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You searched for +publisher:"Rutgers University" +contributor:("Duncan, Ravit"). Showing records 1 – 19 of 19 total matches.

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Rutgers University

1. Holzer, Margaret A., 1960-. Building bridges to climate literacy through the development of systems and spatial thinking skills.

Degree: PhD, Education, 2016, Rutgers University

The population of our planet recently surpassed 7 billion inhabitants and is projected to rise to 9 billion by the year 2050. (UN Report, 2013)(UN… (more)

Subjects/Keywords: System theory; Climatic changes

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APA (6th Edition):

Holzer, Margaret A., 1. (2016). Building bridges to climate literacy through the development of systems and spatial thinking skills. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/50005/

Chicago Manual of Style (16th Edition):

Holzer, Margaret A., 1960-. “Building bridges to climate literacy through the development of systems and spatial thinking skills.” 2016. Doctoral Dissertation, Rutgers University. Accessed October 20, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/50005/.

MLA Handbook (7th Edition):

Holzer, Margaret A., 1960-. “Building bridges to climate literacy through the development of systems and spatial thinking skills.” 2016. Web. 20 Oct 2019.

Vancouver:

Holzer, Margaret A. 1. Building bridges to climate literacy through the development of systems and spatial thinking skills. [Internet] [Doctoral dissertation]. Rutgers University; 2016. [cited 2019 Oct 20]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/50005/.

Council of Science Editors:

Holzer, Margaret A. 1. Building bridges to climate literacy through the development of systems and spatial thinking skills. [Doctoral Dissertation]. Rutgers University; 2016. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/50005/


Rutgers University

2. Pilitsis, Vicky Kathryn, 1979-. Exploring preservice teachers' development of awareness of student thinking.

Degree: PhD, Education, 2014, Rutgers University

Numerous reports have emphasized the need to engage students with the practices of scientific inquiry, specifically model-based inquiry in which students develop models to explain… (more)

Subjects/Keywords: Teachers – Training of; Student teachers

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APA (6th Edition):

Pilitsis, Vicky Kathryn, 1. (2014). Exploring preservice teachers' development of awareness of student thinking. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/45410/

Chicago Manual of Style (16th Edition):

Pilitsis, Vicky Kathryn, 1979-. “Exploring preservice teachers' development of awareness of student thinking.” 2014. Doctoral Dissertation, Rutgers University. Accessed October 20, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/45410/.

MLA Handbook (7th Edition):

Pilitsis, Vicky Kathryn, 1979-. “Exploring preservice teachers' development of awareness of student thinking.” 2014. Web. 20 Oct 2019.

Vancouver:

Pilitsis, Vicky Kathryn 1. Exploring preservice teachers' development of awareness of student thinking. [Internet] [Doctoral dissertation]. Rutgers University; 2014. [cited 2019 Oct 20]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45410/.

Council of Science Editors:

Pilitsis, Vicky Kathryn 1. Exploring preservice teachers' development of awareness of student thinking. [Doctoral Dissertation]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45410/


Rutgers University

3. Ruppert, John R., 1983-. Ecosystem services in environmental science literacy.

Degree: PhD, Ecology and Evolution, 2015, Rutgers University

Human beings depend on a set of benefits that emerge from functioning ecosystems, termed Ecosystem Services (ES), and make decisions in everyday life that affect… (more)

Subjects/Keywords: Ecosystem services

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APA (6th Edition):

Ruppert, John R., 1. (2015). Ecosystem services in environmental science literacy. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/48640/

Chicago Manual of Style (16th Edition):

Ruppert, John R., 1983-. “Ecosystem services in environmental science literacy.” 2015. Doctoral Dissertation, Rutgers University. Accessed October 20, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/48640/.

MLA Handbook (7th Edition):

Ruppert, John R., 1983-. “Ecosystem services in environmental science literacy.” 2015. Web. 20 Oct 2019.

Vancouver:

Ruppert, John R. 1. Ecosystem services in environmental science literacy. [Internet] [Doctoral dissertation]. Rutgers University; 2015. [cited 2019 Oct 20]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/48640/.

Council of Science Editors:

Ruppert, John R. 1. Ecosystem services in environmental science literacy. [Doctoral Dissertation]. Rutgers University; 2015. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/48640/


Rutgers University

4. Reuter, Jamie M., 1986-. Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments.

Degree: PhD, Education, 2017, Rutgers University

The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and… (more)

Subjects/Keywords: Science – Study and teaching (Preschool)

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APA (6th Edition):

Reuter, Jamie M., 1. (2017). Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/53969/

Chicago Manual of Style (16th Edition):

Reuter, Jamie M., 1986-. “Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments.” 2017. Doctoral Dissertation, Rutgers University. Accessed October 20, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/53969/.

MLA Handbook (7th Edition):

Reuter, Jamie M., 1986-. “Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments.” 2017. Web. 20 Oct 2019.

Vancouver:

Reuter, Jamie M. 1. Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments. [Internet] [Doctoral dissertation]. Rutgers University; 2017. [cited 2019 Oct 20]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/53969/.

Council of Science Editors:

Reuter, Jamie M. 1. Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments. [Doctoral Dissertation]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/53969/


Rutgers University

5. Buckland, Luke Andrew, 1976-. Exploring an expanded conception of epistemic cognition.

Degree: PhD, Education, 2015, Rutgers University

A series of three independent articles explore how the expanded framework for modeling epistemic cognition developed in Chinn, Buckland and Samarapungavan (2011) can advance psychological… (more)

Subjects/Keywords: Cognition; Knowledge, Theory of; Reasoning

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APA (6th Edition):

Buckland, Luke Andrew, 1. (2015). Exploring an expanded conception of epistemic cognition. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/48407/

Chicago Manual of Style (16th Edition):

Buckland, Luke Andrew, 1976-. “Exploring an expanded conception of epistemic cognition.” 2015. Doctoral Dissertation, Rutgers University. Accessed October 20, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/48407/.

MLA Handbook (7th Edition):

Buckland, Luke Andrew, 1976-. “Exploring an expanded conception of epistemic cognition.” 2015. Web. 20 Oct 2019.

Vancouver:

Buckland, Luke Andrew 1. Exploring an expanded conception of epistemic cognition. [Internet] [Doctoral dissertation]. Rutgers University; 2015. [cited 2019 Oct 20]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/48407/.

Council of Science Editors:

Buckland, Luke Andrew 1. Exploring an expanded conception of epistemic cognition. [Doctoral Dissertation]. Rutgers University; 2015. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/48407/


Rutgers University

6. Sorensen, Amanda. Framing in science communication.

Degree: PhD, Ecology and Evolution, 2017, Rutgers University

Our current geological period, known as the Anthropocene (from the industrial revolution to present), is characterized by scholars as the time in which humans have… (more)

Subjects/Keywords: Climatic changes; Science – Social aspects

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APA (6th Edition):

Sorensen, A. (2017). Framing in science communication. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/53995/

Chicago Manual of Style (16th Edition):

Sorensen, Amanda. “Framing in science communication.” 2017. Doctoral Dissertation, Rutgers University. Accessed October 20, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/53995/.

MLA Handbook (7th Edition):

Sorensen, Amanda. “Framing in science communication.” 2017. Web. 20 Oct 2019.

Vancouver:

Sorensen A. Framing in science communication. [Internet] [Doctoral dissertation]. Rutgers University; 2017. [cited 2019 Oct 20]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/53995/.

Council of Science Editors:

Sorensen A. Framing in science communication. [Doctoral Dissertation]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/53995/


Rutgers University

7. Joyce, Jeanette, 1962-. The artifact indicator project: three studies in the use of STEM classroom artifacts.

Degree: PhD, Education, 2017, Rutgers University

Calls for reform in STEM education have proliferated as nations strive to prepare students for the future global economy. The 21st century competencies described in… (more)

Subjects/Keywords: Science – Study and teaching; Technology – Study and teaching; Engineering – Study and teaching; Mathematics – Study and teaching

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APA (6th Edition):

Joyce, Jeanette, 1. (2017). The artifact indicator project: three studies in the use of STEM classroom artifacts. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/55514/

Chicago Manual of Style (16th Edition):

Joyce, Jeanette, 1962-. “The artifact indicator project: three studies in the use of STEM classroom artifacts.” 2017. Doctoral Dissertation, Rutgers University. Accessed October 20, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/55514/.

MLA Handbook (7th Edition):

Joyce, Jeanette, 1962-. “The artifact indicator project: three studies in the use of STEM classroom artifacts.” 2017. Web. 20 Oct 2019.

Vancouver:

Joyce, Jeanette 1. The artifact indicator project: three studies in the use of STEM classroom artifacts. [Internet] [Doctoral dissertation]. Rutgers University; 2017. [cited 2019 Oct 20]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/55514/.

Council of Science Editors:

Joyce, Jeanette 1. The artifact indicator project: three studies in the use of STEM classroom artifacts. [Doctoral Dissertation]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/55514/


Rutgers University

8. Rinehart, Ronald W., 1978-. Promoting students’ epistemic cognition and conceptual learning through the design of science learning environments.

Degree: PhD, Education, 2017, Rutgers University

When scientists develop knowledge about the world, they engage in a variety of complex epistemic processes (Allchin, 2011; Hardwig, 1985). They evaluate scientific models and… (more)

Subjects/Keywords: Science – Study and teaching

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APA (6th Edition):

Rinehart, Ronald W., 1. (2017). Promoting students’ epistemic cognition and conceptual learning through the design of science learning environments. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/55669/

Chicago Manual of Style (16th Edition):

Rinehart, Ronald W., 1978-. “Promoting students’ epistemic cognition and conceptual learning through the design of science learning environments.” 2017. Doctoral Dissertation, Rutgers University. Accessed October 20, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/55669/.

MLA Handbook (7th Edition):

Rinehart, Ronald W., 1978-. “Promoting students’ epistemic cognition and conceptual learning through the design of science learning environments.” 2017. Web. 20 Oct 2019.

Vancouver:

Rinehart, Ronald W. 1. Promoting students’ epistemic cognition and conceptual learning through the design of science learning environments. [Internet] [Doctoral dissertation]. Rutgers University; 2017. [cited 2019 Oct 20]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/55669/.

Council of Science Editors:

Rinehart, Ronald W. 1. Promoting students’ epistemic cognition and conceptual learning through the design of science learning environments. [Doctoral Dissertation]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/55669/


Rutgers University

9. Mellor, David Thomas, 1983-. Implications of intraspecific behavioral interactions on the evolution of the mbuna cichlids of Lake Malawi and the effects of a small class intervention on a group of at-­‐risk undergraduate students.

Degree: PhD, Ecology and Evolution, 2011, Rutgers University

The rock-dwelling cichlids of Lake Malawi, the mbuna, are a model system of rapid, sympatric diversification of vertebrates. Though sexual selection has often been invoked… (more)

Subjects/Keywords: Cichlids – Malawi; Cichids – Sexual behavior

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APA (6th Edition):

Mellor, David Thomas, 1. (2011). Implications of intraspecific behavioral interactions on the evolution of the mbuna cichlids of Lake Malawi and the effects of a small class intervention on a group of at-­‐risk undergraduate students. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000061341

Chicago Manual of Style (16th Edition):

Mellor, David Thomas, 1983-. “Implications of intraspecific behavioral interactions on the evolution of the mbuna cichlids of Lake Malawi and the effects of a small class intervention on a group of at-­‐risk undergraduate students.” 2011. Doctoral Dissertation, Rutgers University. Accessed October 20, 2019. http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000061341.

MLA Handbook (7th Edition):

Mellor, David Thomas, 1983-. “Implications of intraspecific behavioral interactions on the evolution of the mbuna cichlids of Lake Malawi and the effects of a small class intervention on a group of at-­‐risk undergraduate students.” 2011. Web. 20 Oct 2019.

Vancouver:

Mellor, David Thomas 1. Implications of intraspecific behavioral interactions on the evolution of the mbuna cichlids of Lake Malawi and the effects of a small class intervention on a group of at-­‐risk undergraduate students. [Internet] [Doctoral dissertation]. Rutgers University; 2011. [cited 2019 Oct 20]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000061341.

Council of Science Editors:

Mellor, David Thomas 1. Implications of intraspecific behavioral interactions on the evolution of the mbuna cichlids of Lake Malawi and the effects of a small class intervention on a group of at-­‐risk undergraduate students. [Doctoral Dissertation]. Rutgers University; 2011. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000061341

10. Macalalag, Augusto, 1977-. Changes in preservice science teachers’ knowledge of inquiry and practice of lesson design.

Degree: Science Education, 2012, Rutgers University

Subjects/Keywords: Inquiry-based learning; Science – Study and teaching – Aids and devices; Student teachers

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APA (6th Edition):

Macalalag, Augusto, 1. (2012). Changes in preservice science teachers’ knowledge of inquiry and practice of lesson design. (Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065001

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Macalalag, Augusto, 1977-. “Changes in preservice science teachers’ knowledge of inquiry and practice of lesson design.” 2012. Thesis, Rutgers University. Accessed October 20, 2019. http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065001.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Macalalag, Augusto, 1977-. “Changes in preservice science teachers’ knowledge of inquiry and practice of lesson design.” 2012. Web. 20 Oct 2019.

Vancouver:

Macalalag, Augusto 1. Changes in preservice science teachers’ knowledge of inquiry and practice of lesson design. [Internet] [Thesis]. Rutgers University; 2012. [cited 2019 Oct 20]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065001.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Macalalag, Augusto 1. Changes in preservice science teachers’ knowledge of inquiry and practice of lesson design. [Thesis]. Rutgers University; 2012. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065001

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Gray, Steven Allan, 1979-. Integrating stakeholder knowledge into the management of a social-ecological system: mental models, risk, and trust in Atlantic coast fisheries.

Degree: PhD, Ecology and Evolution, 2010, Rutgers University

Historical approaches to natural resource management have largely viewed resource managers, resource users, and the resources as distinct and separate components. This perspective has highlighted… (more)

Subjects/Keywords: Fishery management; Natural resources – Management; Environmental sciences

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APA (6th Edition):

Gray, Steven Allan, 1. (2010). Integrating stakeholder knowledge into the management of a social-ecological system: mental models, risk, and trust in Atlantic coast fisheries. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056358

Chicago Manual of Style (16th Edition):

Gray, Steven Allan, 1979-. “Integrating stakeholder knowledge into the management of a social-ecological system: mental models, risk, and trust in Atlantic coast fisheries.” 2010. Doctoral Dissertation, Rutgers University. Accessed October 20, 2019. http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056358.

MLA Handbook (7th Edition):

Gray, Steven Allan, 1979-. “Integrating stakeholder knowledge into the management of a social-ecological system: mental models, risk, and trust in Atlantic coast fisheries.” 2010. Web. 20 Oct 2019.

Vancouver:

Gray, Steven Allan 1. Integrating stakeholder knowledge into the management of a social-ecological system: mental models, risk, and trust in Atlantic coast fisheries. [Internet] [Doctoral dissertation]. Rutgers University; 2010. [cited 2019 Oct 20]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056358.

Council of Science Editors:

Gray, Steven Allan 1. Integrating stakeholder knowledge into the management of a social-ecological system: mental models, risk, and trust in Atlantic coast fisheries. [Doctoral Dissertation]. Rutgers University; 2010. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056358

12. Fisher-Maltese, Carley B., 1974-. Fostering science literacy, environmental stewardship, and collaboration: assessing a garden-based approach to teaching life science.

Degree: Education, 2013, Rutgers University

Subjects/Keywords: Non-formal education; School gardens; Science – Study and teaching – Activity programs

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APA (6th Edition):

Fisher-Maltese, Carley B., 1. (2013). Fostering science literacy, environmental stewardship, and collaboration: assessing a garden-based approach to teaching life science. (Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000068853

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fisher-Maltese, Carley B., 1974-. “Fostering science literacy, environmental stewardship, and collaboration: assessing a garden-based approach to teaching life science.” 2013. Thesis, Rutgers University. Accessed October 20, 2019. http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000068853.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fisher-Maltese, Carley B., 1974-. “Fostering science literacy, environmental stewardship, and collaboration: assessing a garden-based approach to teaching life science.” 2013. Web. 20 Oct 2019.

Vancouver:

Fisher-Maltese, Carley B. 1. Fostering science literacy, environmental stewardship, and collaboration: assessing a garden-based approach to teaching life science. [Internet] [Thesis]. Rutgers University; 2013. [cited 2019 Oct 20]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000068853.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fisher-Maltese, Carley B. 1. Fostering science literacy, environmental stewardship, and collaboration: assessing a garden-based approach to teaching life science. [Thesis]. Rutgers University; 2013. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000068853

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rutgers University

13. Johnson, Jennifer A., 1979-. The effect of online cross-age peer tutoring on student self-efficacy in middle school STEM.

Degree: Teacher Leadership, 2019, Rutgers University

Subjects/Keywords: Inquiry-based learning; Middle school students; Science  – Study and teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Johnson, Jennifer A., 1. (2019). The effect of online cross-age peer tutoring on student self-efficacy in middle school STEM. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/59897/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Johnson, Jennifer A., 1979-. “The effect of online cross-age peer tutoring on student self-efficacy in middle school STEM.” 2019. Thesis, Rutgers University. Accessed October 20, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/59897/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Johnson, Jennifer A., 1979-. “The effect of online cross-age peer tutoring on student self-efficacy in middle school STEM.” 2019. Web. 20 Oct 2019.

Vancouver:

Johnson, Jennifer A. 1. The effect of online cross-age peer tutoring on student self-efficacy in middle school STEM. [Internet] [Thesis]. Rutgers University; 2019. [cited 2019 Oct 20]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/59897/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johnson, Jennifer A. 1. The effect of online cross-age peer tutoring on student self-efficacy in middle school STEM. [Thesis]. Rutgers University; 2019. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/59897/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rutgers University

14. Brown, Michael, 1985-. The effects of informal learning environments on engineering education.

Degree: Informal learning environments, 2019, Rutgers University

Subjects/Keywords: Science Education; Engineering students; College dropouts  – Prevention; College majors

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APA (6th Edition):

Brown, Michael, 1. (2019). The effects of informal learning environments on engineering education. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/60874/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brown, Michael, 1985-. “The effects of informal learning environments on engineering education.” 2019. Thesis, Rutgers University. Accessed October 20, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/60874/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brown, Michael, 1985-. “The effects of informal learning environments on engineering education.” 2019. Web. 20 Oct 2019.

Vancouver:

Brown, Michael 1. The effects of informal learning environments on engineering education. [Internet] [Thesis]. Rutgers University; 2019. [cited 2019 Oct 20]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60874/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brown, Michael 1. The effects of informal learning environments on engineering education. [Thesis]. Rutgers University; 2019. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60874/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rutgers University

15. Wichtel-Myles, Suzanne C., 1984-. Do concept-maps serve as an appropriate scaffold for problem-based learning environments?.

Degree: Problem-based learning, 2019, Rutgers University

Subjects/Keywords: Design of Learning Contexts; Concept mapping; Social groups

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APA (6th Edition):

Wichtel-Myles, Suzanne C., 1. (2019). Do concept-maps serve as an appropriate scaffold for problem-based learning environments?. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/60907/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wichtel-Myles, Suzanne C., 1984-. “Do concept-maps serve as an appropriate scaffold for problem-based learning environments?.” 2019. Thesis, Rutgers University. Accessed October 20, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/60907/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wichtel-Myles, Suzanne C., 1984-. “Do concept-maps serve as an appropriate scaffold for problem-based learning environments?.” 2019. Web. 20 Oct 2019.

Vancouver:

Wichtel-Myles, Suzanne C. 1. Do concept-maps serve as an appropriate scaffold for problem-based learning environments?. [Internet] [Thesis]. Rutgers University; 2019. [cited 2019 Oct 20]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60907/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wichtel-Myles, Suzanne C. 1. Do concept-maps serve as an appropriate scaffold for problem-based learning environments?. [Thesis]. Rutgers University; 2019. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60907/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rutgers University

16. Monaghan, Jessica R., 1985-. Scaffolds in a middle school science classroom: problem-based learning and field trip experience.

Degree: Design of Learning Contexts, 2015, Rutgers University

Subjects/Keywords: Science – Study and teaching (secondary); Problem-based learning; School field trips

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Monaghan, Jessica R., 1. (2015). Scaffolds in a middle school science classroom: problem-based learning and field trip experience. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/47219/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Monaghan, Jessica R., 1985-. “Scaffolds in a middle school science classroom: problem-based learning and field trip experience.” 2015. Thesis, Rutgers University. Accessed October 20, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/47219/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Monaghan, Jessica R., 1985-. “Scaffolds in a middle school science classroom: problem-based learning and field trip experience.” 2015. Web. 20 Oct 2019.

Vancouver:

Monaghan, Jessica R. 1. Scaffolds in a middle school science classroom: problem-based learning and field trip experience. [Internet] [Thesis]. Rutgers University; 2015. [cited 2019 Oct 20]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/47219/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Monaghan, Jessica R. 1. Scaffolds in a middle school science classroom: problem-based learning and field trip experience. [Thesis]. Rutgers University; 2015. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/47219/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rutgers University

17. Shea, Nicole Anne. Investigating the role of content knowledge, argumentation, and situational features to support genetics literacy.

Degree: Education, 2013, Rutgers University

Subjects/Keywords: Content (Psychology); Self-knowledge, Theory of; Literacy; Judgment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shea, N. A. (2013). Investigating the role of content knowledge, argumentation, and situational features to support genetics literacy. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/41916/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shea, Nicole Anne. “Investigating the role of content knowledge, argumentation, and situational features to support genetics literacy.” 2013. Thesis, Rutgers University. Accessed October 20, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/41916/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shea, Nicole Anne. “Investigating the role of content knowledge, argumentation, and situational features to support genetics literacy.” 2013. Web. 20 Oct 2019.

Vancouver:

Shea NA. Investigating the role of content knowledge, argumentation, and situational features to support genetics literacy. [Internet] [Thesis]. Rutgers University; 2013. [cited 2019 Oct 20]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/41916/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shea NA. Investigating the role of content knowledge, argumentation, and situational features to support genetics literacy. [Thesis]. Rutgers University; 2013. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/41916/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rutgers University

18. Sinha, Suparna, 1975-. Exploring student engagement and transfer in technology mediated environments.

Degree: Education, 2013, Rutgers University

Subjects/Keywords: Student-centered learning; Active learning; Computer-assisted instruction

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sinha, Suparna, 1. (2013). Exploring student engagement and transfer in technology mediated environments. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/41922/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sinha, Suparna, 1975-. “Exploring student engagement and transfer in technology mediated environments.” 2013. Thesis, Rutgers University. Accessed October 20, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/41922/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sinha, Suparna, 1975-. “Exploring student engagement and transfer in technology mediated environments.” 2013. Web. 20 Oct 2019.

Vancouver:

Sinha, Suparna 1. Exploring student engagement and transfer in technology mediated environments. [Internet] [Thesis]. Rutgers University; 2013. [cited 2019 Oct 20]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/41922/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sinha, Suparna 1. Exploring student engagement and transfer in technology mediated environments. [Thesis]. Rutgers University; 2013. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/41922/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rutgers University

19. Weinmann, Jeanne B., 1959-. Effect of task specific self-regulation prompts on science content knowledge and transfer.

Degree: Self-regulation, 2019, Rutgers University

Subjects/Keywords: Teacher Leadership; Science  – Study and teaching (Secondary); Learning strategies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Weinmann, Jeanne B., 1. (2019). Effect of task specific self-regulation prompts on science content knowledge and transfer. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/60904/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Weinmann, Jeanne B., 1959-. “Effect of task specific self-regulation prompts on science content knowledge and transfer.” 2019. Thesis, Rutgers University. Accessed October 20, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/60904/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Weinmann, Jeanne B., 1959-. “Effect of task specific self-regulation prompts on science content knowledge and transfer.” 2019. Web. 20 Oct 2019.

Vancouver:

Weinmann, Jeanne B. 1. Effect of task specific self-regulation prompts on science content knowledge and transfer. [Internet] [Thesis]. Rutgers University; 2019. [cited 2019 Oct 20]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60904/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Weinmann, Jeanne B. 1. Effect of task specific self-regulation prompts on science content knowledge and transfer. [Thesis]. Rutgers University; 2019. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60904/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.