Thèses sur le sujet « Education, Leadership|Education, Educational Psychology|Education, Curriculum and Instruction »
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Palko, Steffen E. « An epistemological framework for curriculum and instruction ». [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-03162010-154844/unrestricted/Palko.pdf.
Larrison, Abigail L. « Mind, Brain and Education as a Framework for Curricular Reform ». Thesis, University of California, San Diego, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556891.
A growing collaboration between psychologists, neuroscientists, and educators has culminated in the emergence of a new academic discipline known as Mind, Brain and Education (MBE). MBE differs from previous efforts, such as educational neuroscience, in that it is focused on the problem of how we might bring findings from the learning sciences into the classroom. As such MBE is placed squarely in the classroom, and works through engaging teachers as primary participants. Hence, MBE must work through an awareness of the systems of education and within the current context of educational policy and practice if it is to find a firm grounding in educational reform. In many ways the goals of MBE are in alignment with the voices of educational leaders across the globe. Pedagogical approaches referred to as neuropedagogy or neuroeducation, emphasize the development of high level cognitive capacities, such as critical thinking and creativity and address the connection between motivation, emotions, sleep, stress, circadian rhythms and development in learning processes. The primary purpose of this study was to define the emerging field of MBE with respect to its goals, vision and potential to serve as a significant framework for education reform. Because the basic constructs of the field are still being developed, interviews with expert members of the MBE community, including academic researchers, consultants and other educational leaders were conducted using a grounded theory approach. The definition of MBE was highly complex, but contained central elements relevant to reform. Special attention to developing a curricular model of MBE resulted in a vision of a holistic approach centered on developmental and individual needs of the students. To further investigate the possible impact of neuroeducation on student outcomes, two existing curricular models—Waldorf and International Baccalaureate, were examined as examples of programs of neuropedagogy/neuroeducation. Findings indicated that examining curricular models currently in use holds promise for understanding the impact of the principles of neuroeducation on student outcomes and development and can serve as a first step towards developing a proof of concept for the field.
Chamberlin, Mary A. (Molly). « Multi-year participation in supplemental educational services effects and implications / ». [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3380067.
Title from PDF t.p. (viewed on Jul 12, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4570. Adviser: Jonathan Plucker.
Lovejoy, Cherrie. « Literacy Instruction in Three Preschool Programs| A Multiple Case Study ». Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3641298.
Many preschool students enter kindergarten without the oral language and phonetic awareness skills necessary for academic success. Qualitative research is also limited about the instructional practices preschool teachers use to improve the literacy skills of their students. The purpose of this study was to explore how teachers used developmentally appropriate instructional practices to improve the literacy skills of preschool students. The conceptual framework was based on the theories of Piaget and Vygotsky in relation to language development. A multiple case study research design was used. Participants included 6 teachers from 3 different preschool programs in an urban school district in the eastern United States. Data were collected from individual interviews with preschool teachers, observations of literacy instruction in classrooms, and related program documents. For the single case analysis, coding and category construction were used to analyze the interview data, and descriptive statistics were used to analyze the observation data. A content analysis was used to analyze the documents. For the cross case analysis, data were examined across all cases for emerging themes and discrepant data. A key finding was that preschool teachers used developmentally appropriate instruction to improve oral language, phonological awareness, and written expression and supported play through learning centers; however, limited teacher–child interaction was found in relation to quality of feedback and language modeling. This study contributes to positive social change by providing educators with a deeper understanding of the need to improve the literacy skills of young children.
Paul, Kelli M. « Student achievement in a publicly funded voucher program a comparison of three statistical techniques for analyzing and interpreting data / ». [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215178.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1224. Adviser: Ginette Delandshere. "Title from dissertation home page (viewed May 7, 2007)."
Nichols, Sharon Louise 1969. « Students in the classroom : Engagement and perceptions of fairness ». Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/278596.
Govett, A., Ryan Nivens, Chih-Che Tai et Laura Robertson. « STEM Education : Education Teachers for a New World ». Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/778.
Bakosh, Laura S. « Investigating the effects of a daily audio-guided mindfulness intervention for elementary school students and teachers ». Thesis, Institute of Transpersonal Psychology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618722.
Mindfulness practices, used to focus and sustain attention, have been shown to promote school readiness, and to positively impact students' academic success. Yet, incorporating these practices into the normal school day has been difficult due to the curriculum changes and teacher training necessary for implementation and sustainable operation. This study utilized a quasi-randomized controlled trial (RCT) design, to measure the effects of a mindfulness program on student grades, on teaching operations, and on teacher mindfulness and stress. The program consisted of 90 audio-guided tracks, each 10 minutes in length. The automated delivery system, via an MP3 player and docking station, offered both students and teachers the opportunity to consistently participate in mindfulness practices each school day without impacting teaching operations. A total of 337 students in 2 schools participated in this study. There was a significant mindfulness intervention effect on students' grade point average (GPA) changes in School A (N = 131), between the treatment (n = 64, M = 2.7995, SD = 3.13), and control (n = 67, M = .0448, SD = 2.61) groups; t(129) = 5.48, p < .001 (2-tailed), 99% CI [1.76, 3.75], d = .96. In school B, (N = 206), there was a near significant mindfulness intervention effect on GPA changes between the treatment ( n = 103, M = .0357, SD = .065) and control (n = 103, M = .0091, SD = .126) group; t(204) = 1.91, p = .058 (2-tailed), 95% CI [-.001, .054], d = .27. These results suggest that a daily audio-guided mindfulness practice can positively impact student grades across all subjects with less than 1 hour of teacher training and with no changes to the existing curriculum.
Walter-Bailey, Wendy. « Becoming a pushout an ethnographic study of school dropouts and their perceptions of school life in the margins / ». [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3177640.
Title from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1626. Adviser: Ellen Brantlinger.
Cheng, San Chye. « Effects of Socio-Cognitive Conflicts on Group Cognition and Group Performance ». Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:13383546.
Brodnax, Rita M. « Brain compatible teaching for learning ». [Bloomington, Ind.] : Indiana University, 2004. http://wwwlib.umi.com/dissertations/fullcit/3173526.
Title from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1257. Chair: Ron Barnes.
Prickett, Charles Oliver. « Assessing student engagement in learning : The shadow study ». Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282793.
Mccabe, Susan M. « Leadership for Learning : Narratologic Pedagogy and Knowledge Construction in Higher Education ». Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2946.
DeFrancesco, Michele A. « Effects of Classroom Setting and Instructional Practices on Academic Performance ». ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1882.
Straessle, Jessica Miller Wunderle. « Teachers' perspectives of effective lesson planning : A comparative analysis ». W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1550154173.
Robertson, Laura. « STEM K-12 Education Certificate ». Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3241.
Moahi, Serara. « The validity of the Botswana Junior Certificate Mathematics Examination over time ». Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280629.
Preston, Heather Paige. « Come Together : Inclusive Leadership and Public Relations Education ». Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1560961778025252.
Loiacono, Cynthia Mansfield. « Promoting freshman college student development using cognitive developmental theory presented in a Deliberate Psychological Education-based freshman orientation program ». W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1550154122.
Battle-Edwards, Amy. « An Examination of the Georgia Teacher Keys Effectiveness System ». DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/102.
Burbach, Jessica Hopson. « Pushing Back on School Pushout : Youth at an Alternative School Advocate for Educational Change Through Youth Participatory Action Research ». PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4385.
Schenkel, Lisa Ann. « Optimal educational experiences and their relationship to self-concept and flow in adolescent high-ability and gifted learners ». W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1550154161.
Espinosa, William Robert. « Collaborative Strategic Planning : A Mixed Methods Study of Models and Superintendents’ Perspectives ». Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/255.
Dungan, Jeffrey. « International School Leadership and the Diffusion of Distance Education in East Asian International Schools ». NSUWorks, 2017. http://nsuworks.nova.edu/fse_etd/136.
Geiger, Joseph Roy II. « The impact of principal instructional leadership on student achievement in small high schools in Virginia ». W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539618801.
Meier, Daniel John. « The Use of Primary Source Historical Documents, Historical Reasoning Heuristics, and the Subsequent Development of Historical Empathy ». Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/43556.
Ph.D.
The purpose of this study was to determine if the use of primary source historical documents used in conjunction with the heuristics associated with historical reasoning (sourcing, corroboration, and contextualization) would lead to a subsequent development of historical empathy. Three intact groups (already formed history classes) from Northeast High School in Philadelphia, Pennsylvania were studied throughout a baseline and four trials for this study. One group was designated as the experimental condition and received primary source historical documents as well as scaffolding of the historical reasoning heuristics of sourcing, corroboration, and contextualization. The next group was designated as the comparison condition which received the primary source historical documents but no scaffolding on the aforementioned heuristics. The final group was designated as the control condition and received traditional textbook instruction throughout the four main trials of the study. Results showed that mean scores of the heuristics involved in historical reasoning as well as historical empathy increased simultaneously for the experimental as well as the comparison group throughout the study, with the experimental group showing the highest mean gains. However, whether training in the historical reasoning heuristics of sourcing, corroboration, and contextualization lead to historical empathy cannot be conclusively proven from this current study.
Temple University--Theses
Hart, Mallory. « Test-Retest Reliability of Curriculum-Based Measurement Written Expression Probes ». TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1394.
Gulledge, Brenda T. « The Perceptions of Career Ladder I, Career Ladder Ii, and Career Ladder Iii Elementary Principals Regarding Instructional Leadership ». Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2917.
Hong, Huili, Renee Rice Moran, LaShay Jennings, Laura Robertson et Stacey Fisher. « Discourse of Integrating Science and Literacy ». Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/3242.
Robertson, Laura, et Renee Rice Moran. « Teacher Perspectives on Science and Literacy Integration ». Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/3243.
Hiebel, Adam L. « Grouping the Mathematically Gifted : A Mixed Methods Investigation of Homogeneous and Cluster Arrangements ». Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426161704.
Ruben, Barbara. « Nurturing the Development of Teacher Change Agents Within a Teacher Education Program ». PDXScholar, 2004. http://pdxscholar.library.pdx.edu/open_access_etds/1991.
Rowell, Samuel S. « Career-Focused Course Sequencing and Retention to Graduation in a Tennessee Community College ». Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2542.
Root, Scott. « Investigating Corrective Instructional Activities for Secondary-Level Students Within Mastery Learning Environments ». Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/34.
Glover, Eric S. « The Myth of Accountability : What Don't We Know ? » Digital Commons @ East Tennessee State University, 2013. http://amzn.com/1610487001.
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Govett, A., Bill J. Garris, Renee Rice Moran, Ryan A. Nivens et Alison L. Barton. « Summer Research Assignments Report ». Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4737.
Fernandez, J., Pamela Cromie, D. Harley-McClaskey, A. Horton, E. L. Preswood, Laura Robertson et A. Shaw. « Students Leading the Way : Our Journey Toward Building a Leadership Culture ». Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/772.
Kohler, Francis M. « Divergence of Millennial Digital Learning : A Study of Generational Domains Involving Differential Instruction Using Pedagogy and Tools ». Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1333566362.
Fails, Carol. « The achievement gap and the role of Black community church leaders ». Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632952.
Robertson, Laura, Chih-Che Tai, Renee Rice Moran, LaShay Jennings, Kari Eubanks et S. Honeycutt. « Photosynthesis : An Integrated, Hands-On Approach Supporting the NGSS and CCSS ELA ». Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3444.
O'Dell, Stephanie K. « Design thinking for the development of formal operations : A team-based middle school design curriculum ». VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4255.
Martin, Staci BokHee. « Co-Creating Spaces of Critical Hope through the Use of a Psychosocial Peace Building Education Course in Higher Education in Protracted Refugee Context : Kakuma Refugee Camp, Kenya ». PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4236.
Hurwitz, R., Renee Rice Moran, LaShay Jennings et Laura Robertson. « Making edTPA Our Own ». Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/775.
Lovejoy, Cherrie. « Literacy Instruction in Three Preschool Programs : A Multiple Case Study ». ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1156.
Avery, Linda Diane. « Teacher efficacy and behavior : their relationship and impact on student learning ». W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1539618728.
Napolitano, 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.
Sayers, Jerry Alan. « Career and Technical Education (CTE) and High School Student Success in Tennessee ». Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2479.
Muelle, Christina More. « The Relationship Between Prekindergarten Social and Emotional Development and Academic Success among Hispanic Children from Low-Income Families ». FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/229.
Jones, Gail M., Laura Robertson, Grant E. Gardner, Sharon Dotger et Margaret R. Blanchard. « Differential Use of Elementary Science Kits ». Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/763.
Govett, A., et Laura Robertson. « Why STEM ? Why Mentorship ? Why Million Women Mentors ? » Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/783.