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You searched for +publisher:"University of Oklahoma" +contributor:("Stewart, Sepideh"). Showing records 1 – 9 of 9 total matches.

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University of Oklahoma

1. Regier, Paul. The impact of creativity-fostering mathematics instruction on student self-efficacy and motivation.

Degree: PhD, 2020, University of Oklahoma

 Mathematics educators and researchers have described creativity as an essential part of mathematics, yet little research has been done to study the effects of fostering… (more)

Subjects/Keywords: Mathematics Education; Self-efficacy; Motivation; Creativity

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APA (6th Edition):

Regier, P. (2020). The impact of creativity-fostering mathematics instruction on student self-efficacy and motivation. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/324407

Chicago Manual of Style (16th Edition):

Regier, Paul. “The impact of creativity-fostering mathematics instruction on student self-efficacy and motivation.” 2020. Doctoral Dissertation, University of Oklahoma. Accessed January 28, 2021. http://hdl.handle.net/11244/324407.

MLA Handbook (7th Edition):

Regier, Paul. “The impact of creativity-fostering mathematics instruction on student self-efficacy and motivation.” 2020. Web. 28 Jan 2021.

Vancouver:

Regier P. The impact of creativity-fostering mathematics instruction on student self-efficacy and motivation. [Internet] [Doctoral dissertation]. University of Oklahoma; 2020. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/11244/324407.

Council of Science Editors:

Regier P. The impact of creativity-fostering mathematics instruction on student self-efficacy and motivation. [Doctoral Dissertation]. University of Oklahoma; 2020. Available from: http://hdl.handle.net/11244/324407


University of Oklahoma

2. Tran, Phuoc. The Development, Validation, and Generalizability of the Technological Adaptive Expertise Scale.

Degree: PhD, 2017, University of Oklahoma

 Technology is rapidly changing and with it the need for the ability to adapt to change increases. Whether consciously or unconsciously, users of technology may… (more)

Subjects/Keywords: Cognitive Psychology; Adaptive Expertise; Technology; Scale Development

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APA (6th Edition):

Tran, P. (2017). The Development, Validation, and Generalizability of the Technological Adaptive Expertise Scale. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50745

Chicago Manual of Style (16th Edition):

Tran, Phuoc. “The Development, Validation, and Generalizability of the Technological Adaptive Expertise Scale.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed January 28, 2021. http://hdl.handle.net/11244/50745.

MLA Handbook (7th Edition):

Tran, Phuoc. “The Development, Validation, and Generalizability of the Technological Adaptive Expertise Scale.” 2017. Web. 28 Jan 2021.

Vancouver:

Tran P. The Development, Validation, and Generalizability of the Technological Adaptive Expertise Scale. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/11244/50745.

Council of Science Editors:

Tran P. The Development, Validation, and Generalizability of the Technological Adaptive Expertise Scale. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50745


University of Oklahoma

3. McAdoo, Ryan. Recognition Memory is Fundamentally Continuous, and Strategic Discretization Does Not Change This.

Degree: PhD, 2019, University of Oklahoma

 Recognition memory research has long focused on whether it is mediated by discrete or continuous processes. Recent research has shown that the picture is more… (more)

Subjects/Keywords: Recognition; Memory; Discrete; Continuous

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APA (6th Edition):

McAdoo, R. (2019). Recognition Memory is Fundamentally Continuous, and Strategic Discretization Does Not Change This. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319552

Chicago Manual of Style (16th Edition):

McAdoo, Ryan. “Recognition Memory is Fundamentally Continuous, and Strategic Discretization Does Not Change This.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed January 28, 2021. http://hdl.handle.net/11244/319552.

MLA Handbook (7th Edition):

McAdoo, Ryan. “Recognition Memory is Fundamentally Continuous, and Strategic Discretization Does Not Change This.” 2019. Web. 28 Jan 2021.

Vancouver:

McAdoo R. Recognition Memory is Fundamentally Continuous, and Strategic Discretization Does Not Change This. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/11244/319552.

Council of Science Editors:

McAdoo R. Recognition Memory is Fundamentally Continuous, and Strategic Discretization Does Not Change This. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/319552


University of Oklahoma

4. Wright, Rachel. Totally Reflected Groups.

Degree: PhD, 2016, University of Oklahoma

 A group G is totally reflected if it has a generating set S such that each edge in the Cayley graph Gamma(G,S) is inverted by… (more)

Subjects/Keywords: Mathematics.; graph reflections; right-angled product; Cayley graph; geometric group theory

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APA (6th Edition):

Wright, R. (2016). Totally Reflected Groups. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/34633

Chicago Manual of Style (16th Edition):

Wright, Rachel. “Totally Reflected Groups.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed January 28, 2021. http://hdl.handle.net/11244/34633.

MLA Handbook (7th Edition):

Wright, Rachel. “Totally Reflected Groups.” 2016. Web. 28 Jan 2021.

Vancouver:

Wright R. Totally Reflected Groups. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/11244/34633.

Council of Science Editors:

Wright R. Totally Reflected Groups. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/34633


University of Oklahoma

5. Gunter, Devon. An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study.

Degree: PhD, 2018, University of Oklahoma

 The great preponderance of research in undergraduate mathematics, especially as it pertains to students transitioning into post-secondary education, tends to problematize the student or the… (more)

Subjects/Keywords: Education, Mathematics.; Education, Higher.; Teacher Identity

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APA (6th Edition):

Gunter, D. (2018). An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/316293

Chicago Manual of Style (16th Edition):

Gunter, Devon. “An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed January 28, 2021. http://hdl.handle.net/11244/316293.

MLA Handbook (7th Edition):

Gunter, Devon. “An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study.” 2018. Web. 28 Jan 2021.

Vancouver:

Gunter D. An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/11244/316293.

Council of Science Editors:

Gunter D. An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/316293


University of Oklahoma

6. Lee, Misun. Calculus Instructors' Resources, Orientations, and Goals in Teaching Low-Achieving Students.

Degree: PhD, 2014, University of Oklahoma

 Teaching and learning calculus has been the subject of mathematics education research for many years. Although the literature is mainly concerned with students’ difficulties with… (more)

Subjects/Keywords: Mathematics.

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APA (6th Edition):

Lee, M. (2014). Calculus Instructors' Resources, Orientations, and Goals in Teaching Low-Achieving Students. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10371

Chicago Manual of Style (16th Edition):

Lee, Misun. “Calculus Instructors' Resources, Orientations, and Goals in Teaching Low-Achieving Students.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed January 28, 2021. http://hdl.handle.net/11244/10371.

MLA Handbook (7th Edition):

Lee, Misun. “Calculus Instructors' Resources, Orientations, and Goals in Teaching Low-Achieving Students.” 2014. Web. 28 Jan 2021.

Vancouver:

Lee M. Calculus Instructors' Resources, Orientations, and Goals in Teaching Low-Achieving Students. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/11244/10371.

Council of Science Editors:

Lee M. Calculus Instructors' Resources, Orientations, and Goals in Teaching Low-Achieving Students. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10371


University of Oklahoma

7. Crisostomo, Marisa. Improving Study Strategies Through Testing Experience.

Degree: PhD, 2017, University of Oklahoma

 Prior research on the Testing Effect has shown that testing previously learned material can result in greater long term memory performance than if the material… (more)

Subjects/Keywords: Cognitive Psychology

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APA (6th Edition):

Crisostomo, M. (2017). Improving Study Strategies Through Testing Experience. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50884

Chicago Manual of Style (16th Edition):

Crisostomo, Marisa. “Improving Study Strategies Through Testing Experience.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed January 28, 2021. http://hdl.handle.net/11244/50884.

MLA Handbook (7th Edition):

Crisostomo, Marisa. “Improving Study Strategies Through Testing Experience.” 2017. Web. 28 Jan 2021.

Vancouver:

Crisostomo M. Improving Study Strategies Through Testing Experience. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/11244/50884.

Council of Science Editors:

Crisostomo M. Improving Study Strategies Through Testing Experience. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50884


University of Oklahoma

8. Bobbitt, Thomas. The Forward Effect of Testing on Comprehending Complex Texts.

Degree: PhD, 2018, University of Oklahoma

 Research on the forward effect of testing has indicated that taking a test over prior material can improve one’s ability to memorize new material. However,… (more)

Subjects/Keywords: Testing Effect; Comprehension; Metacomprehension

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APA (6th Edition):

Bobbitt, T. (2018). The Forward Effect of Testing on Comprehending Complex Texts. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/316812

Chicago Manual of Style (16th Edition):

Bobbitt, Thomas. “The Forward Effect of Testing on Comprehending Complex Texts.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed January 28, 2021. http://hdl.handle.net/11244/316812.

MLA Handbook (7th Edition):

Bobbitt, Thomas. “The Forward Effect of Testing on Comprehending Complex Texts.” 2018. Web. 28 Jan 2021.

Vancouver:

Bobbitt T. The Forward Effect of Testing on Comprehending Complex Texts. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/11244/316812.

Council of Science Editors:

Bobbitt T. The Forward Effect of Testing on Comprehending Complex Texts. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/316812


University of Oklahoma

9. Yamamoto, Tetsuya. Categorizing Students' Difficulties with Mathematical Proofs: Developing a Model of the Structure of Proof Construction.

Degree: PhD, 2015, University of Oklahoma

 Studies have shown that proof construction is a challenging task for students at all levels. The purposes of my study were to examine students' difficulties… (more)

Subjects/Keywords: Mathematics.

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APA (6th Edition):

Yamamoto, T. (2015). Categorizing Students' Difficulties with Mathematical Proofs: Developing a Model of the Structure of Proof Construction. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14637

Chicago Manual of Style (16th Edition):

Yamamoto, Tetsuya. “Categorizing Students' Difficulties with Mathematical Proofs: Developing a Model of the Structure of Proof Construction.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed January 28, 2021. http://hdl.handle.net/11244/14637.

MLA Handbook (7th Edition):

Yamamoto, Tetsuya. “Categorizing Students' Difficulties with Mathematical Proofs: Developing a Model of the Structure of Proof Construction.” 2015. Web. 28 Jan 2021.

Vancouver:

Yamamoto T. Categorizing Students' Difficulties with Mathematical Proofs: Developing a Model of the Structure of Proof Construction. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2021 Jan 28]. Available from: http://hdl.handle.net/11244/14637.

Council of Science Editors:

Yamamoto T. Categorizing Students' Difficulties with Mathematical Proofs: Developing a Model of the Structure of Proof Construction. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14637

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