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You searched for +publisher:"University of Texas – Austin" +contributor:("Schallert, Diane"). Showing records 1 – 30 of 70 total matches.

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University of Texas – Austin

1. 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

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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 December 09, 2019. 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. 09 Dec 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] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2019 Dec 09]. 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

2. -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

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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 December 09, 2019. 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. 09 Dec 2019.

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 2019 Dec 09]. 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


University of Texas – Austin

3. 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

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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 December 09, 2019. 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. 09 Dec 2019.

Vancouver:

Heo D. Comparison of experts and novices in problem-based learning for engineering education. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2019 Dec 09]. 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

4. 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

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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 December 09, 2019. 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. 09 Dec 2019.

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 2019 Dec 09]. 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

5. -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

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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 December 09, 2019. 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. 09 Dec 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] [Masters thesis]. University of Texas – Austin; 2017. [cited 2019 Dec 09]. 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

6. -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

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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 December 09, 2019. 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. 09 Dec 2019.

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 2019 Dec 09]. 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

7. Chester, Matthew Ryan. Gay men’s experiences coming out online : a qualitative study.

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

 The current study employed qualitative methodology to investigate the experiences of 12 men who came out online, using Facebook. Analysis of coding data yielded several… (more)

Subjects/Keywords: Coming out; Social media; Facebook; Self-disclosure

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APA (6th Edition):

Chester, M. R. (2016). Gay men’s experiences coming out online : a qualitative study. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/43687

Chicago Manual of Style (16th Edition):

Chester, Matthew Ryan. “Gay men’s experiences coming out online : a qualitative study.” 2016. Masters Thesis, University of Texas – Austin. Accessed December 09, 2019. http://hdl.handle.net/2152/43687.

MLA Handbook (7th Edition):

Chester, Matthew Ryan. “Gay men’s experiences coming out online : a qualitative study.” 2016. Web. 09 Dec 2019.

Vancouver:

Chester MR. Gay men’s experiences coming out online : a qualitative study. [Internet] [Masters thesis]. University of Texas – Austin; 2016. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2152/43687.

Council of Science Editors:

Chester MR. Gay men’s experiences coming out online : a qualitative study. [Masters Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/43687


University of Texas – Austin

8. -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

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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. (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 December 09, 2019. 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. 09 Dec 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] [Masters thesis]. University of Texas – Austin; 2015. [cited 2019 Dec 09]. 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

9. -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

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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. (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 December 09, 2019. 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. 09 Dec 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] [Masters thesis]. University of Texas – Austin; 2016. [cited 2019 Dec 09]. 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


University of Texas – Austin

10. Kurpad, Nayantara. Investigating choice and its relation with performance, enjoyment, perceived task difficulty and predicted scores.

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

 Testing situations are often perceived to be negative by students and this affects their final performance on tests. One possible solution to make testing interesting… (more)

Subjects/Keywords: Choice; Performance; Meta-Cognition; Learning Strategies

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

APA (6th Edition):

Kurpad, N. (2017). Investigating choice and its relation with performance, enjoyment, perceived task difficulty and predicted scores. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62658

Chicago Manual of Style (16th Edition):

Kurpad, Nayantara. “Investigating choice and its relation with performance, enjoyment, perceived task difficulty and predicted scores.” 2017. Masters Thesis, University of Texas – Austin. Accessed December 09, 2019. http://hdl.handle.net/2152/62658.

MLA Handbook (7th Edition):

Kurpad, Nayantara. “Investigating choice and its relation with performance, enjoyment, perceived task difficulty and predicted scores.” 2017. Web. 09 Dec 2019.

Vancouver:

Kurpad N. Investigating choice and its relation with performance, enjoyment, perceived task difficulty and predicted scores. [Internet] [Masters thesis]. University of Texas – Austin; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2152/62658.

Council of Science Editors:

Kurpad N. Investigating choice and its relation with performance, enjoyment, perceived task difficulty and predicted scores. [Masters Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62658


University of Texas – Austin

11. 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

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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 December 09, 2019. 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. 09 Dec 2019.

Vancouver:

McGinn BA. The role of working memory, self-regulation, and mindfulness in multitasking performance. [Internet] [Masters thesis]. University of Texas – Austin; 2016. [cited 2019 Dec 09]. 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

12. -4618-993X. Teacher stress and curriculum reform : an illustrative example with the “growth mindset” movement.

Degree: MA, 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. (Masters 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

Chicago Manual of Style (16th Edition):

-4618-993X. “Teacher stress and curriculum reform : an illustrative example with the “growth mindset” movement.” 2017. Masters Thesis, University of Texas – Austin. Accessed December 09, 2019. http://hdl.handle.net/2152/62456.

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

MLA Handbook (7th Edition):

-4618-993X. “Teacher stress and curriculum reform : an illustrative example with the “growth mindset” movement.” 2017. Web. 09 Dec 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] [Masters thesis]. University of Texas – Austin; 2017. [cited 2019 Dec 09]. 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

Council of Science Editors:

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


University of Texas – Austin

13. Song, Jayoung. A study of ESL students’ performance and perceptions in face-to-face and virtual-world group oral tests.

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

 The purpose of my dissertation was to explore whether a virtual world could be a suitable platform for second language assessment. It specifically looked at… (more)

Subjects/Keywords: English as a second language; Second language assessment; Virtual world

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

APA (6th Edition):

Song, J. (2014). A study of ESL students’ performance and perceptions in face-to-face and virtual-world group oral tests. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30919

Chicago Manual of Style (16th Edition):

Song, Jayoung. “A study of ESL students’ performance and perceptions in face-to-face and virtual-world group oral tests.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed December 09, 2019. http://hdl.handle.net/2152/30919.

MLA Handbook (7th Edition):

Song, Jayoung. “A study of ESL students’ performance and perceptions in face-to-face and virtual-world group oral tests.” 2014. Web. 09 Dec 2019.

Vancouver:

Song J. A study of ESL students’ performance and perceptions in face-to-face and virtual-world group oral tests. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2152/30919.

Council of Science Editors:

Song J. A study of ESL students’ performance and perceptions in face-to-face and virtual-world group oral tests. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/30919


University of Texas – Austin

14. -2216-9363. Self-compassion for speech anxiety : an experiment.

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

 College classrooms are increasingly becoming student-centered and professors are sharing with their students the duty of speaking in front of large and small groups. While… (more)

Subjects/Keywords: Self-compassion; Public speaking anxiety

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APA (6th Edition):

-2216-9363. (2019). Self-compassion for speech anxiety : an experiment. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2805

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

Chicago Manual of Style (16th Edition):

-2216-9363. “Self-compassion for speech anxiety : an experiment.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed December 09, 2019. http://dx.doi.org/10.26153/tsw/2805.

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

MLA Handbook (7th Edition):

-2216-9363. “Self-compassion for speech anxiety : an experiment.” 2019. Web. 09 Dec 2019.

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

Vancouver:

-2216-9363. Self-compassion for speech anxiety : an experiment. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Dec 09]. Available from: http://dx.doi.org/10.26153/tsw/2805.

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

Council of Science Editors:

-2216-9363. Self-compassion for speech anxiety : an experiment. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2805

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


University of Texas – Austin

15. -9113-2310. How high school learners of Spanish respond to a flipped classroom : an analysis of performance & involvement.

Degree: PhD, Foreign Language Education, 2018, University of Texas – Austin

 Although many studies have examined “flipped classrooms” (essentially the inversion of presentational and practice learning spaces, Bergman & Sams, 2012; Bledsoe 2015; Bretzman, 2013; Lockwood… (more)

Subjects/Keywords: Flipped classroom; High school; SLA; Spanish; Foreign language education

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APA (6th Edition):

-9113-2310. (2018). How high school learners of Spanish respond to a flipped classroom : an analysis of performance & involvement. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65818

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Author name may be incomplete

Chicago Manual of Style (16th Edition):

-9113-2310. “How high school learners of Spanish respond to a flipped classroom : an analysis of performance & involvement.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed December 09, 2019. http://hdl.handle.net/2152/65818.

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Author name may be incomplete

MLA Handbook (7th Edition):

-9113-2310. “How high school learners of Spanish respond to a flipped classroom : an analysis of performance & involvement.” 2018. Web. 09 Dec 2019.

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

Vancouver:

-9113-2310. How high school learners of Spanish respond to a flipped classroom : an analysis of performance & involvement. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2152/65818.

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

Council of Science Editors:

-9113-2310. How high school learners of Spanish respond to a flipped classroom : an analysis of performance & involvement. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65818

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Author name may be incomplete


University of Texas – Austin

16. -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

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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 December 09, 2019. 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. 09 Dec 2019.

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 2019 Dec 09]. 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

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Author name may be incomplete


University of Texas – Austin

17. -3783-4784. Thriving in a broken system : an ecological investigation of academic achievement and resilience in foster youth.

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

 Foster youth experience many adverse educational outcomes as a result of their frequently changing home and school environments. A well rounded model that identifies areas… (more)

Subjects/Keywords: Foster youth; Achievement

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APA (6th Edition):

-3783-4784. (2017). Thriving in a broken system : an ecological investigation of academic achievement and resilience in foster youth. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63024

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Author name may be incomplete

Chicago Manual of Style (16th Edition):

-3783-4784. “Thriving in a broken system : an ecological investigation of academic achievement and resilience in foster youth.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed December 09, 2019. http://hdl.handle.net/2152/63024.

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

MLA Handbook (7th Edition):

-3783-4784. “Thriving in a broken system : an ecological investigation of academic achievement and resilience in foster youth.” 2017. Web. 09 Dec 2019.

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

Vancouver:

-3783-4784. Thriving in a broken system : an ecological investigation of academic achievement and resilience in foster youth. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2152/63024.

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

Council of Science Editors:

-3783-4784. Thriving in a broken system : an ecological investigation of academic achievement and resilience in foster youth. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/63024

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


University of Texas – Austin

18. -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

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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 December 09, 2019. 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. 09 Dec 2019.

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 2019 Dec 09]. 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

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Author name may be incomplete


University of Texas – Austin

19. Hooper, Sophia Man Yang. A meta-analysis of teacher autonomy support and control.

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

 A meta-analysis of 184 correlational studies and 25 experimental studies examined the relationships between teacher autonomy support and student academic and psychosocial outcomes. The results… (more)

Subjects/Keywords: Autonomy support; Control

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APA (6th Edition):

Hooper, S. M. Y. (2018). A meta-analysis of teacher autonomy support and control. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68067

Chicago Manual of Style (16th Edition):

Hooper, Sophia Man Yang. “A meta-analysis of teacher autonomy support and control.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed December 09, 2019. http://hdl.handle.net/2152/68067.

MLA Handbook (7th Edition):

Hooper, Sophia Man Yang. “A meta-analysis of teacher autonomy support and control.” 2018. Web. 09 Dec 2019.

Vancouver:

Hooper SMY. A meta-analysis of teacher autonomy support and control. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2152/68067.

Council of Science Editors:

Hooper SMY. A meta-analysis of teacher autonomy support and control. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68067


University of Texas – Austin

20. -0289-3776. Academic math mindset interventions in first-year college calculus.

Degree: PhD, Mathematics, 2017, University of Texas – Austin

 Freshman calculus is in the policy spotlight. This gateway course’s well-documented high failure rates impede students’ timely completion of baccalaureate degrees. The Mathematical Association of… (more)

Subjects/Keywords: Mindset; Growth mindset; Purpose mindset; Belongingness mindset; Calculus education

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APA (6th Edition):

-0289-3776. (2017). Academic math mindset interventions in first-year college calculus. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63032

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

Chicago Manual of Style (16th Edition):

-0289-3776. “Academic math mindset interventions in first-year college calculus.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed December 09, 2019. http://hdl.handle.net/2152/63032.

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

MLA Handbook (7th Edition):

-0289-3776. “Academic math mindset interventions in first-year college calculus.” 2017. Web. 09 Dec 2019.

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

Vancouver:

-0289-3776. Academic math mindset interventions in first-year college calculus. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2152/63032.

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

Council of Science Editors:

-0289-3776. Academic math mindset interventions in first-year college calculus. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/63032

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Author name may be incomplete


University of Texas – Austin

21. 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

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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 December 09, 2019. 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. 09 Dec 2019.

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 2019 Dec 09]. 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

22. Williams, Kyle Marie. Does being interested mean the same thing as being intrinsically motivated for one’s learning? : distinguishing the construct of interest from intrinsic motivation, intrinsic value, and mastery orientation.

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

 The purpose of this study was to distinguish the construct of interest from other various forms of internal motivations, including intrinsic value, intrinsic motivation, and… (more)

Subjects/Keywords: Interest; Intrinsic motivation; Intrinsic value; Goal orientation; Cost; Competence; Emotion

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APA (6th Edition):

Williams, K. M. (2018). Does being interested mean the same thing as being intrinsically motivated for one’s learning? : distinguishing the construct of interest from intrinsic motivation, intrinsic value, and mastery orientation. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/67697

Chicago Manual of Style (16th Edition):

Williams, Kyle Marie. “Does being interested mean the same thing as being intrinsically motivated for one’s learning? : distinguishing the construct of interest from intrinsic motivation, intrinsic value, and mastery orientation.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed December 09, 2019. http://hdl.handle.net/2152/67697.

MLA Handbook (7th Edition):

Williams, Kyle Marie. “Does being interested mean the same thing as being intrinsically motivated for one’s learning? : distinguishing the construct of interest from intrinsic motivation, intrinsic value, and mastery orientation.” 2018. Web. 09 Dec 2019.

Vancouver:

Williams KM. Does being interested mean the same thing as being intrinsically motivated for one’s learning? : distinguishing the construct of interest from intrinsic motivation, intrinsic value, and mastery orientation. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2152/67697.

Council of Science Editors:

Williams KM. Does being interested mean the same thing as being intrinsically motivated for one’s learning? : distinguishing the construct of interest from intrinsic motivation, intrinsic value, and mastery orientation. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/67697


University of Texas – Austin

23. -9397-2949. Gay men’s experiences of heterophobia : a mixed-methods investigation.

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

 Heterophobia, or gay men’s fear or avoidance of straight men, is an overlooked phenomenon that may contribute to gay men’s social isolation and disconnectedness (Haldeman,… (more)

Subjects/Keywords: Gay men; Straight men; Heterophobia; Relationships; Friendship

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APA (6th Edition):

-9397-2949. (2019). Gay men’s experiences of heterophobia : a mixed-methods investigation. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2815

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Author name may be incomplete

Chicago Manual of Style (16th Edition):

-9397-2949. “Gay men’s experiences of heterophobia : a mixed-methods investigation.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed December 09, 2019. http://dx.doi.org/10.26153/tsw/2815.

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

MLA Handbook (7th Edition):

-9397-2949. “Gay men’s experiences of heterophobia : a mixed-methods investigation.” 2019. Web. 09 Dec 2019.

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

Vancouver:

-9397-2949. Gay men’s experiences of heterophobia : a mixed-methods investigation. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Dec 09]. Available from: http://dx.doi.org/10.26153/tsw/2815.

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

Council of Science Editors:

-9397-2949. Gay men’s experiences of heterophobia : a mixed-methods investigation. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2815

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


University of Texas – Austin

24. Krivitsky, Ludmila. Learning wellness in a new language : exploring views of ESL teachers about refugee mental health.

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

 The purpose this research is to explore the potential role that English as a Second Language (ESL) teachers of refugees can play in promoting and… (more)

Subjects/Keywords: Refugee; Mental health; Education

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APA (6th Edition):

Krivitsky, L. (2017). Learning wellness in a new language : exploring views of ESL teachers about refugee mental health. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63361

Chicago Manual of Style (16th Edition):

Krivitsky, Ludmila. “Learning wellness in a new language : exploring views of ESL teachers about refugee mental health.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed December 09, 2019. http://hdl.handle.net/2152/63361.

MLA Handbook (7th Edition):

Krivitsky, Ludmila. “Learning wellness in a new language : exploring views of ESL teachers about refugee mental health.” 2017. Web. 09 Dec 2019.

Vancouver:

Krivitsky L. Learning wellness in a new language : exploring views of ESL teachers about refugee mental health. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2152/63361.

Council of Science Editors:

Krivitsky L. Learning wellness in a new language : exploring views of ESL teachers about refugee mental health. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/63361


University of Texas – Austin

25. Lee, Jeonghyun, Ph. D. Why belonging matters for college students’ academic engagement : antecedents and consequences of sense of classroom belonging.

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

 The purpose of this dissertation project was to explore the mechanisms through which sense of belonging affects academic engagement—behavioral, emotional, and cognitive—over time in varying… (more)

Subjects/Keywords: Sense of belonging; Academic engagement

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APA (6th Edition):

Lee, Jeonghyun, P. D. (2019). Why belonging matters for college students’ academic engagement : antecedents and consequences of sense of classroom belonging. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/1498

Chicago Manual of Style (16th Edition):

Lee, Jeonghyun, Ph D. “Why belonging matters for college students’ academic engagement : antecedents and consequences of sense of classroom belonging.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed December 09, 2019. http://dx.doi.org/10.26153/tsw/1498.

MLA Handbook (7th Edition):

Lee, Jeonghyun, Ph D. “Why belonging matters for college students’ academic engagement : antecedents and consequences of sense of classroom belonging.” 2019. Web. 09 Dec 2019.

Vancouver:

Lee, Jeonghyun PD. Why belonging matters for college students’ academic engagement : antecedents and consequences of sense of classroom belonging. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Dec 09]. Available from: http://dx.doi.org/10.26153/tsw/1498.

Council of Science Editors:

Lee, Jeonghyun PD. Why belonging matters for college students’ academic engagement : antecedents and consequences of sense of classroom belonging. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/1498


University of Texas – Austin

26. -9841-0945. Early childhood teachers’ conceptualization of learning in three different educational public school settings.

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

 In this era of high stakes testing and accountability, how and what children learn in the early childhood classroom depends ultimately upon what their teachers… (more)

Subjects/Keywords: Conceptualization of learning; Early childhood

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APA (6th Edition):

-9841-0945. (2018). Early childhood teachers’ conceptualization of learning in three different educational public school settings. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65755

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

Chicago Manual of Style (16th Edition):

-9841-0945. “Early childhood teachers’ conceptualization of learning in three different educational public school settings.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed December 09, 2019. http://hdl.handle.net/2152/65755.

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

MLA Handbook (7th Edition):

-9841-0945. “Early childhood teachers’ conceptualization of learning in three different educational public school settings.” 2018. Web. 09 Dec 2019.

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

Vancouver:

-9841-0945. Early childhood teachers’ conceptualization of learning in three different educational public school settings. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2152/65755.

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

Council of Science Editors:

-9841-0945. Early childhood teachers’ conceptualization of learning in three different educational public school settings. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65755

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

27. -2595-6856. Learning to write in (networked) public: children and the delivery of writing online: Learning to write in networked public: children and the delivery of writing online.

Degree: PhD, Curriculum and instruction, 2014, University of Texas – Austin

 This investigation explored how three children (together with parents) developed networked publics that were diverse, well-connected, and powerful in the world. It was framed in… (more)

Subjects/Keywords: Literacy; Literacy studies; Writing; Writing studies; Internet; Internet studies; Digital literacy; Digital literacies; Children's writing; Young writers; Online; Social media; Circulation; Delivery; Digital delivery; Distribution; Network; Networked public; Public; Facebook; Twitter; Blog; Family literacy; New literacy; New literacies; Technology; Connective; Actor network; Actor-network; Latour; Callon; Tracking; Internet inquiry; Networked; Social media; Children

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APA (6th Edition):

-2595-6856. (2014). Learning to write in (networked) public: children and the delivery of writing online: Learning to write in networked public: children and the delivery of writing online. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/33332

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

Chicago Manual of Style (16th Edition):

-2595-6856. “Learning to write in (networked) public: children and the delivery of writing online: Learning to write in networked public: children and the delivery of writing online.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed December 09, 2019. http://hdl.handle.net/2152/33332.

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

MLA Handbook (7th Edition):

-2595-6856. “Learning to write in (networked) public: children and the delivery of writing online: Learning to write in networked public: children and the delivery of writing online.” 2014. Web. 09 Dec 2019.

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

Vancouver:

-2595-6856. Learning to write in (networked) public: children and the delivery of writing online: Learning to write in networked public: children and the delivery of writing online. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2152/33332.

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

Council of Science Editors:

-2595-6856. Learning to write in (networked) public: children and the delivery of writing online: Learning to write in networked public: children and the delivery of writing online. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/33332

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Author name may be incomplete


University of Texas – Austin

28. -9522-0089. What really happens during study abroad? : an in-depth analysis of learners’ interactions during a short-term sojourn in Spain.

Degree: PhD, Foreign Language Education, 2017, University of Texas – Austin

 We often hear assumptions about students who study abroad: Students learn a foreign language faster, students interact more with native speakers, students are immersed in… (more)

Subjects/Keywords: Study abroad; Interaction; Host family; Technology; Short-term study abroad; Study abroad as a language learning context

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APA (6th Edition):

-9522-0089. (2017). What really happens during study abroad? : an in-depth analysis of learners’ interactions during a short-term sojourn in Spain. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61559

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

Chicago Manual of Style (16th Edition):

-9522-0089. “What really happens during study abroad? : an in-depth analysis of learners’ interactions during a short-term sojourn in Spain.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed December 09, 2019. http://hdl.handle.net/2152/61559.

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

MLA Handbook (7th Edition):

-9522-0089. “What really happens during study abroad? : an in-depth analysis of learners’ interactions during a short-term sojourn in Spain.” 2017. Web. 09 Dec 2019.

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

Vancouver:

-9522-0089. What really happens during study abroad? : an in-depth analysis of learners’ interactions during a short-term sojourn in Spain. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2152/61559.

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

Council of Science Editors:

-9522-0089. What really happens during study abroad? : an in-depth analysis of learners’ interactions during a short-term sojourn in Spain. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61559

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University of Texas – Austin

29. Park, Jong H., Ph. D. How envisionment of the future influences professional identity development : a longitudinal study of students’ graduate work in a social science field.

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

 This dissertation study is a longitudinal qualitative investigation of how graduate students in a social science field construct their professional identity. Among the different identities… (more)

Subjects/Keywords: Graduate student; Professional identity development; Motivation; Social science graduate students; Social science graduate work; Envisionment of the future

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

APA (6th Edition):

Park, Jong H., P. D. (2017). How envisionment of the future influences professional identity development : a longitudinal study of students’ graduate work in a social science field. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/47158

Chicago Manual of Style (16th Edition):

Park, Jong H., Ph D. “How envisionment of the future influences professional identity development : a longitudinal study of students’ graduate work in a social science field.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed December 09, 2019. http://hdl.handle.net/2152/47158.

MLA Handbook (7th Edition):

Park, Jong H., Ph D. “How envisionment of the future influences professional identity development : a longitudinal study of students’ graduate work in a social science field.” 2017. Web. 09 Dec 2019.

Vancouver:

Park, Jong H. PD. How envisionment of the future influences professional identity development : a longitudinal study of students’ graduate work in a social science field. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2152/47158.

Council of Science Editors:

Park, Jong H. PD. How envisionment of the future influences professional identity development : a longitudinal study of students’ graduate work in a social science field. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/47158


University of Texas – Austin

30. -3938-9901. Perceptions of discrepancies between intentions and outcomes during music practice : differences among musicians with varied levels of experience and expertise.

Degree: PhD, Music and Human Learning, 2017, University of Texas – Austin

 Errors are an inherent and necessary part of learning in all dimensions of human activity. In order to effectively encode and refine procedural memories, learners… (more)

Subjects/Keywords: Motor skill learning; Music learning; Practice; Error; Procedural memory

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

APA (6th Edition):

-3938-9901. (2017). Perceptions of discrepancies between intentions and outcomes during music practice : differences among musicians with varied levels of experience and expertise. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62193

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

Chicago Manual of Style (16th Edition):

-3938-9901. “Perceptions of discrepancies between intentions and outcomes during music practice : differences among musicians with varied levels of experience and expertise.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed December 09, 2019. http://hdl.handle.net/2152/62193.

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

MLA Handbook (7th Edition):

-3938-9901. “Perceptions of discrepancies between intentions and outcomes during music practice : differences among musicians with varied levels of experience and expertise.” 2017. Web. 09 Dec 2019.

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

Vancouver:

-3938-9901. Perceptions of discrepancies between intentions and outcomes during music practice : differences among musicians with varied levels of experience and expertise. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2152/62193.

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

Council of Science Editors:

-3938-9901. Perceptions of discrepancies between intentions and outcomes during music practice : differences among musicians with varied levels of experience and expertise. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62193

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

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