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You searched for +publisher:"Texas A&M University" +contributor:("Pedersen, Susan"). Showing records 1 – 19 of 19 total matches.

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Texas A&M University

1. Keske, Stephanie Lee. Communicating for Creative Success in Remote Collaborative Work.

Degree: MS, Visualization, 2014, Texas A&M University

 This thesis investigated how technological communication tools contribute to creative success within the speci c domain of animation production. Research indicates that communication is one… (more)

Subjects/Keywords: visualization; animation; communication; remote collaboration; computer-mediated communication modalities

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APA (6th Edition):

Keske, S. L. (2014). Communicating for Creative Success in Remote Collaborative Work. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152517

Chicago Manual of Style (16th Edition):

Keske, Stephanie Lee. “Communicating for Creative Success in Remote Collaborative Work.” 2014. Masters Thesis, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/152517.

MLA Handbook (7th Edition):

Keske, Stephanie Lee. “Communicating for Creative Success in Remote Collaborative Work.” 2014. Web. 22 Oct 2020.

Vancouver:

Keske SL. Communicating for Creative Success in Remote Collaborative Work. [Internet] [Masters thesis]. Texas A&M University; 2014. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/152517.

Council of Science Editors:

Keske SL. Communicating for Creative Success in Remote Collaborative Work. [Masters Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152517


Texas A&M University

2. Fitzpatrick, Robbie Reese. The Impact of Integrated Humor on Memory Retention and Recall Aspects of Adult Learning.

Degree: PhD, Educational Psychology, 2011, Texas A&M University

 The present study tested the hypothesis that humor directly integrated with targeted material positively impacts memory retention and recall. The rationale underlying the hypothesis is… (more)

Subjects/Keywords: integrated humor; memory and humor; adult learning

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APA (6th Edition):

Fitzpatrick, R. R. (2011). The Impact of Integrated Humor on Memory Retention and Recall Aspects of Adult Learning. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8249

Chicago Manual of Style (16th Edition):

Fitzpatrick, Robbie Reese. “The Impact of Integrated Humor on Memory Retention and Recall Aspects of Adult Learning.” 2011. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8249.

MLA Handbook (7th Edition):

Fitzpatrick, Robbie Reese. “The Impact of Integrated Humor on Memory Retention and Recall Aspects of Adult Learning.” 2011. Web. 22 Oct 2020.

Vancouver:

Fitzpatrick RR. The Impact of Integrated Humor on Memory Retention and Recall Aspects of Adult Learning. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8249.

Council of Science Editors:

Fitzpatrick RR. The Impact of Integrated Humor on Memory Retention and Recall Aspects of Adult Learning. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8249


Texas A&M University

3. 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 October 22, 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. 22 Oct 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 Oct 22]. 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

4. Thomas, Shemesha Shenay. An Examination of the Factors that Influence African American Females to Pursue Postsecondary and Secondary Information Communications Technology Education.

Degree: PhD, Educational Psychology, 2016, Texas A&M University

 In order for the United States to compete globally with other countries, it is vital that the United States diversify and increase the number of… (more)

Subjects/Keywords: STEM; African American females; information technology; computer science

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APA (6th Edition):

Thomas, S. S. (2016). An Examination of the Factors that Influence African American Females to Pursue Postsecondary and Secondary Information Communications Technology Education. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156994

Chicago Manual of Style (16th Edition):

Thomas, Shemesha Shenay. “An Examination of the Factors that Influence African American Females to Pursue Postsecondary and Secondary Information Communications Technology Education.” 2016. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/156994.

MLA Handbook (7th Edition):

Thomas, Shemesha Shenay. “An Examination of the Factors that Influence African American Females to Pursue Postsecondary and Secondary Information Communications Technology Education.” 2016. Web. 22 Oct 2020.

Vancouver:

Thomas SS. An Examination of the Factors that Influence African American Females to Pursue Postsecondary and Secondary Information Communications Technology Education. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/156994.

Council of Science Editors:

Thomas SS. An Examination of the Factors that Influence African American Females to Pursue Postsecondary and Secondary Information Communications Technology Education. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156994


Texas A&M University

5. Miller, Heather. The Development and Use of Conceptual Models of Complex Earth Systems for Environmental Managment and Earth Science Education.

Degree: PhD, Geology, 2012, Texas A&M University

 Conceptualizations of earth's surficial systems pose challenges to scientists, novice teachers, and students alike, because they are variable, non-linear, and dynamic. Developing scientific models of… (more)

Subjects/Keywords: geoscience education; conceptual models; complex earth systems

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APA (6th Edition):

Miller, H. (2012). The Development and Use of Conceptual Models of Complex Earth Systems for Environmental Managment and Earth Science Education. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11715

Chicago Manual of Style (16th Edition):

Miller, Heather. “The Development and Use of Conceptual Models of Complex Earth Systems for Environmental Managment and Earth Science Education.” 2012. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11715.

MLA Handbook (7th Edition):

Miller, Heather. “The Development and Use of Conceptual Models of Complex Earth Systems for Environmental Managment and Earth Science Education.” 2012. Web. 22 Oct 2020.

Vancouver:

Miller H. The Development and Use of Conceptual Models of Complex Earth Systems for Environmental Managment and Earth Science Education. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11715.

Council of Science Editors:

Miller H. The Development and Use of Conceptual Models of Complex Earth Systems for Environmental Managment and Earth Science Education. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11715

6. Wu, Hui-Ling. Scaffolding in Technology-Enhanced Science Education.

Degree: PhD, Educational Psychology, 2011, Texas A&M University

 This dissertation focuses on the effectiveness of scaffolding in technology-enhanced science learning environments, and specifically the relative merits of computer- and teacher-based scaffolding in science… (more)

Subjects/Keywords: scaffolding; science education; technology-enhanced instruction; middle school

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APA (6th Edition):

Wu, H. (2011). Scaffolding in Technology-Enhanced Science Education. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7956

Chicago Manual of Style (16th Edition):

Wu, Hui-Ling. “Scaffolding in Technology-Enhanced Science Education.” 2011. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7956.

MLA Handbook (7th Edition):

Wu, Hui-Ling. “Scaffolding in Technology-Enhanced Science Education.” 2011. Web. 22 Oct 2020.

Vancouver:

Wu H. Scaffolding in Technology-Enhanced Science Education. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7956.

Council of Science Editors:

Wu H. Scaffolding in Technology-Enhanced Science Education. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7956

7. Green, Martha Robison. Teaching the Writing Process through Digital Storytelling in Pre-service Education.

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

 This study used a mixed-methods design to determine instructional strategies that best enhance pre-service teachers’ valuing of digital storytelling as a method to teach the… (more)

Subjects/Keywords: Pre-service Education; Early Childhood Education; Technology Integration; Digital Storytelling; English/Language Arts; Narrative Writing

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APA (6th Edition):

Green, M. R. (2012). Teaching the Writing Process through Digital Storytelling in Pre-service Education. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9416

Chicago Manual of Style (16th Edition):

Green, Martha Robison. “Teaching the Writing Process through Digital Storytelling in Pre-service Education.” 2012. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9416.

MLA Handbook (7th Edition):

Green, Martha Robison. “Teaching the Writing Process through Digital Storytelling in Pre-service Education.” 2012. Web. 22 Oct 2020.

Vancouver:

Green MR. Teaching the Writing Process through Digital Storytelling in Pre-service Education. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9416.

Council of Science Editors:

Green MR. Teaching the Writing Process through Digital Storytelling in Pre-service Education. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9416

8. Junnutula, Meghanath Reddy. Asynchronous and Synchronous Communications’ Effect on User Engagement in Prediction Games.

Degree: MS, Computer Science, 2015, Texas A&M University

 Fantasy sports, a medium that engrosses millions of players around the world, increases the player’s expertise and understanding about the domain of the sport. Prediction… (more)

Subjects/Keywords: fantasy sports; asynchronous communication; synchronous communication; prediction games; games; chat; forum; message boards; messages

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APA (6th Edition):

Junnutula, M. R. (2015). Asynchronous and Synchronous Communications’ Effect on User Engagement in Prediction Games. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155530

Chicago Manual of Style (16th Edition):

Junnutula, Meghanath Reddy. “Asynchronous and Synchronous Communications’ Effect on User Engagement in Prediction Games.” 2015. Masters Thesis, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/155530.

MLA Handbook (7th Edition):

Junnutula, Meghanath Reddy. “Asynchronous and Synchronous Communications’ Effect on User Engagement in Prediction Games.” 2015. Web. 22 Oct 2020.

Vancouver:

Junnutula MR. Asynchronous and Synchronous Communications’ Effect on User Engagement in Prediction Games. [Internet] [Masters thesis]. Texas A&M University; 2015. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/155530.

Council of Science Editors:

Junnutula MR. Asynchronous and Synchronous Communications’ Effect on User Engagement in Prediction Games. [Masters Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155530

9. Wood, Nancy O. The Relationships of Media, Task, Spatial Presence, and Critical Thinking, in an Online Tutorial Designed to Teach Art Criticism.

Degree: PhD, Educational Psychology, 2013, Texas A&M University

 This experimental study analyzed the relationships between media type, task type, the learners’ experience of spatial presence in media and learning outcomes. Spatial presence is… (more)

Subjects/Keywords: Educational Media; Media Presence; Critical Thinking

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APA (6th Edition):

Wood, N. O. (2013). The Relationships of Media, Task, Spatial Presence, and Critical Thinking, in an Online Tutorial Designed to Teach Art Criticism. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151791

Chicago Manual of Style (16th Edition):

Wood, Nancy O. “The Relationships of Media, Task, Spatial Presence, and Critical Thinking, in an Online Tutorial Designed to Teach Art Criticism.” 2013. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/151791.

MLA Handbook (7th Edition):

Wood, Nancy O. “The Relationships of Media, Task, Spatial Presence, and Critical Thinking, in an Online Tutorial Designed to Teach Art Criticism.” 2013. Web. 22 Oct 2020.

Vancouver:

Wood NO. The Relationships of Media, Task, Spatial Presence, and Critical Thinking, in an Online Tutorial Designed to Teach Art Criticism. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/151791.

Council of Science Editors:

Wood NO. The Relationships of Media, Task, Spatial Presence, and Critical Thinking, in an Online Tutorial Designed to Teach Art Criticism. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151791

10. Gazi, Yakut. Discourse indicators of culture in online courses.

Degree: PhD, Educational Psychology, 2009, Texas A&M University

 This study examined the electronic discourse in an online course to investigate if culture exhibited itself in the communication of students. The researcher also sought… (more)

Subjects/Keywords: computer-mediated discourse analysis; online courses; culture; third culture; online course design

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APA (6th Edition):

Gazi, Y. (2009). Discourse indicators of culture in online courses. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1304

Chicago Manual of Style (16th Edition):

Gazi, Yakut. “Discourse indicators of culture in online courses.” 2009. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1304.

MLA Handbook (7th Edition):

Gazi, Yakut. “Discourse indicators of culture in online courses.” 2009. Web. 22 Oct 2020.

Vancouver:

Gazi Y. Discourse indicators of culture in online courses. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1304.

Council of Science Editors:

Gazi Y. Discourse indicators of culture in online courses. [Doctoral Dissertation]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1304

11. Ezrailson, Cathy Mariotti. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.

Degree: PhD, Curriculum and Instruction, 2005, Texas A&M University

 This study measures the effect of a model of explicit instruction (EMIT) on the: 1) physics graduate teaching assistants’ adherence to reformed teaching methods, 2)… (more)

Subjects/Keywords: inteactive engagement; active engagement; Modeling; Calculus-based physics; graduate teaching assistants; physics teaching assistants; explicit modeling; models of instruction; cooperative groups; context rich problem solving; cognitive coaching in physics

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APA (6th Edition):

Ezrailson, C. M. (2005). EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1467

Chicago Manual of Style (16th Edition):

Ezrailson, Cathy Mariotti. “EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.” 2005. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/1467.

MLA Handbook (7th Edition):

Ezrailson, Cathy Mariotti. “EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.” 2005. Web. 22 Oct 2020.

Vancouver:

Ezrailson CM. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. [Internet] [Doctoral dissertation]. Texas A&M University; 2005. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/1467.

Council of Science Editors:

Ezrailson CM. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. [Doctoral Dissertation]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/1467


Texas A&M University

12. Morales-Vale, Suzanne. Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college.

Degree: PhD, Educational Human Resource Development, 2009, Texas A&M University

 The purpose of this study was to understand how formative assessment interactions in developmental education reading, writing, and mathematics courses at a community college were… (more)

Subjects/Keywords: Formative Assessment; Community College

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APA (6th Edition):

Morales-Vale, S. (2009). Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3154

Chicago Manual of Style (16th Edition):

Morales-Vale, Suzanne. “Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college.” 2009. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-3154.

MLA Handbook (7th Edition):

Morales-Vale, Suzanne. “Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college.” 2009. Web. 22 Oct 2020.

Vancouver:

Morales-Vale S. Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3154.

Council of Science Editors:

Morales-Vale S. Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college. [Doctoral Dissertation]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3154


Texas A&M University

13. Arslanyilmaz, Abdurrahman. Using similar tasks to increase negotiation of meaning and language production in an online second language learning environment.

Degree: PhD, Educational Psychology, 2009, Texas A&M University

 This study investigates the use of authentic subtitled similar task videos (ASSTVs) and their relationship to second language negotiation of meaning and language production among… (more)

Subjects/Keywords: similar tasks; negotiation of meaning; language production; online second language learning

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APA (6th Edition):

Arslanyilmaz, A. (2009). Using similar tasks to increase negotiation of meaning and language production in an online second language learning environment. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1505

Chicago Manual of Style (16th Edition):

Arslanyilmaz, Abdurrahman. “Using similar tasks to increase negotiation of meaning and language production in an online second language learning environment.” 2009. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1505.

MLA Handbook (7th Edition):

Arslanyilmaz, Abdurrahman. “Using similar tasks to increase negotiation of meaning and language production in an online second language learning environment.” 2009. Web. 22 Oct 2020.

Vancouver:

Arslanyilmaz A. Using similar tasks to increase negotiation of meaning and language production in an online second language learning environment. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1505.

Council of Science Editors:

Arslanyilmaz A. Using similar tasks to increase negotiation of meaning and language production in an online second language learning environment. [Doctoral Dissertation]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1505


Texas A&M University

14. Lin, Jie. Perception of principals in the southern, urban U.S. and eastern, urban China regarding the selection, preparation, and professional development of elementary principals.

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

 An effective principal is the catalyst for an effective school. For this reason, it is imperative that education stakeholders all over the world become responsible… (more)

Subjects/Keywords: selection; preparation; professional development

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APA (6th Edition):

Lin, J. (2005). Perception of principals in the southern, urban U.S. and eastern, urban China regarding the selection, preparation, and professional development of elementary principals. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2563

Chicago Manual of Style (16th Edition):

Lin, Jie. “Perception of principals in the southern, urban U.S. and eastern, urban China regarding the selection, preparation, and professional development of elementary principals.” 2005. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/2563.

MLA Handbook (7th Edition):

Lin, Jie. “Perception of principals in the southern, urban U.S. and eastern, urban China regarding the selection, preparation, and professional development of elementary principals.” 2005. Web. 22 Oct 2020.

Vancouver:

Lin J. Perception of principals in the southern, urban U.S. and eastern, urban China regarding the selection, preparation, and professional development of elementary principals. [Internet] [Doctoral dissertation]. Texas A&M University; 2005. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/2563.

Council of Science Editors:

Lin J. Perception of principals in the southern, urban U.S. and eastern, urban China regarding the selection, preparation, and professional development of elementary principals. [Doctoral Dissertation]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2563


Texas A&M University

15. Green, Mary Elizabeth. An investigation of online environments supporting follow-up to professional development for Texas school librarians.

Degree: PhD, Educational Psychology, 2006, Texas A&M University

 At the beginning of the 2004-2005 school year, school librarians participated in a face-to-face workshop during in-service training. The workshop dealt with the process of… (more)

Subjects/Keywords: Professional development; follow-up

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APA (6th Edition):

Green, M. E. (2006). An investigation of online environments supporting follow-up to professional development for Texas school librarians. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/3214

Chicago Manual of Style (16th Edition):

Green, Mary Elizabeth. “An investigation of online environments supporting follow-up to professional development for Texas school librarians.” 2006. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/3214.

MLA Handbook (7th Edition):

Green, Mary Elizabeth. “An investigation of online environments supporting follow-up to professional development for Texas school librarians.” 2006. Web. 22 Oct 2020.

Vancouver:

Green ME. An investigation of online environments supporting follow-up to professional development for Texas school librarians. [Internet] [Doctoral dissertation]. Texas A&M University; 2006. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/3214.

Council of Science Editors:

Green ME. An investigation of online environments supporting follow-up to professional development for Texas school librarians. [Doctoral Dissertation]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/3214


Texas A&M University

16. Lu, Jiajun. Sharing semi-heterogeneous single-user editors for real-time group editing.

Degree: MS, Computer Science, 2006, Texas A&M University

 A new approach is proposed to transparently share familiar single-user editors without modifying their source code. This approach tweaks a classic diff algorithm to derive… (more)

Subjects/Keywords: group editing; CSCW; diff

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

APA (6th Edition):

Lu, J. (2006). Sharing semi-heterogeneous single-user editors for real-time group editing. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/3881

Chicago Manual of Style (16th Edition):

Lu, Jiajun. “Sharing semi-heterogeneous single-user editors for real-time group editing.” 2006. Masters Thesis, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/3881.

MLA Handbook (7th Edition):

Lu, Jiajun. “Sharing semi-heterogeneous single-user editors for real-time group editing.” 2006. Web. 22 Oct 2020.

Vancouver:

Lu J. Sharing semi-heterogeneous single-user editors for real-time group editing. [Internet] [Masters thesis]. Texas A&M University; 2006. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/3881.

Council of Science Editors:

Lu J. Sharing semi-heterogeneous single-user editors for real-time group editing. [Masters Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/3881


Texas A&M University

17. Seifert, Kathryn A. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.

Degree: PhD, Curriculum and Instruction, 2010, Texas A&M University

 This mixed methods dissertation explores the impact of metacognitive support (reflective journal entries and a think-aloud exercise) in a PBL (problem-based learning) unit. While students… (more)

Subjects/Keywords: Problem-Based Learning; Metacognition; Reflection

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

APA (6th Edition):

Seifert, K. A. (2010). The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30

Chicago Manual of Style (16th Edition):

Seifert, Kathryn A. “The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.” 2010. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30.

MLA Handbook (7th Edition):

Seifert, Kathryn A. “The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.” 2010. Web. 22 Oct 2020.

Vancouver:

Seifert KA. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. [Internet] [Doctoral dissertation]. Texas A&M University; 2010. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30.

Council of Science Editors:

Seifert KA. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. [Doctoral Dissertation]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30


Texas A&M University

18. Bulu, Saniye Tugba. Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment.

Degree: PhD, Educational Psychology, 2009, Texas A&M University

 This study focused on two areas under the overarching theme of the effects of domain-general and domain-specific scaffolds with different levels of support, continuous or… (more)

Subjects/Keywords: Problem-solving; scaffolding; prompts; metacognition; prior knowledge

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

APA (6th Edition):

Bulu, S. T. (2009). Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2739

Chicago Manual of Style (16th Edition):

Bulu, Saniye Tugba. “Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment.” 2009. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2739.

MLA Handbook (7th Edition):

Bulu, Saniye Tugba. “Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment.” 2009. Web. 22 Oct 2020.

Vancouver:

Bulu ST. Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2739.

Council of Science Editors:

Bulu ST. Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment. [Doctoral Dissertation]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2739


Texas A&M University

19. Chen, Chun-Ying. Managing perceptions of information overload in computer-mediated communication.

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

 Many studies report information overload (IO) as one of the main problems students encounter in computer-mediated communication (CMC). To date, researchers have paid little attention… (more)

Subjects/Keywords: Information Overload; Computer-Mediated Communication; Computer Conferencing; Online Courses; Online Discussions; Learning Strategies

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

APA (6th Edition):

Chen, C. (2005). Managing perceptions of information overload in computer-mediated communication. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1370

Chicago Manual of Style (16th Edition):

Chen, Chun-Ying. “Managing perceptions of information overload in computer-mediated communication.” 2005. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/1370.

MLA Handbook (7th Edition):

Chen, Chun-Ying. “Managing perceptions of information overload in computer-mediated communication.” 2005. Web. 22 Oct 2020.

Vancouver:

Chen C. Managing perceptions of information overload in computer-mediated communication. [Internet] [Doctoral dissertation]. Texas A&M University; 2005. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/1370.

Council of Science Editors:

Chen C. Managing perceptions of information overload in computer-mediated communication. [Doctoral Dissertation]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/1370

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