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You searched for +publisher:"University of Texas – Austin" +contributor:("Schallert, Diane L."). Showing records 1 – 30 of 165 total matches.

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University of Texas – Austin

1. Crandall, Jason Robert. Flipping an LSAT course : a design study investigation of collaborative instruction and inverted curriculum in a test preparation course.

Degree: Educational Psychology, 2014, University of Texas – Austin

 A primary goal of education is not only to inform but to transform learners. As instructors shift their focus from a one-size-fits-all emphasis on content… (more)

Subjects/Keywords: Inverted curriculum; Collaboration; Design research; Adult education; Critical thinking; Group discourse

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

APA (6th Edition):

Crandall, J. R. (2014). Flipping an LSAT course : a design study investigation of collaborative instruction and inverted curriculum in a test preparation course. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26031

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):

Crandall, Jason Robert. “Flipping an LSAT course : a design study investigation of collaborative instruction and inverted curriculum in a test preparation course.” 2014. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/26031.

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

MLA Handbook (7th Edition):

Crandall, Jason Robert. “Flipping an LSAT course : a design study investigation of collaborative instruction and inverted curriculum in a test preparation course.” 2014. Web. 21 Feb 2019.

Vancouver:

Crandall JR. Flipping an LSAT course : a design study investigation of collaborative instruction and inverted curriculum in a test preparation course. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/26031.

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

Council of Science Editors:

Crandall JR. Flipping an LSAT course : a design study investigation of collaborative instruction and inverted curriculum in a test preparation course. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26031

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


University of Texas – Austin

2. Heo, Damji. Comparison of experts and novices in problem-based learning for engineering education.

Degree: Educational Psychology, 2014, University of Texas – Austin

 Ill-structured problems, problems that do not have simple structures and one finite correct solution, are the most common form of problems that engineers meet in… (more)

Subjects/Keywords: Expert and novice; Engineering education; Analogies; Self-efficacy; Problem-based learning; Ill structured problems

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APA (6th Edition):

Heo, D. (2014). Comparison of experts and novices in problem-based learning for engineering education. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/28119

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):

Heo, Damji. “Comparison of experts and novices in problem-based learning for engineering education.” 2014. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/28119.

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

MLA Handbook (7th Edition):

Heo, Damji. “Comparison of experts and novices in problem-based learning for engineering education.” 2014. Web. 21 Feb 2019.

Vancouver:

Heo D. Comparison of experts and novices in problem-based learning for engineering education. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/28119.

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

Council of Science Editors:

Heo D. Comparison of experts and novices in problem-based learning for engineering education. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/28119

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


University of Texas – Austin

3. Jee, Min Jung 1977-. ESL students’ interaction in Second Life : task-based synchronous computer-mediated communication.

Degree: Foreign Language Education, 2010, University of Texas – Austin

 The purpose of the present study was to explore ESL students’ interactions in task-based synchronous computer-mediated communication (SCMC) in Second Life, a virtual environment by… (more)

Subjects/Keywords: ESL interaction; SCMC; Second Life; SLA

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APA (6th Edition):

Jee, M. J. 1. (2010). ESL students’ interaction in Second Life : task-based synchronous computer-mediated communication. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/28467

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):

Jee, Min Jung 1977-. “ESL students’ interaction in Second Life : task-based synchronous computer-mediated communication.” 2010. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/28467.

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

MLA Handbook (7th Edition):

Jee, Min Jung 1977-. “ESL students’ interaction in Second Life : task-based synchronous computer-mediated communication.” 2010. Web. 21 Feb 2019.

Vancouver:

Jee MJ1. ESL students’ interaction in Second Life : task-based synchronous computer-mediated communication. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/28467.

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

Council of Science Editors:

Jee MJ1. ESL students’ interaction in Second Life : task-based synchronous computer-mediated communication. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/28467

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


University of Texas – Austin

4. Ha, Myung Jeong. Doing graduate school in a second language : resituating the self through language socialization in computer-mediated classroom discussions.

Degree: Foreign Language Education, 2009, University of Texas – Austin

 This dissertation adds to the growing body of research on L2 academic discourse socialization in classroom contexts. Although the importance of students' writing in socializing… (more)

Subjects/Keywords: Socialization in classroom contexts; Learning through online activities; L2 graduate students; Language socialization theory; Computer-mediated; Second language learning; Self-identity reconstruction

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APA (6th Edition):

Ha, M. J. (2009). Doing graduate school in a second language : resituating the self through language socialization in computer-mediated classroom discussions. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/29596

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):

Ha, Myung Jeong. “Doing graduate school in a second language : resituating the self through language socialization in computer-mediated classroom discussions.” 2009. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/29596.

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

MLA Handbook (7th Edition):

Ha, Myung Jeong. “Doing graduate school in a second language : resituating the self through language socialization in computer-mediated classroom discussions.” 2009. Web. 21 Feb 2019.

Vancouver:

Ha MJ. Doing graduate school in a second language : resituating the self through language socialization in computer-mediated classroom discussions. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/29596.

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

Council of Science Editors:

Ha MJ. Doing graduate school in a second language : resituating the self through language socialization in computer-mediated classroom discussions. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/29596

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


University of Texas – Austin

5. -6671-0254. Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness.

Degree: Educational Psychology, 2017, University of Texas – Austin

 For many students, the first year of college presents a series of challenges because there is a gap between their high school experiences and college… (more)

Subjects/Keywords: Learning strategies; Self-regulated learning; Survey

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APA (6th Edition):

-6671-0254. (2017). Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61659

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

Chicago Manual of Style (16th Edition):

-6671-0254. “Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness.” 2017. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/61659.

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

MLA Handbook (7th Edition):

-6671-0254. “Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness.” 2017. Web. 21 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6671-0254. Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/61659.

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

Council of Science Editors:

-6671-0254. Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61659

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


University of Texas – Austin

6. Sanders, Anke Julia. Exploring the construct of teacher self-disclosure and its connection to situational interest, intended effort, and the learning experience in a foreign language learning context.

Degree: Educational Psychology, 2014, University of Texas – Austin

 Educators are commonly concerned about how to trigger students' interest in the classroom, as well as how to create a learning experience in which students… (more)

Subjects/Keywords: Self-disclosure; Teacher self-disclosure; Individual interest; Situational interest; Intended effort; Learning experience; Teacher student relationship; Communication; Motivation

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

APA (6th Edition):

Sanders, A. J. (2014). Exploring the construct of teacher self-disclosure and its connection to situational interest, intended effort, and the learning experience in a foreign language learning context. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25052

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):

Sanders, Anke Julia. “Exploring the construct of teacher self-disclosure and its connection to situational interest, intended effort, and the learning experience in a foreign language learning context.” 2014. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/25052.

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

MLA Handbook (7th Edition):

Sanders, Anke Julia. “Exploring the construct of teacher self-disclosure and its connection to situational interest, intended effort, and the learning experience in a foreign language learning context.” 2014. Web. 21 Feb 2019.

Vancouver:

Sanders AJ. Exploring the construct of teacher self-disclosure and its connection to situational interest, intended effort, and the learning experience in a foreign language learning context. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/25052.

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

Council of Science Editors:

Sanders AJ. Exploring the construct of teacher self-disclosure and its connection to situational interest, intended effort, and the learning experience in a foreign language learning context. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25052

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


University of Texas – Austin

7. Warner Thomason, Susan Margaret. Teaching, technology, and time : perceptions of use of time by higher education faculty teaching online courses and teaching in traditional classroom settings.

Degree: Curriculum and Instruction, 2009, University of Texas – Austin

 This study investigated the practices, perceptions, and time expenditures of post-secondary instructors in American institutions as they prepared for, taught, and reflected on the tasks… (more)

Subjects/Keywords: College teachers' time use; Online courses; Traditional classroom courses; Teaching preparation time; Time commitment

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APA (6th Edition):

Warner Thomason, S. M. (2009). Teaching, technology, and time : perceptions of use of time by higher education faculty teaching online courses and teaching in traditional classroom settings. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/6583

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):

Warner Thomason, Susan Margaret. “Teaching, technology, and time : perceptions of use of time by higher education faculty teaching online courses and teaching in traditional classroom settings.” 2009. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/6583.

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

MLA Handbook (7th Edition):

Warner Thomason, Susan Margaret. “Teaching, technology, and time : perceptions of use of time by higher education faculty teaching online courses and teaching in traditional classroom settings.” 2009. Web. 21 Feb 2019.

Vancouver:

Warner Thomason SM. Teaching, technology, and time : perceptions of use of time by higher education faculty teaching online courses and teaching in traditional classroom settings. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/6583.

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

Council of Science Editors:

Warner Thomason SM. Teaching, technology, and time : perceptions of use of time by higher education faculty teaching online courses and teaching in traditional classroom settings. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/6583

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


University of Texas – Austin

8. Lauzon, Anna Cecile. Understanding and addressing perceptual challenges for adult Vietnamese-speaking ESL students.

Degree: Foreign Language Education, 2009, University of Texas – Austin

 Pronunciation instruction in the English as a Second Language (ESL) classroom often focuses exclusively on production and fails to address students’ perception problems. This report… (more)

Subjects/Keywords: perception; segments; Vietnamese; pronunciation; ESL

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APA (6th Edition):

Lauzon, A. C. (2009). Understanding and addressing perceptual challenges for adult Vietnamese-speaking ESL students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2009-08-245

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):

Lauzon, Anna Cecile. “Understanding and addressing perceptual challenges for adult Vietnamese-speaking ESL students.” 2009. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2009-08-245.

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

MLA Handbook (7th Edition):

Lauzon, Anna Cecile. “Understanding and addressing perceptual challenges for adult Vietnamese-speaking ESL students.” 2009. Web. 21 Feb 2019.

Vancouver:

Lauzon AC. Understanding and addressing perceptual challenges for adult Vietnamese-speaking ESL students. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2009-08-245.

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

Council of Science Editors:

Lauzon AC. Understanding and addressing perceptual challenges for adult Vietnamese-speaking ESL students. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/ETD-UT-2009-08-245

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


University of Texas – Austin

9. Ice, Charlotte Lee. Addressing the social nature of how students learn and teachers teach : promoting healthy socioemotional development and academic success in the classroom.

Degree: Educational Psychology, 2009, University of Texas – Austin

 This report will illustrate the positive and negative aspects of the social nature of learning through a review of sociocultural related research. In consideration of… (more)

Subjects/Keywords: Socioemotional development; Education; Learning; Psychology of learning; Teaching; Academic achievement; Teacher-student relationships

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

APA (6th Edition):

Ice, C. L. (2009). Addressing the social nature of how students learn and teachers teach : promoting healthy socioemotional development and academic success in the classroom. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2009-08-380

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):

Ice, Charlotte Lee. “Addressing the social nature of how students learn and teachers teach : promoting healthy socioemotional development and academic success in the classroom.” 2009. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2009-08-380.

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

MLA Handbook (7th Edition):

Ice, Charlotte Lee. “Addressing the social nature of how students learn and teachers teach : promoting healthy socioemotional development and academic success in the classroom.” 2009. Web. 21 Feb 2019.

Vancouver:

Ice CL. Addressing the social nature of how students learn and teachers teach : promoting healthy socioemotional development and academic success in the classroom. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2009-08-380.

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

Council of Science Editors:

Ice CL. Addressing the social nature of how students learn and teachers teach : promoting healthy socioemotional development and academic success in the classroom. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/ETD-UT-2009-08-380

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


University of Texas – Austin

10. Malik, Krishna. Impact of feedback on adult learner motivation.

Degree: Educational Psychology, 2010, University of Texas – Austin

 This report examines the effect of feedback in the workplace in an adult learning environment. Specifically, it examines the effect of negative feedback on motivation… (more)

Subjects/Keywords: Learner motivation; Feedback; Feedback impact; Feedback impact on motor learning

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APA (6th Edition):

Malik, K. (2010). Impact of feedback on adult learner motivation. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-1096

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):

Malik, Krishna. “Impact of feedback on adult learner motivation.” 2010. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-1096.

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

MLA Handbook (7th Edition):

Malik, Krishna. “Impact of feedback on adult learner motivation.” 2010. Web. 21 Feb 2019.

Vancouver:

Malik K. Impact of feedback on adult learner motivation. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1096.

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

Council of Science Editors:

Malik K. Impact of feedback on adult learner motivation. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1096

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


University of Texas – Austin

11. Matthews, Megan Renee. Parents learning online : informal education on parenting through online interactions examined from a community of practice perspective.

Degree: Educational Psychology, 2010, University of Texas – Austin

 This study investigated the online interactions of parents using the constructs of Wenger’s (1998) community of practice theory. Parents were surveyed and blogs and comments… (more)

Subjects/Keywords: Community of practice; Wenge; Parents; Online learning; Informal learning; Blog; Online interaction; Support; Benefits; Parenting

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

APA (6th Edition):

Matthews, M. R. (2010). Parents learning online : informal education on parenting through online interactions examined from a community of practice perspective. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-08-1593

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):

Matthews, Megan Renee. “Parents learning online : informal education on parenting through online interactions examined from a community of practice perspective.” 2010. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2010-08-1593.

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

MLA Handbook (7th Edition):

Matthews, Megan Renee. “Parents learning online : informal education on parenting through online interactions examined from a community of practice perspective.” 2010. Web. 21 Feb 2019.

Vancouver:

Matthews MR. Parents learning online : informal education on parenting through online interactions examined from a community of practice perspective. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1593.

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

Council of Science Editors:

Matthews MR. Parents learning online : informal education on parenting through online interactions examined from a community of practice perspective. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1593

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


University of Texas – Austin

12. -9382-5516. Situated cognition in implementation : what teacher professional development looks like from a socio-psychological perspective.

Degree: Educational Psychology, 2015, University of Texas – Austin

 Much has been documented regarding the characteristics of effective professional development, but there is a conspicuous lack of research that attends to the ways that… (more)

Subjects/Keywords: Professional development; Teachers; Situated cognition; Implementation

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APA (6th Edition):

-9382-5516. (2015). Situated cognition in implementation : what teacher professional development looks like from a socio-psychological perspective. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32296

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

Chicago Manual of Style (16th Edition):

-9382-5516. “Situated cognition in implementation : what teacher professional development looks like from a socio-psychological perspective.” 2015. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/32296.

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

MLA Handbook (7th Edition):

-9382-5516. “Situated cognition in implementation : what teacher professional development looks like from a socio-psychological perspective.” 2015. Web. 21 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-9382-5516. Situated cognition in implementation : what teacher professional development looks like from a socio-psychological perspective. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/32296.

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

Council of Science Editors:

-9382-5516. Situated cognition in implementation : what teacher professional development looks like from a socio-psychological perspective. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32296

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


University of Texas – Austin

13. -1352-321X. Chinese undergraduates’ sources of self-efficacy: a mixed-methods investigation and exploration of individual differences.

Degree: Educational Psychology, 2015, University of Texas – Austin

 According to social cognitive theory (Bandura, 1977), self-efficacy refers to beliefs that one is capable of succeeding at particular tasks and navigating one’s environment. Self-efficacy… (more)

Subjects/Keywords: Sources of self-efficacy; Chinese undergraduates; Motivation

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APA (6th Edition):

-1352-321X. (2015). Chinese undergraduates’ sources of self-efficacy: a mixed-methods investigation and exploration of individual differences. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/34056

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

Chicago Manual of Style (16th Edition):

-1352-321X. “Chinese undergraduates’ sources of self-efficacy: a mixed-methods investigation and exploration of individual differences.” 2015. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/34056.

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

MLA Handbook (7th Edition):

-1352-321X. “Chinese undergraduates’ sources of self-efficacy: a mixed-methods investigation and exploration of individual differences.” 2015. Web. 21 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1352-321X. Chinese undergraduates’ sources of self-efficacy: a mixed-methods investigation and exploration of individual differences. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/34056.

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

Council of Science Editors:

-1352-321X. Chinese undergraduates’ sources of self-efficacy: a mixed-methods investigation and exploration of individual differences. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/34056

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


University of Texas – Austin

14. -6558-0224. An examination of authentic leadership in a religious organization.

Degree: Educational Psychology, 2016, University of Texas – Austin

 The purpose of this study was to investigate the ways in which authentic leadership is evidenced in a religious organizational setting. Applications of authentic leadership… (more)

Subjects/Keywords: Authentic leadership; Religious organization; Small groups; Leadership

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APA (6th Edition):

-6558-0224. (2016). An examination of authentic leadership in a religious organization. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/38749

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

Chicago Manual of Style (16th Edition):

-6558-0224. “An examination of authentic leadership in a religious organization.” 2016. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/38749.

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

MLA Handbook (7th Edition):

-6558-0224. “An examination of authentic leadership in a religious organization.” 2016. Web. 21 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6558-0224. An examination of authentic leadership in a religious organization. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/38749.

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

Council of Science Editors:

-6558-0224. An examination of authentic leadership in a religious organization. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/38749

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


University of Texas – Austin

15. Karacul, Fikriye Eda. Do international and non-international students experience graduate coursework differently : the relationship of learning community to self-determined motivation.

Degree: Educational Psychology, 2012, University of Texas – Austin

 This study attempted to explore the effect of inter- and intra-personal perceptions and practices of graduate students on their academic motivation from a Self Determination… (more)

Subjects/Keywords: Self Determination Theory; Motivation; Graduate students; Learning community

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APA (6th Edition):

Karacul, F. E. (2012). Do international and non-international students experience graduate coursework differently : the relationship of learning community to self-determined motivation. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-08-5948

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):

Karacul, Fikriye Eda. “Do international and non-international students experience graduate coursework differently : the relationship of learning community to self-determined motivation.” 2012. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2012-08-5948.

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

MLA Handbook (7th Edition):

Karacul, Fikriye Eda. “Do international and non-international students experience graduate coursework differently : the relationship of learning community to self-determined motivation.” 2012. Web. 21 Feb 2019.

Vancouver:

Karacul FE. Do international and non-international students experience graduate coursework differently : the relationship of learning community to self-determined motivation. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-08-5948.

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

Council of Science Editors:

Karacul FE. Do international and non-international students experience graduate coursework differently : the relationship of learning community to self-determined motivation. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-08-5948

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


University of Texas – Austin

16. -8456-0854. The connection between perceived teacher enthusiasm and near transfer in secondary English and Physics.

Degree: Educational Psychology, 2016, University of Texas – Austin

 The literature on teacher enthusiasm has developed broadly and rapidly over the last two decades, and it has reported correlations with several student outcomes including… (more)

Subjects/Keywords: Teacher enthusiasm; Near transfer; Transfer; Positive affect; Positive emotional expressivity; Secondary education; Interest; Engagement; Judgment of learning; English; Physics; Student perceptions of enthusiasm

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

APA (6th Edition):

-8456-0854. (2016). The connection between perceived teacher enthusiasm and near transfer in secondary English and Physics. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/42005

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

Chicago Manual of Style (16th Edition):

-8456-0854. “The connection between perceived teacher enthusiasm and near transfer in secondary English and Physics.” 2016. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/42005.

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

MLA Handbook (7th Edition):

-8456-0854. “The connection between perceived teacher enthusiasm and near transfer in secondary English and Physics.” 2016. Web. 21 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8456-0854. The connection between perceived teacher enthusiasm and near transfer in secondary English and Physics. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/42005.

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

Council of Science Editors:

-8456-0854. The connection between perceived teacher enthusiasm and near transfer in secondary English and Physics. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/42005

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


University of Texas – Austin

17. McGinn, Bridget Ann. The role of working memory, self-regulation, and mindfulness in multitasking performance.

Degree: Educational Psychology, 2016, University of Texas – Austin

 This report lays out the ways in which multitasking has been defined and the component pieces of the process that can be improved. Changes to… (more)

Subjects/Keywords: Multitasking; Self-regulation; Goals; Heuristic thinking

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APA (6th Edition):

McGinn, B. A. (2016). The role of working memory, self-regulation, and mindfulness in multitasking performance. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/43668

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):

McGinn, Bridget Ann. “The role of working memory, self-regulation, and mindfulness in multitasking performance.” 2016. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/43668.

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

MLA Handbook (7th Edition):

McGinn, Bridget Ann. “The role of working memory, self-regulation, and mindfulness in multitasking performance.” 2016. Web. 21 Feb 2019.

Vancouver:

McGinn BA. The role of working memory, self-regulation, and mindfulness in multitasking performance. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/43668.

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

Council of Science Editors:

McGinn BA. The role of working memory, self-regulation, and mindfulness in multitasking performance. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/43668

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


University of Texas – Austin

18. -1302-1153. Understanding identity development : a longitudinal study of professional identity development in educational psychology graduate students.

Degree: Educational Psychology, 2016, University of Texas – Austin

 This study highlights how graduate studies involve students in building their professional identity by social roles, positions, and discourse skills in the process of professional… (more)

Subjects/Keywords: Professional identity; Development; Identity construction; Graduate student well-being; Grounded theory

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APA (6th Edition):

-1302-1153. (2016). Understanding identity development : a longitudinal study of professional identity development in educational psychology graduate students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/43678

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

Chicago Manual of Style (16th Edition):

-1302-1153. “Understanding identity development : a longitudinal study of professional identity development in educational psychology graduate students.” 2016. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/43678.

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

MLA Handbook (7th Edition):

-1302-1153. “Understanding identity development : a longitudinal study of professional identity development in educational psychology graduate students.” 2016. Web. 21 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1302-1153. Understanding identity development : a longitudinal study of professional identity development in educational psychology graduate students. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/43678.

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

Council of Science Editors:

-1302-1153. Understanding identity development : a longitudinal study of professional identity development in educational psychology graduate students. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/43678

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


University of Texas – Austin

19. Park, Il, 1969-. A predictive validity study of AES systems.

Degree: Educational Psychology, 2010, University of Texas – Austin

 A predictive validity approach has been employed to find some implications to support evidences for Automated Essay Scoring (AES) systems. First, using R² values from… (more)

Subjects/Keywords: Automated Essay Scoring; Predictive validity; E-rater; Intellimetric; PEG; Project Essay Grader; IEA; Intelligent Essay Assessor; AES

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APA (6th Edition):

Park, Il, 1. (2010). A predictive validity study of AES systems. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-12-2324

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):

Park, Il, 1969-. “A predictive validity study of AES systems.” 2010. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2010-12-2324.

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

MLA Handbook (7th Edition):

Park, Il, 1969-. “A predictive validity study of AES systems.” 2010. Web. 21 Feb 2019.

Vancouver:

Park, Il 1. A predictive validity study of AES systems. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2324.

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

Council of Science Editors:

Park, Il 1. A predictive validity study of AES systems. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2324

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


University of Texas – Austin

20. Abadia, Vanessa Bianca. An evaluation of spirituality and substance use : definitions, measures, and research.

Degree: Educational Psychology, 2010, University of Texas – Austin

 The focus of this report is on exploring and clarifying research in the areas of spirituality and substance abuse. In terms of their definitions, these… (more)

Subjects/Keywords: Substance abuse; Spirituality

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APA (6th Edition):

Abadia, V. B. (2010). An evaluation of spirituality and substance use : definitions, measures, and research. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-12-2483

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):

Abadia, Vanessa Bianca. “An evaluation of spirituality and substance use : definitions, measures, and research.” 2010. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2010-12-2483.

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

MLA Handbook (7th Edition):

Abadia, Vanessa Bianca. “An evaluation of spirituality and substance use : definitions, measures, and research.” 2010. Web. 21 Feb 2019.

Vancouver:

Abadia VB. An evaluation of spirituality and substance use : definitions, measures, and research. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2483.

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

Council of Science Editors:

Abadia VB. An evaluation of spirituality and substance use : definitions, measures, and research. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2483

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


University of Texas – Austin

21. -4618-993X. Teacher stress and curriculum reform : an illustrative example with the “growth mindset” movement.

Degree: Educational Psychology, 2017, University of Texas – Austin

 Teacher stress can be an important predictor of teachers’ well-being, job satisfaction, and job burnout. There are many factors that contribute to teacher stress and… (more)

Subjects/Keywords: Curriculum reform; Stress; School administrators; Trust

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APA (6th Edition):

-4618-993X. (2017). Teacher stress and curriculum reform : an illustrative example with the “growth mindset” movement. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62456

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

Chicago Manual of Style (16th Edition):

-4618-993X. “Teacher stress and curriculum reform : an illustrative example with the “growth mindset” movement.” 2017. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/62456.

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

MLA Handbook (7th Edition):

-4618-993X. “Teacher stress and curriculum reform : an illustrative example with the “growth mindset” movement.” 2017. Web. 21 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-4618-993X. Teacher stress and curriculum reform : an illustrative example with the “growth mindset” movement. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/62456.

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

Council of Science Editors:

-4618-993X. Teacher stress and curriculum reform : an illustrative example with the “growth mindset” movement. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62456

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


University of Texas – Austin

22. Wang, Yidan. Chinese students' emotional experiences in learning English as a foreign language.

Degree: Educational Psychology, 2016, University of Texas – Austin

 This study expands on the growing body of literature on the emotional experiences of learning English as a second language outside English-speaking countries. This is… (more)

Subjects/Keywords: Achievement emotions; Second language learning

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APA (6th Edition):

Wang, Y. (2016). Chinese students' emotional experiences in learning English as a foreign language. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39427

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, Yidan. “Chinese students' emotional experiences in learning English as a foreign language.” 2016. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/39427.

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

MLA Handbook (7th Edition):

Wang, Yidan. “Chinese students' emotional experiences in learning English as a foreign language.” 2016. Web. 21 Feb 2019.

Vancouver:

Wang Y. Chinese students' emotional experiences in learning English as a foreign language. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/39427.

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. Chinese students' emotional experiences in learning English as a foreign language. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39427

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

23. Freeman, Jennifer Lynn. "How do you know god didn't start the universe and blow it up?" : using classroom talk and controversy to support scientific literacy.

Degree: Educational Psychology, 2014, University of Texas – Austin

 This study investigated the participant structure and content of discourse in five high-school science classrooms and their connection to scientifically literate practices for talking, reasoning,… (more)

Subjects/Keywords: Discourse; Scientific literacy; Controversial topics; Evolution; Science instruction; Interaction; Framing science

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Freeman, J. L. (2014). "How do you know god didn't start the universe and blow it up?" : using classroom talk and controversy to support scientific literacy. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26514

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):

Freeman, Jennifer Lynn. “"How do you know god didn't start the universe and blow it up?" : using classroom talk and controversy to support scientific literacy.” 2014. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/26514.

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

MLA Handbook (7th Edition):

Freeman, Jennifer Lynn. “"How do you know god didn't start the universe and blow it up?" : using classroom talk and controversy to support scientific literacy.” 2014. Web. 21 Feb 2019.

Vancouver:

Freeman JL. "How do you know god didn't start the universe and blow it up?" : using classroom talk and controversy to support scientific literacy. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/26514.

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

Council of Science Editors:

Freeman JL. "How do you know god didn't start the universe and blow it up?" : using classroom talk and controversy to support scientific literacy. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26514

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

24. Kim, Youngwon, M.A. A clash of constructs? : re-examining grit in light of academic buoyancy and future time perspective.

Degree: Educational Psychology, 2017, University of Texas – Austin

 Grit, defined as perseverance and passion for long-term goals, has been found to be a powerful predictor of student success and persistence. Yet, it has… (more)

Subjects/Keywords: Grit; Academic buoyancy; Future time perspective; Gender; Ethnicity; Major

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APA (6th Edition):

Kim, Youngwon, M. A. (2017). A clash of constructs? : re-examining grit in light of academic buoyancy and future time perspective. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/47385

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):

Kim, Youngwon, M A. “A clash of constructs? : re-examining grit in light of academic buoyancy and future time perspective.” 2017. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/47385.

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

MLA Handbook (7th Edition):

Kim, Youngwon, M A. “A clash of constructs? : re-examining grit in light of academic buoyancy and future time perspective.” 2017. Web. 21 Feb 2019.

Vancouver:

Kim, Youngwon MA. A clash of constructs? : re-examining grit in light of academic buoyancy and future time perspective. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/47385.

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

Council of Science Editors:

Kim, Youngwon MA. A clash of constructs? : re-examining grit in light of academic buoyancy and future time perspective. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/47385

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

25. Bierer, Lydia Nicole. Online community building by autistic adults.

Degree: Educational Psychology, 2013, University of Texas – Austin

 One diagnostic criterion to identify individuals as having an autism spectrum disorder (ASD) is that their communication patterns, social reciprocity, and interactional competence show qualitative… (more)

Subjects/Keywords: Autism; Online communication; Qualitative research; Community

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APA (6th Edition):

Bierer, L. N. (2013). Online community building by autistic adults. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21735

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):

Bierer, Lydia Nicole. “Online community building by autistic adults.” 2013. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/21735.

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

MLA Handbook (7th Edition):

Bierer, Lydia Nicole. “Online community building by autistic adults.” 2013. Web. 21 Feb 2019.

Vancouver:

Bierer LN. Online community building by autistic adults. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/21735.

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

Council of Science Editors:

Bierer LN. Online community building by autistic adults. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21735

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

26. Peker, Hilal. Sociocultural factors affecting learner motivation in language learning.

Degree: Foreign Language Education, 2013, University of Texas – Austin

 The concept of motivation and its contributing factors have been a vital interest in language studies since the works of Gardner and Lambert (1972) on… (more)

Subjects/Keywords: Sociocultural factors; Student motivation; Learner motivation; Language learning

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APA (6th Edition):

Peker, H. (2013). Sociocultural factors affecting learner motivation in language learning. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/22134

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):

Peker, Hilal. “Sociocultural factors affecting learner motivation in language learning.” 2013. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/22134.

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

MLA Handbook (7th Edition):

Peker, Hilal. “Sociocultural factors affecting learner motivation in language learning.” 2013. Web. 21 Feb 2019.

Vancouver:

Peker H. Sociocultural factors affecting learner motivation in language learning. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/22134.

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

Council of Science Editors:

Peker H. Sociocultural factors affecting learner motivation in language learning. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/22134

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

27. Lee, Ji-Eun, active 2013. Spotlight on cognitive autonomy support and its connection to cognitive processing and student interest.

Degree: Educational Psychology, 2013, University of Texas – Austin

 The purpose of the dissertation was to explore how students’ perceptions of different types of autonomy support can be associated with the motivational construct of… (more)

Subjects/Keywords: Cognitive autonomy support; Autonomy support; Choice; Interest; Cognitive processing

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

APA (6th Edition):

Lee, Ji-Eun, a. 2. (2013). Spotlight on cognitive autonomy support and its connection to cognitive processing and student interest. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21162

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, Ji-Eun, active 2013. “Spotlight on cognitive autonomy support and its connection to cognitive processing and student interest.” 2013. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/21162.

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

MLA Handbook (7th Edition):

Lee, Ji-Eun, active 2013. “Spotlight on cognitive autonomy support and its connection to cognitive processing and student interest.” 2013. Web. 21 Feb 2019.

Vancouver:

Lee, Ji-Eun a2. Spotlight on cognitive autonomy support and its connection to cognitive processing and student interest. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/21162.

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

Council of Science Editors:

Lee, Ji-Eun a2. Spotlight on cognitive autonomy support and its connection to cognitive processing and student interest. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21162

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

28. Uslu Ok, Duygu. The future in the lives of Turkish international sojourners studying in America : the role of future time perspectives and possible selves in explaining motivation to learn English.

Degree: Foreign Language Education, 2013, University of Texas – Austin

 Previous research using future time perspective or possible selves frameworks provided evidence that learners with definite and elaborate goals, and future self-guides are more motivated… (more)

Subjects/Keywords: Future time perspective; Possible selves; Identity; Study abroad; Sojourners; Language learning motivation; Attitudes toward second language; Attitudes toward target language community; Second/ foreign language motivation; International students

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

APA (6th Edition):

Uslu Ok, D. (2013). The future in the lives of Turkish international sojourners studying in America : the role of future time perspectives and possible selves in explaining motivation to learn English. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21163

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):

Uslu Ok, Duygu. “The future in the lives of Turkish international sojourners studying in America : the role of future time perspectives and possible selves in explaining motivation to learn English.” 2013. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/21163.

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

MLA Handbook (7th Edition):

Uslu Ok, Duygu. “The future in the lives of Turkish international sojourners studying in America : the role of future time perspectives and possible selves in explaining motivation to learn English.” 2013. Web. 21 Feb 2019.

Vancouver:

Uslu Ok D. The future in the lives of Turkish international sojourners studying in America : the role of future time perspectives and possible selves in explaining motivation to learn English. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/21163.

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

Council of Science Editors:

Uslu Ok D. The future in the lives of Turkish international sojourners studying in America : the role of future time perspectives and possible selves in explaining motivation to learn English. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21163

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

29. Peshwe, Akhilesh Vasantrao. Use of students’ native language in reversing their underachievement when learning English as a second language.

Degree: Educational Psychology, 2014, University of Texas – Austin

 In finding ways to help students achieve their goals and become productive members of society, mere categorization of students as successful or unsuccessful is insufficient.… (more)

Subjects/Keywords: Underachievement; Reversal; Low achievement; Mother tongue; Second language

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

APA (6th Edition):

Peshwe, A. V. (2014). Use of students’ native language in reversing their underachievement when learning English as a second language. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26335

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):

Peshwe, Akhilesh Vasantrao. “Use of students’ native language in reversing their underachievement when learning English as a second language.” 2014. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/26335.

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

MLA Handbook (7th Edition):

Peshwe, Akhilesh Vasantrao. “Use of students’ native language in reversing their underachievement when learning English as a second language.” 2014. Web. 21 Feb 2019.

Vancouver:

Peshwe AV. Use of students’ native language in reversing their underachievement when learning English as a second language. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/26335.

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

Council of Science Editors:

Peshwe AV. Use of students’ native language in reversing their underachievement when learning English as a second language. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26335

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

30. Merriweather, Katherine Anne. College students’ memory of the imposed social norm of their Texas high school: a replication of Gelfand’s tightness-looseness study.

Degree: Educational Psychology, 2014, University of Texas – Austin

 Using Texas undergraduates’ memory of high school social norms (n = 88), I attempt to determine the replicability of Gelfand et al.’s (2011) research on… (more)

Subjects/Keywords: Education; Culture; Self-monitoring; Self-regulation; Tightness-looseness

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

APA (6th Edition):

Merriweather, K. A. (2014). College students’ memory of the imposed social norm of their Texas high school: a replication of Gelfand’s tightness-looseness study. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25982

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):

Merriweather, Katherine Anne. “College students’ memory of the imposed social norm of their Texas high school: a replication of Gelfand’s tightness-looseness study.” 2014. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/25982.

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

MLA Handbook (7th Edition):

Merriweather, Katherine Anne. “College students’ memory of the imposed social norm of their Texas high school: a replication of Gelfand’s tightness-looseness study.” 2014. Web. 21 Feb 2019.

Vancouver:

Merriweather KA. College students’ memory of the imposed social norm of their Texas high school: a replication of Gelfand’s tightness-looseness study. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/25982.

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

Council of Science Editors:

Merriweather KA. College students’ memory of the imposed social norm of their Texas high school: a replication of Gelfand’s tightness-looseness study. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25982

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

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