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You searched for +publisher:"University of Arizona" +contributor:("Tullis, Jonathan G."). Showing records 1 – 4 of 4 total matches.

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University of Arizona

1. Zhang, Di. Remindings in Declarative Concept Learning .

Degree: 2019, University of Arizona

 Remindings are a fundamental building block of cognition that prompt people to retrieve relevant experiences when faced with novel stimuli. Remindings may allow learners to… (more)

Subjects/Keywords: Categorization; Declarative concept learning; Reminding

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APA (6th Edition):

Zhang, D. (2019). Remindings in Declarative Concept Learning . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/633146

Chicago Manual of Style (16th Edition):

Zhang, Di. “Remindings in Declarative Concept Learning .” 2019. Masters Thesis, University of Arizona. Accessed November 13, 2019. http://hdl.handle.net/10150/633146.

MLA Handbook (7th Edition):

Zhang, Di. “Remindings in Declarative Concept Learning .” 2019. Web. 13 Nov 2019.

Vancouver:

Zhang D. Remindings in Declarative Concept Learning . [Internet] [Masters thesis]. University of Arizona; 2019. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10150/633146.

Council of Science Editors:

Zhang D. Remindings in Declarative Concept Learning . [Masters Thesis]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/633146


University of Arizona

2. Bukoski, Elizabeth Ashley. Clustering Students' Metacognitive Beliefs: Comparing The Results Of K-Means And K- Medoids Algorithms .

Degree: 2018, University of Arizona

 Self-testing is a powerful method of increasing learning and fostering long-term memory retention (Roediger & Karpicke, 2006a; Roediger & Karpicke, 2006b; Roediger & Butler, 2011).… (more)

Subjects/Keywords: cluster analysis; k-means; k-medoids; learning; self-testing

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APA (6th Edition):

Bukoski, E. A. (2018). Clustering Students' Metacognitive Beliefs: Comparing The Results Of K-Means And K- Medoids Algorithms . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/631377

Chicago Manual of Style (16th Edition):

Bukoski, Elizabeth Ashley. “Clustering Students' Metacognitive Beliefs: Comparing The Results Of K-Means And K- Medoids Algorithms .” 2018. Doctoral Dissertation, University of Arizona. Accessed November 13, 2019. http://hdl.handle.net/10150/631377.

MLA Handbook (7th Edition):

Bukoski, Elizabeth Ashley. “Clustering Students' Metacognitive Beliefs: Comparing The Results Of K-Means And K- Medoids Algorithms .” 2018. Web. 13 Nov 2019.

Vancouver:

Bukoski EA. Clustering Students' Metacognitive Beliefs: Comparing The Results Of K-Means And K- Medoids Algorithms . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10150/631377.

Council of Science Editors:

Bukoski EA. Clustering Students' Metacognitive Beliefs: Comparing The Results Of K-Means And K- Medoids Algorithms . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/631377


University of Arizona

3. Di, Shuxin. Gender Differences in Achievement Emotions: A Control-Value Theory Approach .

Degree: 2018, University of Arizona

 The current study examines whether there are gender differences in general academic contexts within three achievement emotions: prospective outcome emotions, retrospective outcome emotions and activity… (more)

Subjects/Keywords: Achievement Emotions; Control-Value Theory; Gender

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APA (6th Edition):

Di, S. (2018). Gender Differences in Achievement Emotions: A Control-Value Theory Approach . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/630552

Chicago Manual of Style (16th Edition):

Di, Shuxin. “Gender Differences in Achievement Emotions: A Control-Value Theory Approach .” 2018. Masters Thesis, University of Arizona. Accessed November 13, 2019. http://hdl.handle.net/10150/630552.

MLA Handbook (7th Edition):

Di, Shuxin. “Gender Differences in Achievement Emotions: A Control-Value Theory Approach .” 2018. Web. 13 Nov 2019.

Vancouver:

Di S. Gender Differences in Achievement Emotions: A Control-Value Theory Approach . [Internet] [Masters thesis]. University of Arizona; 2018. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10150/630552.

Council of Science Editors:

Di S. Gender Differences in Achievement Emotions: A Control-Value Theory Approach . [Masters Thesis]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/630552


University of Arizona

4. Hartman, Mary. Does a Computer-Based Intervention Program Increase Dynamic Indicator of Basic Early Literacy Skills (DIBELS) Scores for English Language Learners and English Proficient Students? .

Degree: 2019, University of Arizona

 Early grade reading intervention exists in several forms, from curriculum materials, hands-on resources, and computer-based programs. As more and more educators are hard-pressed to increase… (more)

Subjects/Keywords: DIBELS; Waterford

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

APA (6th Edition):

Hartman, M. (2019). Does a Computer-Based Intervention Program Increase Dynamic Indicator of Basic Early Literacy Skills (DIBELS) Scores for English Language Learners and English Proficient Students? . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/632547

Chicago Manual of Style (16th Edition):

Hartman, Mary. “Does a Computer-Based Intervention Program Increase Dynamic Indicator of Basic Early Literacy Skills (DIBELS) Scores for English Language Learners and English Proficient Students? .” 2019. Masters Thesis, University of Arizona. Accessed November 13, 2019. http://hdl.handle.net/10150/632547.

MLA Handbook (7th Edition):

Hartman, Mary. “Does a Computer-Based Intervention Program Increase Dynamic Indicator of Basic Early Literacy Skills (DIBELS) Scores for English Language Learners and English Proficient Students? .” 2019. Web. 13 Nov 2019.

Vancouver:

Hartman M. Does a Computer-Based Intervention Program Increase Dynamic Indicator of Basic Early Literacy Skills (DIBELS) Scores for English Language Learners and English Proficient Students? . [Internet] [Masters thesis]. University of Arizona; 2019. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10150/632547.

Council of Science Editors:

Hartman M. Does a Computer-Based Intervention Program Increase Dynamic Indicator of Basic Early Literacy Skills (DIBELS) Scores for English Language Learners and English Proficient Students? . [Masters Thesis]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/632547

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