Global ETD Search

131	Telling stories : language and lives in adult literacy narratives / Branch, Kirk. January 1997 (has links) Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [262]-268).
132	El discurso escolar a través de los cuadernos de clase, Argentina 1930-1970 Gvirtz, Silvina. January 1999 (has links) Thesis (doctoral)--Universidad de Buenos Aires, 1996. / Includes bibliographical references (p. 163-168).
133	Primary education and national development A case study of the conditions for expanding primary education in West Pakistan with an introductory discussion of educational planning in relation to different aspects of national development and education. Åsberg, Rodney, January 1973 (has links) Akademisk avhandling--Göteborg. / Extra t.p., with thesis statement, inserted. Bibliography: p. 376-388.
134	A further implementation plan for the provision of resource support of the five year strategy / Cheng, Wing-cheung. January 2002 (has links) Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 83-86).
135	Inclusive educational practices for students with disabilities within the European Union / March, Evangelia. January 2008 (has links) Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4292. Adviser: Janet S. Gaffney. Includes bibliographical references (leaves 189-208) Available on microfilm from Pro Quest Information and Learning.
136	Exploring the development of nature of science views and personal epistemologies of upper elementary and middle school students Colak, Huseyin. January 2009 (has links) Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2009. / Title from PDF t.p. (viewed on Oct. 6, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0518. Adviser: Valarie Akerson.
137	El discurso escolar a través de los cuadernos de clase, Argentina 1930-1970 Gvirtz, Silvina. January 1999 (has links) Thesis (doctoral)--Universidad de Buenos Aires, 1996. / Includes bibliographical references (p. 163-168).
138	Leadership development for elementary students Ullestad, Krista. January 2009 (has links) Thesis (M.Ed.)--Regis University, Denver, Colo., 2009. / Title from PDF title page (viewed on Jun. 30, 2010). Includes bibliographical references.
139	Magnet schools : implications for curriculum development / Smith, Jean Anne Stewart, January 2006 (has links) Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4087. Adviser: Fred Rodgers. Includes bibliographical references (leaves 116-121) Available on microfilm from Pro Quest Information and Learning.
140	Technology Impacts on Teaching Third Grade Math Using iPads Jimerson, Diont'e Lashaun 14 December 2018 (has links) <p> This research study focused on how technology-based tools have changed the 21<sup>st</sup> century education arena in elementary school mathematics classes. The research highlighted the inner city schools where many students in the class are achieving below state standards set for third grade level. The research question asked to what extent do students have a higher level of engagement in math classes in which iPads and other technologies are used? Technology continued to advance in 21<sup>st</sup> century classrooms where students are daily participants in teaching and learning with acquired experience using technology tools to accelerate their learning experience. Children are technology users with a passion for texting, web surfing, playing interactive games, social media, and more. The research methodology was data collection of achievement levels, using a quantitative method. The quantitative process for the research project supplemented the greater understanding of student achievement growth from integrated iPads in a third-grade math class in inner city schools in Chicago. The test was completed by the students, and the scores were automatically updated on the public website. The students had two hours to complete the test, and the students’ information was kept confidential. The students that were taught using technology outscored the students that were not taught using technology. The recommendation was to implement technology in all schools and create a challenging curriculum. The final recommendation for teaching with technology included the beneficial factors.</p><p>

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