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You searched for +publisher:"Texas A&M University" +contributor:("Goetz, Ernest T."). Showing records 1 – 7 of 7 total matches.

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Texas A&M University

1. Sweeney, David Sean. The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors.

Degree: PhD, Educational Psychology, 2018, Texas A&M University

 A proliferation of natural speech audio texts as well as improvements in synthetic text-to-speech technology have created new opportunities for learners. While many studies have… (more)

Subjects/Keywords: comprehension; audio comprehension; metacognition; affordances; metacognition; motivation

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APA (6th Edition):

Sweeney, D. S. (2018). The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173942

Chicago Manual of Style (16th Edition):

Sweeney, David Sean. “The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors.” 2018. Doctoral Dissertation, Texas A&M University. Accessed December 01, 2020. http://hdl.handle.net/1969.1/173942.

MLA Handbook (7th Edition):

Sweeney, David Sean. “The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors.” 2018. Web. 01 Dec 2020.

Vancouver:

Sweeney DS. The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/1969.1/173942.

Council of Science Editors:

Sweeney DS. The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173942


Texas A&M University

2. Bae, Yunhee. The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement.

Degree: PhD, Educational Psychology, 2014, Texas A&M University

 This dissertation consists of two articles investigating the relationships among motivation, self-regulated learning (SRL), and academic achievement for adolescents: (a) a meta-analytic review of the… (more)

Subjects/Keywords: Motivation; Self-Regulated Learning; Academic Achievement; Adolescents

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APA (6th Edition):

Bae, Y. (2014). The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153862

Chicago Manual of Style (16th Edition):

Bae, Yunhee. “The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement.” 2014. Doctoral Dissertation, Texas A&M University. Accessed December 01, 2020. http://hdl.handle.net/1969.1/153862.

MLA Handbook (7th Edition):

Bae, Yunhee. “The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement.” 2014. Web. 01 Dec 2020.

Vancouver:

Bae Y. The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/1969.1/153862.

Council of Science Editors:

Bae Y. The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153862


Texas A&M University

3. Bravo Paniagua, Tamara Andrea. Questioning beyond the Book in Teacher-Child Reading: The Effect of High Cognitively Demanding Questions on Children’s Vocabulary Growth.

Degree: PhD, Educational Psychology, 2015, Texas A&M University

 Shared book reading (SBR) is considered the standard in fostering preschool children’s oral language skills. However, research has emphasized that extratextual conversation around book reading… (more)

Subjects/Keywords: Vocabulary; Shared Book Reading; Extratextual Talk; Questioning; Preschool

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APA (6th Edition):

Bravo Paniagua, T. A. (2015). Questioning beyond the Book in Teacher-Child Reading: The Effect of High Cognitively Demanding Questions on Children’s Vocabulary Growth. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154976

Chicago Manual of Style (16th Edition):

Bravo Paniagua, Tamara Andrea. “Questioning beyond the Book in Teacher-Child Reading: The Effect of High Cognitively Demanding Questions on Children’s Vocabulary Growth.” 2015. Doctoral Dissertation, Texas A&M University. Accessed December 01, 2020. http://hdl.handle.net/1969.1/154976.

MLA Handbook (7th Edition):

Bravo Paniagua, Tamara Andrea. “Questioning beyond the Book in Teacher-Child Reading: The Effect of High Cognitively Demanding Questions on Children’s Vocabulary Growth.” 2015. Web. 01 Dec 2020.

Vancouver:

Bravo Paniagua TA. Questioning beyond the Book in Teacher-Child Reading: The Effect of High Cognitively Demanding Questions on Children’s Vocabulary Growth. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/1969.1/154976.

Council of Science Editors:

Bravo Paniagua TA. Questioning beyond the Book in Teacher-Child Reading: The Effect of High Cognitively Demanding Questions on Children’s Vocabulary Growth. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/154976


Texas A&M University

4. Shimek, Christina. The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence.

Degree: PhD, Educational Psychology, 2012, Texas A&M University

 College students rarely engage model-based epistemological reasoning about scientific data and evidence. The purpose of this study was to (1) investigate how scaffolding treatments influenced… (more)

Subjects/Keywords: distributed scaffolding; domain-general scaffolds; domain-specific scaffolds; epistemological reasoning; college science

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APA (6th Edition):

Shimek, C. (2012). The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957

Chicago Manual of Style (16th Edition):

Shimek, Christina. “The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence.” 2012. Doctoral Dissertation, Texas A&M University. Accessed December 01, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957.

MLA Handbook (7th Edition):

Shimek, Christina. “The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence.” 2012. Web. 01 Dec 2020.

Vancouver:

Shimek C. The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957.

Council of Science Editors:

Shimek C. The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957


Texas A&M University

5. Davis, Cole. A Meta-Analysis of School-Based Problem-Solving Consultation Outcomes: A Review from 1986 to 2009.

Degree: PhD, School Psychology, 2012, Texas A&M University

 School-based problem-solving consultation is an indirect problem-solving process where the consultant works directly with the teacher in order to solve a current work problem of… (more)

Subjects/Keywords: consultation; meta-analysis; school; random-effects

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APA (6th Edition):

Davis, C. (2012). A Meta-Analysis of School-Based Problem-Solving Consultation Outcomes: A Review from 1986 to 2009. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11415

Chicago Manual of Style (16th Edition):

Davis, Cole. “A Meta-Analysis of School-Based Problem-Solving Consultation Outcomes: A Review from 1986 to 2009.” 2012. Doctoral Dissertation, Texas A&M University. Accessed December 01, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11415.

MLA Handbook (7th Edition):

Davis, Cole. “A Meta-Analysis of School-Based Problem-Solving Consultation Outcomes: A Review from 1986 to 2009.” 2012. Web. 01 Dec 2020.

Vancouver:

Davis C. A Meta-Analysis of School-Based Problem-Solving Consultation Outcomes: A Review from 1986 to 2009. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11415.

Council of Science Editors:

Davis C. A Meta-Analysis of School-Based Problem-Solving Consultation Outcomes: A Review from 1986 to 2009. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11415


Texas A&M University

6. Fatemi, Jaleh. An exploratory study of peak experience and other positive human experiences and writing.

Degree: PhD, Educational Psychology, 2005, Texas A&M University

 This study analyzes and reports on the characteristics of writing-triggered peak experience and other positive human experiences and explores some possible factors that can bring… (more)

Subjects/Keywords: peak experience and writing; peak experience triggers; happiness; creative writing; benefits of writing; theories of writing; theraputic use of writing; peak experience descriptions; introspective writing; journaling; self knowledge; inner self; self-actualization

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

APA (6th Edition):

Fatemi, J. (2005). An exploratory study of peak experience and other positive human experiences and writing. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1368

Chicago Manual of Style (16th Edition):

Fatemi, Jaleh. “An exploratory study of peak experience and other positive human experiences and writing.” 2005. Doctoral Dissertation, Texas A&M University. Accessed December 01, 2020. http://hdl.handle.net/1969.1/1368.

MLA Handbook (7th Edition):

Fatemi, Jaleh. “An exploratory study of peak experience and other positive human experiences and writing.” 2005. Web. 01 Dec 2020.

Vancouver:

Fatemi J. An exploratory study of peak experience and other positive human experiences and writing. [Internet] [Doctoral dissertation]. Texas A&M University; 2005. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/1969.1/1368.

Council of Science Editors:

Fatemi J. An exploratory study of peak experience and other positive human experiences and writing. [Doctoral Dissertation]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/1368


Texas A&M University

7. Hobson, Margaret. Teacher Perceptions of Change in Leadership Roles and Activities as a Result of Participation in a Science Education Leadership Program.

Degree: PhD, Educational Psychology, 2010, Texas A&M University

 Teacher leadership has emerged as a component of the movement to increase student achievement in science and mathematics. The Information Technology in Science Center for… (more)

Subjects/Keywords: Teacher Leadership; Science Education; Mathematics Education

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APA (6th Edition):

Hobson, M. (2010). Teacher Perceptions of Change in Leadership Roles and Activities as a Result of Participation in a Science Education Leadership Program. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-3261

Chicago Manual of Style (16th Edition):

Hobson, Margaret. “Teacher Perceptions of Change in Leadership Roles and Activities as a Result of Participation in a Science Education Leadership Program.” 2010. Doctoral Dissertation, Texas A&M University. Accessed December 01, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-3261.

MLA Handbook (7th Edition):

Hobson, Margaret. “Teacher Perceptions of Change in Leadership Roles and Activities as a Result of Participation in a Science Education Leadership Program.” 2010. Web. 01 Dec 2020.

Vancouver:

Hobson M. Teacher Perceptions of Change in Leadership Roles and Activities as a Result of Participation in a Science Education Leadership Program. [Internet] [Doctoral dissertation]. Texas A&M University; 2010. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-3261.

Council of Science Editors:

Hobson M. Teacher Perceptions of Change in Leadership Roles and Activities as a Result of Participation in a Science Education Leadership Program. [Doctoral Dissertation]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-3261

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