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You searched for +publisher:"University of North Texas" +contributor:("Ennis-Cole, Demetria"). Showing records 1 – 28 of 28 total matches.

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University of North Texas

1. Meredith, Tamara. Extending the Apprenticeship through Informal Learning on Facebook: An Interpretative Phenomenological Analysis of the Lived Experiences of Music Faculty.

Degree: 2017, University of North Texas

 Facebook studio groups/pages are commonly used by applied music faculty to communicate with current students, recruit new students, share students' activities, and promote faculty members'… (more)

Subjects/Keywords: social media; Facebook; music faculty; higher education; apprenticeship; studio teaching; enculturation; informal learning; Education, Music; Education, Higher; Education, Technology

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APA (6th Edition):

Meredith, T. (2017). Extending the Apprenticeship through Informal Learning on Facebook: An Interpretative Phenomenological Analysis of the Lived Experiences of Music Faculty. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984183/

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):

Meredith, Tamara. “Extending the Apprenticeship through Informal Learning on Facebook: An Interpretative Phenomenological Analysis of the Lived Experiences of Music Faculty.” 2017. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc984183/.

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

MLA Handbook (7th Edition):

Meredith, Tamara. “Extending the Apprenticeship through Informal Learning on Facebook: An Interpretative Phenomenological Analysis of the Lived Experiences of Music Faculty.” 2017. Web. 15 Sep 2019.

Vancouver:

Meredith T. Extending the Apprenticeship through Informal Learning on Facebook: An Interpretative Phenomenological Analysis of the Lived Experiences of Music Faculty. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984183/.

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

Council of Science Editors:

Meredith T. Extending the Apprenticeship through Informal Learning on Facebook: An Interpretative Phenomenological Analysis of the Lived Experiences of Music Faculty. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984183/

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


University of North Texas

2. Sizemore, Mary L. Personalize Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses.

Degree: 2017, University of North Texas

 The purpose of this two-phase, explanatory mixed methods study was to understand the benefits of teaching grammar from three different learning methods: face-to-face, online personalized… (more)

Subjects/Keywords: personalized learning; online learning labs; blended learning; grammar; Education, Technology

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APA (6th Edition):

Sizemore, M. L. (2017). Personalize Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984240/

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):

Sizemore, Mary L. “Personalize Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses.” 2017. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc984240/.

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

MLA Handbook (7th Edition):

Sizemore, Mary L. “Personalize Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses.” 2017. Web. 15 Sep 2019.

Vancouver:

Sizemore ML. Personalize Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984240/.

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

Council of Science Editors:

Sizemore ML. Personalize Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984240/

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


University of North Texas

3. Alamri, Abdulrahman Saleh. University Faculty and Diverse Students' Self-Reported Attitudes toward Inclusive Teaching Strategies.

Degree: 2017, University of North Texas

 This dissertation examines a university faculty (n = 41) and diverse students (n = 93) including students with disability (n = 44), students without disability… (more)

Subjects/Keywords: Universal Design for Learning; Inclusive Teaching Strategies; Instruction Design; Usability; Accessibility; Learners with Disabilities; International Students

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APA (6th Edition):

Alamri, A. S. (2017). University Faculty and Diverse Students' Self-Reported Attitudes toward Inclusive Teaching Strategies. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984244/

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):

Alamri, Abdulrahman Saleh. “University Faculty and Diverse Students' Self-Reported Attitudes toward Inclusive Teaching Strategies.” 2017. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc984244/.

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

MLA Handbook (7th Edition):

Alamri, Abdulrahman Saleh. “University Faculty and Diverse Students' Self-Reported Attitudes toward Inclusive Teaching Strategies.” 2017. Web. 15 Sep 2019.

Vancouver:

Alamri AS. University Faculty and Diverse Students' Self-Reported Attitudes toward Inclusive Teaching Strategies. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984244/.

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

Council of Science Editors:

Alamri AS. University Faculty and Diverse Students' Self-Reported Attitudes toward Inclusive Teaching Strategies. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984244/

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


University of North Texas

4. Huppe, Alicia. An Exploratory Study of Students' Use of Facebook and Other Communication Modalities in Order to Receive Student Affairs Information.

Degree: 2011, University of North Texas

 This qualitative study explored Facebook as a communication tool for student affairs and compared it as a source with other communication modalities to describe the… (more)

Subjects/Keywords: Facebook; higher education; communication; students affairs

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APA (6th Edition):

Huppe, A. (2011). An Exploratory Study of Students' Use of Facebook and Other Communication Modalities in Order to Receive Student Affairs Information. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc67992/

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):

Huppe, Alicia. “An Exploratory Study of Students' Use of Facebook and Other Communication Modalities in Order to Receive Student Affairs Information.” 2011. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc67992/.

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

MLA Handbook (7th Edition):

Huppe, Alicia. “An Exploratory Study of Students' Use of Facebook and Other Communication Modalities in Order to Receive Student Affairs Information.” 2011. Web. 15 Sep 2019.

Vancouver:

Huppe A. An Exploratory Study of Students' Use of Facebook and Other Communication Modalities in Order to Receive Student Affairs Information. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc67992/.

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

Council of Science Editors:

Huppe A. An Exploratory Study of Students' Use of Facebook and Other Communication Modalities in Order to Receive Student Affairs Information. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc67992/

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


University of North Texas

5. Cullum, Princess. Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory.

Degree: 2016, University of North Texas

 Bombarded by constant and rapid change, healthcare organizations feel a sense of urgency to meet their needs for leaders. They rely on physicians to lead… (more)

Subjects/Keywords: physician leadership; self-efficacy

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APA (6th Edition):

Cullum, P. (2016). Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849695/

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):

Cullum, Princess. “Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory.” 2016. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc849695/.

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

MLA Handbook (7th Edition):

Cullum, Princess. “Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory.” 2016. Web. 15 Sep 2019.

Vancouver:

Cullum P. Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849695/.

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

Council of Science Editors:

Cullum P. Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849695/

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


University of North Texas

6. Lee, Jennifer. A Mixed-methods Study Investigating the Relationship Between Media Multitasking Orientation and Grade Point Average.

Degree: 2012, University of North Texas

 The intent of this study was to examine the relationship between media multitasking orientation and grade point average. The study utilized a mixed-methods approach to… (more)

Subjects/Keywords: Media multitasking; academic performance; GPA; college students

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APA (6th Edition):

Lee, J. (2012). A Mixed-methods Study Investigating the Relationship Between Media Multitasking Orientation and Grade Point Average. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc177221/

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):

Lee, Jennifer. “A Mixed-methods Study Investigating the Relationship Between Media Multitasking Orientation and Grade Point Average.” 2012. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc177221/.

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

MLA Handbook (7th Edition):

Lee, Jennifer. “A Mixed-methods Study Investigating the Relationship Between Media Multitasking Orientation and Grade Point Average.” 2012. Web. 15 Sep 2019.

Vancouver:

Lee J. A Mixed-methods Study Investigating the Relationship Between Media Multitasking Orientation and Grade Point Average. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc177221/.

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

Council of Science Editors:

Lee J. A Mixed-methods Study Investigating the Relationship Between Media Multitasking Orientation and Grade Point Average. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc177221/

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


University of North Texas

7. Laurent, Mark A. The Use of a Real Life Simulated Problem Based Learning Activity in a Corporate Environment.

Degree: 2013, University of North Texas

 This narrative study examines using a real life simulated problem base learning activity during education of clinical staff, which is expected to design and develop… (more)

Subjects/Keywords: Learning activity; corporate; environment; simulated; real life

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APA (6th Edition):

Laurent, M. A. (2013). The Use of a Real Life Simulated Problem Based Learning Activity in a Corporate Environment. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271852/

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):

Laurent, Mark A. “The Use of a Real Life Simulated Problem Based Learning Activity in a Corporate Environment.” 2013. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc271852/.

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

MLA Handbook (7th Edition):

Laurent, Mark A. “The Use of a Real Life Simulated Problem Based Learning Activity in a Corporate Environment.” 2013. Web. 15 Sep 2019.

Vancouver:

Laurent MA. The Use of a Real Life Simulated Problem Based Learning Activity in a Corporate Environment. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271852/.

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

Council of Science Editors:

Laurent MA. The Use of a Real Life Simulated Problem Based Learning Activity in a Corporate Environment. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271852/

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


University of North Texas

8. Briones, San Juanita G. Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms.

Degree: 2019, University of North Texas

 The purpose of this study was to determine if students with special needs participating in an inclusive classroom can learn the skills related to a… (more)

Subjects/Keywords: STEM education; special needs; STEM careers; STEM interest

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APA (6th Edition):

Briones, S. J. G. (2019). Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1538641/

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):

Briones, San Juanita G. “Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms.” 2019. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538641/.

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

MLA Handbook (7th Edition):

Briones, San Juanita G. “Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms.” 2019. Web. 15 Sep 2019.

Vancouver:

Briones SJG. Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms. [Internet] [Thesis]. University of North Texas; 2019. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538641/.

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

Council of Science Editors:

Briones SJG. Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538641/

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


University of North Texas

9. Boudreaux, Kyle. The Current State of Professional Development for Higher Education Faculty: An Examination of Four-Year, State Supported Universities in Texas.

Degree: 2019, University of North Texas

 This mixed methods study examined professional development for higher education faculty members at four-year, state supported universities in Texas and the perceptions of professional development… (more)

Subjects/Keywords: center for teaching and learning; learning technologies; professional development; Technology Acceptance Model

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APA (6th Edition):

Boudreaux, K. (2019). The Current State of Professional Development for Higher Education Faculty: An Examination of Four-Year, State Supported Universities in Texas. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1538647/

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):

Boudreaux, Kyle. “The Current State of Professional Development for Higher Education Faculty: An Examination of Four-Year, State Supported Universities in Texas.” 2019. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538647/.

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

MLA Handbook (7th Edition):

Boudreaux, Kyle. “The Current State of Professional Development for Higher Education Faculty: An Examination of Four-Year, State Supported Universities in Texas.” 2019. Web. 15 Sep 2019.

Vancouver:

Boudreaux K. The Current State of Professional Development for Higher Education Faculty: An Examination of Four-Year, State Supported Universities in Texas. [Internet] [Thesis]. University of North Texas; 2019. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538647/.

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

Council of Science Editors:

Boudreaux K. The Current State of Professional Development for Higher Education Faculty: An Examination of Four-Year, State Supported Universities in Texas. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538647/

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


University of North Texas

10. Abu Dawood, Sumayah Mohammadlutfi. Students' Attitudes toward Educational Gamification in Online Learning Environments.

Degree: 2019, University of North Texas

 This study explored undergraduate and graduate students' attitudes toward the pleasurability of educational gamification in online learning environments. The study is a sequential explanatory mixed-methods… (more)

Subjects/Keywords: Gamification; Online Learning; Pleasurability; Playful Experiences; SDT; Motivation; PLEX; PLLEX; Situated Learning; Game-Based Learning; Multimedia Affordances; Mixed-Methods; Explanatory; Pleasurable Learning Experiences Scale; Education, Technology; Education, Curriculum and Instruction; Education, Tests and Measurements

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APA (6th Edition):

Abu Dawood, S. M. (2019). Students' Attitudes toward Educational Gamification in Online Learning Environments. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1505265/

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):

Abu Dawood, Sumayah Mohammadlutfi. “Students' Attitudes toward Educational Gamification in Online Learning Environments.” 2019. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505265/.

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

MLA Handbook (7th Edition):

Abu Dawood, Sumayah Mohammadlutfi. “Students' Attitudes toward Educational Gamification in Online Learning Environments.” 2019. Web. 15 Sep 2019.

Vancouver:

Abu Dawood SM. Students' Attitudes toward Educational Gamification in Online Learning Environments. [Internet] [Thesis]. University of North Texas; 2019. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505265/.

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

Council of Science Editors:

Abu Dawood SM. Students' Attitudes toward Educational Gamification in Online Learning Environments. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505265/

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


University of North Texas

11. Miller, Shawn J. Effects of Bring Your Own Device Initiatives Related to Instructional Planning and Classroom Environment in Two Texas High Schools.

Degree: 2017, University of North Texas

 This study was an examination of 20 North Texas high school teachers' perceptions about the effects of bring your own device (BYOD) initiatives on instructional… (more)

Subjects/Keywords: instructional planning; classroom environment

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APA (6th Edition):

Miller, S. J. (2017). Effects of Bring Your Own Device Initiatives Related to Instructional Planning and Classroom Environment in Two Texas High Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984275/

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):

Miller, Shawn J. “Effects of Bring Your Own Device Initiatives Related to Instructional Planning and Classroom Environment in Two Texas High Schools.” 2017. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc984275/.

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

MLA Handbook (7th Edition):

Miller, Shawn J. “Effects of Bring Your Own Device Initiatives Related to Instructional Planning and Classroom Environment in Two Texas High Schools.” 2017. Web. 15 Sep 2019.

Vancouver:

Miller SJ. Effects of Bring Your Own Device Initiatives Related to Instructional Planning and Classroom Environment in Two Texas High Schools. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984275/.

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

Council of Science Editors:

Miller SJ. Effects of Bring Your Own Device Initiatives Related to Instructional Planning and Classroom Environment in Two Texas High Schools. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984275/

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


University of North Texas

12. Stansell, Alicia. Transmedia STEM Intervention Book in Middle School for Educational Change.

Degree: 2016, University of North Texas

 The world is becoming a global place in which science, technology, engineering and mathematics hold a key to a successful future. To help secure this… (more)

Subjects/Keywords: STEM; transmedia book; middle school intervention curriculum; 3-D printer; Education, Technology; Education, Secondary; Education, Mathematics; Science  – Study and teaching (Middle school); Three-dimensional printing.; Mathematics  – Study and teaching (Middle school)

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APA (6th Edition):

Stansell, A. (2016). Transmedia STEM Intervention Book in Middle School for Educational Change. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849609/

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):

Stansell, Alicia. “Transmedia STEM Intervention Book in Middle School for Educational Change.” 2016. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc849609/.

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

MLA Handbook (7th Edition):

Stansell, Alicia. “Transmedia STEM Intervention Book in Middle School for Educational Change.” 2016. Web. 15 Sep 2019.

Vancouver:

Stansell A. Transmedia STEM Intervention Book in Middle School for Educational Change. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849609/.

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

Council of Science Editors:

Stansell A. Transmedia STEM Intervention Book in Middle School for Educational Change. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849609/

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


University of North Texas

13. Phillips, Alana S. Retention: Course Completion Rates in Online Distance Learning.

Degree: 2015, University of North Texas

 Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is… (more)

Subjects/Keywords: retention; online learning; distance learning; course completion; Distance education  – United States.; Web-based instruction  – United States.; Lecture method in teaching.; Prediction of scholastic success  – United States.; Internet in higher education  – United States.; College attendance  – United States.

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APA (6th Edition):

Phillips, A. S. (2015). Retention: Course Completion Rates in Online Distance Learning. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc822741/

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):

Phillips, Alana S. “Retention: Course Completion Rates in Online Distance Learning.” 2015. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc822741/.

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

MLA Handbook (7th Edition):

Phillips, Alana S. “Retention: Course Completion Rates in Online Distance Learning.” 2015. Web. 15 Sep 2019.

Vancouver:

Phillips AS. Retention: Course Completion Rates in Online Distance Learning. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc822741/.

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

Council of Science Editors:

Phillips AS. Retention: Course Completion Rates in Online Distance Learning. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc822741/

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


University of North Texas

14. Morel, Gwendolyn. Educational Technology: A Comparison of Ten Academic Journals and the New Media Consortium "Horizon Reports" for the Period of 2000-2017.

Degree: 2017, University of North Texas

 This exploratory and descriptive study provides an increased understanding of the topics being explored in both published research and industry reporting in the field of… (more)

Subjects/Keywords: educational technology; content analysis; latent semantic analysis, Horizon Reports; Education, Technology

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APA (6th Edition):

Morel, G. (2017). Educational Technology: A Comparison of Ten Academic Journals and the New Media Consortium "Horizon Reports" for the Period of 2000-2017. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1062887/

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):

Morel, Gwendolyn. “Educational Technology: A Comparison of Ten Academic Journals and the New Media Consortium "Horizon Reports" for the Period of 2000-2017.” 2017. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc1062887/.

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

MLA Handbook (7th Edition):

Morel, Gwendolyn. “Educational Technology: A Comparison of Ten Academic Journals and the New Media Consortium "Horizon Reports" for the Period of 2000-2017.” 2017. Web. 15 Sep 2019.

Vancouver:

Morel G. Educational Technology: A Comparison of Ten Academic Journals and the New Media Consortium "Horizon Reports" for the Period of 2000-2017. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062887/.

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

Council of Science Editors:

Morel G. Educational Technology: A Comparison of Ten Academic Journals and the New Media Consortium "Horizon Reports" for the Period of 2000-2017. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062887/

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


University of North Texas

15. Baker, Rebecca Dawn. Comparing the Readability of Text Displays on Paper, E-Book Readers, and Small Screen Devices.

Degree: 2010, University of North Texas

 Science fiction has long promised the digitalization of books. Characters in films and television routinely check their palm-sized (or smaller) electronic displays for fast-scrolling information.… (more)

Subjects/Keywords: readability; text displays; e-books; small screens; Reading comprehension.; Kindle (Electronic book reader); iPod touch (Digital music player); Electronic book readers.; Legibility (Printing); Reading, Psychology of.

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APA (6th Edition):

Baker, R. D. (2010). Comparing the Readability of Text Displays on Paper, E-Book Readers, and Small Screen Devices. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28390/

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):

Baker, Rebecca Dawn. “Comparing the Readability of Text Displays on Paper, E-Book Readers, and Small Screen Devices.” 2010. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc28390/.

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

MLA Handbook (7th Edition):

Baker, Rebecca Dawn. “Comparing the Readability of Text Displays on Paper, E-Book Readers, and Small Screen Devices.” 2010. Web. 15 Sep 2019.

Vancouver:

Baker RD. Comparing the Readability of Text Displays on Paper, E-Book Readers, and Small Screen Devices. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28390/.

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

Council of Science Editors:

Baker RD. Comparing the Readability of Text Displays on Paper, E-Book Readers, and Small Screen Devices. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28390/

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


University of North Texas

16. Moore, Billy R. Evaluating and Blending Multimedia Mobile Applications into Technical Training.

Degree: 2011, University of North Texas

 This study in the aerospace ground equipment (AGE) apprentice course at Sheppard Air Force Base, Texas, examined the use of mobile digital devices to determine… (more)

Subjects/Keywords: M-learning; mobile training; e-learning; millennial generation

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APA (6th Edition):

Moore, B. R. (2011). Evaluating and Blending Multimedia Mobile Applications into Technical Training. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc68019/

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):

Moore, Billy R. “Evaluating and Blending Multimedia Mobile Applications into Technical Training.” 2011. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc68019/.

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

MLA Handbook (7th Edition):

Moore, Billy R. “Evaluating and Blending Multimedia Mobile Applications into Technical Training.” 2011. Web. 15 Sep 2019.

Vancouver:

Moore BR. Evaluating and Blending Multimedia Mobile Applications into Technical Training. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc68019/.

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

Council of Science Editors:

Moore BR. Evaluating and Blending Multimedia Mobile Applications into Technical Training. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc68019/

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


University of North Texas

17. Tucker, Linda Cavazos. School and Community Partnerships: Effect on At-risk Elementary Student Populations.

Degree: 2015, University of North Texas

 The purpose of this study was to investigate the current practices of school and community partnerships in five North Texas elementary schools. In addition, the… (more)

Subjects/Keywords: community partnerships; at-risk students; goal-setting approach; Children with social disabilities  – Education (Elementary)  – Texas.; Community and school  – Texas.; Home and school  – Texas.; Education  – Parent participation  – Texas.

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APA (6th Edition):

Tucker, L. C. (2015). School and Community Partnerships: Effect on At-risk Elementary Student Populations. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc822807/

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):

Tucker, Linda Cavazos. “School and Community Partnerships: Effect on At-risk Elementary Student Populations.” 2015. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc822807/.

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

MLA Handbook (7th Edition):

Tucker, Linda Cavazos. “School and Community Partnerships: Effect on At-risk Elementary Student Populations.” 2015. Web. 15 Sep 2019.

Vancouver:

Tucker LC. School and Community Partnerships: Effect on At-risk Elementary Student Populations. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc822807/.

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

Council of Science Editors:

Tucker LC. School and Community Partnerships: Effect on At-risk Elementary Student Populations. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc822807/

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


University of North Texas

18. Freedman, Barbara Ann. The Impact of Technology-Based Music Classes on Music Department Enrollment in Secondary Public High Schools in the Northeastern United States.

Degree: 2019, University of North Texas

 The purpose of this study was to examine if the implementation of a technology-based music class in public high schools in the northeastern United States… (more)

Subjects/Keywords: music; technology; technology-based; secondary; public; high school; non-traditional; other 80; band; orchestra; chorus; music technology; composition; create; compose; student; enrollment; teacher; Education, Music; Education, Technology; Education, Secondary

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APA (6th Edition):

Freedman, B. A. (2019). The Impact of Technology-Based Music Classes on Music Department Enrollment in Secondary Public High Schools in the Northeastern United States. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1538794/

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):

Freedman, Barbara Ann. “The Impact of Technology-Based Music Classes on Music Department Enrollment in Secondary Public High Schools in the Northeastern United States.” 2019. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538794/.

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

MLA Handbook (7th Edition):

Freedman, Barbara Ann. “The Impact of Technology-Based Music Classes on Music Department Enrollment in Secondary Public High Schools in the Northeastern United States.” 2019. Web. 15 Sep 2019.

Vancouver:

Freedman BA. The Impact of Technology-Based Music Classes on Music Department Enrollment in Secondary Public High Schools in the Northeastern United States. [Internet] [Thesis]. University of North Texas; 2019. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538794/.

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

Council of Science Editors:

Freedman BA. The Impact of Technology-Based Music Classes on Music Department Enrollment in Secondary Public High Schools in the Northeastern United States. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538794/

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


University of North Texas

19. Oxford, Raquel Malia Nitta. Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students.

Degree: 2004, University of North Texas

 Today's global culture makes communication through writing in a foreign language a most desirable tool to expand personal and professional relations. However, teaching writing is… (more)

Subjects/Keywords: Spanish language  – Computer-assisted instruction for foreign speakers.; Spanish language  – Study and teaching (Higher)  – Foreign speakers.; Spanish language  – Composition and exercises.; grammar practice; writing; foreign language

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APA (6th Edition):

Oxford, R. M. N. (2004). Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4688/

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):

Oxford, Raquel Malia Nitta. “Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students.” 2004. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc4688/.

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

MLA Handbook (7th Edition):

Oxford, Raquel Malia Nitta. “Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students.” 2004. Web. 15 Sep 2019.

Vancouver:

Oxford RMN. Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students. [Internet] [Thesis]. University of North Texas; 2004. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4688/.

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

Council of Science Editors:

Oxford RMN. Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students. [Thesis]. University of North Texas; 2004. Available from: https://digital.library.unt.edu/ark:/67531/metadc4688/

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


University of North Texas

20. Dodd, Patricia M. Assessing the Efficacy of Learning Communities at Four North Texas Community Colleges.

Degree: 2002, University of North Texas

 This observational study involving intact groups and convenient sampling examined learning communities at four North Texas Community Colleges. The purpose of this study was to… (more)

Subjects/Keywords: College environment  – Texas.; Community colleges  – Texas.; Education, Higher  – Aims and objectives  – Texas.; Learning communities; classroom environment; higher education

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APA (6th Edition):

Dodd, P. M. (2002). Assessing the Efficacy of Learning Communities at Four North Texas Community Colleges. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc3255/

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):

Dodd, Patricia M. “Assessing the Efficacy of Learning Communities at Four North Texas Community Colleges.” 2002. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc3255/.

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

MLA Handbook (7th Edition):

Dodd, Patricia M. “Assessing the Efficacy of Learning Communities at Four North Texas Community Colleges.” 2002. Web. 15 Sep 2019.

Vancouver:

Dodd PM. Assessing the Efficacy of Learning Communities at Four North Texas Community Colleges. [Internet] [Thesis]. University of North Texas; 2002. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc3255/.

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

Council of Science Editors:

Dodd PM. Assessing the Efficacy of Learning Communities at Four North Texas Community Colleges. [Thesis]. University of North Texas; 2002. Available from: https://digital.library.unt.edu/ark:/67531/metadc3255/

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


University of North Texas

21. Cowan, Charisse L. Social and Economic Characteristics Related to the Immediate College Transition of Recent High School Graduates: A Study of Southwest Region TRIO Participants' College Continuation.

Degree: 2002, University of North Texas

 The purpose of this study was to determine whether: 1) Southwest Region TRIO high school students between the years 1991 - 2001 continued to college… (more)

Subjects/Keywords: College attendance  – Southwestern States.; Minority college students  – Southwestern States.; Youth with social disabilities  – Southwestern States.; Upward Bound; college enrollment; TRIO programs; low-income students; first generation college students; minority college enrollment; foster children; college transition

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APA (6th Edition):

Cowan, C. L. (2002). Social and Economic Characteristics Related to the Immediate College Transition of Recent High School Graduates: A Study of Southwest Region TRIO Participants' College Continuation. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc3353/

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):

Cowan, Charisse L. “Social and Economic Characteristics Related to the Immediate College Transition of Recent High School Graduates: A Study of Southwest Region TRIO Participants' College Continuation.” 2002. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc3353/.

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

MLA Handbook (7th Edition):

Cowan, Charisse L. “Social and Economic Characteristics Related to the Immediate College Transition of Recent High School Graduates: A Study of Southwest Region TRIO Participants' College Continuation.” 2002. Web. 15 Sep 2019.

Vancouver:

Cowan CL. Social and Economic Characteristics Related to the Immediate College Transition of Recent High School Graduates: A Study of Southwest Region TRIO Participants' College Continuation. [Internet] [Thesis]. University of North Texas; 2002. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc3353/.

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

Council of Science Editors:

Cowan CL. Social and Economic Characteristics Related to the Immediate College Transition of Recent High School Graduates: A Study of Southwest Region TRIO Participants' College Continuation. [Thesis]. University of North Texas; 2002. Available from: https://digital.library.unt.edu/ark:/67531/metadc3353/

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


University of North Texas

22. Sims, Dale B. The Effect of Personality Type on the Use of Relevance Criteria for Purposes of Selecting Information Sources.

Degree: 2002, University of North Texas

 Even though information scientists generally recognize that relevance judgments are multidimensional and dynamic, there is still discussion and debate regarding the degree to which certain… (more)

Subjects/Keywords: Information retrieval.; Relevance.; Personality.; Relevance criteria; information source; personality types

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APA (6th Edition):

Sims, D. B. (2002). The Effect of Personality Type on the Use of Relevance Criteria for Purposes of Selecting Information Sources. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc3313/

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):

Sims, Dale B. “The Effect of Personality Type on the Use of Relevance Criteria for Purposes of Selecting Information Sources.” 2002. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc3313/.

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

MLA Handbook (7th Edition):

Sims, Dale B. “The Effect of Personality Type on the Use of Relevance Criteria for Purposes of Selecting Information Sources.” 2002. Web. 15 Sep 2019.

Vancouver:

Sims DB. The Effect of Personality Type on the Use of Relevance Criteria for Purposes of Selecting Information Sources. [Internet] [Thesis]. University of North Texas; 2002. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc3313/.

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

Council of Science Editors:

Sims DB. The Effect of Personality Type on the Use of Relevance Criteria for Purposes of Selecting Information Sources. [Thesis]. University of North Texas; 2002. Available from: https://digital.library.unt.edu/ark:/67531/metadc3313/

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


University of North Texas

23. Walton, Donna L. The impact of computer assisted instruction on sensory cognitive factors in literacy learning.

Degree: 2003, University of North Texas

 The purpose of this study was to examine the impact of computer assisted instruction on the development of literacy skills. The effect of instructional methodologies… (more)

Subjects/Keywords: Language arts (Elementary)  – Computer-assisted instruction.; English language  – Orthography and spelling  – Computer-assisted instruction.; Computers and literacy.; Literacy; technology and education; spelling instruction

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APA (6th Edition):

Walton, D. L. (2003). The impact of computer assisted instruction on sensory cognitive factors in literacy learning. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4380/

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):

Walton, Donna L. “The impact of computer assisted instruction on sensory cognitive factors in literacy learning.” 2003. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc4380/.

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

MLA Handbook (7th Edition):

Walton, Donna L. “The impact of computer assisted instruction on sensory cognitive factors in literacy learning.” 2003. Web. 15 Sep 2019.

Vancouver:

Walton DL. The impact of computer assisted instruction on sensory cognitive factors in literacy learning. [Internet] [Thesis]. University of North Texas; 2003. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4380/.

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

Council of Science Editors:

Walton DL. The impact of computer assisted instruction on sensory cognitive factors in literacy learning. [Thesis]. University of North Texas; 2003. Available from: https://digital.library.unt.edu/ark:/67531/metadc4380/

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


University of North Texas

24. Smitt, Shauna M. Impact of Teachers' Common Planning Time on the Academic Performance of Students in a Middle School Setting.

Degree: 2006, University of North Texas

 The purpose of this study was to assess the impact of the common planning time for a team of middle school teachers by comparing the… (more)

Subjects/Keywords: Lesson planning.; Schedules, School.; Middle school teachers.; Middle school students.; Academic achievement.; common planning time; middle school; education

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APA (6th Edition):

Smitt, S. M. (2006). Impact of Teachers' Common Planning Time on the Academic Performance of Students in a Middle School Setting. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5431/

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):

Smitt, Shauna M. “Impact of Teachers' Common Planning Time on the Academic Performance of Students in a Middle School Setting.” 2006. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc5431/.

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

MLA Handbook (7th Edition):

Smitt, Shauna M. “Impact of Teachers' Common Planning Time on the Academic Performance of Students in a Middle School Setting.” 2006. Web. 15 Sep 2019.

Vancouver:

Smitt SM. Impact of Teachers' Common Planning Time on the Academic Performance of Students in a Middle School Setting. [Internet] [Thesis]. University of North Texas; 2006. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5431/.

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

Council of Science Editors:

Smitt SM. Impact of Teachers' Common Planning Time on the Academic Performance of Students in a Middle School Setting. [Thesis]. University of North Texas; 2006. Available from: https://digital.library.unt.edu/ark:/67531/metadc5431/

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


University of North Texas

25. Al-Hamad, Wafaa. Assessing the Feasibility of Developing a DBAE Curriculum in Qatar Utilizing Multimedia Technology.

Degree: 1998, University of North Texas

 The purpose of this study was to demonstrate the feasibility of developing an art curriculum in Qatar, using the principles of the DBAE curriculum in… (more)

Subjects/Keywords: art education; educational technology; Qatar; Art  – Study and teaching  – Qatar  – Curricula.; Educational technology  – Qatar.; Computer-assisted instruction  – Qatar.

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APA (6th Edition):

Al-Hamad, W. (1998). Assessing the Feasibility of Developing a DBAE Curriculum in Qatar Utilizing Multimedia Technology. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc935649/

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):

Al-Hamad, Wafaa. “Assessing the Feasibility of Developing a DBAE Curriculum in Qatar Utilizing Multimedia Technology.” 1998. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc935649/.

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

MLA Handbook (7th Edition):

Al-Hamad, Wafaa. “Assessing the Feasibility of Developing a DBAE Curriculum in Qatar Utilizing Multimedia Technology.” 1998. Web. 15 Sep 2019.

Vancouver:

Al-Hamad W. Assessing the Feasibility of Developing a DBAE Curriculum in Qatar Utilizing Multimedia Technology. [Internet] [Thesis]. University of North Texas; 1998. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc935649/.

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

Council of Science Editors:

Al-Hamad W. Assessing the Feasibility of Developing a DBAE Curriculum in Qatar Utilizing Multimedia Technology. [Thesis]. University of North Texas; 1998. Available from: https://digital.library.unt.edu/ark:/67531/metadc935649/

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


University of North Texas

26. Bell, Thomas. The Effects of Task-Based Documentation Versus Online Help Menu Documentation on the Acceptance of Information Technology.

Degree: 1999, University of North Texas

 The objectives of this study were (1) to identify and describe task-based documentation; (2) to identify and describe any purported changes in users attitudes when… (more)

Subjects/Keywords: Electronic data processing documentation.; Electronic mail systems.; Information technology  – Study and teaching.; e-mail; IT acceptance

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

APA (6th Edition):

Bell, T. (1999). The Effects of Task-Based Documentation Versus Online Help Menu Documentation on the Acceptance of Information Technology. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2195/

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):

Bell, Thomas. “The Effects of Task-Based Documentation Versus Online Help Menu Documentation on the Acceptance of Information Technology.” 1999. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc2195/.

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

MLA Handbook (7th Edition):

Bell, Thomas. “The Effects of Task-Based Documentation Versus Online Help Menu Documentation on the Acceptance of Information Technology.” 1999. Web. 15 Sep 2019.

Vancouver:

Bell T. The Effects of Task-Based Documentation Versus Online Help Menu Documentation on the Acceptance of Information Technology. [Internet] [Thesis]. University of North Texas; 1999. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2195/.

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

Council of Science Editors:

Bell T. The Effects of Task-Based Documentation Versus Online Help Menu Documentation on the Acceptance of Information Technology. [Thesis]. University of North Texas; 1999. Available from: https://digital.library.unt.edu/ark:/67531/metadc2195/

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


University of North Texas

27. Blackner, Deborah Martin. Prediction of Community College Students' Success in Developmental Math with Traditional Classroom, Computer-Based On-Campus and Computer-Based at a Distance Instruction Using Locus of Control, Math Anxiety and Learning Style.

Degree: 2000, University of North Texas

 The purpose of this study was to investigate the relationship between individual student differences and academic success in three pedagogical methods (traditional classroom, computer-aided instruction… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Higher); Prediction of scholastic success.; Mathematics  – Computer-assisted instruction.; Distance education.; Mathematics  – Remedial teaching.; Community college students.; distance education; computer aided instruction; mathematics education

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

APA (6th Edition):

Blackner, D. M. (2000). Prediction of Community College Students' Success in Developmental Math with Traditional Classroom, Computer-Based On-Campus and Computer-Based at a Distance Instruction Using Locus of Control, Math Anxiety and Learning Style. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2540/

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):

Blackner, Deborah Martin. “Prediction of Community College Students' Success in Developmental Math with Traditional Classroom, Computer-Based On-Campus and Computer-Based at a Distance Instruction Using Locus of Control, Math Anxiety and Learning Style.” 2000. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc2540/.

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

MLA Handbook (7th Edition):

Blackner, Deborah Martin. “Prediction of Community College Students' Success in Developmental Math with Traditional Classroom, Computer-Based On-Campus and Computer-Based at a Distance Instruction Using Locus of Control, Math Anxiety and Learning Style.” 2000. Web. 15 Sep 2019.

Vancouver:

Blackner DM. Prediction of Community College Students' Success in Developmental Math with Traditional Classroom, Computer-Based On-Campus and Computer-Based at a Distance Instruction Using Locus of Control, Math Anxiety and Learning Style. [Internet] [Thesis]. University of North Texas; 2000. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2540/.

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

Council of Science Editors:

Blackner DM. Prediction of Community College Students' Success in Developmental Math with Traditional Classroom, Computer-Based On-Campus and Computer-Based at a Distance Instruction Using Locus of Control, Math Anxiety and Learning Style. [Thesis]. University of North Texas; 2000. Available from: https://digital.library.unt.edu/ark:/67531/metadc2540/

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


University of North Texas

28. Scannell, Janette Bradley. Social Context of Human Computer Interaction : An Examination of User Adoption of Electronic Journals.

Degree: 1997, University of North Texas

 This study sought to determine whether or not factors such as relative advantage, compatibility, result demonstrability, ease of use, image, visibility, and voluntariness were involved… (more)

Subjects/Keywords: human computer interaction; electronic journals; Human-computer interaction.; Electronic journals.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Scannell, J. B. (1997). Social Context of Human Computer Interaction : An Examination of User Adoption of Electronic Journals. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278842/

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):

Scannell, Janette Bradley. “Social Context of Human Computer Interaction : An Examination of User Adoption of Electronic Journals.” 1997. Thesis, University of North Texas. Accessed September 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc278842/.

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

MLA Handbook (7th Edition):

Scannell, Janette Bradley. “Social Context of Human Computer Interaction : An Examination of User Adoption of Electronic Journals.” 1997. Web. 15 Sep 2019.

Vancouver:

Scannell JB. Social Context of Human Computer Interaction : An Examination of User Adoption of Electronic Journals. [Internet] [Thesis]. University of North Texas; 1997. [cited 2019 Sep 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278842/.

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

Council of Science Editors:

Scannell JB. Social Context of Human Computer Interaction : An Examination of User Adoption of Electronic Journals. [Thesis]. University of North Texas; 1997. Available from: https://digital.library.unt.edu/ark:/67531/metadc278842/

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

.