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You searched for +publisher:"University of Illinois – Chicago" +contributor:("Thorkildsen, Theresa"). Showing records 1 – 16 of 16 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 (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 November 29, 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. 29 Nov 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 Nov 29]. 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. Mescher, Juliane C. The "Missing" Missing: How the "Ideal Victim" is Framed in Media Coverage of Missing Persons.

Degree: 2014, University of Illinois – Chicago

 Not all missing people are created equal in the United States, especially when it comes to media coverage. Through the selection of specific cases and… (more)

Subjects/Keywords: Missing persons; media; ideal victim; families

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APA (6th Edition):

Mescher, J. C. (2014). The "Missing" Missing: How the "Ideal Victim" is Framed in Media Coverage of Missing Persons. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19159

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):

Mescher, Juliane C. “The "Missing" Missing: How the "Ideal Victim" is Framed in Media Coverage of Missing Persons.” 2014. Thesis, University of Illinois – Chicago. Accessed November 29, 2020. http://hdl.handle.net/10027/19159.

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

MLA Handbook (7th Edition):

Mescher, Juliane C. “The "Missing" Missing: How the "Ideal Victim" is Framed in Media Coverage of Missing Persons.” 2014. Web. 29 Nov 2020.

Vancouver:

Mescher JC. The "Missing" Missing: How the "Ideal Victim" is Framed in Media Coverage of Missing Persons. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10027/19159.

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

Council of Science Editors:

Mescher JC. The "Missing" Missing: How the "Ideal Victim" is Framed in Media Coverage of Missing Persons. [Thesis]. University of Illinois – Chicago; 2014. Available from: http://hdl.handle.net/10027/19159

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


University of Illinois – Chicago

3. Zurheide, Jaime L. Measuring Relationships of Teachers and Students with Emotional Disturbance.

Degree: 2015, University of Illinois – Chicago

 The Student-Teacher Relationship Scale (STRS), a teacher-reported measure of the quality of the relationship between teachers and their students, has been used in numerous studies… (more)

Subjects/Keywords: teacher-student relationships; reliability; validity; emotional disturbance; factor analysis

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APA (6th Edition):

Zurheide, J. L. (2015). Measuring Relationships of Teachers and Students with Emotional Disturbance. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19841

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):

Zurheide, Jaime L. “Measuring Relationships of Teachers and Students with Emotional Disturbance.” 2015. Thesis, University of Illinois – Chicago. Accessed November 29, 2020. http://hdl.handle.net/10027/19841.

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

MLA Handbook (7th Edition):

Zurheide, Jaime L. “Measuring Relationships of Teachers and Students with Emotional Disturbance.” 2015. Web. 29 Nov 2020.

Vancouver:

Zurheide JL. Measuring Relationships of Teachers and Students with Emotional Disturbance. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10027/19841.

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

Council of Science Editors:

Zurheide JL. Measuring Relationships of Teachers and Students with Emotional Disturbance. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19841

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


University of Illinois – Chicago

4. 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 (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 November 29, 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. 29 Nov 2020.

Vancouver:

Pigozzi GH. Supporting Young Authors: Exploring the Identity, Positioning, and Blogging of Adolescents. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Nov 29]. 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

5. Jaigarun, Patcharee. Development and Testing of a Culturally-Adapted Measure of the Drinker Prototype for Thai Adolescents.

Degree: 2016, University of Illinois – Chicago

 Favorability of and perceived similarity to the attributes of the prototypical teen drinker – (a known risk factor for adolescent alcohol use) have not been… (more)

Subjects/Keywords: Alcohol Use; Psychometric Testing; Cross Cultural; Instrument Development; Translation; Cognitive Interviewing

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APA (6th Edition):

Jaigarun, P. (2016). Development and Testing of a Culturally-Adapted Measure of the Drinker Prototype for Thai Adolescents. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20893

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):

Jaigarun, Patcharee. “Development and Testing of a Culturally-Adapted Measure of the Drinker Prototype for Thai Adolescents.” 2016. Thesis, University of Illinois – Chicago. Accessed November 29, 2020. http://hdl.handle.net/10027/20893.

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

MLA Handbook (7th Edition):

Jaigarun, Patcharee. “Development and Testing of a Culturally-Adapted Measure of the Drinker Prototype for Thai Adolescents.” 2016. Web. 29 Nov 2020.

Vancouver:

Jaigarun P. Development and Testing of a Culturally-Adapted Measure of the Drinker Prototype for Thai Adolescents. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10027/20893.

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

Council of Science Editors:

Jaigarun P. Development and Testing of a Culturally-Adapted Measure of the Drinker Prototype for Thai Adolescents. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20893

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


University of Illinois – Chicago

6. 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 November 29, 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. 29 Nov 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 Nov 29]. 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

7. Brann, Eileen M. Relationship Between Young Children’s Gestures and Language Development.

Degree: 2013, University of Illinois – Chicago

 Relationship Between Young Children’s Gestures and Language Development BY EILEEN MARIE BRANN This study extended research on relationships among gesture and language development in young… (more)

Subjects/Keywords: gestures; children's gestures; nonverbal communication; child language development

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APA (6th Edition):

Brann, E. M. (2013). Relationship Between Young Children’s Gestures and Language Development. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/10045

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):

Brann, Eileen M. “Relationship Between Young Children’s Gestures and Language Development.” 2013. Thesis, University of Illinois – Chicago. Accessed November 29, 2020. http://hdl.handle.net/10027/10045.

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

MLA Handbook (7th Edition):

Brann, Eileen M. “Relationship Between Young Children’s Gestures and Language Development.” 2013. Web. 29 Nov 2020.

Vancouver:

Brann EM. Relationship Between Young Children’s Gestures and Language Development. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10027/10045.

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

Council of Science Editors:

Brann EM. Relationship Between Young Children’s Gestures and Language Development. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/10045

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


University of Illinois – Chicago

8. Adams, Marcine M. Altering Teachers Perceptions of Emergent Bilinguals Learning through Action Research.

Degree: 2019, University of Illinois – Chicago

 This mixed methods case study explored two second grade classroom teacher’s transformative informal assessment practices through participating in an action research project. This study leads… (more)

Subjects/Keywords: action research; assessment; informal assessment practices

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APA (6th Edition):

Adams, M. M. (2019). Altering Teachers Perceptions of Emergent Bilinguals Learning through Action Research. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23756

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):

Adams, Marcine M. “Altering Teachers Perceptions of Emergent Bilinguals Learning through Action Research.” 2019. Thesis, University of Illinois – Chicago. Accessed November 29, 2020. http://hdl.handle.net/10027/23756.

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

MLA Handbook (7th Edition):

Adams, Marcine M. “Altering Teachers Perceptions of Emergent Bilinguals Learning through Action Research.” 2019. Web. 29 Nov 2020.

Vancouver:

Adams MM. Altering Teachers Perceptions of Emergent Bilinguals Learning through Action Research. [Internet] [Thesis]. University of Illinois – Chicago; 2019. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10027/23756.

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

Council of Science Editors:

Adams MM. Altering Teachers Perceptions of Emergent Bilinguals Learning through Action Research. [Thesis]. University of Illinois – Chicago; 2019. Available from: http://hdl.handle.net/10027/23756

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


University of Illinois – Chicago

9. 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 November 29, 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. 29 Nov 2020.

Vancouver:

Na H. The Effects of Cyberbullying Victimization on Psychological Adjustments Among College Students. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2020 Nov 29]. 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

10. Wyche, Alicia J. Analysis of Socialization between Students with Mild Disabilities and Middle School Peers.

Degree: 2014, University of Illinois – Chicago

 In many of today’s middle schools, students with disabilities are educated in the same classrooms alongside their typically developing peers. Although these inclusive classrooms provide… (more)

Subjects/Keywords: Social Behavior; Students with Disabilities; Mild Disabilities; School

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APA (6th Edition):

Wyche, A. J. (2014). Analysis of Socialization between Students with Mild Disabilities and Middle School Peers. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/11292

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):

Wyche, Alicia J. “Analysis of Socialization between Students with Mild Disabilities and Middle School Peers.” 2014. Thesis, University of Illinois – Chicago. Accessed November 29, 2020. http://hdl.handle.net/10027/11292.

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

MLA Handbook (7th Edition):

Wyche, Alicia J. “Analysis of Socialization between Students with Mild Disabilities and Middle School Peers.” 2014. Web. 29 Nov 2020.

Vancouver:

Wyche AJ. Analysis of Socialization between Students with Mild Disabilities and Middle School Peers. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10027/11292.

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

Council of Science Editors:

Wyche AJ. Analysis of Socialization between Students with Mild Disabilities and Middle School Peers. [Thesis]. University of Illinois – Chicago; 2014. Available from: http://hdl.handle.net/10027/11292

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


University of Illinois – Chicago

11. 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 (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 November 29, 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. 29 Nov 2020.

Vancouver:

Ciupe AA. Examining Caregivers’ Independence in Early Intervention Home Visit Sessions. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Nov 29]. 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


University of Illinois – Chicago

12. Trzaska, Agata. A Case Study of Bullying Prevention and Intervention for Students with Disabilities in Middle School.

Degree: 2018, University of Illinois – Chicago

 Researchers agree that students with disabilities (SWD) who are at increased risk for bullying perpetration and victimization require more intensive interventions than their peers without… (more)

Subjects/Keywords: bullying; interventions; middle school(s); special education; disabilities; school personnel; adolescent; multi-tiered framework; positive behavior support

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APA (6th Edition):

Trzaska, A. (2018). A Case Study of Bullying Prevention and Intervention for Students with Disabilities in Middle School. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23014

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):

Trzaska, Agata. “A Case Study of Bullying Prevention and Intervention for Students with Disabilities in Middle School.” 2018. Thesis, University of Illinois – Chicago. Accessed November 29, 2020. http://hdl.handle.net/10027/23014.

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

MLA Handbook (7th Edition):

Trzaska, Agata. “A Case Study of Bullying Prevention and Intervention for Students with Disabilities in Middle School.” 2018. Web. 29 Nov 2020.

Vancouver:

Trzaska A. A Case Study of Bullying Prevention and Intervention for Students with Disabilities in Middle School. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10027/23014.

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

Council of Science Editors:

Trzaska A. A Case Study of Bullying Prevention and Intervention for Students with Disabilities in Middle School. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/23014

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


University of Illinois – Chicago

13. Trapp, William James. The Impact of Test-Taker Criticism on Educators' Question Review Self-Efficacy and Test Review Quality.

Degree: 2018, University of Illinois – Chicago

 Research has revealed the value of college admissions testing on the college application and admissions process. The combination of college admission test scores and the… (more)

Subjects/Keywords: validity; assessment; self-efficacy; test development; mixed-methods

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APA (6th Edition):

Trapp, W. J. (2018). The Impact of Test-Taker Criticism on Educators' Question Review Self-Efficacy and Test Review Quality. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23045

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):

Trapp, William James. “The Impact of Test-Taker Criticism on Educators' Question Review Self-Efficacy and Test Review Quality.” 2018. Thesis, University of Illinois – Chicago. Accessed November 29, 2020. http://hdl.handle.net/10027/23045.

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

MLA Handbook (7th Edition):

Trapp, William James. “The Impact of Test-Taker Criticism on Educators' Question Review Self-Efficacy and Test Review Quality.” 2018. Web. 29 Nov 2020.

Vancouver:

Trapp WJ. The Impact of Test-Taker Criticism on Educators' Question Review Self-Efficacy and Test Review Quality. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10027/23045.

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

Council of Science Editors:

Trapp WJ. The Impact of Test-Taker Criticism on Educators' Question Review Self-Efficacy and Test Review Quality. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/23045

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

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

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 November 29, 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. 29 Nov 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 Nov 29]. 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

15. 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 November 29, 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. 29 Nov 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 Nov 29]. 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

16. 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 November 29, 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. 29 Nov 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 Nov 29]. 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

.