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You searched for +publisher:"University of Illinois – Chicago" +contributor:("Thorkildsen, Theresa A."). Showing records 1 – 7 of 7 total matches.

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University of Illinois – Chicago

1. Driver, Persis. To Cooperate or Not to Cooperate: How Undergraduates' Choices Align with Team- and Self-Related Beliefs.

Degree: 2018, University of Illinois – Chicago

 Cooperative learning requires individuals to work interdependently with others to accomplish common goals. Professionals focused on human development require skills that can foster social interdependence.… (more)

Subjects/Keywords: Cooperative learning; Motivation

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

APA (6th Edition):

Driver, P. (2018). To Cooperate or Not to Cooperate: How Undergraduates' Choices Align with Team- and Self-Related Beliefs. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23244

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):

Driver, Persis. “To Cooperate or Not to Cooperate: How Undergraduates' Choices Align with Team- and Self-Related Beliefs.” 2018. Thesis, University of Illinois – Chicago. Accessed December 05, 2020. http://hdl.handle.net/10027/23244.

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

MLA Handbook (7th Edition):

Driver, Persis. “To Cooperate or Not to Cooperate: How Undergraduates' Choices Align with Team- and Self-Related Beliefs.” 2018. Web. 05 Dec 2020.

Vancouver:

Driver P. To Cooperate or Not to Cooperate: How Undergraduates' Choices Align with Team- and Self-Related Beliefs. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10027/23244.

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

Council of Science Editors:

Driver P. To Cooperate or Not to Cooperate: How Undergraduates' Choices Align with Team- and Self-Related Beliefs. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/23244

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


University of Illinois – Chicago

2. Pigozzi, Grace H. Supporting Young Authors: Exploring the Identity, Positioning, and Blogging of Adolescents.

Degree: 2016, University of Illinois – Chicago

 As educators consider the challenges of technology’s continual evolution, in tandem with young people’s skill and interest in it, innovative teaching practices capable of navigating… (more)

Subjects/Keywords: writing; adolescent writing; multimodality; identity; motivation; online learning

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

APA (6th Edition):

Pigozzi, G. H. (2016). Supporting Young Authors: Exploring the Identity, Positioning, and Blogging of Adolescents. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20878

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):

Pigozzi, Grace H. “Supporting Young Authors: Exploring the Identity, Positioning, and Blogging of Adolescents.” 2016. Thesis, University of Illinois – Chicago. Accessed December 05, 2020. http://hdl.handle.net/10027/20878.

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

MLA Handbook (7th Edition):

Pigozzi, Grace H. “Supporting Young Authors: Exploring the Identity, Positioning, and Blogging of Adolescents.” 2016. Web. 05 Dec 2020.

Vancouver:

Pigozzi GH. Supporting Young Authors: Exploring the Identity, Positioning, and Blogging of Adolescents. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10027/20878.

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

Council of Science Editors:

Pigozzi GH. Supporting Young Authors: Exploring the Identity, Positioning, and Blogging of Adolescents. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20878

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


University of Illinois – Chicago

3. Heinze, Justin E. Belonging and Social Transitions: The Role of Belonging Needs During a Period of Social Transition.

Degree: 2012, University of Illinois – Chicago

 This study examined the role of belonging needs during the social transition to a new environment. Differences in the need to belong and reported belonging… (more)

Subjects/Keywords: Need to belong; social transitions; transition to college

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APA (6th Edition):

Heinze, J. E. (2012). Belonging and Social Transitions: The Role of Belonging Needs During a Period of Social Transition. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9083

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):

Heinze, Justin E. “Belonging and Social Transitions: The Role of Belonging Needs During a Period of Social Transition.” 2012. Thesis, University of Illinois – Chicago. Accessed December 05, 2020. http://hdl.handle.net/10027/9083.

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

MLA Handbook (7th Edition):

Heinze, Justin E. “Belonging and Social Transitions: The Role of Belonging Needs During a Period of Social Transition.” 2012. Web. 05 Dec 2020.

Vancouver:

Heinze JE. Belonging and Social Transitions: The Role of Belonging Needs During a Period of Social Transition. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10027/9083.

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

Council of Science Editors:

Heinze JE. Belonging and Social Transitions: The Role of Belonging Needs During a Period of Social Transition. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/9083

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


University of Illinois – Chicago

4. Na, Hyunjoo. The Effects of Cyberbullying Victimization on Psychological Adjustments Among College Students.

Degree: 2014, University of Illinois – Chicago

 Background: Between 4% and 30% of the youth in the U.S. reported having been cyberbullied. Additionally, 55.3% of college students reported being victims of cyberbullying… (more)

Subjects/Keywords: Cyberbullying Victimization; Psychological Adjustments; College Students

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APA (6th Edition):

Na, H. (2014). The Effects of Cyberbullying Victimization on Psychological Adjustments Among College Students. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/11288

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):

Na, Hyunjoo. “The Effects of Cyberbullying Victimization on Psychological Adjustments Among College Students.” 2014. Thesis, University of Illinois – Chicago. Accessed December 05, 2020. http://hdl.handle.net/10027/11288.

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

MLA Handbook (7th Edition):

Na, Hyunjoo. “The Effects of Cyberbullying Victimization on Psychological Adjustments Among College Students.” 2014. Web. 05 Dec 2020.

Vancouver:

Na H. The Effects of Cyberbullying Victimization on Psychological Adjustments Among College Students. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10027/11288.

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

Council of Science Editors:

Na H. The Effects of Cyberbullying Victimization on Psychological Adjustments Among College Students. [Thesis]. University of Illinois – Chicago; 2014. Available from: http://hdl.handle.net/10027/11288

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


University of Illinois – Chicago

5. Ciupe, Antonela A. Examining Caregivers’ Independence in Early Intervention Home Visit Sessions.

Degree: 2017, University of Illinois – Chicago

 In recent years, the field of early intervention (EI) has had to cope with a significant increase in the number of children with developmental delays.… (more)

Subjects/Keywords: early intervention; caregiver coaching

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

APA (6th Edition):

Ciupe, A. A. (2017). Examining Caregivers’ Independence in Early Intervention Home Visit Sessions. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22140

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):

Ciupe, Antonela A. “Examining Caregivers’ Independence in Early Intervention Home Visit Sessions.” 2017. Thesis, University of Illinois – Chicago. Accessed December 05, 2020. http://hdl.handle.net/10027/22140.

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

MLA Handbook (7th Edition):

Ciupe, Antonela A. “Examining Caregivers’ Independence in Early Intervention Home Visit Sessions.” 2017. Web. 05 Dec 2020.

Vancouver:

Ciupe AA. Examining Caregivers’ Independence in Early Intervention Home Visit Sessions. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10027/22140.

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

Council of Science Editors:

Ciupe AA. Examining Caregivers’ Independence in Early Intervention Home Visit Sessions. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/22140

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

6. Ramsburg, Jared T. The Lesson and the Learner: The Effect of Individual Differences and Task Scaffolding on Category Learning.

Degree: 2016, University of Illinois – Chicago

 The majority of conceptual change studies have investigated either manipulations of the learning environment or examined the effect of individual differences on conceptual change (Basili… (more)

Subjects/Keywords: conceptual change; re-categorization; learning; individual differences; mixed models

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

APA (6th Edition):

Ramsburg, J. T. (2016). The Lesson and the Learner: The Effect of Individual Differences and Task Scaffolding on Category Learning. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21199

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):

Ramsburg, Jared T. “The Lesson and the Learner: The Effect of Individual Differences and Task Scaffolding on Category Learning.” 2016. Thesis, University of Illinois – Chicago. Accessed December 05, 2020. http://hdl.handle.net/10027/21199.

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

MLA Handbook (7th Edition):

Ramsburg, Jared T. “The Lesson and the Learner: The Effect of Individual Differences and Task Scaffolding on Category Learning.” 2016. Web. 05 Dec 2020.

Vancouver:

Ramsburg JT. The Lesson and the Learner: The Effect of Individual Differences and Task Scaffolding on Category Learning. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10027/21199.

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

Council of Science Editors:

Ramsburg JT. The Lesson and the Learner: The Effect of Individual Differences and Task Scaffolding on Category Learning. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21199

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

7. Manjack, Sharon K. Relations Between Secondary Art Teachers’ Personal Education Theories And Attitudes About Inclusion.

Degree: 2012, University of Illinois – Chicago

 In a national sample of 205 secondary art education teachers recruited through the NAEA and Getty Art Education List serves, a causal comparative design was… (more)

Subjects/Keywords: Art theories; Teacher personal theories; Art education beliefs; Inclusion attitudes; Learning disabilities; Emotional disabilities.

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

APA (6th Edition):

Manjack, S. K. (2012). Relations Between Secondary Art Teachers’ Personal Education Theories And Attitudes About Inclusion. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9054

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):

Manjack, Sharon K. “Relations Between Secondary Art Teachers’ Personal Education Theories And Attitudes About Inclusion.” 2012. Thesis, University of Illinois – Chicago. Accessed December 05, 2020. http://hdl.handle.net/10027/9054.

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

MLA Handbook (7th Edition):

Manjack, Sharon K. “Relations Between Secondary Art Teachers’ Personal Education Theories And Attitudes About Inclusion.” 2012. Web. 05 Dec 2020.

Vancouver:

Manjack SK. Relations Between Secondary Art Teachers’ Personal Education Theories And Attitudes About Inclusion. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10027/9054.

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

Council of Science Editors:

Manjack SK. Relations Between Secondary Art Teachers’ Personal Education Theories And Attitudes About Inclusion. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/9054

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

.