Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"University of Texas – Austin" +contributor:("Schallert, Diane L."). Showing records 1 – 30 of 59 total matches.

[1] [2]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

▼ Search Limiters


University of Texas – Austin

1. -6671-0254. Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness.

Degree: MA, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-6671-0254. (2017). Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness. (Masters 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

Chicago Manual of Style (16th Edition):

-6671-0254. “Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness.” 2017. Masters Thesis, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/61659.

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

MLA Handbook (7th Edition):

-6671-0254. “Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness.” 2017. Web. 03 Jun 2020.

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] [Masters thesis]. University of Texas – Austin; 2017. [cited 2020 Jun 03]. 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

Council of Science Editors:

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


University of Texas – Austin

2. -9315-2764. Autonomy and agentic engagement among first-generation college students : exploring resources for psychological need satisfaction.

Degree: PhD, Educational Psychology, 2019, University of Texas – Austin

 Previous research has demonstrated that higher education creates distinct challenges to first-generation students’ well-being and motivation in university. Amid growing interest in psychological interventions to… (more)

Subjects/Keywords: Self-determination; First-generation college students; Engagement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-9315-2764. (2019). Autonomy and agentic engagement among first-generation college students : exploring resources for psychological need satisfaction. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2779

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

Chicago Manual of Style (16th Edition):

-9315-2764. “Autonomy and agentic engagement among first-generation college students : exploring resources for psychological need satisfaction.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed June 03, 2020. http://dx.doi.org/10.26153/tsw/2779.

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

MLA Handbook (7th Edition):

-9315-2764. “Autonomy and agentic engagement among first-generation college students : exploring resources for psychological need satisfaction.” 2019. Web. 03 Jun 2020.

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

Vancouver:

-9315-2764. Autonomy and agentic engagement among first-generation college students : exploring resources for psychological need satisfaction. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2020 Jun 03]. Available from: http://dx.doi.org/10.26153/tsw/2779.

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

Council of Science Editors:

-9315-2764. Autonomy and agentic engagement among first-generation college students : exploring resources for psychological need satisfaction. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2779

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


University of Texas – Austin

3. 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: PhD, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25052

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. Doctoral Dissertation, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/25052.

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. 03 Jun 2020.

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] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/25052.

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. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25052


University of Texas – Austin

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

Degree: MEd, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Heo, Damji. “Comparison of experts and novices in problem-based learning for engineering education.” 2014. Masters Thesis, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/28119.

MLA Handbook (7th Edition):

Heo, Damji. “Comparison of experts and novices in problem-based learning for engineering education.” 2014. Web. 03 Jun 2020.

Vancouver:

Heo D. Comparison of experts and novices in problem-based learning for engineering education. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/28119.

Council of Science Editors:

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


University of Texas – Austin

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

Degree: PhD, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26031

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. Doctoral Dissertation, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/26031.

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. 03 Jun 2020.

Vancouver:

Crandall JR. Flipping an LSAT course : a design study investigation of collaborative instruction and inverted curriculum in a test preparation course. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/26031.

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. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26031


University of Texas – Austin

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

Degree: MA, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

McGinn, Bridget Ann. “The role of working memory, self-regulation, and mindfulness in multitasking performance.” 2016. Masters Thesis, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/43668.

MLA Handbook (7th Edition):

McGinn, Bridget Ann. “The role of working memory, self-regulation, and mindfulness in multitasking performance.” 2016. Web. 03 Jun 2020.

Vancouver:

McGinn BA. The role of working memory, self-regulation, and mindfulness in multitasking performance. [Internet] [Masters thesis]. University of Texas – Austin; 2016. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/43668.

Council of Science Editors:

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


University of Texas – Austin

7. -9382-5516. Situated cognition in implementation : what teacher professional development looks like from a socio-psychological perspective.

Degree: MA, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-9382-5516. (2015). Situated cognition in implementation : what teacher professional development looks like from a socio-psychological perspective. (Masters 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

Chicago Manual of Style (16th Edition):

-9382-5516. “Situated cognition in implementation : what teacher professional development looks like from a socio-psychological perspective.” 2015. Masters Thesis, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/32296.

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

MLA Handbook (7th Edition):

-9382-5516. “Situated cognition in implementation : what teacher professional development looks like from a socio-psychological perspective.” 2015. Web. 03 Jun 2020.

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] [Masters thesis]. University of Texas – Austin; 2015. [cited 2020 Jun 03]. 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

Council of Science Editors:

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


University of Texas – Austin

8. -1302-1153. Understanding identity development : a longitudinal study of professional identity development in educational psychology graduate students.

Degree: MA, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-1302-1153. (2016). Understanding identity development : a longitudinal study of professional identity development in educational psychology graduate students. (Masters 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

Chicago Manual of Style (16th Edition):

-1302-1153. “Understanding identity development : a longitudinal study of professional identity development in educational psychology graduate students.” 2016. Masters Thesis, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/43678.

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

MLA Handbook (7th Edition):

-1302-1153. “Understanding identity development : a longitudinal study of professional identity development in educational psychology graduate students.” 2016. Web. 03 Jun 2020.

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] [Masters thesis]. University of Texas – Austin; 2016. [cited 2020 Jun 03]. 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

Council of Science Editors:

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

9. -1720-1795. Research for liberation : an extension of pedagogical theory to research practice.

Degree: MA, Educational Psychology, 2019, University of Texas – Austin

 As part of coursework from my first year of graduate school, I was tasked with developing a proposal for an education intervention. The central mechanism… (more)

Subjects/Keywords: Positionality; Research; Teaching; Pedagogy; Anti-oppression; Metaphor; Relational dialogism

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-1720-1795. (2019). Research for liberation : an extension of pedagogical theory to research practice. (Masters Thesis). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/611

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

Chicago Manual of Style (16th Edition):

-1720-1795. “Research for liberation : an extension of pedagogical theory to research practice.” 2019. Masters Thesis, University of Texas – Austin. Accessed June 03, 2020. http://dx.doi.org/10.26153/tsw/611.

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

MLA Handbook (7th Edition):

-1720-1795. “Research for liberation : an extension of pedagogical theory to research practice.” 2019. Web. 03 Jun 2020.

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

Vancouver:

-1720-1795. Research for liberation : an extension of pedagogical theory to research practice. [Internet] [Masters thesis]. University of Texas – Austin; 2019. [cited 2020 Jun 03]. Available from: http://dx.doi.org/10.26153/tsw/611.

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

Council of Science Editors:

-1720-1795. Research for liberation : an extension of pedagogical theory to research practice. [Masters Thesis]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/611

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

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

Degree: MA, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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. Masters Thesis, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/47385.

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. 03 Jun 2020.

Vancouver:

Kim, Youngwon MA. A clash of constructs? : re-examining grit in light of academic buoyancy and future time perspective. [Internet] [Masters thesis]. University of Texas – Austin; 2017. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/47385.

Council of Science Editors:

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

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

Degree: PhD, 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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21162

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. Doctoral Dissertation, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/21162.

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. 03 Jun 2020.

Vancouver:

Lee, Ji-Eun a2. Spotlight on cognitive autonomy support and its connection to cognitive processing and student interest. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/21162.

Council of Science Editors:

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

12. 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: PhD, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21163

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. Doctoral Dissertation, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/21163.

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. 03 Jun 2020.

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] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/21163.

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. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21163

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

Degree: MA, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Peker, Hilal. “Sociocultural factors affecting learner motivation in language learning.” 2013. Masters Thesis, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/22134.

MLA Handbook (7th Edition):

Peker, Hilal. “Sociocultural factors affecting learner motivation in language learning.” 2013. Web. 03 Jun 2020.

Vancouver:

Peker H. Sociocultural factors affecting learner motivation in language learning. [Internet] [Masters thesis]. University of Texas – Austin; 2013. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/22134.

Council of Science Editors:

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

14. 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: MA, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25982

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. Masters Thesis, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/25982.

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. 03 Jun 2020.

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] [Masters thesis]. University of Texas – Austin; 2014. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/25982.

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. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25982

15. Chen, Ling-Hui. Ethnic background differences in college students’ self-compassion and general well-being.

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

 In considering current college students’ general well-being, their diverse cultural and ethnic backgrounds need to be considered as an important contributor. Previous research revealed that… (more)

Subjects/Keywords: Well-being; Self-compassion; Ethnicity; College students

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chen, L. (2014). Ethnic background differences in college students’ self-compassion and general well-being. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/28264

Chicago Manual of Style (16th Edition):

Chen, Ling-Hui. “Ethnic background differences in college students’ self-compassion and general well-being.” 2014. Masters Thesis, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/28264.

MLA Handbook (7th Edition):

Chen, Ling-Hui. “Ethnic background differences in college students’ self-compassion and general well-being.” 2014. Web. 03 Jun 2020.

Vancouver:

Chen L. Ethnic background differences in college students’ self-compassion and general well-being. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/28264.

Council of Science Editors:

Chen L. Ethnic background differences in college students’ self-compassion and general well-being. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/28264

16. Park, Jeong-Bin. The effect of computer-mediated discussion on L2 academic writing in a composition course for ESL students.

Degree: PhD, Foreign Language Education, 2014, University of Texas – Austin

 This dissertation research investigated the role of online discussion in students’ experience in an academic writing class. As an intervention study, I implemented 20-minute-long online… (more)

Subjects/Keywords: Computer-mediated discussion; Second language writing development; Interactionist theory

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Park, J. (2014). The effect of computer-mediated discussion on L2 academic writing in a composition course for ESL students. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/28075

Chicago Manual of Style (16th Edition):

Park, Jeong-Bin. “The effect of computer-mediated discussion on L2 academic writing in a composition course for ESL students.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/28075.

MLA Handbook (7th Edition):

Park, Jeong-Bin. “The effect of computer-mediated discussion on L2 academic writing in a composition course for ESL students.” 2014. Web. 03 Jun 2020.

Vancouver:

Park J. The effect of computer-mediated discussion on L2 academic writing in a composition course for ESL students. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/28075.

Council of Science Editors:

Park J. The effect of computer-mediated discussion on L2 academic writing in a composition course for ESL students. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/28075

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

Degree: PhD, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Bierer, Lydia Nicole. “Online community building by autistic adults.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/21735.

MLA Handbook (7th Edition):

Bierer, Lydia Nicole. “Online community building by autistic adults.” 2013. Web. 03 Jun 2020.

Vancouver:

Bierer LN. Online community building by autistic adults. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/21735.

Council of Science Editors:

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

18. Yu, Li-Tang. Using online annotations in collaborative reading activities with elementary-aged Taiwanese learners of English.

Degree: PhD, Foreign Language Education, 2014, University of Texas – Austin

 Because little was known about second language online collaborative reading, this study explored the application of an online annotation affordance, analyzing the processes and products… (more)

Subjects/Keywords: Online annotations; Collaborative reading; Elementary school students; English learners

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Yu, L. (2014). Using online annotations in collaborative reading activities with elementary-aged Taiwanese learners of English. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26898

Chicago Manual of Style (16th Edition):

Yu, Li-Tang. “Using online annotations in collaborative reading activities with elementary-aged Taiwanese learners of English.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/26898.

MLA Handbook (7th Edition):

Yu, Li-Tang. “Using online annotations in collaborative reading activities with elementary-aged Taiwanese learners of English.” 2014. Web. 03 Jun 2020.

Vancouver:

Yu L. Using online annotations in collaborative reading activities with elementary-aged Taiwanese learners of English. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/26898.

Council of Science Editors:

Yu L. Using online annotations in collaborative reading activities with elementary-aged Taiwanese learners of English. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26898

19. 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: MA, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26514

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. Masters Thesis, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/26514.

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. 03 Jun 2020.

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] [Masters thesis]. University of Texas – Austin; 2014. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/26514.

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. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26514

20. Garberoglio, Carrie Lou. Acknowledging attitudes and accessibility : motivational characteristics of deaf college students studying English and the potential of computer-mediated communication.

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

 Deaf individuals’ relationship with English has historically been problematic, in large part because of the lack of full accessibility to the language. However, language takes… (more)

Subjects/Keywords: Language learning; Deaf education; Motivation; Possible selves; Self-efficacy

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Garberoglio, C. L. (2013). Acknowledging attitudes and accessibility : motivational characteristics of deaf college students studying English and the potential of computer-mediated communication. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/23528

Chicago Manual of Style (16th Edition):

Garberoglio, Carrie Lou. “Acknowledging attitudes and accessibility : motivational characteristics of deaf college students studying English and the potential of computer-mediated communication.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/23528.

MLA Handbook (7th Edition):

Garberoglio, Carrie Lou. “Acknowledging attitudes and accessibility : motivational characteristics of deaf college students studying English and the potential of computer-mediated communication.” 2013. Web. 03 Jun 2020.

Vancouver:

Garberoglio CL. Acknowledging attitudes and accessibility : motivational characteristics of deaf college students studying English and the potential of computer-mediated communication. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/23528.

Council of Science Editors:

Garberoglio CL. Acknowledging attitudes and accessibility : motivational characteristics of deaf college students studying English and the potential of computer-mediated communication. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/23528

21. Edghill, Elizabeth. Toward a new progressive theory of learning : a critical deconstruction and synthesis of three learning theories.

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

 Understanding how students learn, that is, how they recognize, process, and internalize new information, is vital to any teacher’s success. Although many theories exist in… (more)

Subjects/Keywords: Learning theory; Piaget; Vygotsky; Bronfenbrenner; Chaos theory

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Edghill, E. (2013). Toward a new progressive theory of learning : a critical deconstruction and synthesis of three learning theories. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/22751

Chicago Manual of Style (16th Edition):

Edghill, Elizabeth. “Toward a new progressive theory of learning : a critical deconstruction and synthesis of three learning theories.” 2013. Masters Thesis, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/22751.

MLA Handbook (7th Edition):

Edghill, Elizabeth. “Toward a new progressive theory of learning : a critical deconstruction and synthesis of three learning theories.” 2013. Web. 03 Jun 2020.

Vancouver:

Edghill E. Toward a new progressive theory of learning : a critical deconstruction and synthesis of three learning theories. [Internet] [Masters thesis]. University of Texas – Austin; 2013. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/22751.

Council of Science Editors:

Edghill E. Toward a new progressive theory of learning : a critical deconstruction and synthesis of three learning theories. [Masters Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/22751

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

Degree: MEd, 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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26335

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. Masters Thesis, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/26335.

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. 03 Jun 2020.

Vancouver:

Peshwe AV. Use of students’ native language in reversing their underachievement when learning English as a second language. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/26335.

Council of Science Editors:

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

23. Mattar, Lina Issam. Is there a difference or is it just fabric? : implicit cognition and the headscarf.

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

 The research presented in this paper offers preliminary findings of non-Muslim peers’ perceptions of Muslim women, who wear the headscarf. To which degree does a… (more)

Subjects/Keywords: Prejudice; Clothing stereotypes; Implicit cognition; Visual literacy; Out group; Bias; Color; Impression formation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mattar, L. I. (2017). Is there a difference or is it just fabric? : implicit cognition and the headscarf. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61588

Chicago Manual of Style (16th Edition):

Mattar, Lina Issam. “Is there a difference or is it just fabric? : implicit cognition and the headscarf.” 2017. Masters Thesis, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/61588.

MLA Handbook (7th Edition):

Mattar, Lina Issam. “Is there a difference or is it just fabric? : implicit cognition and the headscarf.” 2017. Web. 03 Jun 2020.

Vancouver:

Mattar LI. Is there a difference or is it just fabric? : implicit cognition and the headscarf. [Internet] [Masters thesis]. University of Texas – Austin; 2017. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/61588.

Council of Science Editors:

Mattar LI. Is there a difference or is it just fabric? : implicit cognition and the headscarf. [Masters Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61588

24. Neely, Michelle Elizabeth. Students thinking, students writing : exploring undergraduates' epsitemological beliefs and rhetorical writing.

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

 The purpose of this study was to gain a better understanding of undergraduates’ metacognitive beliefs about writing and knowledge, ways that those beliefs may change… (more)

Subjects/Keywords: Metacognitive beliefs; College students; Rhetorical writing; Epistemological Beliefs Questionnaire

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Neely, M. E. (2009). Students thinking, students writing : exploring undergraduates' epsitemological beliefs and rhetorical writing. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/23506

Chicago Manual of Style (16th Edition):

Neely, Michelle Elizabeth. “Students thinking, students writing : exploring undergraduates' epsitemological beliefs and rhetorical writing.” 2009. Doctoral Dissertation, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/23506.

MLA Handbook (7th Edition):

Neely, Michelle Elizabeth. “Students thinking, students writing : exploring undergraduates' epsitemological beliefs and rhetorical writing.” 2009. Web. 03 Jun 2020.

Vancouver:

Neely ME. Students thinking, students writing : exploring undergraduates' epsitemological beliefs and rhetorical writing. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2009. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/23506.

Council of Science Editors:

Neely ME. Students thinking, students writing : exploring undergraduates' epsitemological beliefs and rhetorical writing. [Doctoral Dissertation]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/23506


University of Texas – Austin

25. -0638-4135. Exploring teachers’ perceptions of positive and negative attitudes toward teachers and the teaching profession.

Degree: PhD, Educational Psychology, 2018, University of Texas – Austin

 According to the OECD (2014), only one-third of U.S. teachers reported that teaching was “valued” or “highly valued” by U.S. society. Still others have argued… (more)

Subjects/Keywords: Teacher perceptions; Attitudes toward teaching; School climate; Regional culture; Parent-teacher relations

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-0638-4135. (2018). Exploring teachers’ perceptions of positive and negative attitudes toward teachers and the teaching profession. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68091

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

Chicago Manual of Style (16th Edition):

-0638-4135. “Exploring teachers’ perceptions of positive and negative attitudes toward teachers and the teaching profession.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/68091.

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

MLA Handbook (7th Edition):

-0638-4135. “Exploring teachers’ perceptions of positive and negative attitudes toward teachers and the teaching profession.” 2018. Web. 03 Jun 2020.

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

Vancouver:

-0638-4135. Exploring teachers’ perceptions of positive and negative attitudes toward teachers and the teaching profession. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/68091.

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

Council of Science Editors:

-0638-4135. Exploring teachers’ perceptions of positive and negative attitudes toward teachers and the teaching profession. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68091

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


University of Texas – Austin

26. -7535-5549. Information-seeking behaviors of teachers for technology integration : a case study of two school districts.

Degree: PhD, Curriculum and Instruction, 2018, University of Texas – Austin

 The goal of this study aims to understand teacher information-seeking behaviors for technology-infused teaching and learning in two school districts. With technological pedagogical content knowledge… (more)

Subjects/Keywords: Information-seeking; Technological Pedagogical Content Knowledge; TPACK; Teacher knowledge development; Technology integration; Case study; Mixed method

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-7535-5549. (2018). Information-seeking behaviors of teachers for technology integration : a case study of two school districts. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68084

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

Chicago Manual of Style (16th Edition):

-7535-5549. “Information-seeking behaviors of teachers for technology integration : a case study of two school districts.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/68084.

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

MLA Handbook (7th Edition):

-7535-5549. “Information-seeking behaviors of teachers for technology integration : a case study of two school districts.” 2018. Web. 03 Jun 2020.

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

Vancouver:

-7535-5549. Information-seeking behaviors of teachers for technology integration : a case study of two school districts. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/68084.

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

Council of Science Editors:

-7535-5549. Information-seeking behaviors of teachers for technology integration : a case study of two school districts. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68084

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


University of Texas – Austin

27. Chou, Ruby Yi Ju. The intergenerational group piano classroom : an analysis of social and learning interactions between adult learners.

Degree: DMA, Music and Human Learning, 2018, University of Texas – Austin

 The intergenerational learning classroom provides opportunities for different aged cohorts to engage in learning partnerships and to collaborate in their efforts toward skill acquisition. Intergenerational… (more)

Subjects/Keywords: Intergenerational learning; Intergenerational music classes; Adult music learners; Group piano classes; Community music; Music curriculum; Intergenerational piano classes; Cross-age attitudes; Learning partnerships; Intergenerational learning partnerships; University music education; Music teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chou, R. Y. J. (2018). The intergenerational group piano classroom : an analysis of social and learning interactions between adult learners. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65705

Chicago Manual of Style (16th Edition):

Chou, Ruby Yi Ju. “The intergenerational group piano classroom : an analysis of social and learning interactions between adult learners.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/65705.

MLA Handbook (7th Edition):

Chou, Ruby Yi Ju. “The intergenerational group piano classroom : an analysis of social and learning interactions between adult learners.” 2018. Web. 03 Jun 2020.

Vancouver:

Chou RYJ. The intergenerational group piano classroom : an analysis of social and learning interactions between adult learners. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/65705.

Council of Science Editors:

Chou RYJ. The intergenerational group piano classroom : an analysis of social and learning interactions between adult learners. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65705


University of Texas – Austin

28. -3943-2690. A longitudinal, cross-sectional case study of students’ digital literacy learning and development at the middle school using a blended, technology-rich, project-based learning approach.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

 This study examined changes to middle school students’ digital literacy after engagement in a learning environment based on a blended, technology-rich, project-based instructional innovation (BTPII).… (more)

Subjects/Keywords: Blended learning; Case study; Digital literacy; Middle school; Project-based learning; Social network sites

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-3943-2690. (2019). A longitudinal, cross-sectional case study of students’ digital literacy learning and development at the middle school using a blended, technology-rich, project-based learning approach. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/5846

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

Chicago Manual of Style (16th Edition):

-3943-2690. “A longitudinal, cross-sectional case study of students’ digital literacy learning and development at the middle school using a blended, technology-rich, project-based learning approach.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed June 03, 2020. http://dx.doi.org/10.26153/tsw/5846.

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

MLA Handbook (7th Edition):

-3943-2690. “A longitudinal, cross-sectional case study of students’ digital literacy learning and development at the middle school using a blended, technology-rich, project-based learning approach.” 2019. Web. 03 Jun 2020.

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

Vancouver:

-3943-2690. A longitudinal, cross-sectional case study of students’ digital literacy learning and development at the middle school using a blended, technology-rich, project-based learning approach. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2020 Jun 03]. Available from: http://dx.doi.org/10.26153/tsw/5846.

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

Council of Science Editors:

-3943-2690. A longitudinal, cross-sectional case study of students’ digital literacy learning and development at the middle school using a blended, technology-rich, project-based learning approach. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/5846

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


University of Texas – Austin

29. -7084-2823. Towards integrating culture into the Arabic curriculum : Arabic teachers’ beliefs on the teaching of culture.

Degree: PhD, Middle Eastern Languages and Cultures, 2015, University of Texas – Austin

 This study examines Arabic teachers’ beliefs on their teaching of culture to learners of Arabic - specifically at the first and second year Arabic levels… (more)

Subjects/Keywords: Cultural instruction; Teachers' beliefs and practices; Arabic curriculum; Arabic teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-7084-2823. (2015). Towards integrating culture into the Arabic curriculum : Arabic teachers’ beliefs on the teaching of culture. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63879

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

Chicago Manual of Style (16th Edition):

-7084-2823. “Towards integrating culture into the Arabic curriculum : Arabic teachers’ beliefs on the teaching of culture.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed June 03, 2020. http://hdl.handle.net/2152/63879.

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

MLA Handbook (7th Edition):

-7084-2823. “Towards integrating culture into the Arabic curriculum : Arabic teachers’ beliefs on the teaching of culture.” 2015. Web. 03 Jun 2020.

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

Vancouver:

-7084-2823. Towards integrating culture into the Arabic curriculum : Arabic teachers’ beliefs on the teaching of culture. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2152/63879.

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

Council of Science Editors:

-7084-2823. Towards integrating culture into the Arabic curriculum : Arabic teachers’ beliefs on the teaching of culture. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/63879

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

30. -6172-1731. Effecting change in the choral setting.

Degree: PhD, Music and Human Learning, 2019, University of Texas – Austin

 The acquisition and refinement of complex procedural skills require learners to make ongoing comparisons between what they intend to do and what actually happens, and… (more)

Subjects/Keywords: Choral education; Feedback; Music; Singing; Expert choral

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-6172-1731. (2019). Effecting change in the choral setting. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/5434

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

Chicago Manual of Style (16th Edition):

-6172-1731. “Effecting change in the choral setting.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed June 03, 2020. http://dx.doi.org/10.26153/tsw/5434.

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

MLA Handbook (7th Edition):

-6172-1731. “Effecting change in the choral setting.” 2019. Web. 03 Jun 2020.

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

Vancouver:

-6172-1731. Effecting change in the choral setting. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2020 Jun 03]. Available from: http://dx.doi.org/10.26153/tsw/5434.

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

Council of Science Editors:

-6172-1731. Effecting change in the choral setting. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/5434

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

[1] [2]

.