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You searched for +publisher:"University of Arizona" +contributor:("Burross, Heidi Legg"). Showing records 1 – 11 of 11 total matches.

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University of Arizona

1. Baig, Ambareen. Relationship Between the Subjective Task Value of a Course and Level of Transfer Displayed by Learners of Cognitive Behavioral Theories .

Degree: 2017, University of Arizona

 The ability to transfer knowledge to novel contexts is one of the most important goals that our educational institutions must achieve. Motivation is one of… (more)

Subjects/Keywords: attainment value; cost; expectancy value theory; intrinsic value; subjective task values; transfer

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APA (6th Edition):

Baig, A. (2017). Relationship Between the Subjective Task Value of a Course and Level of Transfer Displayed by Learners of Cognitive Behavioral Theories . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/626140

Chicago Manual of Style (16th Edition):

Baig, Ambareen. “Relationship Between the Subjective Task Value of a Course and Level of Transfer Displayed by Learners of Cognitive Behavioral Theories .” 2017. Masters Thesis, University of Arizona. Accessed July 16, 2019. http://hdl.handle.net/10150/626140.

MLA Handbook (7th Edition):

Baig, Ambareen. “Relationship Between the Subjective Task Value of a Course and Level of Transfer Displayed by Learners of Cognitive Behavioral Theories .” 2017. Web. 16 Jul 2019.

Vancouver:

Baig A. Relationship Between the Subjective Task Value of a Course and Level of Transfer Displayed by Learners of Cognitive Behavioral Theories . [Internet] [Masters thesis]. University of Arizona; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10150/626140.

Council of Science Editors:

Baig A. Relationship Between the Subjective Task Value of a Course and Level of Transfer Displayed by Learners of Cognitive Behavioral Theories . [Masters Thesis]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/626140


University of Arizona

2. Mellor, Jessie Kosorok. Academic Entitlement and Incivility: Differences in Faculty and Students' Perceptions .

Degree: 2011, University of Arizona

 This study examined differences in faculty and students' perspectives regarding the frequency, acceptability, and attributions for classroom incivilities and academic entitlement (AE). Nine behaviors commonly… (more)

Subjects/Keywords: Academic Entitlement; Faculty; Incivility; Policy; Students

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APA (6th Edition):

Mellor, J. K. (2011). Academic Entitlement and Incivility: Differences in Faculty and Students' Perceptions . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145417

Chicago Manual of Style (16th Edition):

Mellor, Jessie Kosorok. “Academic Entitlement and Incivility: Differences in Faculty and Students' Perceptions .” 2011. Doctoral Dissertation, University of Arizona. Accessed July 16, 2019. http://hdl.handle.net/10150/145417.

MLA Handbook (7th Edition):

Mellor, Jessie Kosorok. “Academic Entitlement and Incivility: Differences in Faculty and Students' Perceptions .” 2011. Web. 16 Jul 2019.

Vancouver:

Mellor JK. Academic Entitlement and Incivility: Differences in Faculty and Students' Perceptions . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10150/145417.

Council of Science Editors:

Mellor JK. Academic Entitlement and Incivility: Differences in Faculty and Students' Perceptions . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/145417


University of Arizona

3. Shealy, Linda. Building an Early Warning System to Identify Potential High School Dropouts .

Degree: 2011, University of Arizona

 Over one million high school students drop out of school each year in this country. Dropping out of school is a serious problem for the… (more)

Subjects/Keywords: dropouts; early warning system; graduation; high school; interventions; risk factors

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APA (6th Edition):

Shealy, L. (2011). Building an Early Warning System to Identify Potential High School Dropouts . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145278

Chicago Manual of Style (16th Edition):

Shealy, Linda. “Building an Early Warning System to Identify Potential High School Dropouts .” 2011. Doctoral Dissertation, University of Arizona. Accessed July 16, 2019. http://hdl.handle.net/10150/145278.

MLA Handbook (7th Edition):

Shealy, Linda. “Building an Early Warning System to Identify Potential High School Dropouts .” 2011. Web. 16 Jul 2019.

Vancouver:

Shealy L. Building an Early Warning System to Identify Potential High School Dropouts . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10150/145278.

Council of Science Editors:

Shealy L. Building an Early Warning System to Identify Potential High School Dropouts . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/145278


University of Arizona

4. Lavigne, Alyson Leah. Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching .

Degree: 2010, University of Arizona

 Teacher attrition, particularly of beginning teachers, is concerning. Extensive research has been conducted on teacher attrition and teacher characteristics; however, less research exists on teacher… (more)

Subjects/Keywords: Beginning Teachers; Teacher Retention; Teachers' Beliefs

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APA (6th Edition):

Lavigne, A. L. (2010). Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/193771

Chicago Manual of Style (16th Edition):

Lavigne, Alyson Leah. “Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching .” 2010. Doctoral Dissertation, University of Arizona. Accessed July 16, 2019. http://hdl.handle.net/10150/193771.

MLA Handbook (7th Edition):

Lavigne, Alyson Leah. “Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching .” 2010. Web. 16 Jul 2019.

Vancouver:

Lavigne AL. Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10150/193771.

Council of Science Editors:

Lavigne AL. Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/193771


University of Arizona

5. DeFrain, Erica. An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines .

Degree: 2016, University of Arizona

 This dissertation looked at the relationship between students' evaluations of teaching (SET) at a large research university in the United States and a set of… (more)

Subjects/Keywords: Educational Psychology; Students Evaluation of Teaching

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APA (6th Edition):

DeFrain, E. (2016). An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/621018

Chicago Manual of Style (16th Edition):

DeFrain, Erica. “An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines .” 2016. Doctoral Dissertation, University of Arizona. Accessed July 16, 2019. http://hdl.handle.net/10150/621018.

MLA Handbook (7th Edition):

DeFrain, Erica. “An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines .” 2016. Web. 16 Jul 2019.

Vancouver:

DeFrain E. An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10150/621018.

Council of Science Editors:

DeFrain E. An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/621018


University of Arizona

6. Sudhaus, Paulo. Teachers as Learners: Higher Education Faculty Learning to Use Technology for Instruction .

Degree: 2013, University of Arizona

 Technology has become an integral part of the educational experience for many students and teachers, and institutions of higher education have invested heavily in its… (more)

Subjects/Keywords: Faculty Professional Development; Technology for Instruction; Educational Psychology; Adult Learning

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APA (6th Edition):

Sudhaus, P. (2013). Teachers as Learners: Higher Education Faculty Learning to Use Technology for Instruction . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/307024

Chicago Manual of Style (16th Edition):

Sudhaus, Paulo. “Teachers as Learners: Higher Education Faculty Learning to Use Technology for Instruction .” 2013. Doctoral Dissertation, University of Arizona. Accessed July 16, 2019. http://hdl.handle.net/10150/307024.

MLA Handbook (7th Edition):

Sudhaus, Paulo. “Teachers as Learners: Higher Education Faculty Learning to Use Technology for Instruction .” 2013. Web. 16 Jul 2019.

Vancouver:

Sudhaus P. Teachers as Learners: Higher Education Faculty Learning to Use Technology for Instruction . [Internet] [Doctoral dissertation]. University of Arizona; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10150/307024.

Council of Science Editors:

Sudhaus P. Teachers as Learners: Higher Education Faculty Learning to Use Technology for Instruction . [Doctoral Dissertation]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/307024


University of Arizona

7. Holliday, Matthew R. First Year Experience Seminars: How Contrasting Models Impact the College Transition and Retention .

Degree: 2014, University of Arizona

 Most institutions of higher education utilize First Year Experience (FYE) coursework to facilitate college adjustment and student retention. FYE courses are designed to support the… (more)

Subjects/Keywords: Educational Psychology

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APA (6th Edition):

Holliday, M. R. (2014). First Year Experience Seminars: How Contrasting Models Impact the College Transition and Retention . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/316770

Chicago Manual of Style (16th Edition):

Holliday, Matthew R. “First Year Experience Seminars: How Contrasting Models Impact the College Transition and Retention .” 2014. Doctoral Dissertation, University of Arizona. Accessed July 16, 2019. http://hdl.handle.net/10150/316770.

MLA Handbook (7th Edition):

Holliday, Matthew R. “First Year Experience Seminars: How Contrasting Models Impact the College Transition and Retention .” 2014. Web. 16 Jul 2019.

Vancouver:

Holliday MR. First Year Experience Seminars: How Contrasting Models Impact the College Transition and Retention . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10150/316770.

Council of Science Editors:

Holliday MR. First Year Experience Seminars: How Contrasting Models Impact the College Transition and Retention . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/316770


University of Arizona

8. Cao, Naichuan. The Impact of Ethnic Identity on Educational Constraints: A Dilemma for Diaspora Hui University Students in China .

Degree: 2016, University of Arizona

 This paper explored the process of identity formation among the Hui national minority, particularly focusing on Hui students who live and study within the majority… (more)

Subjects/Keywords: Ethnic Identity; Intergroup Relations; Educational Psychology; Academic Performance

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APA (6th Edition):

Cao, N. (2016). The Impact of Ethnic Identity on Educational Constraints: A Dilemma for Diaspora Hui University Students in China . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/620697

Chicago Manual of Style (16th Edition):

Cao, Naichuan. “The Impact of Ethnic Identity on Educational Constraints: A Dilemma for Diaspora Hui University Students in China .” 2016. Masters Thesis, University of Arizona. Accessed July 16, 2019. http://hdl.handle.net/10150/620697.

MLA Handbook (7th Edition):

Cao, Naichuan. “The Impact of Ethnic Identity on Educational Constraints: A Dilemma for Diaspora Hui University Students in China .” 2016. Web. 16 Jul 2019.

Vancouver:

Cao N. The Impact of Ethnic Identity on Educational Constraints: A Dilemma for Diaspora Hui University Students in China . [Internet] [Masters thesis]. University of Arizona; 2016. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10150/620697.

Council of Science Editors:

Cao N. The Impact of Ethnic Identity on Educational Constraints: A Dilemma for Diaspora Hui University Students in China . [Masters Thesis]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/620697


University of Arizona

9. Freiberg, Elizabeth Jean. The Relationship Between Academic Performance and Elementary Student and Teacher Attitudes Towards Departmentalizing .

Degree: 2014, University of Arizona

 In response to the continued pressure placed on American public schools to increase academic achievement, some schools have begun to reorganize instructional environments in an… (more)

Subjects/Keywords: departmentalization; elementary; student perceptions; teacher attitudes; Educational Psychology; achievement

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APA (6th Edition):

Freiberg, E. J. (2014). The Relationship Between Academic Performance and Elementary Student and Teacher Attitudes Towards Departmentalizing . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/319905

Chicago Manual of Style (16th Edition):

Freiberg, Elizabeth Jean. “The Relationship Between Academic Performance and Elementary Student and Teacher Attitudes Towards Departmentalizing .” 2014. Doctoral Dissertation, University of Arizona. Accessed July 16, 2019. http://hdl.handle.net/10150/319905.

MLA Handbook (7th Edition):

Freiberg, Elizabeth Jean. “The Relationship Between Academic Performance and Elementary Student and Teacher Attitudes Towards Departmentalizing .” 2014. Web. 16 Jul 2019.

Vancouver:

Freiberg EJ. The Relationship Between Academic Performance and Elementary Student and Teacher Attitudes Towards Departmentalizing . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10150/319905.

Council of Science Editors:

Freiberg EJ. The Relationship Between Academic Performance and Elementary Student and Teacher Attitudes Towards Departmentalizing . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/319905

10. Bahar, Abdulkadir. The Influence of Cognitive Abilities on Mathematical Problem Solving Performance .

Degree: 2013, University of Arizona

 Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem… (more)

Subjects/Keywords: creativity; intelligence; mathematical problem solving; open-ended; problem solving; Special Education; cognitive abilities

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APA (6th Edition):

Bahar, A. (2013). The Influence of Cognitive Abilities on Mathematical Problem Solving Performance . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/293594

Chicago Manual of Style (16th Edition):

Bahar, Abdulkadir. “The Influence of Cognitive Abilities on Mathematical Problem Solving Performance .” 2013. Doctoral Dissertation, University of Arizona. Accessed July 16, 2019. http://hdl.handle.net/10150/293594.

MLA Handbook (7th Edition):

Bahar, Abdulkadir. “The Influence of Cognitive Abilities on Mathematical Problem Solving Performance .” 2013. Web. 16 Jul 2019.

Vancouver:

Bahar A. The Influence of Cognitive Abilities on Mathematical Problem Solving Performance . [Internet] [Doctoral dissertation]. University of Arizona; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10150/293594.

Council of Science Editors:

Bahar A. The Influence of Cognitive Abilities on Mathematical Problem Solving Performance . [Doctoral Dissertation]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/293594


University of Arizona

11. Bozack, Amanda Rabidue. Growing New Teachers: The Relationship Among Professional Development, Efficacy Beliefs, and Classroom Practices .

Degree: 2008, University of Arizona

 The connection between teacher practices and efficacy beliefs and the connection between teacher practices and professional development has been explored empirically (Allinder, 1994; Boardman &… (more)

Subjects/Keywords: professional development; mentoring; novice teachers; classroom practices; first-year teachers

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APA (6th Edition):

Bozack, A. R. (2008). Growing New Teachers: The Relationship Among Professional Development, Efficacy Beliefs, and Classroom Practices . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195080

Chicago Manual of Style (16th Edition):

Bozack, Amanda Rabidue. “Growing New Teachers: The Relationship Among Professional Development, Efficacy Beliefs, and Classroom Practices .” 2008. Doctoral Dissertation, University of Arizona. Accessed July 16, 2019. http://hdl.handle.net/10150/195080.

MLA Handbook (7th Edition):

Bozack, Amanda Rabidue. “Growing New Teachers: The Relationship Among Professional Development, Efficacy Beliefs, and Classroom Practices .” 2008. Web. 16 Jul 2019.

Vancouver:

Bozack AR. Growing New Teachers: The Relationship Among Professional Development, Efficacy Beliefs, and Classroom Practices . [Internet] [Doctoral dissertation]. University of Arizona; 2008. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10150/195080.

Council of Science Editors:

Bozack AR. Growing New Teachers: The Relationship Among Professional Development, Efficacy Beliefs, and Classroom Practices . [Doctoral Dissertation]. University of Arizona; 2008. Available from: http://hdl.handle.net/10150/195080

.