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You searched for +publisher:"University of San Francisco" +contributor:("Patricia Busk"). Showing records 1 – 21 of 21 total matches.

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1. Witt, Dawn. Implementation of the Core Components of Response to Intervention Models: A Study of Two Schools.

Degree: Doctor of Education (EdD), Learning and Instruction, 2012, University of San Francisco

  This mixed-method study investigated how two schools implemented RtI² and what core components of RtI² the faculty and staff perceived as priorities for implementation.… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Witt, D. (2012). Implementation of the Core Components of Response to Intervention Models: A Study of Two Schools. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/27

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):

Witt, Dawn. “Implementation of the Core Components of Response to Intervention Models: A Study of Two Schools.” 2012. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/27.

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

MLA Handbook (7th Edition):

Witt, Dawn. “Implementation of the Core Components of Response to Intervention Models: A Study of Two Schools.” 2012. Web. 20 Jul 2019.

Vancouver:

Witt D. Implementation of the Core Components of Response to Intervention Models: A Study of Two Schools. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/27.

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

Council of Science Editors:

Witt D. Implementation of the Core Components of Response to Intervention Models: A Study of Two Schools. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/27

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

2. Sandoval, Laura Angela. An Investigation of Multimedia Instruction, the Modality Principle, and Reading Comprehension in Fourth-Grade Classrooms.

Degree: Doctor of Education (EdD), Learning and Instruction, 2016, University of San Francisco

  Elementary-school teachers are faced with the responsibility of finding the most effective ways to educate their students using multimedia approaches. The use of instruction… (more)

Subjects/Keywords: elementary education; modality principle; reading comprehension; Education; Educational Methods; Elementary Education and Teaching

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APA (6th Edition):

Sandoval, L. A. (2016). An Investigation of Multimedia Instruction, the Modality Principle, and Reading Comprehension in Fourth-Grade Classrooms. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/312

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):

Sandoval, Laura Angela. “An Investigation of Multimedia Instruction, the Modality Principle, and Reading Comprehension in Fourth-Grade Classrooms.” 2016. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/312.

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

MLA Handbook (7th Edition):

Sandoval, Laura Angela. “An Investigation of Multimedia Instruction, the Modality Principle, and Reading Comprehension in Fourth-Grade Classrooms.” 2016. Web. 20 Jul 2019.

Vancouver:

Sandoval LA. An Investigation of Multimedia Instruction, the Modality Principle, and Reading Comprehension in Fourth-Grade Classrooms. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/312.

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

Council of Science Editors:

Sandoval LA. An Investigation of Multimedia Instruction, the Modality Principle, and Reading Comprehension in Fourth-Grade Classrooms. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/312

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

3. Gaylle, Debrayh. Effects of a Mental-Health Clinical Simulation Experience Using Standardized Patients and Two Debriefing Styles on Prelicensure Nursing Students' Knowledge, Anxiety, and Therapeutic Communication and Psychiatric Assessment Skills.

Degree: Doctor of Education (EdD), Learning and Instruction, 2015, University of San Francisco

  The purpose of this quasi-experimental pretest-posttest study was to compare the effects of two debriefing styles (insimulation and postsimulation) on (a) students’ knowledge of… (more)

Subjects/Keywords: Debriefing; Simulation; Standardized patients; Undergraduate; Communication; Nursing

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APA (6th Edition):

Gaylle, D. (2015). Effects of a Mental-Health Clinical Simulation Experience Using Standardized Patients and Two Debriefing Styles on Prelicensure Nursing Students' Knowledge, Anxiety, and Therapeutic Communication and Psychiatric Assessment Skills. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/288

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):

Gaylle, Debrayh. “Effects of a Mental-Health Clinical Simulation Experience Using Standardized Patients and Two Debriefing Styles on Prelicensure Nursing Students' Knowledge, Anxiety, and Therapeutic Communication and Psychiatric Assessment Skills.” 2015. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/288.

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

MLA Handbook (7th Edition):

Gaylle, Debrayh. “Effects of a Mental-Health Clinical Simulation Experience Using Standardized Patients and Two Debriefing Styles on Prelicensure Nursing Students' Knowledge, Anxiety, and Therapeutic Communication and Psychiatric Assessment Skills.” 2015. Web. 20 Jul 2019.

Vancouver:

Gaylle D. Effects of a Mental-Health Clinical Simulation Experience Using Standardized Patients and Two Debriefing Styles on Prelicensure Nursing Students' Knowledge, Anxiety, and Therapeutic Communication and Psychiatric Assessment Skills. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/288.

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

Council of Science Editors:

Gaylle D. Effects of a Mental-Health Clinical Simulation Experience Using Standardized Patients and Two Debriefing Styles on Prelicensure Nursing Students' Knowledge, Anxiety, and Therapeutic Communication and Psychiatric Assessment Skills. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/288

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

4. O'Leary, Christopher Kent. Effects of Training on Intent, Ease, Self-Efficacy, Frequency, and Usefulness in Multimedia-Based Feedback for University-Level Instructors Using Canvas® LMS.

Degree: Doctor of Education (EdD), Learning and Instruction, 2016, University of San Francisco

  The purpose of this study was to investigate how training and professional development effected university-level instructors’ perceived usefulness, perceived ease of use, behavioral intent… (more)

Subjects/Keywords: Assessment; Audio Feedback; Canvas; Feedback; LMS; Video Feedback; Education; Educational Methods; Technology and Innovation

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APA (6th Edition):

O'Leary, C. K. (2016). Effects of Training on Intent, Ease, Self-Efficacy, Frequency, and Usefulness in Multimedia-Based Feedback for University-Level Instructors Using Canvas® LMS. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/326

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):

O'Leary, Christopher Kent. “Effects of Training on Intent, Ease, Self-Efficacy, Frequency, and Usefulness in Multimedia-Based Feedback for University-Level Instructors Using Canvas® LMS.” 2016. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/326.

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

MLA Handbook (7th Edition):

O'Leary, Christopher Kent. “Effects of Training on Intent, Ease, Self-Efficacy, Frequency, and Usefulness in Multimedia-Based Feedback for University-Level Instructors Using Canvas® LMS.” 2016. Web. 20 Jul 2019.

Vancouver:

O'Leary CK. Effects of Training on Intent, Ease, Self-Efficacy, Frequency, and Usefulness in Multimedia-Based Feedback for University-Level Instructors Using Canvas® LMS. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/326.

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

Council of Science Editors:

O'Leary CK. Effects of Training on Intent, Ease, Self-Efficacy, Frequency, and Usefulness in Multimedia-Based Feedback for University-Level Instructors Using Canvas® LMS. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/326

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

5. Hawley, Diana. Teachers Adapting Common Core Informational-text Writing Instruction for Students With Mild to Moderate Disabilities.

Degree: Doctor of Education (EdD), Learning and Instruction, 2014, University of San Francisco

  With the adoption of the Common Core State Standards, students must now become skilled at using different types of writing to help them critique… (more)

Subjects/Keywords: Coaching; Common Core; Elementary Education; Qualitative; Special Education; Writing; Elementary Education and Teaching; Reading and Language; Special Education and Teaching

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

APA (6th Edition):

Hawley, D. (2014). Teachers Adapting Common Core Informational-text Writing Instruction for Students With Mild to Moderate Disabilities. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/118

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):

Hawley, Diana. “Teachers Adapting Common Core Informational-text Writing Instruction for Students With Mild to Moderate Disabilities.” 2014. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/118.

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

MLA Handbook (7th Edition):

Hawley, Diana. “Teachers Adapting Common Core Informational-text Writing Instruction for Students With Mild to Moderate Disabilities.” 2014. Web. 20 Jul 2019.

Vancouver:

Hawley D. Teachers Adapting Common Core Informational-text Writing Instruction for Students With Mild to Moderate Disabilities. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/118.

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

Council of Science Editors:

Hawley D. Teachers Adapting Common Core Informational-text Writing Instruction for Students With Mild to Moderate Disabilities. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/118

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

6. Stephens, David. Effective Reading Interventions for Spanish-Speaking English Learners with Reading Disabilities, English Learners Who Struggle with Reading, or Both: A Meta-Analysis of Second through Fifth Grades.

Degree: Doctor of Education (EdD), Learning and Instruction, 2014, University of San Francisco

  This meta-analysis synthesized research on effective instructional practices and strategies in second through fifth grade for Spanish-speaking English Learners (ELs) who have reading disabilities… (more)

Subjects/Keywords: culturally responsive pedagogy; meta-analysis; reading disabilities; Spanish-speaking English learners; special education; struggling readers; Bilingual, Multilingual, and Multicultural Education; Reading and Language; Special Education and Teaching

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APA (6th Edition):

Stephens, D. (2014). Effective Reading Interventions for Spanish-Speaking English Learners with Reading Disabilities, English Learners Who Struggle with Reading, or Both: A Meta-Analysis of Second through Fifth Grades. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/96

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):

Stephens, David. “Effective Reading Interventions for Spanish-Speaking English Learners with Reading Disabilities, English Learners Who Struggle with Reading, or Both: A Meta-Analysis of Second through Fifth Grades.” 2014. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/96.

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

MLA Handbook (7th Edition):

Stephens, David. “Effective Reading Interventions for Spanish-Speaking English Learners with Reading Disabilities, English Learners Who Struggle with Reading, or Both: A Meta-Analysis of Second through Fifth Grades.” 2014. Web. 20 Jul 2019.

Vancouver:

Stephens D. Effective Reading Interventions for Spanish-Speaking English Learners with Reading Disabilities, English Learners Who Struggle with Reading, or Both: A Meta-Analysis of Second through Fifth Grades. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/96.

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

Council of Science Editors:

Stephens D. Effective Reading Interventions for Spanish-Speaking English Learners with Reading Disabilities, English Learners Who Struggle with Reading, or Both: A Meta-Analysis of Second through Fifth Grades. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/96

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

7. Rowden Quince, Bianca. The Effects of Self-Regulated Learning Strategy Instruction and Structured-Diary Use on Students' Self-Regulated Learning Conduct and Academic Success in Online Community-College General Education Courses.

Degree: Doctor of Education (EdD), Learning and Instruction, 2013, University of San Francisco

  Student success in community-college online courses remains a topic of concern within higher-education research. Online courses offer flexibility and opportunities for students to learn… (more)

Subjects/Keywords: Community College; goal setting; Metacognition; Online learning; Self-regulated learning; Student success; Education; Educational Psychology

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APA (6th Edition):

Rowden Quince, B. (2013). The Effects of Self-Regulated Learning Strategy Instruction and Structured-Diary Use on Students' Self-Regulated Learning Conduct and Academic Success in Online Community-College General Education Courses. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/68

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):

Rowden Quince, Bianca. “The Effects of Self-Regulated Learning Strategy Instruction and Structured-Diary Use on Students' Self-Regulated Learning Conduct and Academic Success in Online Community-College General Education Courses.” 2013. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/68.

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

MLA Handbook (7th Edition):

Rowden Quince, Bianca. “The Effects of Self-Regulated Learning Strategy Instruction and Structured-Diary Use on Students' Self-Regulated Learning Conduct and Academic Success in Online Community-College General Education Courses.” 2013. Web. 20 Jul 2019.

Vancouver:

Rowden Quince B. The Effects of Self-Regulated Learning Strategy Instruction and Structured-Diary Use on Students' Self-Regulated Learning Conduct and Academic Success in Online Community-College General Education Courses. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/68.

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

Council of Science Editors:

Rowden Quince B. The Effects of Self-Regulated Learning Strategy Instruction and Structured-Diary Use on Students' Self-Regulated Learning Conduct and Academic Success in Online Community-College General Education Courses. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/68

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

8. Shea, Kathleen L. The Effect of Simulation with Debriefing for Meaningful Learning in Courses of Nursing Theory and Practicum on Student Knowledge and Perception of Instruction.

Degree: Doctor of Education (EdD), Learning and Instruction, 2015, University of San Francisco

  Nursing students are expected to apply knowledge from lectures and laboratories to the clinical setting. One major challenge of nursing educators is facilitating the… (more)

Subjects/Keywords: Clinical Simulation; Debriefing; Nursing Simulation; Simulation Based Education; Education; Nursing

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

APA (6th Edition):

Shea, K. L. (2015). The Effect of Simulation with Debriefing for Meaningful Learning in Courses of Nursing Theory and Practicum on Student Knowledge and Perception of Instruction. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/299

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):

Shea, Kathleen L. “The Effect of Simulation with Debriefing for Meaningful Learning in Courses of Nursing Theory and Practicum on Student Knowledge and Perception of Instruction.” 2015. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/299.

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

MLA Handbook (7th Edition):

Shea, Kathleen L. “The Effect of Simulation with Debriefing for Meaningful Learning in Courses of Nursing Theory and Practicum on Student Knowledge and Perception of Instruction.” 2015. Web. 20 Jul 2019.

Vancouver:

Shea KL. The Effect of Simulation with Debriefing for Meaningful Learning in Courses of Nursing Theory and Practicum on Student Knowledge and Perception of Instruction. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/299.

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

Council of Science Editors:

Shea KL. The Effect of Simulation with Debriefing for Meaningful Learning in Courses of Nursing Theory and Practicum on Student Knowledge and Perception of Instruction. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/299

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

9. Boomgard, Monica. Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism.

Degree: Doctor of Education (EdD), Learning and Instruction, 2013, University of San Francisco

  A growing number of students with Autism Spectrum Disorder (ASD) who display complex learning needs present challenges to educators who struggle to meet their… (more)

Subjects/Keywords: Autism spectrum disorders; Online professional development; Professional development; Teacher Burnout; Teacher Education; Teacher Self-Efficacy; Special Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Boomgard, M. (2013). Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/78

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):

Boomgard, Monica. “Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism.” 2013. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/78.

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

MLA Handbook (7th Edition):

Boomgard, Monica. “Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism.” 2013. Web. 20 Jul 2019.

Vancouver:

Boomgard M. Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/78.

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

Council of Science Editors:

Boomgard M. Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/78

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

10. Fahmy, Mohsen Mahmoud. The Effect of Dynamic Assessment on Adult Learners of Arabic: A Mixed-Method Study at the Defense Language Institute Foreign Language Center.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2013, University of San Francisco

  Dynamic assessment (DA) is based on Vygotsky's (1978) sociocultural theory and his Zone of Proximal Development (ZPD). ZPD is the range of abilities bordered… (more)

Subjects/Keywords: adult learning; classroom assessment; Dynamic assessment; language assessment; second language acquisition; Adult and Continuing Education and Teaching; Education; Linguistics

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

APA (6th Edition):

Fahmy, M. M. (2013). The Effect of Dynamic Assessment on Adult Learners of Arabic: A Mixed-Method Study at the Defense Language Institute Foreign Language Center. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/85

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):

Fahmy, Mohsen Mahmoud. “The Effect of Dynamic Assessment on Adult Learners of Arabic: A Mixed-Method Study at the Defense Language Institute Foreign Language Center.” 2013. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/85.

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

MLA Handbook (7th Edition):

Fahmy, Mohsen Mahmoud. “The Effect of Dynamic Assessment on Adult Learners of Arabic: A Mixed-Method Study at the Defense Language Institute Foreign Language Center.” 2013. Web. 20 Jul 2019.

Vancouver:

Fahmy MM. The Effect of Dynamic Assessment on Adult Learners of Arabic: A Mixed-Method Study at the Defense Language Institute Foreign Language Center. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/85.

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

Council of Science Editors:

Fahmy MM. The Effect of Dynamic Assessment on Adult Learners of Arabic: A Mixed-Method Study at the Defense Language Institute Foreign Language Center. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/85

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

11. Ervin-Kassab, Lara Elaine. Assessing Student Learning with Technology: A Descriptive Study of Technology-Using Teacher Practice and Technological Pedagogical Content Knowledge (TPACK).

Degree: Doctor of Education (EdD), Learning and Instruction, 2014, University of San Francisco

  In 2013, a majority of states in the US had adopted Common Core State Standards under the Race to the Top initiative. With this… (more)

Subjects/Keywords: Assessment; Assessment Literacy; Educational Technology; Implications for Policy; Teacher Practice; Technological Pedagogical Content Knowledge (TPACK); Education; Educational Assessment, Evaluation, and Research; Educational Methods

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

APA (6th Edition):

Ervin-Kassab, L. E. (2014). Assessing Student Learning with Technology: A Descriptive Study of Technology-Using Teacher Practice and Technological Pedagogical Content Knowledge (TPACK). (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/119

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):

Ervin-Kassab, Lara Elaine. “Assessing Student Learning with Technology: A Descriptive Study of Technology-Using Teacher Practice and Technological Pedagogical Content Knowledge (TPACK).” 2014. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/119.

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

MLA Handbook (7th Edition):

Ervin-Kassab, Lara Elaine. “Assessing Student Learning with Technology: A Descriptive Study of Technology-Using Teacher Practice and Technological Pedagogical Content Knowledge (TPACK).” 2014. Web. 20 Jul 2019.

Vancouver:

Ervin-Kassab LE. Assessing Student Learning with Technology: A Descriptive Study of Technology-Using Teacher Practice and Technological Pedagogical Content Knowledge (TPACK). [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/119.

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

Council of Science Editors:

Ervin-Kassab LE. Assessing Student Learning with Technology: A Descriptive Study of Technology-Using Teacher Practice and Technological Pedagogical Content Knowledge (TPACK). [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/119

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

12. Neddeau, Browning Michael. The relations among school status variables, teacher academic and arts curricular emphases, and student academic achievement in grades 1, 3, and 5.

Degree: Doctor of Education (EdD), Learning and Instruction, 2013, University of San Francisco

  The National Center of Education Statistics' Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) data were used to explore the curricular emphasis in… (more)

Subjects/Keywords: curricular emphasis; student achievement; Education; Elementary Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Neddeau, B. M. (2013). The relations among school status variables, teacher academic and arts curricular emphases, and student academic achievement in grades 1, 3, and 5. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/91

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):

Neddeau, Browning Michael. “The relations among school status variables, teacher academic and arts curricular emphases, and student academic achievement in grades 1, 3, and 5.” 2013. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/91.

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

MLA Handbook (7th Edition):

Neddeau, Browning Michael. “The relations among school status variables, teacher academic and arts curricular emphases, and student academic achievement in grades 1, 3, and 5.” 2013. Web. 20 Jul 2019.

Vancouver:

Neddeau BM. The relations among school status variables, teacher academic and arts curricular emphases, and student academic achievement in grades 1, 3, and 5. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/91.

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

Council of Science Editors:

Neddeau BM. The relations among school status variables, teacher academic and arts curricular emphases, and student academic achievement in grades 1, 3, and 5. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/91

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

13. Barry, Elaine Ruth. The Effectiveness of Graphic Organizers to Support Executive Function for Ninth Grade Struggling Readers.

Degree: Doctor of Education (EdD), Learning and Instruction, 2016, University of San Francisco

  Struggling readers, or students who read below grade level but have strong phonological awareness, may benefit from using instructional tools like graphic organizers (GOs)… (more)

Subjects/Keywords: Executive Function; Graphic Organizers; Reading Comprehension; Struggling Readers; Education; Reading and Language

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

APA (6th Edition):

Barry, E. R. (2016). The Effectiveness of Graphic Organizers to Support Executive Function for Ninth Grade Struggling Readers. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/308

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):

Barry, Elaine Ruth. “The Effectiveness of Graphic Organizers to Support Executive Function for Ninth Grade Struggling Readers.” 2016. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/308.

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

MLA Handbook (7th Edition):

Barry, Elaine Ruth. “The Effectiveness of Graphic Organizers to Support Executive Function for Ninth Grade Struggling Readers.” 2016. Web. 20 Jul 2019.

Vancouver:

Barry ER. The Effectiveness of Graphic Organizers to Support Executive Function for Ninth Grade Struggling Readers. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/308.

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

Council of Science Editors:

Barry ER. The Effectiveness of Graphic Organizers to Support Executive Function for Ninth Grade Struggling Readers. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/308

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

14. Granados, Renee. A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules.

Degree: Doctor of Education (EdD), Learning and Instruction, 2013, University of San Francisco

  A Comparison of Two Teaching Methods for Pediatrics: Multimedia and Text-based Modules to Teach Pediatric Medication Administration Nurse educators are in a position to… (more)

Subjects/Keywords: calculation skills; medication administration; pediatrics; teaching; Mathematics; Nursing

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

APA (6th Edition):

Granados, R. (2013). A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/77

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):

Granados, Renee. “A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules.” 2013. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/77.

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

MLA Handbook (7th Edition):

Granados, Renee. “A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules.” 2013. Web. 20 Jul 2019.

Vancouver:

Granados R. A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/77.

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

Council of Science Editors:

Granados R. A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/77

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

15. Waziri, Edress. Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection.

Degree: Doctor of Education (EdD), Learning and Instruction, 2017, University of San Francisco

  The benefits of a college degree are clear. Those with a college education are more likely to participate effectively in the governance of the… (more)

Subjects/Keywords: Aspirations; First-Generation College; High School Counselor; Perceived Barriers; Self-efficacy; Educational Psychology

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

APA (6th Edition):

Waziri, E. (2017). Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/338

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):

Waziri, Edress. “Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection.” 2017. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/338.

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

MLA Handbook (7th Edition):

Waziri, Edress. “Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection.” 2017. Web. 20 Jul 2019.

Vancouver:

Waziri E. Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/338.

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

Council of Science Editors:

Waziri E. Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/338

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

16. Pereira, Leann. The Effects of Gender-Aware Leadership-Development Training on the Leadership- Behavioral Competencies of Women Software Engineers in California’s Silicon Valley.

Degree: Doctor of Education (EdD), Learning and Instruction, 2017, University of San Francisco

  This study was conducted to investigate the effects of a leadership-development training workshop on leadership behaviors among women software engineers in a California Silicon… (more)

Subjects/Keywords: Gender; Leadership Development; Women in STEM; Business; Feminist, Gender, and Sexuality Studies; Organizational Behavior and Theory

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

APA (6th Edition):

Pereira, L. (2017). The Effects of Gender-Aware Leadership-Development Training on the Leadership- Behavioral Competencies of Women Software Engineers in California’s Silicon Valley. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/341

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):

Pereira, Leann. “The Effects of Gender-Aware Leadership-Development Training on the Leadership- Behavioral Competencies of Women Software Engineers in California’s Silicon Valley.” 2017. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/341.

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

MLA Handbook (7th Edition):

Pereira, Leann. “The Effects of Gender-Aware Leadership-Development Training on the Leadership- Behavioral Competencies of Women Software Engineers in California’s Silicon Valley.” 2017. Web. 20 Jul 2019.

Vancouver:

Pereira L. The Effects of Gender-Aware Leadership-Development Training on the Leadership- Behavioral Competencies of Women Software Engineers in California’s Silicon Valley. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/341.

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

Council of Science Editors:

Pereira L. The Effects of Gender-Aware Leadership-Development Training on the Leadership- Behavioral Competencies of Women Software Engineers in California’s Silicon Valley. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/341

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

17. Nurnberg, Denae. Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy.

Degree: Doctor of Education (EdD), Learning and Instruction, 2017, University of San Francisco

  Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy The purpose of this study was to investigate… (more)

Subjects/Keywords: Science Laboratories; Science Writing Heuristic; Scientific Literacy; Writing-to-Learn; Science and Mathematics Education

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

APA (6th Edition):

Nurnberg, D. (2017). Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/342

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):

Nurnberg, Denae. “Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy.” 2017. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/342.

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

MLA Handbook (7th Edition):

Nurnberg, Denae. “Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy.” 2017. Web. 20 Jul 2019.

Vancouver:

Nurnberg D. Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/342.

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

Council of Science Editors:

Nurnberg D. Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/342

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

18. Stringfellow, Sandie. Ready to Lead? An Examination of the Alignment of California Preservice School Leaders’ Fieldwork Experiences with State Leadership Standards.

Degree: Doctor of Education (EdD), Leadership Studies, 2017, University of San Francisco

  This study explored how three preservice school leaders (PSLs) in California spent their time during their fieldwork for their school-leader-preparation programs and if they… (more)

Subjects/Keywords: preliminary administrative services credential; school leadership; school leadership fieldwork; school leadership preparation; school of education; self-reflection; Educational Administration and Supervision; Educational Leadership; Educational Methods

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

APA (6th Edition):

Stringfellow, S. (2017). Ready to Lead? An Examination of the Alignment of California Preservice School Leaders’ Fieldwork Experiences with State Leadership Standards. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/349

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):

Stringfellow, Sandie. “Ready to Lead? An Examination of the Alignment of California Preservice School Leaders’ Fieldwork Experiences with State Leadership Standards.” 2017. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/349.

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

MLA Handbook (7th Edition):

Stringfellow, Sandie. “Ready to Lead? An Examination of the Alignment of California Preservice School Leaders’ Fieldwork Experiences with State Leadership Standards.” 2017. Web. 20 Jul 2019.

Vancouver:

Stringfellow S. Ready to Lead? An Examination of the Alignment of California Preservice School Leaders’ Fieldwork Experiences with State Leadership Standards. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/349.

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

Council of Science Editors:

Stringfellow S. Ready to Lead? An Examination of the Alignment of California Preservice School Leaders’ Fieldwork Experiences with State Leadership Standards. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/349

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

19. Wang, Yan. Vocabulary-Learning Strategies of Students Learning Chinese as a Foreign Language in an Intensive-Training Setting.

Degree: Doctor of Education (EdD), Learning and Instruction, 2018, University of San Francisco

  Compared with the research on vocabulary-learning strategies in the field of teaching English as a second or a foreign language, the research on the… (more)

Subjects/Keywords: Foreign Language Education; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

Wang, Y. (2018). Vocabulary-Learning Strategies of Students Learning Chinese as a Foreign Language in an Intensive-Training Setting. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/431

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):

Wang, Yan. “Vocabulary-Learning Strategies of Students Learning Chinese as a Foreign Language in an Intensive-Training Setting.” 2018. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/431.

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

MLA Handbook (7th Edition):

Wang, Yan. “Vocabulary-Learning Strategies of Students Learning Chinese as a Foreign Language in an Intensive-Training Setting.” 2018. Web. 20 Jul 2019.

Vancouver:

Wang Y. Vocabulary-Learning Strategies of Students Learning Chinese as a Foreign Language in an Intensive-Training Setting. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/431.

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

Council of Science Editors:

Wang Y. Vocabulary-Learning Strategies of Students Learning Chinese as a Foreign Language in an Intensive-Training Setting. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/431

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

20. Wang, Yan. Vocabulary-Learning Strategies of Students Learning Chinese as a Foreign Language in an Intensive-Training Setting.

Degree: Doctor of Education (EdD), Learning and Instruction, 2018, University of San Francisco

  Compared with the research on vocabulary-learning strategies in the field of teaching English as a second or a foreign language, the research on the… (more)

Subjects/Keywords: Foreign Language Education; Bilingual, Multilingual, and Multicultural Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wang, Y. (2018). Vocabulary-Learning Strategies of Students Learning Chinese as a Foreign Language in an Intensive-Training Setting. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/478

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):

Wang, Yan. “Vocabulary-Learning Strategies of Students Learning Chinese as a Foreign Language in an Intensive-Training Setting.” 2018. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/478.

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

MLA Handbook (7th Edition):

Wang, Yan. “Vocabulary-Learning Strategies of Students Learning Chinese as a Foreign Language in an Intensive-Training Setting.” 2018. Web. 20 Jul 2019.

Vancouver:

Wang Y. Vocabulary-Learning Strategies of Students Learning Chinese as a Foreign Language in an Intensive-Training Setting. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/478.

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

Council of Science Editors:

Wang Y. Vocabulary-Learning Strategies of Students Learning Chinese as a Foreign Language in an Intensive-Training Setting. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/478

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

21. Schroeder, Elizabeth Nicole. An Investigation of the Developmental Growth of Preschool Children with Disabilities Being Served in Inclusive Settings in Comparison with Noninclusive Settings in California.

Degree: Doctor of Education (EdD), Learning and Instruction, 2018, University of San Francisco

  The purpose of this study was to perform a secondary data analysis to investigate the relationship between preschool setting and the developmental growth of… (more)

Subjects/Keywords: Growth Modeling; Hierarchical Linear Modeling; Preschool Inclusion; Preschool Setting; Early Childhood Education; Education; Special Education and Teaching

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

APA (6th Edition):

Schroeder, E. N. (2018). An Investigation of the Developmental Growth of Preschool Children with Disabilities Being Served in Inclusive Settings in Comparison with Noninclusive Settings in California. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/430

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):

Schroeder, Elizabeth Nicole. “An Investigation of the Developmental Growth of Preschool Children with Disabilities Being Served in Inclusive Settings in Comparison with Noninclusive Settings in California.” 2018. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/430.

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

MLA Handbook (7th Edition):

Schroeder, Elizabeth Nicole. “An Investigation of the Developmental Growth of Preschool Children with Disabilities Being Served in Inclusive Settings in Comparison with Noninclusive Settings in California.” 2018. Web. 20 Jul 2019.

Vancouver:

Schroeder EN. An Investigation of the Developmental Growth of Preschool Children with Disabilities Being Served in Inclusive Settings in Comparison with Noninclusive Settings in California. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/430.

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

Council of Science Editors:

Schroeder EN. An Investigation of the Developmental Growth of Preschool Children with Disabilities Being Served in Inclusive Settings in Comparison with Noninclusive Settings in California. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/430

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

.