nine educators and 595 Grade 7 through 12 students in 8 American, South African, and Australian Seventh-day Adventist schools. High reliability was found in terms of internal consistency (Cronbach’s alphas of .855 to .943) and structural equation modelling (standardized correlation coefficients of .59 to .95) for the four cyclical and lifelong Christian spiritual development processes of Connecting, Understanding, Ministering, and Equipping. Confirmatory factor analysis through structural equation modelling provided evidence of construct validity with an adequate model fit. Moderate inter-factor correlations compared to higher correlations within factors indicated discriminant validity. Learner responses to 7 GDI exit survey items further supported the GDI’s design and ease-of-use online. Answers to 3 open-ended GDI exit survey questions supplied rich qualitative data that corroborated quantitative responses, and added perceptions of the utility and relevance of the GDI as a formative selfassessment tool to facilitate exploration of strengths and growth points through reflection and metacognition. The majority of educator interviews indicated favourable perceptions of the GDI’s utility and relevance within their sphere of the global Seventh-day Adventist education system. Structural equation model fit evaluation and correlations demonstrated that the GDI is a consistent self-assessment across gender and grade level. Although a weak correlation between country and learner scores was found, qualitative data supports the relevance of the GDI in each country. Further validation studies are recommended with larger samples international samples to adequately demonstrate generalizability within the context of evangelical Protestant education. Analysis of emerging themes in learner responses corroborated quantitative findings, triangulating evidence for learner engagement and the positive potential for the GDI’s use to facilitate Christian spiritual development. Each study of reliability and validity undertaken in this mixed methods curriculum research added moderate to strong evidence in support of the GDI as a curriculum-aligned selfassessment for adolescents participating in Christian education.
AFRIKAANSE OPSOMMING: Daar bestaan talle norm-gebaseerde meetinstrumente vir die meting van vlakke van religieusiteit en spiritualiteit vir volwassenes. Geen assessering instrument van die holistiese doelstellings van Christelike spirituele ontwikkeling in die konteks van Protestant skole, toegespits op adolessente, wat van opkomende tegnologieë gebruik maak, kon gevind word nie. Om hierdie leemte aan te spreek, was die doelwit van hierdie navorsingstudie en kurrikulumontwikkeling om die “Growing Disciples Inventory” (GDI) te ontwikkel en om die geldigheid van dié instrument te bepaal as ʼn kurrikulumgerigte selfassessering instrument vir Christelike onderwys. Deur gebruik te maak van ʼn gemengde navorsingsmetode-benadering is die GDI in die eerste fase van hierdie opvoedkundige navorsingsontwerp opgestel. Deskundiges op die gebiede van kurrikulum, assessering, Christelike onderwys en/of "dissipelskap" het die toepaslikheid van voorgestelde items vir die “Growing Disciples” (GD) kurrikulumraamwerk, asook die geskiktheid vir adolessente-leerders in Christelike onderwys geëvalueer. Ten minste vier items is vir elk van 21 konstrukte binne die vier GD kurrikulumprosesse ingesluit. Die 100-item GDI is verder verfyn deur twee ontwikkeling-siklusse van loods- of bruikbaarheidstoetsings met adolessente. Deur gebruik te maak van ʼn "hardop-dink" protokol het ʼn proporsionele kwota gerieflikheidsteekproef van 16 leerders die GDI aanlyn voltooi. Die deelnemers se onmiddellike kits-aanlyn verslae is hersien, en die 10-item finale opname is gedoen. Geringe verfynings is ontwerp met data wat verkry is van hierdie individuele onderhoude. In die tweede fase is bewyse vir die geldigheid van die GDI geëvalueer met data wat versamel is van ʼn doelgerigte steekproef van nege opvoeders en 595 graad 7 tot 12 leerders uit 8 Sewende-dag-Adventiste skole in Amerika, Suid-Afrika, en Australië. Hoë betroubaarheid is gevind in terme van interne konsekwentheid (Cronbach se alfas tussen .855 tot .943) en strukturele vergelykings-modellering (gestandaardiseerde korrelasie koëffisiënte tussen .59 tot .95) vir die vier sikliese en lewenslange Christelike spirituele ontwikkelingsprosesse: Verbinding, Begrip, Bediening, en Toerusting. Bevestigende faktorontleding deur middel van strukturele vergelykings-modellering het bewyse gelewer van konstrukgeldigheid met voldoende model paslikheid. Matige interfaktor-korrelasies in vergeleke met hoër korrelasies binne die faktore, het voorlopige bewyse van diskriminante geldigheid gelewer. Leerders se response op 7 GD finale opname items het die GDI se ontwerp en aanlyn gebruikersvriendelikheid verder ondersteun. Response op drie oopeinde vrae van die GDI se finale opname het baie goeie kwalitatiewe data opgelewer wat kwantitatiewe response staaf. Daarmee het persepsies oor die bruikbaarheid en toepaslikheid van die GDI as ʼn vormende self-assesserings-instrument aansienlik gegroei. Die GDI bevorder die verdure ondersoek van die ontwikkeling van Christelike spiritualiteit en groeipunte deur middel van refleksie, besinning en metakognisie. Die meeste van die opvoeders se finale onderhoudsresponse het gunstige persepsies van die GDI se bruikbaarheid en toepaslikheid in die globale Sevende-dag Adventiste onderwys-stelsel aangedui. Evaluering van strukturele vergelyksmodellering se paslikheid, asook korrelasie-ontleding lewer bewyse dat die GDI ʼn bestendige self-assesseringsinstrument is oor geslag en graad vlak. ʼn Swak korrelasie is tussen land van herkoms en leerdertellings gevind; maar kwalitatiewe data ondersteun die toepaslikheid van die GDI in elke land. Verdere geldigheidstoetsing word aanbeveel, met groter steekproewe. Ontleding van opkomende temas in die geldigheidsteekproef se leerder-response, het kwantitatiewe bevindings ondersteun. Bewyse van leerderbetrokkenheid en die positiewe potensiaal van die GDI se gebruik om Christelike spirituele ontwikkeling te bevorder, is getrianguleer. Die betroubaarheid en geldigheid van die gemengde navorsingsmetodes het matige tot sterk bewyse gelewer ter ondersteuning van die geldigheid van die GDI as ʼn kurrikulumgerigte selfassesseringsintrument vir adolessente in Christelike onderwys.
Simmons, Joanne Stephanie. "The Development and Validation of a Novice Nurse Decision-Making Skills Education Curriculum." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3512.
Повний текст джерелаEubank, Morris Carrie Elizabeth. "TOWARD ASSESSMENT LEADERSHIP: STUDY OF ASSESSMENT PRACTICES AMONG SCHOOL AND CLASSROOM LEADERS." UKnowledge, 2017. https://uknowledge.uky.edu/edsc_etds/30.
Повний текст джерелаYoungman, Elizabeth Anne. "The Development of Curriculum-based Measurement Local Norms in the Area of Written Expression." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/174.
Повний текст джерелаBraithwaite, Virginia Ann. "The Impact of University Writing Curriculum on Preservice Teachers' Praxis I Scores." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6976.
Повний текст джерелаElkin, Suzanna. "Comprehensive Farm-to-School: A Mixed-Methods Case Study of the Classroom, Cafeteria, and Community." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1056.
Повний текст джерелаStevenson, Jackie M. "Development of a Test Blueprint for a Hospitality Management Capstone Course to Measure Programmatic Student Learning Outcomes." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28481/.
Повний текст джерелаFrisch, Victoria V. "Do Pop Quizzes Have a Positive Effect on Exam Grades?" Otterbein University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594308544481074.
Повний текст джерелаPeacock, Amber R. "Exploring Stakeholders' Perceptions of the Evaluation of Early Fieldwork Experience in an Undergraduate Teacher Preparation Program." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3996.
Повний текст джерелаWise, Steven Ray. "SEX AND GENDER IDENTITY: A NEW PERSPECTIVE FOR COLLEGE STUDENT DEVELOPMENT." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/26.
Повний текст джерелаGranger-Ellis, Rebekah. "Einstein or Columbine: Impact of School Environment on the Socioaffective Development of Gifted and Talented Adolescents." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2457.
Повний текст джерелаCourtright, Camelia A. "Integrating Reading into Math Instruction to Increase Academic Achievement of English Language Learners." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/78.
Повний текст джерелаSharp, Patricia Ann. "How Do Teachers Learn New Skills for Reading Instruction and Transfer Their Learning into the Classroom?" TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/100.
Повний текст джерелаGolsan, Kathryn B. "Assessment of Embedding Peer Tutors in the Basic Communication Course: Examining Student Engagement, Classroom Climate, Affective Learning, and Communication Competence." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334202323.
Повний текст джерелаRichter, Desi. "Singing Their Stories: A Musical Narrative of Teaching and Testing." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2532.
Повний текст джерелаBrowder, Diane M., Bree A. Jimenez, Pamela J. Mims, Victoria F. Knight, Fred Spooner, Angel Lee, and Claudia Flowers. "The Effects of a “Tell-Show-Try-Apply” Professional Development Package on Teachers of Students With Severe Developmental Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/300.
Повний текст джерелаNivens, Ryan Andrew, and Catherine Paolucci. "Turning Policy into Practice: A Case Study Examining the Interplay Between Policy, Research, and Program Design in Teacher Education." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/223.
Повний текст джерелаEger, Katharine. "An Analysis of Education Reform in Sub-Saharan Africa." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1419.
Повний текст джерелаNapolitano, Amanda. "Graduate Students’ Beliefs and Perceptions of Student Engagement and Learning Platforms in Higher Education." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/135.
Повний текст джерелаPierce, Greg L. "A PILOT STUDY EXAMINING HIGH SCHOOL PHYSICAL EDUCATION TEACHERS' UNDERSTANDING AND USE OF MOSSTON'S STYLE (S) OF TEACHING." DigitalCommons@CalPoly, 2010. https://digitalcommons.calpoly.edu/theses/424.
Повний текст джерелаFerguson, Toni. "The Impact of Academic Parent-Teacher Teams on Family Engagement and Student Academic Achievement." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/75.
Повний текст джерелаStewart, Tracey Y. "Effects of Limited Technology and Internet Access Within a Low Income, Rural Community." Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/fse_etd/19.
Повний текст джерелаCase, Karen E. "A Big Idea: The Rollout of Open SUNY." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/959.
Повний текст джерелаHeadd, Andrew C. "The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/85.
Повний текст джерелаGiraldez, Dianna Isabel. "Using Interpersonal Process Recall (IPR) to Examine the Effects of Equine Assisted Activities on the Personal and Professional Development of Student Therapists." NSUWorks, 2015. http://nsuworks.nova.edu/shss_dft_etd/15.
Повний текст джерелаMitova, Mariana A. "Relationship Between Investments in Self and Post-Graduation Career Satisfaction Among Apparel and Textiles Majors." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491579505475789.
Повний текст джерелаMandel, Peggy Lee. "The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1006.
Повний текст джерелаMorales, Zoe A. "Using a Repeated Measures ANOVA Design to Analyze the Effect Writing in Mathematics Has on the Mathematics Achievement of Third Grade English Language Learners and English Speakers." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2719.
Повний текст джерелаSong, Timothy. "Putting Educational Reform Into Practice: The Impact of the No Child Left Behind Act On Students, Teachers, and Schools." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2187.
Повний текст джерелаMcMurtry, Kim. "Effective Teaching Practices in Online Higher Education." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.
Повний текст джерелаBoffa, Joseph W. "UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/88.
Повний текст джерелаBekingalar, Lodoumgoto. "Examining Opinions and Perceptions Regarding Substitute Teachers and Their Impact on Student Learning." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/13.
Повний текст джерелаGreene, Richard Anthony. "Promoting Success in Developmental English: Student Life Skills Courses A Mixed-Methods Case Study." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/589.
Повний текст джерелаCadavid, Mauricio. "LITERACY TUTORING STRATEGIES OF AMERICA READS UNIVERSITY-LEVEL TUTORS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/464.
Повний текст джерелаNorris, Jessica R. "FOOD LANDSCAPES: A CASE STUDY OF A COOKING AND ART- FOCUSED PROGRAM FOR TEENS LIVING IN A FOOD DESERT." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3575.
Повний текст джерелаZhang, Yun. "TEACHERS’ SELF-EFFICACY BELIEFS IN RELATION TO PERCEIVED ENGLISH PROFICIENCY AND TEACHING PRACTICES: AN INVESTIGATION OF CHINESE PRIMARY ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHERS." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3644.
Повний текст джерелаResnick, Edward. "Practitioner Research in Schools: Revealing the Efficacy Agency Cycle." Chapman University Digital Commons, 2018. https://digitalcommons.chapman.edu/ces_dissertations/16.
Повний текст джерела