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You searched for +publisher:"University of Illinois – Chicago" +contributor:("Lawless, Kimberly"). Showing records 1 – 17 of 17 total matches.

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University of Illinois – Chicago

1. Khodos, Gena. Women in STEM: Examining the Perennial Gender Gap.

Degree: 2019, University of Illinois – Chicago

 The underrepresentation of women in science, technology, engineering, and math (STEM) careers constitutes a major issue in both post-secondary and professional domains. The underrepresentation of… (more)

Subjects/Keywords: STEM; science, technology, engineering, mathematics; women; girls; high school; science education; math education; STEM education; STEM profession

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

APA (6th Edition):

Khodos, G. (2019). Women in STEM: Examining the Perennial Gender Gap. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23651

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):

Khodos, Gena. “Women in STEM: Examining the Perennial Gender Gap.” 2019. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/23651.

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

MLA Handbook (7th Edition):

Khodos, Gena. “Women in STEM: Examining the Perennial Gender Gap.” 2019. Web. 04 Dec 2020.

Vancouver:

Khodos G. Women in STEM: Examining the Perennial Gender Gap. [Internet] [Thesis]. University of Illinois – Chicago; 2019. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/23651.

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

Council of Science Editors:

Khodos G. Women in STEM: Examining the Perennial Gender Gap. [Thesis]. University of Illinois – Chicago; 2019. Available from: http://hdl.handle.net/10027/23651

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


University of Illinois – Chicago

2. Lynn, Lisa. Looking Beyond Observations: Observed Scores versus Rasch Measures for the Analysis of Efficacy Data.

Degree: 2017, University of Illinois – Chicago

 Funders of educational research devote hundreds of millions of dollars each year to support theoretically sound educational interventions and research on these interventions. Unfortunately, relatively… (more)

Subjects/Keywords: Rasch; educational interventions; CTT

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APA (6th Edition):

Lynn, L. (2017). Looking Beyond Observations: Observed Scores versus Rasch Measures for the Analysis of Efficacy Data. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21854

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):

Lynn, Lisa. “Looking Beyond Observations: Observed Scores versus Rasch Measures for the Analysis of Efficacy Data.” 2017. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21854.

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

MLA Handbook (7th Edition):

Lynn, Lisa. “Looking Beyond Observations: Observed Scores versus Rasch Measures for the Analysis of Efficacy Data.” 2017. Web. 04 Dec 2020.

Vancouver:

Lynn L. Looking Beyond Observations: Observed Scores versus Rasch Measures for the Analysis of Efficacy Data. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21854.

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

Council of Science Editors:

Lynn L. Looking Beyond Observations: Observed Scores versus Rasch Measures for the Analysis of Efficacy Data. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21854

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


University of Illinois – Chicago

3. Kelly, Melissa A. Managing a Pet’s Chronic Illness: Factors that Influence Psychosocial Adjustment.

Degree: 2015, University of Illinois – Chicago

 The aim of this research was to examine the influence of various intrapersonal, interpersonal, and environmental factors on the psychological adjustment of people who were… (more)

Subjects/Keywords: chronic illness; pets; adjustment

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APA (6th Edition):

Kelly, M. A. (2015). Managing a Pet’s Chronic Illness: Factors that Influence Psychosocial Adjustment. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19345

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):

Kelly, Melissa A. “Managing a Pet’s Chronic Illness: Factors that Influence Psychosocial Adjustment.” 2015. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/19345.

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

MLA Handbook (7th Edition):

Kelly, Melissa A. “Managing a Pet’s Chronic Illness: Factors that Influence Psychosocial Adjustment.” 2015. Web. 04 Dec 2020.

Vancouver:

Kelly MA. Managing a Pet’s Chronic Illness: Factors that Influence Psychosocial Adjustment. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/19345.

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

Council of Science Editors:

Kelly MA. Managing a Pet’s Chronic Illness: Factors that Influence Psychosocial Adjustment. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19345

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


University of Illinois – Chicago

4. Risk, Nicole M. The Impact of Item Parameter Drift in Computer Adaptive Testing (CAT).

Degree: 2015, University of Illinois – Chicago

 A series of CAT simulations were conducted to evaluate the impact of item parameter drift (IPD) in computer adaptive testing (CAT). The simulations varied the… (more)

Subjects/Keywords: CAT; IPD; Rasch; Certification Testing

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APA (6th Edition):

Risk, N. M. (2015). The Impact of Item Parameter Drift in Computer Adaptive Testing (CAT). (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19455

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):

Risk, Nicole M. “The Impact of Item Parameter Drift in Computer Adaptive Testing (CAT).” 2015. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/19455.

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

MLA Handbook (7th Edition):

Risk, Nicole M. “The Impact of Item Parameter Drift in Computer Adaptive Testing (CAT).” 2015. Web. 04 Dec 2020.

Vancouver:

Risk NM. The Impact of Item Parameter Drift in Computer Adaptive Testing (CAT). [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/19455.

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

Council of Science Editors:

Risk NM. The Impact of Item Parameter Drift in Computer Adaptive Testing (CAT). [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19455

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


University of Illinois – Chicago

5. Lisy, Jennifer G. Examining the Impact of Technology on Primary Students' Revision of Written Work.

Degree: 2015, University of Illinois – Chicago

 This study sought to determine (1) whether revising on paper versus revising on the computer significantly impacted revisions second graders made; (2) whether revising on… (more)

Subjects/Keywords: primary grade; second grade; students; computers; technology; writing; revision; cognitive load

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APA (6th Edition):

Lisy, J. G. (2015). Examining the Impact of Technology on Primary Students' Revision of Written Work. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19522

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):

Lisy, Jennifer G. “Examining the Impact of Technology on Primary Students' Revision of Written Work.” 2015. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/19522.

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

MLA Handbook (7th Edition):

Lisy, Jennifer G. “Examining the Impact of Technology on Primary Students' Revision of Written Work.” 2015. Web. 04 Dec 2020.

Vancouver:

Lisy JG. Examining the Impact of Technology on Primary Students' Revision of Written Work. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/19522.

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

Council of Science Editors:

Lisy JG. Examining the Impact of Technology on Primary Students' Revision of Written Work. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19522

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


University of Illinois – Chicago

6. McCarty, Ryan P. Leveraging Historical Thinking Heuristics as Warrants in Historical Argumentative Writing.

Degree: 2016, University of Illinois – Chicago

 This dissertation reports design-based research that determined the characteristics of an effective intervention to improve adolescent historical argumentative writing. This study involved 89 diverse 11th… (more)

Subjects/Keywords: adolescent; argument writing; argument; literacy; disciplinary literacy; content area literacy; high school; writing; reading comprehension; heuristics; history; social studies; comprehension; reading; design-based research; warrant; close reading; sourcing; corroboration

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APA (6th Edition):

McCarty, R. P. (2016). Leveraging Historical Thinking Heuristics as Warrants in Historical Argumentative Writing. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20880

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):

McCarty, Ryan P. “Leveraging Historical Thinking Heuristics as Warrants in Historical Argumentative Writing.” 2016. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/20880.

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

MLA Handbook (7th Edition):

McCarty, Ryan P. “Leveraging Historical Thinking Heuristics as Warrants in Historical Argumentative Writing.” 2016. Web. 04 Dec 2020.

Vancouver:

McCarty RP. Leveraging Historical Thinking Heuristics as Warrants in Historical Argumentative Writing. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/20880.

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

Council of Science Editors:

McCarty RP. Leveraging Historical Thinking Heuristics as Warrants in Historical Argumentative Writing. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20880

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


University of Illinois – Chicago

7. Aksu Dunya, Beyza. Item Parameter Drift in Computer Adaptive Testing Due to Lack of Content Knowledge within Sub-populations.

Degree: 2017, University of Illinois – Chicago

 This study was conducted to analyze potential item parameter drift (IPD) impact on person ability estimates and classification accuracy when drift affects an examinee sub-group.… (more)

Subjects/Keywords: Computer Adaptive Testing; Item Parameter Drift; Ability Estimation; Item Response Theory; Rasch Models; Classification Accuracy

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APA (6th Edition):

Aksu Dunya, B. (2017). Item Parameter Drift in Computer Adaptive Testing Due to Lack of Content Knowledge within Sub-populations. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21980

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):

Aksu Dunya, Beyza. “Item Parameter Drift in Computer Adaptive Testing Due to Lack of Content Knowledge within Sub-populations.” 2017. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21980.

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

MLA Handbook (7th Edition):

Aksu Dunya, Beyza. “Item Parameter Drift in Computer Adaptive Testing Due to Lack of Content Knowledge within Sub-populations.” 2017. Web. 04 Dec 2020.

Vancouver:

Aksu Dunya B. Item Parameter Drift in Computer Adaptive Testing Due to Lack of Content Knowledge within Sub-populations. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21980.

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

Council of Science Editors:

Aksu Dunya B. Item Parameter Drift in Computer Adaptive Testing Due to Lack of Content Knowledge within Sub-populations. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21980

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


University of Illinois – Chicago

8. Schnabel, Sarah D. A Comparison of the Angoff and Item Mapping Standard Setting Methods for a Certification Examination.

Degree: 2018, University of Illinois – Chicago

 In high-stakes licensure and certification testing, sound standard setting is essential. The Angoff method requires subject matter experts (panelists) to estimate the likelihood that a… (more)

Subjects/Keywords: Standard setting; psychometrics; certification; Angoff; item mapping

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APA (6th Edition):

Schnabel, S. D. (2018). A Comparison of the Angoff and Item Mapping Standard Setting Methods for a Certification Examination. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22694

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):

Schnabel, Sarah D. “A Comparison of the Angoff and Item Mapping Standard Setting Methods for a Certification Examination.” 2018. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/22694.

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

MLA Handbook (7th Edition):

Schnabel, Sarah D. “A Comparison of the Angoff and Item Mapping Standard Setting Methods for a Certification Examination.” 2018. Web. 04 Dec 2020.

Vancouver:

Schnabel SD. A Comparison of the Angoff and Item Mapping Standard Setting Methods for a Certification Examination. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/22694.

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

Council of Science Editors:

Schnabel SD. A Comparison of the Angoff and Item Mapping Standard Setting Methods for a Certification Examination. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/22694

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


University of Illinois – Chicago

9. Reyes, Lisa A. Considerations of Reusing Multiple Choice Items to Assess Medical Certification Repeat Examinees.

Degree: 2018, University of Illinois – Chicago

 As gatekeepers to medical specialty practice, medical boards are responsible for accurately identifying who is qualified for certification. Boards often utilize comprehensive multiple choice exams… (more)

Subjects/Keywords: assessment; psychometrics; certification testing

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APA (6th Edition):

Reyes, L. A. (2018). Considerations of Reusing Multiple Choice Items to Assess Medical Certification Repeat Examinees. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23158

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):

Reyes, Lisa A. “Considerations of Reusing Multiple Choice Items to Assess Medical Certification Repeat Examinees.” 2018. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/23158.

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

MLA Handbook (7th Edition):

Reyes, Lisa A. “Considerations of Reusing Multiple Choice Items to Assess Medical Certification Repeat Examinees.” 2018. Web. 04 Dec 2020.

Vancouver:

Reyes LA. Considerations of Reusing Multiple Choice Items to Assess Medical Certification Repeat Examinees. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/23158.

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

Council of Science Editors:

Reyes LA. Considerations of Reusing Multiple Choice Items to Assess Medical Certification Repeat Examinees. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/23158

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

10. Manning, Florence H. On Leveraging the First Impression: Learning, Achievement Motivation, and the Design of Digital Tasks.

Degree: 2014, University of Illinois – Chicago

 This research investigated the notion of the ‘all important first impression’ as it relates to digital learning by (1) looking in more detail at just… (more)

Subjects/Keywords: interface design; graphic communication; aesthetics; educational technology; educational psychology; social cognition; social psychology; expectancies; motivation; achievement motivation; digital learning; digital media; instructional design; e-learning; visual communication; visual aesthetics; interface; first impressions; expectancy-value theory; Elaboration Likelihood Model (ELM); elaboration likelihood; computer-based learning; CBL; perception; impression formation; priming; self-fulfilling prophecy

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APA (6th Edition):

Manning, F. H. (2014). On Leveraging the First Impression: Learning, Achievement Motivation, and the Design of Digital Tasks. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/18781

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):

Manning, Florence H. “On Leveraging the First Impression: Learning, Achievement Motivation, and the Design of Digital Tasks.” 2014. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/18781.

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

MLA Handbook (7th Edition):

Manning, Florence H. “On Leveraging the First Impression: Learning, Achievement Motivation, and the Design of Digital Tasks.” 2014. Web. 04 Dec 2020.

Vancouver:

Manning FH. On Leveraging the First Impression: Learning, Achievement Motivation, and the Design of Digital Tasks. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/18781.

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

Council of Science Editors:

Manning FH. On Leveraging the First Impression: Learning, Achievement Motivation, and the Design of Digital Tasks. [Thesis]. University of Illinois – Chicago; 2014. Available from: http://hdl.handle.net/10027/18781

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

11. Power, Peggy A. An Examination of the Social Networks of Children with Autism in the Inclusive Classroom.

Degree: 2013, University of Illinois – Chicago

 ABSTRACT POWER, PEGGY ANN. Examining the Social Networks of Children with Autism in Inclusive Classroom Settings. (Under the direction of Rick Van Acker). Including children… (more)

Subjects/Keywords: autism; social networks; friendship; social inclusion; socio-cognitive accuracy; peer nomination; social competence; inclusion; social skills; social cognitive mapping

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Power, P. A. (2013). An Examination of the Social Networks of Children with Autism in the Inclusive Classroom. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9757

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):

Power, Peggy A. “An Examination of the Social Networks of Children with Autism in the Inclusive Classroom.” 2013. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/9757.

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

MLA Handbook (7th Edition):

Power, Peggy A. “An Examination of the Social Networks of Children with Autism in the Inclusive Classroom.” 2013. Web. 04 Dec 2020.

Vancouver:

Power PA. An Examination of the Social Networks of Children with Autism in the Inclusive Classroom. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/9757.

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

Council of Science Editors:

Power PA. An Examination of the Social Networks of Children with Autism in the Inclusive Classroom. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/9757

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

12. Birmingham, Elizabeth A. General Academic or Domain-Specific Vocabulary?: The Impact of Word Selection in High School Biology.

Degree: 2014, University of Illinois – Chicago

 The purpose of this study was to determine the impact of learning various types of words in biology on students’ reading comprehension, vocabulary performance, and… (more)

Subjects/Keywords: vocabulary; domain-specific; general academic; high school; biology; reading comprehension; content knowledge; word knowledge; tiers; word selection

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APA (6th Edition):

Birmingham, E. A. (2014). General Academic or Domain-Specific Vocabulary?: The Impact of Word Selection in High School Biology. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/11238

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):

Birmingham, Elizabeth A. “General Academic or Domain-Specific Vocabulary?: The Impact of Word Selection in High School Biology.” 2014. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/11238.

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

MLA Handbook (7th Edition):

Birmingham, Elizabeth A. “General Academic or Domain-Specific Vocabulary?: The Impact of Word Selection in High School Biology.” 2014. Web. 04 Dec 2020.

Vancouver:

Birmingham EA. General Academic or Domain-Specific Vocabulary?: The Impact of Word Selection in High School Biology. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/11238.

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

Council of Science Editors:

Birmingham EA. General Academic or Domain-Specific Vocabulary?: The Impact of Word Selection in High School Biology. [Thesis]. University of Illinois – Chicago; 2014. Available from: http://hdl.handle.net/10027/11238

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

13. Manderino, Michael L. Reading Across Multiple Multimodal Sources in Historical Inquiry.

Degree: 2012, University of Illinois – Chicago

 Building on previous studies of multiple text reading in history, this study aimed to contribute to that body of work by focusing on non-traditional multimodal… (more)

Subjects/Keywords: Multiple Texts; Historical Inquiry; Multimodality; Disciplinary Literacy

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APA (6th Edition):

Manderino, M. L. (2012). Reading Across Multiple Multimodal Sources in Historical Inquiry. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9605

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):

Manderino, Michael L. “Reading Across Multiple Multimodal Sources in Historical Inquiry.” 2012. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/9605.

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

MLA Handbook (7th Edition):

Manderino, Michael L. “Reading Across Multiple Multimodal Sources in Historical Inquiry.” 2012. Web. 04 Dec 2020.

Vancouver:

Manderino ML. Reading Across Multiple Multimodal Sources in Historical Inquiry. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/9605.

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

Council of Science Editors:

Manderino ML. Reading Across Multiple Multimodal Sources in Historical Inquiry. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/9605

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

14. Rooney, Deborah M. Measuring Medical Student Anxiety Toward the Male Genitourinary Rectal Examination.

Degree: 2012, University of Illinois – Chicago

 Background: Medical educators agree that the male genitourinary rectal (GUR) exam, is the most anxiety-evoking intimate examination, and can evoke a state of anxiety for… (more)

Subjects/Keywords: medical student; intimate examination; anxiety; measurement; validation

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

APA (6th Edition):

Rooney, D. M. (2012). Measuring Medical Student Anxiety Toward the Male Genitourinary Rectal Examination. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9180

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):

Rooney, Deborah M. “Measuring Medical Student Anxiety Toward the Male Genitourinary Rectal Examination.” 2012. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/9180.

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

MLA Handbook (7th Edition):

Rooney, Deborah M. “Measuring Medical Student Anxiety Toward the Male Genitourinary Rectal Examination.” 2012. Web. 04 Dec 2020.

Vancouver:

Rooney DM. Measuring Medical Student Anxiety Toward the Male Genitourinary Rectal Examination. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/9180.

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

Council of Science Editors:

Rooney DM. Measuring Medical Student Anxiety Toward the Male Genitourinary Rectal Examination. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/9180

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

15. Paciga, Kathleen A. Preschoolers' Listening Comprehension of Digital Storybooks.

Degree: 2012, University of Illinois – Chicago

 Research has shown that the activity, the text and the individual contribute to text comprehension. This study examines listening comprehension outcomes from a digital storybook… (more)

Subjects/Keywords: early literacy; technology; at-risk populations

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

APA (6th Edition):

Paciga, K. A. (2012). Preschoolers' Listening Comprehension of Digital Storybooks. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/8305

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):

Paciga, Kathleen A. “Preschoolers' Listening Comprehension of Digital Storybooks.” 2012. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/8305.

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

MLA Handbook (7th Edition):

Paciga, Kathleen A. “Preschoolers' Listening Comprehension of Digital Storybooks.” 2012. Web. 04 Dec 2020.

Vancouver:

Paciga KA. Preschoolers' Listening Comprehension of Digital Storybooks. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/8305.

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

Council of Science Editors:

Paciga KA. Preschoolers' Listening Comprehension of Digital Storybooks. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/8305

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

16. Brown, Jonathan E. Investigating the Validity of Using NWEA’s MAP Results to Predict PSAE and ACT Results.

Degree: 2014, University of Illinois – Chicago

 This research explores the relationship between MAP and PSAE and MAP and ACT in an effort to suggest cut scores that can help educators determine… (more)

Subjects/Keywords: ACT; NWEA; Measures of Academic Progress; Northwest Evaluation Association; ROC curve; Logistic Regression; PSAE

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

APA (6th Edition):

Brown, J. E. (2014). Investigating the Validity of Using NWEA’s MAP Results to Predict PSAE and ACT Results. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/18964

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):

Brown, Jonathan E. “Investigating the Validity of Using NWEA’s MAP Results to Predict PSAE and ACT Results.” 2014. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/18964.

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

MLA Handbook (7th Edition):

Brown, Jonathan E. “Investigating the Validity of Using NWEA’s MAP Results to Predict PSAE and ACT Results.” 2014. Web. 04 Dec 2020.

Vancouver:

Brown JE. Investigating the Validity of Using NWEA’s MAP Results to Predict PSAE and ACT Results. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/18964.

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

Council of Science Editors:

Brown JE. Investigating the Validity of Using NWEA’s MAP Results to Predict PSAE and ACT Results. [Thesis]. University of Illinois – Chicago; 2014. Available from: http://hdl.handle.net/10027/18964

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

17. Peter, Christina R. Adolescent Romantic Relationship Partners, Characteristics, Satisfaction, and Commitment.

Degree: 2015, University of Illinois – Chicago

 According to Self-Determination Theory (SDT), individuals are motivated by three psychological needs: relatedness, competence, and autonomy. These needs can be met or challenged through the… (more)

Subjects/Keywords: Adolescents; Adolescence; Romantic Relationships; Dating; Self-Determination Theory; Partner Characteristics; Abuse; Satisfaction; Commitment

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

APA (6th Edition):

Peter, C. R. (2015). Adolescent Romantic Relationship Partners, Characteristics, Satisfaction, and Commitment. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19741

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):

Peter, Christina R. “Adolescent Romantic Relationship Partners, Characteristics, Satisfaction, and Commitment.” 2015. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/19741.

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

MLA Handbook (7th Edition):

Peter, Christina R. “Adolescent Romantic Relationship Partners, Characteristics, Satisfaction, and Commitment.” 2015. Web. 04 Dec 2020.

Vancouver:

Peter CR. Adolescent Romantic Relationship Partners, Characteristics, Satisfaction, and Commitment. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/19741.

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

Council of Science Editors:

Peter CR. Adolescent Romantic Relationship Partners, Characteristics, Satisfaction, and Commitment. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19741

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

.