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You searched for +publisher:"Temple University" +contributor:("Cromley, Jennifer"). Showing records 1 – 24 of 24 total matches.

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Temple University

1. Rojas, Raul. Waves of Change: Longitudinal Growth Profiling of Bilingual (Spanish-English) Language Development.

Degree: PhD, 2011, Temple University

Communication Sciences

Although the research literature supports the notion of language growth trajectories, primarily in monolingual English children, the shape and direction of English-language learners'… (more)

Subjects/Keywords: Speech Therapy; English Language Learners (ELLs); Growth Curve Modeling; Impact of Initial Status on Growth; Intra- and Inter-Individual Variability; Longitudinal Data; Shape of Change

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APA (6th Edition):

Rojas, R. (2011). Waves of Change: Longitudinal Growth Profiling of Bilingual (Spanish-English) Language Development. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,107844

Chicago Manual of Style (16th Edition):

Rojas, Raul. “Waves of Change: Longitudinal Growth Profiling of Bilingual (Spanish-English) Language Development.” 2011. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,107844.

MLA Handbook (7th Edition):

Rojas, Raul. “Waves of Change: Longitudinal Growth Profiling of Bilingual (Spanish-English) Language Development.” 2011. Web. 19 Feb 2020.

Vancouver:

Rojas R. Waves of Change: Longitudinal Growth Profiling of Bilingual (Spanish-English) Language Development. [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,107844.

Council of Science Editors:

Rojas R. Waves of Change: Longitudinal Growth Profiling of Bilingual (Spanish-English) Language Development. [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,107844


Temple University

2. Kiepert, Marissa. AN EXAMINATION OF REPETITION AND THE SPACING EFFECT IN THE CLASSROOM: A SELF-REPORT SURVEY OF TEACHERS.

Degree: PhD, 2009, Temple University

Educational Psychology

The spacing effect is one of the most remarkable and reliable phenomenon to emerge from the experimental research in learning and memory. In… (more)

Subjects/Keywords: Education, Educational Psychology; classroom; educational practice; repetition; spacing effect; survey; teaching strategies

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APA (6th Edition):

Kiepert, M. (2009). AN EXAMINATION OF REPETITION AND THE SPACING EFFECT IN THE CLASSROOM: A SELF-REPORT SURVEY OF TEACHERS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,43315

Chicago Manual of Style (16th Edition):

Kiepert, Marissa. “AN EXAMINATION OF REPETITION AND THE SPACING EFFECT IN THE CLASSROOM: A SELF-REPORT SURVEY OF TEACHERS.” 2009. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,43315.

MLA Handbook (7th Edition):

Kiepert, Marissa. “AN EXAMINATION OF REPETITION AND THE SPACING EFFECT IN THE CLASSROOM: A SELF-REPORT SURVEY OF TEACHERS.” 2009. Web. 19 Feb 2020.

Vancouver:

Kiepert M. AN EXAMINATION OF REPETITION AND THE SPACING EFFECT IN THE CLASSROOM: A SELF-REPORT SURVEY OF TEACHERS. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,43315.

Council of Science Editors:

Kiepert M. AN EXAMINATION OF REPETITION AND THE SPACING EFFECT IN THE CLASSROOM: A SELF-REPORT SURVEY OF TEACHERS. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,43315


Temple University

3. Fuentes, Felipe. The Relationship among impulsivity, substance use, and condom use in a sample of men who have sex with men.

Degree: PhD, 2009, Temple University

Counseling Psychology

The purpose of the study is to examine the association between impulsivity, substance use, and condom use in men who have sex with… (more)

Subjects/Keywords: Psychology; General

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APA (6th Edition):

Fuentes, F. (2009). The Relationship among impulsivity, substance use, and condom use in a sample of men who have sex with men. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,58017

Chicago Manual of Style (16th Edition):

Fuentes, Felipe. “The Relationship among impulsivity, substance use, and condom use in a sample of men who have sex with men.” 2009. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,58017.

MLA Handbook (7th Edition):

Fuentes, Felipe. “The Relationship among impulsivity, substance use, and condom use in a sample of men who have sex with men.” 2009. Web. 19 Feb 2020.

Vancouver:

Fuentes F. The Relationship among impulsivity, substance use, and condom use in a sample of men who have sex with men. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,58017.

Council of Science Editors:

Fuentes F. The Relationship among impulsivity, substance use, and condom use in a sample of men who have sex with men. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,58017


Temple University

4. Almon, P. Catherine. English Language Learner Engagement and Retention in a Community College Setting.

Degree: 2010, Temple University

CITE/Language Arts

Ed.D.

This multi-method study explored English Language Learner (ELL) enrollment and engagement in a community college to address a dearth of research on… (more)

Subjects/Keywords: Education, Community College; community college; engagement; English language learners; ESL; persistence; retention

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APA (6th Edition):

Almon, P. C. (2010). English Language Learner Engagement and Retention in a Community College Setting. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,84590

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):

Almon, P Catherine. “English Language Learner Engagement and Retention in a Community College Setting.” 2010. Thesis, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,84590.

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

MLA Handbook (7th Edition):

Almon, P Catherine. “English Language Learner Engagement and Retention in a Community College Setting.” 2010. Web. 19 Feb 2020.

Vancouver:

Almon PC. English Language Learner Engagement and Retention in a Community College Setting. [Internet] [Thesis]. Temple University; 2010. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,84590.

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

Council of Science Editors:

Almon PC. English Language Learner Engagement and Retention in a Community College Setting. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,84590

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


Temple University

5. Young, Reva Laurel. Predictors of Client Responsiveness to the Bonny Method of Guided Imagery and Music (BMGIM).

Degree: PhD, 2011, Temple University

Music Therapy

The purpose of this study was to identify predictors of responsiveness to the Bonny Method of Guided Imagery and Music (BMGIM), as measured… (more)

Subjects/Keywords: Mental Health; assessment; Bonny Method of Guided Imagery and Music; GIM; music and imagery; music therapy; predictors

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APA (6th Edition):

Young, R. L. (2011). Predictors of Client Responsiveness to the Bonny Method of Guided Imagery and Music (BMGIM). (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,122099

Chicago Manual of Style (16th Edition):

Young, Reva Laurel. “Predictors of Client Responsiveness to the Bonny Method of Guided Imagery and Music (BMGIM).” 2011. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,122099.

MLA Handbook (7th Edition):

Young, Reva Laurel. “Predictors of Client Responsiveness to the Bonny Method of Guided Imagery and Music (BMGIM).” 2011. Web. 19 Feb 2020.

Vancouver:

Young RL. Predictors of Client Responsiveness to the Bonny Method of Guided Imagery and Music (BMGIM). [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,122099.

Council of Science Editors:

Young RL. Predictors of Client Responsiveness to the Bonny Method of Guided Imagery and Music (BMGIM). [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,122099


Temple University

6. Dai, Ting. THINKING ABOUT ONLINE SOURCES: EXPLORING STUDENTS' EPISTEMIC COGNITION IN INTERNET-BASED CHEMISTRY LEARNING.

Degree: PhD, 2014, Temple University

Educational Psychology

This dissertation investigated the relation between epistemic cognition-epistemic aims and source beliefs-and learning outcome in an Internet-based research context. Based on a framework… (more)

Subjects/Keywords: Educational psychology;

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APA (6th Edition):

Dai, T. (2014). THINKING ABOUT ONLINE SOURCES: EXPLORING STUDENTS' EPISTEMIC COGNITION IN INTERNET-BASED CHEMISTRY LEARNING. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,285717

Chicago Manual of Style (16th Edition):

Dai, Ting. “THINKING ABOUT ONLINE SOURCES: EXPLORING STUDENTS' EPISTEMIC COGNITION IN INTERNET-BASED CHEMISTRY LEARNING.” 2014. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,285717.

MLA Handbook (7th Edition):

Dai, Ting. “THINKING ABOUT ONLINE SOURCES: EXPLORING STUDENTS' EPISTEMIC COGNITION IN INTERNET-BASED CHEMISTRY LEARNING.” 2014. Web. 19 Feb 2020.

Vancouver:

Dai T. THINKING ABOUT ONLINE SOURCES: EXPLORING STUDENTS' EPISTEMIC COGNITION IN INTERNET-BASED CHEMISTRY LEARNING. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,285717.

Council of Science Editors:

Dai T. THINKING ABOUT ONLINE SOURCES: EXPLORING STUDENTS' EPISTEMIC COGNITION IN INTERNET-BASED CHEMISTRY LEARNING. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,285717


Temple University

7. Kimber, Charles Tenison. The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts.

Degree: 2009, Temple University

CITE/Mathematics and Science Education

Ed.D.

The purpose of this study was to examine the effect of training in self-regulated learning strategies on math anxiety and… (more)

Subjects/Keywords: Education, Mathematics; math anxiety; mathematics achievement; self-regulated learning

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APA (6th Edition):

Kimber, C. T. (2009). The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,27315

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):

Kimber, Charles Tenison. “The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts.” 2009. Thesis, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,27315.

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

MLA Handbook (7th Edition):

Kimber, Charles Tenison. “The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts.” 2009. Web. 19 Feb 2020.

Vancouver:

Kimber CT. The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts. [Internet] [Thesis]. Temple University; 2009. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,27315.

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

Council of Science Editors:

Kimber CT. The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,27315

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


Temple University

8. Bernacki, Matthew L. The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments.

Degree: PhD, 2010, Temple University

Educational Psychology

This study examined how learners construct textbase and situation model knowledge in hypertext computer-based learning environments (CBLEs) and documented the influence of specific… (more)

Subjects/Keywords: Education, Educational Psychology; Information Technology; Education, Higher; computer-based learning; hypertext; knowledge acquisition; prior knowledge; self-regulated learning; study strategies

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APA (6th Edition):

Bernacki, M. L. (2010). The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,78622

Chicago Manual of Style (16th Edition):

Bernacki, Matthew L. “The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments.” 2010. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,78622.

MLA Handbook (7th Edition):

Bernacki, Matthew L. “The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments.” 2010. Web. 19 Feb 2020.

Vancouver:

Bernacki ML. The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,78622.

Council of Science Editors:

Bernacki ML. The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,78622


Temple University

9. Bussone, Krista Ann D'Albenzio. Making Friends: Teacher Influence on Students' Peer Relationships.

Degree: PhD, 2011, Temple University

School Psychology

A total of 236 kindergarten to eighth grade students and 15 teachers from an elementary school in a northeastern U.S. city provided information… (more)

Subjects/Keywords: Psychology; Educational Psychology; classroom friendships; classroom relationships; student friendships; student relationships; student teacher relationship; teacher influence

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APA (6th Edition):

Bussone, K. A. D. (2011). Making Friends: Teacher Influence on Students' Peer Relationships. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,122942

Chicago Manual of Style (16th Edition):

Bussone, Krista Ann D'Albenzio. “Making Friends: Teacher Influence on Students' Peer Relationships.” 2011. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,122942.

MLA Handbook (7th Edition):

Bussone, Krista Ann D'Albenzio. “Making Friends: Teacher Influence on Students' Peer Relationships.” 2011. Web. 19 Feb 2020.

Vancouver:

Bussone KAD. Making Friends: Teacher Influence on Students' Peer Relationships. [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,122942.

Council of Science Editors:

Bussone KAD. Making Friends: Teacher Influence on Students' Peer Relationships. [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,122942


Temple University

10. Moore, Cara M. Why Do Teachers Quit? An Investigation of the Influence of School Environment and Teacher Characteristics on Discontent and Attrition.

Degree: PhD, 2011, Temple University

Urban Education

Teacher attrition is a widespread problem in the United States and is most severe in urban and rural schools. High rates of teacher… (more)

Subjects/Keywords: Education; General; Education Policy; school climate; school environment; teacher attrition; teacher dissatisfaction; teacher mobility

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APA (6th Edition):

Moore, C. M. (2011). Why Do Teachers Quit? An Investigation of the Influence of School Environment and Teacher Characteristics on Discontent and Attrition. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,127490

Chicago Manual of Style (16th Edition):

Moore, Cara M. “Why Do Teachers Quit? An Investigation of the Influence of School Environment and Teacher Characteristics on Discontent and Attrition.” 2011. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,127490.

MLA Handbook (7th Edition):

Moore, Cara M. “Why Do Teachers Quit? An Investigation of the Influence of School Environment and Teacher Characteristics on Discontent and Attrition.” 2011. Web. 19 Feb 2020.

Vancouver:

Moore CM. Why Do Teachers Quit? An Investigation of the Influence of School Environment and Teacher Characteristics on Discontent and Attrition. [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,127490.

Council of Science Editors:

Moore CM. Why Do Teachers Quit? An Investigation of the Influence of School Environment and Teacher Characteristics on Discontent and Attrition. [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,127490


Temple University

11. Reese, Jill Alyse. Adult Identification of Meaningful and Intentional Music Behaviors Demonstrated by Young Children.

Degree: PhD, 2011, Temple University

Music Education

The purpose of this research was to investigate how adults identify music behaviors of young children in play-based early childhood settings. The research… (more)

Subjects/Keywords: Music Education; Childcare; Child development; Early childhood; Music; Parent; Young children

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APA (6th Edition):

Reese, J. A. (2011). Adult Identification of Meaningful and Intentional Music Behaviors Demonstrated by Young Children. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,148944

Chicago Manual of Style (16th Edition):

Reese, Jill Alyse. “Adult Identification of Meaningful and Intentional Music Behaviors Demonstrated by Young Children.” 2011. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,148944.

MLA Handbook (7th Edition):

Reese, Jill Alyse. “Adult Identification of Meaningful and Intentional Music Behaviors Demonstrated by Young Children.” 2011. Web. 19 Feb 2020.

Vancouver:

Reese JA. Adult Identification of Meaningful and Intentional Music Behaviors Demonstrated by Young Children. [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,148944.

Council of Science Editors:

Reese JA. Adult Identification of Meaningful and Intentional Music Behaviors Demonstrated by Young Children. [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,148944


Temple University

12. Dodd, Jennifer Marie. Effects of Curricular Content on the Choral Music Preferences of Adolescents.

Degree: PhD, 2012, Temple University

Music Education

The purpose of this research was to investigate factors affecting choral music preferences of adolescents. The rationale for this research comes from the… (more)

Subjects/Keywords: Music education; Multicultural education; Music; Adolescents; Choral Music; Curriculum; Ethnic Identity; Multicultural; Music Preferences

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APA (6th Edition):

Dodd, J. M. (2012). Effects of Curricular Content on the Choral Music Preferences of Adolescents. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,207908

Chicago Manual of Style (16th Edition):

Dodd, Jennifer Marie. “Effects of Curricular Content on the Choral Music Preferences of Adolescents.” 2012. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,207908.

MLA Handbook (7th Edition):

Dodd, Jennifer Marie. “Effects of Curricular Content on the Choral Music Preferences of Adolescents.” 2012. Web. 19 Feb 2020.

Vancouver:

Dodd JM. Effects of Curricular Content on the Choral Music Preferences of Adolescents. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,207908.

Council of Science Editors:

Dodd JM. Effects of Curricular Content on the Choral Music Preferences of Adolescents. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,207908


Temple University

13. Fitzhugh, Shannon Leigh. The Coherence Formation Model of Illustrated Text Comprehension: A Path Model of Attention to Multimedia Text.

Degree: PhD, 2012, Temple University

Psychology

The study reported here tests a model that includes several factors thought to contribute to the comprehension of static multimedia learning materials (i.e. background… (more)

Subjects/Keywords: Education; Cognitive psychology; Psychology; background knowledge; biology; diagram comprehension; eye tracking; path model

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APA (6th Edition):

Fitzhugh, S. L. (2012). The Coherence Formation Model of Illustrated Text Comprehension: A Path Model of Attention to Multimedia Text. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,210583

Chicago Manual of Style (16th Edition):

Fitzhugh, Shannon Leigh. “The Coherence Formation Model of Illustrated Text Comprehension: A Path Model of Attention to Multimedia Text.” 2012. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,210583.

MLA Handbook (7th Edition):

Fitzhugh, Shannon Leigh. “The Coherence Formation Model of Illustrated Text Comprehension: A Path Model of Attention to Multimedia Text.” 2012. Web. 19 Feb 2020.

Vancouver:

Fitzhugh SL. The Coherence Formation Model of Illustrated Text Comprehension: A Path Model of Attention to Multimedia Text. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,210583.

Council of Science Editors:

Fitzhugh SL. The Coherence Formation Model of Illustrated Text Comprehension: A Path Model of Attention to Multimedia Text. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,210583


Temple University

14. Perez, Anthony Charles. Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence.

Degree: PhD, 2012, Temple University

Educational Psychology

Students who initially choose STEM majors frequently switch to non-STEM majors. Additionally, there are national concerns over the paucity of homegrown scientists, and… (more)

Subjects/Keywords: Educational psychology; Cost; Identity; Motivation; Persistence in STEM; Task Value

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APA (6th Edition):

Perez, A. C. (2012). Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,213109

Chicago Manual of Style (16th Edition):

Perez, Anthony Charles. “Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence.” 2012. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,213109.

MLA Handbook (7th Edition):

Perez, Anthony Charles. “Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence.” 2012. Web. 19 Feb 2020.

Vancouver:

Perez AC. Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,213109.

Council of Science Editors:

Perez AC. Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,213109


Temple University

15. Heath, Amy Elizabeth. Self-regulated Learning in Doctor of Physical Therapy Students.

Degree: PhD, 2013, Temple University

Educational Psychology

There is a paucity of adult professional education literature, yet there are multiple theories and models from which to extrapolate information regarding learning… (more)

Subjects/Keywords: Educational psychology; Physical therapy; Higher education;

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APA (6th Edition):

Heath, A. E. (2013). Self-regulated Learning in Doctor of Physical Therapy Students. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,216572

Chicago Manual of Style (16th Edition):

Heath, Amy Elizabeth. “Self-regulated Learning in Doctor of Physical Therapy Students.” 2013. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,216572.

MLA Handbook (7th Edition):

Heath, Amy Elizabeth. “Self-regulated Learning in Doctor of Physical Therapy Students.” 2013. Web. 19 Feb 2020.

Vancouver:

Heath AE. Self-regulated Learning in Doctor of Physical Therapy Students. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,216572.

Council of Science Editors:

Heath AE. Self-regulated Learning in Doctor of Physical Therapy Students. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,216572


Temple University

16. Ryoo, Seong Mae. Responding to Non-Native Writers of English: The Relationship Between a Teacher's Written Comments and Improvement in Second Language Writing.

Degree: 2013, Temple University

CITE/Language Arts

Ed.D.

The purpose of this study was to examine the effect that a writing teacher's written comments had on improvement in L2 writing;… (more)

Subjects/Keywords: English as a second language; Language arts; Education;

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APA (6th Edition):

Ryoo, S. M. (2013). Responding to Non-Native Writers of English: The Relationship Between a Teacher's Written Comments and Improvement in Second Language Writing. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,223622

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):

Ryoo, Seong Mae. “Responding to Non-Native Writers of English: The Relationship Between a Teacher's Written Comments and Improvement in Second Language Writing.” 2013. Thesis, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,223622.

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

MLA Handbook (7th Edition):

Ryoo, Seong Mae. “Responding to Non-Native Writers of English: The Relationship Between a Teacher's Written Comments and Improvement in Second Language Writing.” 2013. Web. 19 Feb 2020.

Vancouver:

Ryoo SM. Responding to Non-Native Writers of English: The Relationship Between a Teacher's Written Comments and Improvement in Second Language Writing. [Internet] [Thesis]. Temple University; 2013. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,223622.

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

Council of Science Editors:

Ryoo SM. Responding to Non-Native Writers of English: The Relationship Between a Teacher's Written Comments and Improvement in Second Language Writing. [Thesis]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,223622

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


Temple University

17. Newell, Mary Kathleen. Effects of Movement Instruction on Children's Singing Achievement Scores.

Degree: PhD, 2013, Temple University

Music Education

The purpose of this research was to investigate the effects of movement instruction on children's singing achievement scores. When controlling for age, four… (more)

Subjects/Keywords: Music education; Music; Education;

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APA (6th Edition):

Newell, M. K. (2013). Effects of Movement Instruction on Children's Singing Achievement Scores. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,226345

Chicago Manual of Style (16th Edition):

Newell, Mary Kathleen. “Effects of Movement Instruction on Children's Singing Achievement Scores.” 2013. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,226345.

MLA Handbook (7th Edition):

Newell, Mary Kathleen. “Effects of Movement Instruction on Children's Singing Achievement Scores.” 2013. Web. 19 Feb 2020.

Vancouver:

Newell MK. Effects of Movement Instruction on Children's Singing Achievement Scores. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,226345.

Council of Science Editors:

Newell MK. Effects of Movement Instruction on Children's Singing Achievement Scores. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,226345


Temple University

18. Harris, Justin. Where will it go? Concepts of motion in complex events.

Degree: PhD, 2014, Temple University

Psychology

Common misconceptions provide a window into how people learn about and understand the world. This study explores the misconceptions of both children (5.5 to… (more)

Subjects/Keywords: Developmental psychology; Cognitive psychology;

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APA (6th Edition):

Harris, J. (2014). Where will it go? Concepts of motion in complex events. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,239070

Chicago Manual of Style (16th Edition):

Harris, Justin. “Where will it go? Concepts of motion in complex events.” 2014. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,239070.

MLA Handbook (7th Edition):

Harris, Justin. “Where will it go? Concepts of motion in complex events.” 2014. Web. 19 Feb 2020.

Vancouver:

Harris J. Where will it go? Concepts of motion in complex events. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,239070.

Council of Science Editors:

Harris J. Where will it go? Concepts of motion in complex events. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,239070


Temple University

19. Bergey, Bradley Wade. Student-Generated Questions During Chemistry Lectures: Patterns, Self-Appraisals, and Relations with Motivational Beliefs and Achievement.

Degree: PhD, 2014, Temple University

Educational Psychology

Self-generated questions are a central mechanism for learning, yet students' questions are often infrequent during classroom instruction. As a result, little is known… (more)

Subjects/Keywords: Educational psychology; Science education; Education;

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APA (6th Edition):

Bergey, B. W. (2014). Student-Generated Questions During Chemistry Lectures: Patterns, Self-Appraisals, and Relations with Motivational Beliefs and Achievement. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,243566

Chicago Manual of Style (16th Edition):

Bergey, Bradley Wade. “Student-Generated Questions During Chemistry Lectures: Patterns, Self-Appraisals, and Relations with Motivational Beliefs and Achievement.” 2014. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,243566.

MLA Handbook (7th Edition):

Bergey, Bradley Wade. “Student-Generated Questions During Chemistry Lectures: Patterns, Self-Appraisals, and Relations with Motivational Beliefs and Achievement.” 2014. Web. 19 Feb 2020.

Vancouver:

Bergey BW. Student-Generated Questions During Chemistry Lectures: Patterns, Self-Appraisals, and Relations with Motivational Beliefs and Achievement. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,243566.

Council of Science Editors:

Bergey BW. Student-Generated Questions During Chemistry Lectures: Patterns, Self-Appraisals, and Relations with Motivational Beliefs and Achievement. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,243566


Temple University

20. McGinn, Kelly Marie. The Developmental and Teacher-Related Mediating Effects of Mathematics Vocabulary Use on Algebra Learning.

Degree: PhD, 2015, Temple University

Educational Psychology

Today, it is almost expected that students learn to precisely communicate their mathematical thinking. In fact, the CCSS stress the importance of precision… (more)

Subjects/Keywords: Educational psychology; Mathematics education;

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APA (6th Edition):

McGinn, K. M. (2015). The Developmental and Teacher-Related Mediating Effects of Mathematics Vocabulary Use on Algebra Learning. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,321386

Chicago Manual of Style (16th Edition):

McGinn, Kelly Marie. “The Developmental and Teacher-Related Mediating Effects of Mathematics Vocabulary Use on Algebra Learning.” 2015. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,321386.

MLA Handbook (7th Edition):

McGinn, Kelly Marie. “The Developmental and Teacher-Related Mediating Effects of Mathematics Vocabulary Use on Algebra Learning.” 2015. Web. 19 Feb 2020.

Vancouver:

McGinn KM. The Developmental and Teacher-Related Mediating Effects of Mathematics Vocabulary Use on Algebra Learning. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,321386.

Council of Science Editors:

McGinn KM. The Developmental and Teacher-Related Mediating Effects of Mathematics Vocabulary Use on Algebra Learning. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,321386


Temple University

21. Chang, Briana L. EFFECTS OF RACIALIZED TRACKING ON RACIAL GAPS IN SCIENCE SELF-EFFICACY, IDENTITY, ENGAGEMENT, AND ASPIRATIONS: CONNECTION TO SCIENCE AND SCHOOL SEGREGATION.

Degree: PhD, 2015, Temple University

Urban Education

Given the concentration of economic growth and power in science fields and the current levels of racial stratification in schooling, this study examined… (more)

Subjects/Keywords: Education; Sociology of education; Secondary education;

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APA (6th Edition):

Chang, B. L. (2015). EFFECTS OF RACIALIZED TRACKING ON RACIAL GAPS IN SCIENCE SELF-EFFICACY, IDENTITY, ENGAGEMENT, AND ASPIRATIONS: CONNECTION TO SCIENCE AND SCHOOL SEGREGATION. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,333388

Chicago Manual of Style (16th Edition):

Chang, Briana L. “EFFECTS OF RACIALIZED TRACKING ON RACIAL GAPS IN SCIENCE SELF-EFFICACY, IDENTITY, ENGAGEMENT, AND ASPIRATIONS: CONNECTION TO SCIENCE AND SCHOOL SEGREGATION.” 2015. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,333388.

MLA Handbook (7th Edition):

Chang, Briana L. “EFFECTS OF RACIALIZED TRACKING ON RACIAL GAPS IN SCIENCE SELF-EFFICACY, IDENTITY, ENGAGEMENT, AND ASPIRATIONS: CONNECTION TO SCIENCE AND SCHOOL SEGREGATION.” 2015. Web. 19 Feb 2020.

Vancouver:

Chang BL. EFFECTS OF RACIALIZED TRACKING ON RACIAL GAPS IN SCIENCE SELF-EFFICACY, IDENTITY, ENGAGEMENT, AND ASPIRATIONS: CONNECTION TO SCIENCE AND SCHOOL SEGREGATION. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,333388.

Council of Science Editors:

Chang BL. EFFECTS OF RACIALIZED TRACKING ON RACIAL GAPS IN SCIENCE SELF-EFFICACY, IDENTITY, ENGAGEMENT, AND ASPIRATIONS: CONNECTION TO SCIENCE AND SCHOOL SEGREGATION. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,333388


Temple University

22. Doherty, Christina Barbieri. THE EFFECTS OF ERROR REFLECTION AND PERCEIVED FUNCTIONALITY OF ERRORS ON MIDDLE SCHOOL STUDENTS’ ALGEBRA LEARNING AND SENSE OF BELONGING TO MATHEMATICS.

Degree: PhD, 2015, Temple University

Educational Psychology

The current study assessed an error reflection intervention on Algebra I students’ conceptual and procedural knowledge and sense of belonging to mathematics. Also… (more)

Subjects/Keywords: Educational psychology;

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APA (6th Edition):

Doherty, C. B. (2015). THE EFFECTS OF ERROR REFLECTION AND PERCEIVED FUNCTIONALITY OF ERRORS ON MIDDLE SCHOOL STUDENTS’ ALGEBRA LEARNING AND SENSE OF BELONGING TO MATHEMATICS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,335141

Chicago Manual of Style (16th Edition):

Doherty, Christina Barbieri. “THE EFFECTS OF ERROR REFLECTION AND PERCEIVED FUNCTIONALITY OF ERRORS ON MIDDLE SCHOOL STUDENTS’ ALGEBRA LEARNING AND SENSE OF BELONGING TO MATHEMATICS.” 2015. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,335141.

MLA Handbook (7th Edition):

Doherty, Christina Barbieri. “THE EFFECTS OF ERROR REFLECTION AND PERCEIVED FUNCTIONALITY OF ERRORS ON MIDDLE SCHOOL STUDENTS’ ALGEBRA LEARNING AND SENSE OF BELONGING TO MATHEMATICS.” 2015. Web. 19 Feb 2020.

Vancouver:

Doherty CB. THE EFFECTS OF ERROR REFLECTION AND PERCEIVED FUNCTIONALITY OF ERRORS ON MIDDLE SCHOOL STUDENTS’ ALGEBRA LEARNING AND SENSE OF BELONGING TO MATHEMATICS. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,335141.

Council of Science Editors:

Doherty CB. THE EFFECTS OF ERROR REFLECTION AND PERCEIVED FUNCTIONALITY OF ERRORS ON MIDDLE SCHOOL STUDENTS’ ALGEBRA LEARNING AND SENSE OF BELONGING TO MATHEMATICS. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,335141


Temple University

23. Murphy, Marilyn Anne. Learning to Write with Metaphor: The Effects of a Unit on Writing with Metaphor on the Levels of Engagement of Two Fifth-Grade Classes.

Degree: 2008, Temple University

CITE/Language Arts

Ed.D.

The need for improved student achievement in writing is well-documented across all grades and scores continue to show slow gains. The evidence… (more)

Subjects/Keywords: Education, Curriculum and Instruction; writing; engagement

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APA (6th Edition):

Murphy, M. A. (2008). Learning to Write with Metaphor: The Effects of a Unit on Writing with Metaphor on the Levels of Engagement of Two Fifth-Grade Classes. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,2396

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):

Murphy, Marilyn Anne. “Learning to Write with Metaphor: The Effects of a Unit on Writing with Metaphor on the Levels of Engagement of Two Fifth-Grade Classes.” 2008. Thesis, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,2396.

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

MLA Handbook (7th Edition):

Murphy, Marilyn Anne. “Learning to Write with Metaphor: The Effects of a Unit on Writing with Metaphor on the Levels of Engagement of Two Fifth-Grade Classes.” 2008. Web. 19 Feb 2020.

Vancouver:

Murphy MA. Learning to Write with Metaphor: The Effects of a Unit on Writing with Metaphor on the Levels of Engagement of Two Fifth-Grade Classes. [Internet] [Thesis]. Temple University; 2008. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,2396.

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

Council of Science Editors:

Murphy MA. Learning to Write with Metaphor: The Effects of a Unit on Writing with Metaphor on the Levels of Engagement of Two Fifth-Grade Classes. [Thesis]. Temple University; 2008. Available from: http://digital.library.temple.edu/u?/p245801coll10,2396

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


Temple University

24. Timony, David D. OBSERVATIONS OF TEACHER EXPERTISE BEHAVIOR BASED ON A CHECKLIST DEVELOPED FROM STUDENT PERCEPTIONS.

Degree: PhD, 2009, Temple University

Educational Psychology

Exploration into teacher competency of various types has gone on for quite some time. An untapped resource regarding teacher expertise is that of… (more)

Subjects/Keywords: Education, Educational Psychology; Behavior; Checklist; Expertise; High School; Novice; Perception

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APA (6th Edition):

Timony, D. D. (2009). OBSERVATIONS OF TEACHER EXPERTISE BEHAVIOR BASED ON A CHECKLIST DEVELOPED FROM STUDENT PERCEPTIONS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,46504

Chicago Manual of Style (16th Edition):

Timony, David D. “OBSERVATIONS OF TEACHER EXPERTISE BEHAVIOR BASED ON A CHECKLIST DEVELOPED FROM STUDENT PERCEPTIONS.” 2009. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,46504.

MLA Handbook (7th Edition):

Timony, David D. “OBSERVATIONS OF TEACHER EXPERTISE BEHAVIOR BASED ON A CHECKLIST DEVELOPED FROM STUDENT PERCEPTIONS.” 2009. Web. 19 Feb 2020.

Vancouver:

Timony DD. OBSERVATIONS OF TEACHER EXPERTISE BEHAVIOR BASED ON A CHECKLIST DEVELOPED FROM STUDENT PERCEPTIONS. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,46504.

Council of Science Editors:

Timony DD. OBSERVATIONS OF TEACHER EXPERTISE BEHAVIOR BASED ON A CHECKLIST DEVELOPED FROM STUDENT PERCEPTIONS. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,46504

.