Content: Global student dissertations and literature reviews.
Purpose: Use for foundational research, to locate test instruments and data, and more.
Special Features: Search by advisor (chair), degree, degree level, or department. Includes a read-aloud feature
The ProQuest Dissertations & Theses database (PQDT) is the world's most comprehensive collection of dissertations and theses. It is the database of record for graduate research, with over 2.3 million dissertations and theses included from around the world.
The purpose of this qualitative case study was to explore teachers of students with intellectual disabilities perceptions on how to implement the CCSS in teaching reading, and their use of DI practices. Author: Kelly Olsen, Northcentral University.
The rationale for this time-series quasi-experimental study was to explore the degree, if any, of influence that the English Common Core State Standards had on academic achievement as measured by test scores on the North Carolina English End-of-Course standardized exam. Author: Carla Grant Mathis, University of Phoenix.
The purpose of this qualitative, holistic multiple-case study was to understand the perceptions of high school English teachers at urban Title 1 schools regarding digital literacy within the context of the CCSS and how these perceptions affected their teaching practice. Author: Dana Hazzard, Northcentral University.
The purpose of this case study was to examine the experiences of elementary school teachers who implemented Common Core State Standards for English Language Arts in one suburban district in California. Author: Rebecca Gonzalez-Rodriguez, California State University, Los Angeles.
The purpose of this quantitative content analysis study was to compare the percentage of informational text found in the three most widely purchased, commercially published fourth grade basal reading texts with the informational text recommendations of the CCSS-ELA. Author: Barbara A. Walters, Northcentral University.
The purpose is to determine if specific teacher perceived features of professional development are related to self-reported classroom use of the six English language arts (ELA) Common Core instructional shifts. Author: Tiffany Dawn Tresler, University of Maryland, College Park.
This study explored how elementary school teachers and instructional leaders described teachers’ progress along the implementation continuum for the standards. Author: Holly Franks Boffy, Walden University.
This study investigates whether the Common Core State Standards (CCSS) recognize and address the native language and literacy skills of ELLs. Author: Kristopher Stewart, The University of Wisconsin - Madison.
This is a qualitative interview study that aimed to gather the voices of educators involved in the implementation of the English Language Arts Common Core State Standards (ELA CCSS) to investigate the potential benefit of an information loop during the time period Bridges (2009) labeled the Neutral Zone, a period when change agents can reflect on and possibly enhance the iv implementation of an initiative. Author: Efren Ponce, Loyola Marymount University.