Tesis: "Teaching and Leadership Curriculum (Theses)"

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Taylor, Heather A. "The case for integrated teaching strategies does it stand up to the test? /". Click HERE to connect, 2009. http://digital.library.okstate.edu/etd/Taylor_okstate_0664M_10368.pdf.

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White, Megan C. "Leadership skills : teaching collaboration through the fourth grade social studies curriculum". Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1052.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Elementary Education

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Cox, Christopher. "Understanding District Central Office Curriculum Administrators through Collaboration and Curriculum Leadership". Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1468856008.

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Williams, Hailey Elizabeth. "Teaching Equivalence Relations through Drawing using the PEAK-E Curriculum". OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1962.

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AN ABSTRACT OF THE THESIS OF Hailey Williams, for the Master’s Degree in Behavior Analysis, presented on 7/8/16, at Southern Illinois University Carbondale. TITLE: TEACHING EQUIVALENCE RELATIONS THROUGH DRAWING USING THE PEAK-E CURRICULUM MAJOR PROFESSOR: Dr. Mark R. Dixon The purpose of this study was to observe the formation of equivalence response classes using drawing to demonstrate the transformation of stimulus function from arbitrary textual words to simple drawings. Two children with Autism were taught directly trained relations, which paired together three stimuli from three separate class formations. The children were taught to relate A-B and B-C relations in trial blocks, and then tested with B-A and C-A relations. This train-test method was used to see if derived relations had emerged. Both participants demonstrated adequate learning in achieve mastery criteria in all the directly trained and derived relations from this study. The data is represented in a multiple baseline graph with an embedded multiple probe design. The outcome of this study indicates that the use of drawing and other creative behaviors have value in both relation frame theory and PEAK. There are also several implications of the study addressed here, including drawing as a verbal behavior and the role of internal events and covert behaviors in learning.

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Chi, Angel. "The journey to teaching online| A case study of faculty preparation and experiences in online teaching". Thesis, University of Denver, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3597952.

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When Bill Gates published his book "The Road Ahead" (1995), he summarized the transformative implications of the personal computing revolution and described a future profoundly changed by the arrival of a global information super highway. Almost twenty years later, the tsunami of online programs and the MOOCs (massive online open courses) is impacting the structural integrity of postsecondary institutions and changing the competitive landscape of higher learning at an unprecedented pace. When Allen and Seaman (2013) asked the question of whether faculty acceptance of online education increased in their Sloan Consortium annual report, only 30.2% of chief academic officers believe their faculty accept the value and legitimacy of online education. This rate is even lower than the rate recorded in 2004. With an apparent widening gap between institutional strategy and faculty acceptance, each organization needs to conceptually map its road ahead. However, only an institution as a whole can decide for itself what kind of change is needed and define what constitutes evidence of lasting change. This implies a unique transformation of institutional philosophy, culture, strategy, and reward systems for faculty members.

Complex adoptive system (CAS) theory (Olson & Eoyang, 2001), suggests that the most powerful organizational transformations occur not at the macro level but rather at the micro level where behaviors and changes began to emerge. Thus, instead of trying to measure, evaluate, or categorize which faculty member fits into which stage of online faculty development under which framework, this study asked four tenured faculty members to reconstruct their experiences on why they teach online, how they learn to teach online, and what factors influences their journeys to teaching online. Their narratives painted a landscape of faculty acceptance in institutions and the online learning phenomena in our society. Ultimately, their stories are really about change. By studying the "change agents" in a changing organization in a changing industry, this study is not an exercise to identify the best practices. Rather, this study hopes to inspire new ideas for new ways to conceptually frame the problem facing the faculty, the institution, and the industry in their road ahead in teaching online.

The researcher hopes that this study may be used by institution leaders, faculty developers, and other faculty members to: (1) assess the level of progress of their current and future distance learning program, (2) determine how distance learning programs should be established, (3) evaluate faculty development efforts, (4) improve strategies and implementations for institutionalization of their distance education programs, including academic programming and faculty reward structure, and (5) improve online student retention and learning outcomes.

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Tempa, Tshering. "Teaching wildlife biology in Bhutan development of wildlife biology curriculum and teaching modules /". CONNECT TO THIS TITLE ONLINE, 2008. http://etd.lib.umt.edu/theses/available/etd-10212008-220358/.

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Bennett, Douglas Shields. "Teacher Efficacy in the Implementation of New Curriculum Supported by Professional Development". The University of Montana, 2007. http://etd.lib.umt.edu/theses/available/etd-09142007-115147/.

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A large body of literature regarding professional development and its effects on teaching and student achievement and learning has emerged over the last decade. There are many teachers who either have limited access to professional development activities or who have access and choose not to take part in professional development activities. This qualitative study employed a phenomenological tradition in describing the "lived experiences" of participants involved in the implementation of new curriculum. Fourteen teachers and seven principals were purposefully selected to be part of this study in a rural school jurisdiction in southern Alberta. Through a qualitative analysis, this study shared teachers' perceptions as they described the role professional development plays in enhancing teacher efficacy and changing teaching practices in the implementation of new curriculum. Data were collected during face-to-face, semi-structured interviews, and the analysis of data revealed six topics: the need for change, professional development and curriculum implementation, professional development and teaching practices, professional development and teacher efficacy, professional development and student learning and motivation. Major findings from this study concluded that teacher participants recognize PD as the common thread that motivates teachers, improves their sense of efficacy, assists them in successful curriculum implementation, heightens their awareness of the need to improve teaching practices and the need to become student-centered and improve student learning. Principal participants concurred with teacher participants, and recognize the role leaders play in motivating teachers to become actively engaged in professional learning activities. Professional development plays a key role in providing teachers with knowledge and skills to hone their teaching practices, to rejuvenate them, and to improve student learning. It also assists teachers in successfully implementing new curricula. As teachers become aware of the need to change teaching practices in order to improve teacher efficacy, professional development provides opportunities to gain confidence and heighten their sense of personal efficacy.

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Macke, Greg W. "TEACHING ADDITION THROUGH STIMULUS EQUIVALENCE TRAINING USING THE PEAK-E CURRICULUM". OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1918.

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The purpose of the study was to evaluate the efficacy of the procedures described in the PEAK-E curriculum in teaching addition skills to children with developmental disabilities. In the present study, three participants were taught to match sample addition problems (A) to a number of pictures (B) corresponding to the sum of A (A-B), and to match sample pictures (B) to textual numbers (C) (B-C). They were then tested to see if they could match sample addition problems (A) to with the textual numbers (C) that were the solution of the addition problems A (A-C). Following mastery of the A-B and B-C relations, none of the participants were able to demonstrate the derived transitive A-C relation. An additional training phase was conducted across all participants whereby two of the five stimulus classes were provided “equivalence” C-A training (matching the textual number C to the equation A), after which all of the participants were able to demonstrate the derived transitive A-C relations across all stimulus classes without direct training of any of the stimulus classes. The results expand on previous research evaluating behavioral approaches to teaching math skills by showing how the development of equivalence class can result in the untrained emergence of novel math skills. Keywords: Stimulus Equivalence, PEAK, Addition, Autism, Developmental Disabilities

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Lipkind, Erin Robin. "TEACHER, LEADERSHIP, AND CURRICULUM FACTORS PREDICTIVE OF STUDENT ACHIEVEMENT IN INDIAN EDUCATION FOR ALL". The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10092009-134244/.

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This study examines the teacher, leader, and curriculum variables predictive of student achievement in Indian Education for All (IEFA). IEFA, a Montana educational mandate based on Montana constitutional law, was first funded in 2005, and little research had previously been conducted on the effectiveness of implementation efforts. While compulsory, implementation had been piecemeal and wrought with misunderstanding, differences in opinion, prejudice, and questions about its legitimacy. The challenges inherent in the implementation of an ambiguous educational reform with no state-adopted curriculum or benchmarks for student achievement have become evident. With the dearth of research, it was not known how well students were learning what was mandated, nor was it known which precise variables impact or measure this learning. To determine this, second through fifth grade elementary school teachers and school leaders located in Missoula County completed a survey questionnaire, and Missoula County fifth grade students completed a student assessment based on the Essential Understandings of Montana Indians and the Montana Standards for Social Studies. Descriptive data provided information on mean fifth grade student IEFA scores, teacher and leader demographics, professional development participation, and implementation needs, and frequency of use of materials provided to all schools by the Montana Office of Public Instruction. Multiple regression analysis was used to determine if relationships exist between the predictor variables (teacher, leader, and curriculum variables) and the outcome variable (student achievement). However, none of the independent variables was found to have significant predictive value. Educators, including the Montana Office of Public Instruction, may use these findings to determine strategies that might most successfully impact IEFA implementation and to direct the course of further research.

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Schulz, Jonathan Edward. "Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials". Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29707.

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This design research study explored the potential of Curriculum Support Materials for promoting teaching as design. Conducted over a four-month period, the study traced the design, development, and pilot testing of a web site intended to serve as a professional development resource for teachers. The purpose of this exploratory study was to evaluate the web siteâ s potential for promoting elementary mathematics teachersâ understanding of teaching as a design activity and for supporting teachers in engaging in teaching as design. A team of four second grade teachers tested the web site during a two-week pilot unit on introducing the concepts of multiplication and division. Qualitative data were collected from these teachers through a planning and teaching log, a post-unit questionnaire, and a post-unit focus group interview. The findings indicated that the web site had the potential to promote teachersâ understanding of teaching as design, but that the web siteâ s potential as a stand-alone resource for supporting teachers in engaging in teaching as design was limited. Two specific features of the web site, the Unit Checklist and the videos addressing the related mathematics content, were identified as potentially valuable resources that could be incorporated into an ongoing professional development experience. Suggestions for revisions to the web site are discussed along with recommendations for further study.
Ed. D.

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Koo, Chung Ngan Alfred. "The implementation of a curriculum innovation a study of using IT for teaching and learning in the Hong Kong institute of vocational education /". Access electronically, 2009. http://ro.uow.edu.au/theses/3044.

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Mason, Cheryl LaRay. "An Analysis of Patterns of Computer Mediated Communication Within the Social Studies Student Teaching Experience". NCSU, 1998. http://www.lib.ncsu.edu/theses/available/etd-19980326-143218.

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ABSTRACTMASON, CHERYL LARAY. An Analysis of Patterns of Computer Mediated Communication Within the Social Studies Student Teaching Experience. (Under the direction of Dr. Peter H. Martorella.) The purpose of this research has been to examine the computer mediated communication (CMC) among a cohort of middle school social studies student teachers and their university supervisors. CMC was facilitated by desktop videoconferencing and web-based groupware. Desktop videoconference sessions were held weekly using CU-SeeMe software, while, web-based groupware messages were posted voluntarily with NetForum software. The two modes of CMC provided the student teachers the opportunities for professional collaboration from their field placement. A qualitative design was used to identify patterns of discourse and to describe the participants? uses of technology. As a result of the participants? active participation in an online learning community, opportunities for peer collaboration and reflection were enhanced. Data from online conversations, interviews, and observations suggested that the intervention of CMC in the student teaching experience allowed the participants to engage in self-directed professional dialogue. The findings suggest that the participants translated the use of technology from the personal context to the classroom context. As a result of this, they acquired perceptions of themselves as technology users.Desktop videoconferencing as a mode of CMC provided more immediate and satisfactory feedback for the participants than the web-based groupware.

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Keating, Katie Gray. "The Creation of a Ninth Grade Literacy Course: One Teacher's Experiences in Teaching a Standards-Based Literacy Course". TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1333.

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This study examined one teacher’s experience with teaching a ninth grade literacy course. In response to consecutively low reading test scores, the administration in a rural high school in South Central Kentucky established a literacy course for all ninth grade students. This research illustrates the teacher’s implementation and instruction of that course. In addition, the research investigates how the results of a formal reading assessment might be used to improve the reading course in the future.

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Tanner, Joseph Dean. "Student Perceptions of Personal Development of the Wilderness Education Association's 18-Point Curriculum After the Successful Completion of a National Standards Program Course". OpenSIUC, 2009. https://opensiuc.lib.siu.edu/theses/523.

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This study was conducted to examine the perceived development of the Wilderness Education Association's (WEA) 18-point curriculum by National Standards Program (NSP) course graduates. Nationally, there are no mandatory requirements to meet to become an outdoor leader or guide. Successful completion of the WEA NSP certifies the graduate as an Outdoor Leader through the WEA. Participants for this study were administered a survey requesting demographic information. The survey also consisted of a Lickert scale asking participants to what degree they perceived development of the WEA 18-point curriculum during the NSP course in which they participated. Results indicate that overall the curriculum was rated between "greatly developed" and "somewhat developed". The results also indicated that course structure might play a significant role in the development of the 18-point curriculum. While females ranked overall development the highest, there was not a statistical significant difference in the development of the WEA 18-point curriculum between males and females in this study.

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Coetzee, Catherina Maria (Kayline). "Evaluating facilitation and mentoring in a Management and Leadership Fundamentals programme (MLF) for registered nurses". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71666.

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Thesis (MPhil)--Stellenbosch University, 2012.
Includes bibliography
ENGLISH ABSTRACT: In the private health care sector the demand for skilled registered nurses as shift leaders exceeds the supply. The shift leader of each shift plays an important and essential role in the nursing unit. The Management and Leadership Fundamental (MLF) programme has been developed to provide, equip and empower registered nurses with the best skills, knowledge and attitudes to lead a shift with confidence. The aim of this study was to investigate and evaluate the facilitation and mentoring experiences of the registered nurses as learners who completed the MLF programme successfully. A qualitative methodology was used to address the research questions of the discussion guide in the real life situation. The discussion guide consisted of four sections: section one focused on facilitation, section two on mentoring, section three on management, and the focal point of the fourth section was on the MLF programme. The data were collected by means of structured interviews conducted with 14 registered nurses as learners who had completed the MLF programme. The data were analysed by doing verbatim transcriptions of the interviews, using coding and an Excel spreadsheet analysis. The results revealed that facilitation and mentoring can contribute significantly to the success of the MLF programme.
AFRIKAANSE OPSOMMING: Die aanvraag na bevoegde geregistreerde verpleegkundiges as skofleiers in privaat hospitale oorskrei die aanbod. Die skofleier in die verpleegeenheid vervul ’n belangrike en essentiële rol tydens die skof sodat kwaliteit produktiewe gehalte sorg aan pasiente gelwer kan word. Die ‘Management and Leadership Fundamental (MLF)’ program is ontwikkel om die geregistreerde vepleegkundige as skofleier toe te rus met die nodige kennis, vaardighede en ingesteldheid om met vertroue ‘n skof te kan lei. Hierdie navorsing ondersoek en evalueer die geregistreerde verpleegkundige as leerder se ervarings van fasilitering en mentorskap tydens die MLF program wat hul suksesvol voltooi het. Kwalitatiewe navorsing is gebruik om die navorsingsvrae in die werklike situasie te ondersoek. ‘n Besprekingsgids is ontwerp met navorsingsvrae in vier afdelings: afdeling een se fokus was op fasilitering, afdeling twee het gefokus op mentorskap, afdeling drie het gefokus op bestuur en afdeling vier se fokus was op die MLF program self. Die data is versamel met behulp van gestruktureerde onderhoude wat gevoer is met 14 geregistreerde verpleegkundiges as leerders wat die MLF program suksesvol voltooi het. Die data analise het bestaan uit verbatim getranskribeerde onderhoude, die kodering daarvan asook ‘n gerekordeerde Excel ontledingstaat. Die resultate van die ondesoek het aangetoon dat fasilitering en mentorskap ‘n betekenisvolle bydrae kan lewer tot die sukses van die MLF program.

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Akin, Jeanne Ellen. "Site principals' leadership strategies for changing high school staff cultures to support successful restructuring of curriculum and instruction". Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2587.

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While the process of changing educational systems is yet unclear, the relationship between teacher and learner places teachers at the focal point of change. The social/psychological organization of their workplaces known as staff culture is among the many issues effecting lasting reform. This study investigated the manner in which principals worked with this key variable in bringing about meaningful change. Students are not learning at the levels required to be productive citizens in the 21st century. In order to reverse this situation, most teachers need to change their manner of teaching. Despite years of reform efforts, many continue to resist change, particularly at the secondary level. This resistance is rooted in their professional norms, i.e., their education philosophy and beliefs. Most teacher have not been convinced of the need for change of their curriculum and instruction. Even though educational researchers find positive site culture to be key to reform of instruction, few school administrators have the understanding of site culture or training in interpersonal relation that is necessary to shape a culture which will accept and maintain change. A qualitative investigation was made of case studies of restructured high schools and interviews with principals who had brought about restructuring at their sites. Teachers were also surveyed. Data was gathered through content analysis of the studies, interviews and survey questionnaires in the areas of teacher attitudes, status of curriculum before and after the projects, and action of principals throughout the process of change. It was found that successful principals take action in common which fall into eight mutually exclusive categories. They also bring about change in a step by step priority process: (1) establish a clean campus and strong student discipline/attendance policies and develop University and business partnerships, (2) facilitate professional development opportunities for teachers through research based programs and provide them with human and material resources; focus on improving staff morale, (3) provide opportunities for collaboration, innovation and shared decision-making, (4) work to improve instruction. The information developed through this study can be used to guide and encourage school administrators in creating effective change in their schools.

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Smith, Connie. "A Preschool Outdoor Curriculum and Playground Design, Teacher Education". TopSCHOLAR®, 1985. http://digitalcommons.wku.edu/theses/1417.

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The writer proposes the utilization of a developmentally based outdoor curriculum and playground designed for young children. The curriculum consists of an overview, objectives, curriculum methodology, playground designs and evaluation. Cognitive, affective and psychomotor domains are each included in the objectives. A curriculum methodology focusing upon approaches for individualization and development of the total child is presented. The playground designs are based upon current research. Play value, development appropriateness and safety were considered in developing playground designs and curriculum. Evaluation of the curriculum and playground will be measured through assessments of the individual child, the class, and the staff. Numerous approaches to evaluation are described. This project is intended to assist preschool teachers in establishing and maintaining a program based on current research and literature. Ideas to assist other preschools in adaptation are presented. Included in the ideas are steps in developing a curriculum and playground design as well as a suggested approach to training parents and staff in the rationale and appropriate use of the curriculum.

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Revell, Michael Mike. "Using Culturally Responsive Teaching| Practices to Build Teacher Sense of Efficacy for Developing High Achieving Urban African-American and Latino-American Students". Thesis, Bowie State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10605591.

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The assumed achievement gap between students of color and their White counterparts continues to be a source of public concern. Educators have reacted to this difference in achievement by allocating more and more instructional time to covering instructional content through direct instruction, remediation and memorization of lower order skills without regarding the contextual factors that influence instructional delivery. Although Gay (2001) has advocated for teachers to match instruction to “… the cultural knowledge, prior experiences, frames of reference and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them,” still culturally responsive teaching continue to be under-used by teachers (Ware, 2006; Siwatu 2011).

This study explored the relationship of teacher sense of efficacy or future facing self-evaluations of knowing what to do and how to do it in using culturally responsive teaching practices to improve the achievement of urban grade school students of color. Through a mixed-methods design, the investigator went beyond predicting the existence of a relationship between teacher sense of efficacy in the use of culturally responsive teaching practices toward uncovering the impact of this relationship upon the reading and math achievement of urban students of color. It was discovered that universally assumed social values (McGruder, 1999: Donovan & Marlatt, 1988; Nichols, 1986) or epistemology (Nichols, 1986) not only influence the teacher’s efficacy (Bandura, 1997) in gaining knowledge of cultural responsiveness but also in knowing how to use the practices of cultural responsiveness.

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Foster, Vickie Lee. "Teaching-learning style preferences of special education teacher candidates at Northeastern State University in Oklahoma". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1746.pdf.

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Hanlon, Adele Elizabeth Conahan. "Investigating the influence of Quick Draw on pre-service elementary teachers beliefs, in concordance with spatial and geometric thinking a mixed methods study /". 2010. http://digital.library.okstate.edu/etd/Hanlon_okstate_0664D_10863.pdf.

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Waldvogel, Steven John. "Examining the effectiveness of a multi-sensory instructional reading program in one rural midwestern school district". 2010. http://digital.library.okstate.edu/etd/Waldvogel_okstate_0664D_10890.pdf.

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Mahan, Melissa Kaye. "Diverse educational leadership training academy at Northeastern State University-Broken Arrow campus in Oklahoma Why is it working? /". 2009. http://digital.library.okstate.edu/etd/Mahan_okstate_0664D_10279.pdf.

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Sharon, Valerie Vinyard. "Pre-service elementary teachers' understanding or pattern and function". 2010. http://digital.library.okstate.edu/etd/Sharon_okstate_0664D_10781.pdf.

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Meadows, Martin Thomas. "The literary canon as a dynamic system of chaos and complexity theory". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1726.pdf.

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Peterson, Claudette M. "Creative problem solving styles and learning strategies of management students implications for teaching, learning, and work /". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1792.pdf.

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McClellan, Joyce A. "Development of an indicator to identify multiple intelligences preferences of adult learners". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1813.pdf.

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Majors, Sandra M. "Reported use of imagery strategy in reading comprehension instruction". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1807.pdf.

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Showalter, Betsy Sheila. "The effect of middle school teachers' mathematics teaching self-efficacy beliefs on their students' attitudes toward mathematics". 2005. http://digital.library.okstate.edu/etd/umi-okstate-1568.pdf.

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Taylor, Bryan Keith. "Analysis of environmental and general science efficacy among instructors with contrasting class ethnicity distributions a four dimensional assessment /". 2005. http://digital.library.okstate.edu/etd/umi-okstate-1663.pdf.

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Denny, Dan. "Individual and organizational impact of Kairos Horizon, a faith-based adult learning program, in a correctional setting". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1723.pdf.

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Angle, Julie Marie. "Science teacher efficacy, national board certification, and other teacher variables as predictors of Oklahoma students' end-of-instruction (EOI) Biology I test scores". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1772.pdf.

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Guilfoyle, Deborah Peterson. "The importance of social support for families in poverty a comparison of two communities /". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1698.pdf.

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Watkins, Janice Beatrice. "The educational beliefs and attitudes of Title 1 teachers in Tulsa Public Schools". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1762.pdf.

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Davis, Tamra Sue Butler. "Assessing online readiness perceptions of distance learning stakeholders in three Oklahoma community colleges /". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1937.pdf.

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Ede, Anita Ruth. "The role of teacher beliefs in grade retention". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1996.pdf.

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Green, J. Rachel. "Adult learning through storytelling a study of learning strategies and philosophies of American Indian storytellers /". 2006. http://digital.library.okstate.edu/etd/umi-okstate-2020.pdf.

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Moody, Judy. "Careers decisions in computer technology fields influences, barriers, and gender issues /". 2006. http://digital.library.okstate.edu/etd/umi-okstate-2085.pdf.

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Kassaimih, Aymen. "Technology literacy a phenomenological view of the teacher's perceptions of technology integration in Jordan /". 2006. http://digital.library.okstate.edu/etd/umi-okstate-2081.pdf.

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Pearish, Billy Joe. "Life issues leading to success in community college degree seekers". 2006. http://digital.library.okstate.edu/etd/umi-okstate-2098.pdf.

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Golightly, Colleen Marie. "Qualitative case study research components and structure of a curriculum-based mentoring program at the middle school level". 2006. http://digital.library.okstate.edu/etd/umi-okstate-2151.pdf.

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Raouda, Najwa Nadim. "Muslim/Arab women in America a study of conflictual encounters between traditionalism and feminism /". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1920.pdf.

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Dunlop, Janet Cooper. "Effects of media literacy instruction recognizing and analyzing racial stereotypes in media /". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2196.pdf.

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Mtshali-Dlamini, Sibongile M. "Exploring the relationship between elementary education preservice teachers' dispositions toward diversity and their approach to curriculum and teaching". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2214.pdf.

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Brown, Dovie (Dee) M. "Quality indicators for collegiate professional pilot training programs a Delphi study /". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2219.pdf.

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Kymes, Angel D. "Investigation and analysis of online reading strategies". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2231.pdf.

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46

Howard, Myron Kim. "Oklahoma's Career and Technology Center superintendents' perceptions on their preparation and the preparation of future superintendents". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2264.pdf.

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47

Turner, Willana G. (Willana Geneva). "A study of the participants and perceptions of an enterprise opportunity training program". 2006. http://digital.library.okstate.edu/etd/umi-okstate-2266.pdf.

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48

Shelton, Ralph David. "Job motivation and satisfaction levels of mid-level supervisors in the unemployment insurance division of the Oklahoma Employment Security Commission". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2269.pdf.

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49

Bassett, Janet Marie. "Teachers' lived experiences of bullying". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2300.pdf.

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50

Radin, Dorothy Janice. "Coursework on base numeration systems and its influence on pre-service elementary teachers' understanding of place value concepts". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2436.pdf.

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Tesis sobre el tema "Teaching and Leadership Curriculum (Theses)"

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