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Dept: Education  University: Queens University

You searched for subject:( ADHD learners mainstream classroom ). Showing records 1 – 20 of 20 total matches.

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Queens University

1. Martin, Andrea. Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text .

Degree: Education, 2010, Queens University

 There are mounting concerns to ensure that children are prepared for the literacy demands of the 21st century. Reading inability at 9 years of age… (more)

Subjects/Keywords: reading; struggling readers; instructional interventions; older poor readers; school-university partnerships; university researcher-classroom teacher collaboration; collaborative process; expository text; special education; teacher education; ethnography; curriculum design; differentiated instruction; parallel lessons; inclusion; adaptive teaching; exceptional learners; reading-to-learn; student engagement; professional development; social inclusion; tiered instruction; reading comprehension processes; comprehension-monitoring; metacognition; self-regulated learning; self-efficacy

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

APA (6th Edition):

Martin, A. (2010). Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/5404

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

Chicago Manual of Style (16th Edition):

Martin, Andrea. “Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text .” 2010. Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/5404.

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

MLA Handbook (7th Edition):

Martin, Andrea. “Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text .” 2010. Web. 24 Aug 2019.

Vancouver:

Martin A. Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text . [Internet] [Thesis]. Queens University; 2010. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/5404.

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

Council of Science Editors:

Martin A. Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text . [Thesis]. Queens University; 2010. Available from: http://hdl.handle.net/1974/5404

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


Queens University

2. Luyt, Ilka. In-between Spaces: A Study of the Influences of Gender and Technology on the Writing Process in Online Composition Courses .

Degree: Education, 2016, Queens University

 This qualitative phenomenological study examined the intersections of gender, technology, and composition pedagogy. The purpose of this study was to explore how female students and… (more)

Subjects/Keywords: Online learning; Higher education; Gender; Composition pedagogy; Adult learners

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APA (6th Edition):

Luyt, I. (2016). In-between Spaces: A Study of the Influences of Gender and Technology on the Writing Process in Online Composition Courses . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/13942

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

Chicago Manual of Style (16th Edition):

Luyt, Ilka. “In-between Spaces: A Study of the Influences of Gender and Technology on the Writing Process in Online Composition Courses .” 2016. Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/13942.

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

MLA Handbook (7th Edition):

Luyt, Ilka. “In-between Spaces: A Study of the Influences of Gender and Technology on the Writing Process in Online Composition Courses .” 2016. Web. 24 Aug 2019.

Vancouver:

Luyt I. In-between Spaces: A Study of the Influences of Gender and Technology on the Writing Process in Online Composition Courses . [Internet] [Thesis]. Queens University; 2016. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/13942.

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

Council of Science Editors:

Luyt I. In-between Spaces: A Study of the Influences of Gender and Technology on the Writing Process in Online Composition Courses . [Thesis]. Queens University; 2016. Available from: http://hdl.handle.net/1974/13942

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


Queens University

3. Knarr, Dana. The Experiences and Perceptions of Chinese English Language Learners Taking the Ontario Secondary School Literacy Test: Is a Picture Worth 1000 Words? .

Degree: Education, 2012, Queens University

 The public education system in Ontario, like many other education systems worldwide, is currently undergoing drastic changes effected by globalization. The globalization of education, which… (more)

Subjects/Keywords: English Language Learners; Assessment and Evaluation; Cultural Literacy; Education; Evaluation

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APA (6th Edition):

Knarr, D. (2012). The Experiences and Perceptions of Chinese English Language Learners Taking the Ontario Secondary School Literacy Test: Is a Picture Worth 1000 Words? . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/7568

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

Chicago Manual of Style (16th Edition):

Knarr, Dana. “The Experiences and Perceptions of Chinese English Language Learners Taking the Ontario Secondary School Literacy Test: Is a Picture Worth 1000 Words? .” 2012. Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/7568.

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

MLA Handbook (7th Edition):

Knarr, Dana. “The Experiences and Perceptions of Chinese English Language Learners Taking the Ontario Secondary School Literacy Test: Is a Picture Worth 1000 Words? .” 2012. Web. 24 Aug 2019.

Vancouver:

Knarr D. The Experiences and Perceptions of Chinese English Language Learners Taking the Ontario Secondary School Literacy Test: Is a Picture Worth 1000 Words? . [Internet] [Thesis]. Queens University; 2012. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/7568.

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

Council of Science Editors:

Knarr D. The Experiences and Perceptions of Chinese English Language Learners Taking the Ontario Secondary School Literacy Test: Is a Picture Worth 1000 Words? . [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/7568

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


Queens University

4. Decarie, Christina Louise. POSSIBLE SELVES, INFORMATIONAL INTERVIEWS, AND YOUNGER ADULT LEARNERS .

Degree: Education, 2011, Queens University

 This is an exploratory study, using quantitative and qualitative tools, studying younger adult students (aged 18 to 25) at a college in Ontario and proposes… (more)

Subjects/Keywords: Informational Interviews; Possible Selves; Adult Learners; Scholarship of Teaching and Learning

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APA (6th Edition):

Decarie, C. L. (2011). POSSIBLE SELVES, INFORMATIONAL INTERVIEWS, AND YOUNGER ADULT LEARNERS . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6354

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

Chicago Manual of Style (16th Edition):

Decarie, Christina Louise. “POSSIBLE SELVES, INFORMATIONAL INTERVIEWS, AND YOUNGER ADULT LEARNERS .” 2011. Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/6354.

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

MLA Handbook (7th Edition):

Decarie, Christina Louise. “POSSIBLE SELVES, INFORMATIONAL INTERVIEWS, AND YOUNGER ADULT LEARNERS .” 2011. Web. 24 Aug 2019.

Vancouver:

Decarie CL. POSSIBLE SELVES, INFORMATIONAL INTERVIEWS, AND YOUNGER ADULT LEARNERS . [Internet] [Thesis]. Queens University; 2011. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/6354.

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

Council of Science Editors:

Decarie CL. POSSIBLE SELVES, INFORMATIONAL INTERVIEWS, AND YOUNGER ADULT LEARNERS . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6354

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


Queens University

5. Wong, Queenie Chi Wah. Testing Mathematics? or Testing English? The Education Quality Accountability Office (EQAO) Grade 9 Mathematics Assessment for English Language Learners .

Degree: Education, 2012, Queens University

 Research on English Language Learners’ (ELL) test performance in relation to their language use at home and attitudes towards mathematics have rarely been investigated. This… (more)

Subjects/Keywords: Mathematics; Assessment and Evaluation; EQAO; English Language Learners

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APA (6th Edition):

Wong, Q. C. W. (2012). Testing Mathematics? or Testing English? The Education Quality Accountability Office (EQAO) Grade 9 Mathematics Assessment for English Language Learners . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/7304

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

Chicago Manual of Style (16th Edition):

Wong, Queenie Chi Wah. “Testing Mathematics? or Testing English? The Education Quality Accountability Office (EQAO) Grade 9 Mathematics Assessment for English Language Learners .” 2012. Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/7304.

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

MLA Handbook (7th Edition):

Wong, Queenie Chi Wah. “Testing Mathematics? or Testing English? The Education Quality Accountability Office (EQAO) Grade 9 Mathematics Assessment for English Language Learners .” 2012. Web. 24 Aug 2019.

Vancouver:

Wong QCW. Testing Mathematics? or Testing English? The Education Quality Accountability Office (EQAO) Grade 9 Mathematics Assessment for English Language Learners . [Internet] [Thesis]. Queens University; 2012. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/7304.

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

Council of Science Editors:

Wong QCW. Testing Mathematics? or Testing English? The Education Quality Accountability Office (EQAO) Grade 9 Mathematics Assessment for English Language Learners . [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/7304

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


Queens University

6. Brick, Lauren. Primary/Junior Pre-Service Teachers’ Knowledge, Attitudes, and Perceptions of Including Students with ADHD in General Education Classrooms: A Mixed-Method Study .

Degree: Education, Queens University

 Negative attitudes towards students with Attention Deficit Hyperactivity Disorder (ADHD) are a lingering challenge in the education system. It is important to examine pre-service teachers’… (more)

Subjects/Keywords: Pre-Service Teachers; ADHD; ADHD Knowledge; Pre-service Teacher Attitudes; Pre-service Teacher Knowledge; Pre-Service Teacher Perceptions of ADHD; Pre-Service Attitudes Towards ADHD; Pre-Service Teacher Knowledge of ADHD; ADHD in general education classrooms

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APA (6th Edition):

Brick, L. (n.d.). Primary/Junior Pre-Service Teachers’ Knowledge, Attitudes, and Perceptions of Including Students with ADHD in General Education Classrooms: A Mixed-Method Study . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/15978

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brick, Lauren. “Primary/Junior Pre-Service Teachers’ Knowledge, Attitudes, and Perceptions of Including Students with ADHD in General Education Classrooms: A Mixed-Method Study .” Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/15978.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brick, Lauren. “Primary/Junior Pre-Service Teachers’ Knowledge, Attitudes, and Perceptions of Including Students with ADHD in General Education Classrooms: A Mixed-Method Study .” Web. 24 Aug 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Brick L. Primary/Junior Pre-Service Teachers’ Knowledge, Attitudes, and Perceptions of Including Students with ADHD in General Education Classrooms: A Mixed-Method Study . [Internet] [Thesis]. Queens University; [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/15978.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Brick L. Primary/Junior Pre-Service Teachers’ Knowledge, Attitudes, and Perceptions of Including Students with ADHD in General Education Classrooms: A Mixed-Method Study . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/15978

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Queens University

7. Doe, Christine. VALIDATING THE CANADIAN ACADEMIC ENGLISH LANGUAGE ASSESSMENT FOR DIAGNOSTIC PURPOSES FROM THREE PERSPECTIVES: SCORING, TEACHING, AND LEARNING .

Degree: Education, 2013, Queens University

 Large-scale assessments are increasingly being used for more than one purpose, such as admissions, placement, and diagnostic decision-making, with each additional use requiring validation regardless… (more)

Subjects/Keywords: Diagnostic Language Assessment; Classroom Based Assessment; Validity Theory

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APA (6th Edition):

Doe, C. (2013). VALIDATING THE CANADIAN ACADEMIC ENGLISH LANGUAGE ASSESSMENT FOR DIAGNOSTIC PURPOSES FROM THREE PERSPECTIVES: SCORING, TEACHING, AND LEARNING . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/7995

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

Chicago Manual of Style (16th Edition):

Doe, Christine. “VALIDATING THE CANADIAN ACADEMIC ENGLISH LANGUAGE ASSESSMENT FOR DIAGNOSTIC PURPOSES FROM THREE PERSPECTIVES: SCORING, TEACHING, AND LEARNING .” 2013. Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/7995.

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

MLA Handbook (7th Edition):

Doe, Christine. “VALIDATING THE CANADIAN ACADEMIC ENGLISH LANGUAGE ASSESSMENT FOR DIAGNOSTIC PURPOSES FROM THREE PERSPECTIVES: SCORING, TEACHING, AND LEARNING .” 2013. Web. 24 Aug 2019.

Vancouver:

Doe C. VALIDATING THE CANADIAN ACADEMIC ENGLISH LANGUAGE ASSESSMENT FOR DIAGNOSTIC PURPOSES FROM THREE PERSPECTIVES: SCORING, TEACHING, AND LEARNING . [Internet] [Thesis]. Queens University; 2013. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/7995.

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

Council of Science Editors:

Doe C. VALIDATING THE CANADIAN ACADEMIC ENGLISH LANGUAGE ASSESSMENT FOR DIAGNOSTIC PURPOSES FROM THREE PERSPECTIVES: SCORING, TEACHING, AND LEARNING . [Thesis]. Queens University; 2013. Available from: http://hdl.handle.net/1974/7995

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


Queens University

8. Voytsekhovska, Svitlana. One Teacher’s Focus on Reading in a Grade 9 Mathematics Classroom: A case study .

Degree: Education, 2008, Queens University

 This thesis reports on a qualitative study that documented one teacher’s research-based practice of teaching students to read in a Grade 9 ESL Academic mathematics… (more)

Subjects/Keywords: reading text; mathematics classroom

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APA (6th Edition):

Voytsekhovska, S. (2008). One Teacher’s Focus on Reading in a Grade 9 Mathematics Classroom: A case study . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/1578

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

Chicago Manual of Style (16th Edition):

Voytsekhovska, Svitlana. “One Teacher’s Focus on Reading in a Grade 9 Mathematics Classroom: A case study .” 2008. Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/1578.

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

MLA Handbook (7th Edition):

Voytsekhovska, Svitlana. “One Teacher’s Focus on Reading in a Grade 9 Mathematics Classroom: A case study .” 2008. Web. 24 Aug 2019.

Vancouver:

Voytsekhovska S. One Teacher’s Focus on Reading in a Grade 9 Mathematics Classroom: A case study . [Internet] [Thesis]. Queens University; 2008. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/1578.

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

Council of Science Editors:

Voytsekhovska S. One Teacher’s Focus on Reading in a Grade 9 Mathematics Classroom: A case study . [Thesis]. Queens University; 2008. Available from: http://hdl.handle.net/1974/1578

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


Queens University

9. Baig, Irfan. IMPACT OF PEER-SUPPORTED VIDEO ANALYSIS OF CLASSROOM INTERACTIONS ON TEACHER UNDERSTANDING OF THOSE INTERACTIONS .

Degree: Education, 2012, Queens University

 This qualitative case study examined a researcher-designed professional development intervention focused on improving teachers’ understanding of the interactions among students and between students and teachers… (more)

Subjects/Keywords: teacher understanding of classroom interactions; video-mediated professional development

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APA (6th Edition):

Baig, I. (2012). IMPACT OF PEER-SUPPORTED VIDEO ANALYSIS OF CLASSROOM INTERACTIONS ON TEACHER UNDERSTANDING OF THOSE INTERACTIONS . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/7000

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

Chicago Manual of Style (16th Edition):

Baig, Irfan. “IMPACT OF PEER-SUPPORTED VIDEO ANALYSIS OF CLASSROOM INTERACTIONS ON TEACHER UNDERSTANDING OF THOSE INTERACTIONS .” 2012. Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/7000.

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

MLA Handbook (7th Edition):

Baig, Irfan. “IMPACT OF PEER-SUPPORTED VIDEO ANALYSIS OF CLASSROOM INTERACTIONS ON TEACHER UNDERSTANDING OF THOSE INTERACTIONS .” 2012. Web. 24 Aug 2019.

Vancouver:

Baig I. IMPACT OF PEER-SUPPORTED VIDEO ANALYSIS OF CLASSROOM INTERACTIONS ON TEACHER UNDERSTANDING OF THOSE INTERACTIONS . [Internet] [Thesis]. Queens University; 2012. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/7000.

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

Council of Science Editors:

Baig I. IMPACT OF PEER-SUPPORTED VIDEO ANALYSIS OF CLASSROOM INTERACTIONS ON TEACHER UNDERSTANDING OF THOSE INTERACTIONS . [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/7000

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


Queens University

10. Fox, Carol. Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher .

Degree: Education, 2009, Queens University

 The purpose of this study was to describe the ways in which one elementary teacher included English language learners (ELLs) in her mainstream classroom. A… (more)

Subjects/Keywords: English language learners; Inclusive Instructional Practices

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APA (6th Edition):

Fox, C. (2009). Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/5358

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

Chicago Manual of Style (16th Edition):

Fox, Carol. “Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher .” 2009. Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/5358.

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

MLA Handbook (7th Edition):

Fox, Carol. “Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher .” 2009. Web. 24 Aug 2019.

Vancouver:

Fox C. Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher . [Internet] [Thesis]. Queens University; 2009. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/5358.

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

Council of Science Editors:

Fox C. Inclusion of English Language Learners in a Mainstream Classroom: A Case Study of the Beliefs and Practices of One Elementary Teacher . [Thesis]. Queens University; 2009. Available from: http://hdl.handle.net/1974/5358

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


Queens University

11. Zhang, Guofang. Syntactic Priming of Ditransitive and Dative Constructions within and across Languages in High School English Learners .

Degree: Education, Queens University

 Syntactic priming refers to the phenomenon in which people tend to produce a sentence structure that they have previously encountered. Syntactic priming research, taken as… (more)

Subjects/Keywords: syntactic priming; high school English learners; bilingual syntactic representation

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

APA (6th Edition):

Zhang, G. (n.d.). Syntactic Priming of Ditransitive and Dative Constructions within and across Languages in High School English Learners . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/26327

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zhang, Guofang. “Syntactic Priming of Ditransitive and Dative Constructions within and across Languages in High School English Learners .” Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/26327.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zhang, Guofang. “Syntactic Priming of Ditransitive and Dative Constructions within and across Languages in High School English Learners .” Web. 24 Aug 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Zhang G. Syntactic Priming of Ditransitive and Dative Constructions within and across Languages in High School English Learners . [Internet] [Thesis]. Queens University; [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/26327.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Zhang G. Syntactic Priming of Ditransitive and Dative Constructions within and across Languages in High School English Learners . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/26327

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Queens University

12. Lam, Chi Yan. A CASE STUDY ON THE USE OF DEVELOPMENTAL EVALUATION FOR INNOVATING: NAVIGATING UNCERTAINTY AND UNPACKING COMPLEXITY .

Degree: Education, 2012, Queens University

 Developmental evaluation (Patton, 1994, 2011) is one of the latest approaches to be introduced into evaluation practice. It purports to support the development of social… (more)

Subjects/Keywords: TWITTER; SYSTEMS THINKING; EVALUATION; SOCIAL MEDIA; COMPLEXITY THINKING; CLASSROOM ASSESSMENT; TEACHER EDUCATION; PROGRAM EVALUATION; ASSESSMENT PEDAGOGY; INNOVATION; DEVELOPMENT; EDUCATIONAL TECHNOLOGY

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APA (6th Edition):

Lam, C. Y. (2012). A CASE STUDY ON THE USE OF DEVELOPMENTAL EVALUATION FOR INNOVATING: NAVIGATING UNCERTAINTY AND UNPACKING COMPLEXITY . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6935

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

Chicago Manual of Style (16th Edition):

Lam, Chi Yan. “A CASE STUDY ON THE USE OF DEVELOPMENTAL EVALUATION FOR INNOVATING: NAVIGATING UNCERTAINTY AND UNPACKING COMPLEXITY .” 2012. Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/6935.

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

MLA Handbook (7th Edition):

Lam, Chi Yan. “A CASE STUDY ON THE USE OF DEVELOPMENTAL EVALUATION FOR INNOVATING: NAVIGATING UNCERTAINTY AND UNPACKING COMPLEXITY .” 2012. Web. 24 Aug 2019.

Vancouver:

Lam CY. A CASE STUDY ON THE USE OF DEVELOPMENTAL EVALUATION FOR INNOVATING: NAVIGATING UNCERTAINTY AND UNPACKING COMPLEXITY . [Internet] [Thesis]. Queens University; 2012. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/6935.

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

Council of Science Editors:

Lam CY. A CASE STUDY ON THE USE OF DEVELOPMENTAL EVALUATION FOR INNOVATING: NAVIGATING UNCERTAINTY AND UNPACKING COMPLEXITY . [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/6935

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


Queens University

13. Zheng, Ying. CHINESE UNIVERSITY STUDENTS’ MOTIVATION, ANXIETY, GLOBAL AWARENESS, LINGUISTIC CONFIDENCE, AND ENGLISH TEST PERFORMANCE: A CORRELATIONAL AND CAUSAL INVESTIGATION .

Degree: Education, 2010, Queens University

 This study examined motivation, anxiety, global awareness, and linguistic confidence, and their relation to language test performance within the context of Chinese university students taking… (more)

Subjects/Keywords: Chinese learners; English test performance; College English Test (CET); Structural Equation Modelling; Mixed methods; Socio-educational model of motivation; Test anxiety; Language anxiety; Global awareness; Linguistic confidence

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

APA (6th Edition):

Zheng, Y. (2010). CHINESE UNIVERSITY STUDENTS’ MOTIVATION, ANXIETY, GLOBAL AWARENESS, LINGUISTIC CONFIDENCE, AND ENGLISH TEST PERFORMANCE: A CORRELATIONAL AND CAUSAL INVESTIGATION . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/5378

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

Chicago Manual of Style (16th Edition):

Zheng, Ying. “CHINESE UNIVERSITY STUDENTS’ MOTIVATION, ANXIETY, GLOBAL AWARENESS, LINGUISTIC CONFIDENCE, AND ENGLISH TEST PERFORMANCE: A CORRELATIONAL AND CAUSAL INVESTIGATION .” 2010. Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/5378.

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

MLA Handbook (7th Edition):

Zheng, Ying. “CHINESE UNIVERSITY STUDENTS’ MOTIVATION, ANXIETY, GLOBAL AWARENESS, LINGUISTIC CONFIDENCE, AND ENGLISH TEST PERFORMANCE: A CORRELATIONAL AND CAUSAL INVESTIGATION .” 2010. Web. 24 Aug 2019.

Vancouver:

Zheng Y. CHINESE UNIVERSITY STUDENTS’ MOTIVATION, ANXIETY, GLOBAL AWARENESS, LINGUISTIC CONFIDENCE, AND ENGLISH TEST PERFORMANCE: A CORRELATIONAL AND CAUSAL INVESTIGATION . [Internet] [Thesis]. Queens University; 2010. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/5378.

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

Council of Science Editors:

Zheng Y. CHINESE UNIVERSITY STUDENTS’ MOTIVATION, ANXIETY, GLOBAL AWARENESS, LINGUISTIC CONFIDENCE, AND ENGLISH TEST PERFORMANCE: A CORRELATIONAL AND CAUSAL INVESTIGATION . [Thesis]. Queens University; 2010. Available from: http://hdl.handle.net/1974/5378

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


Queens University

14. Jurkowski, Susanna. De-duotanging Core French: Case study of a Digital Learning Space Portfolio in a Grade 8 Classroom .

Degree: Education, Queens University

 This case study explored the use of a digital learning space portfolio by Grade 8 French as a Second Language (FSL) students. The focus of… (more)

Subjects/Keywords: digital learning space portfolio; middle school students; FSL; Students' Perceptions of Themselves as L2 Learners; Needs of Adolescent Learners; Role of Teacher

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

APA (6th Edition):

Jurkowski, S. (n.d.). De-duotanging Core French: Case study of a Digital Learning Space Portfolio in a Grade 8 Classroom . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/22828

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jurkowski, Susanna. “De-duotanging Core French: Case study of a Digital Learning Space Portfolio in a Grade 8 Classroom .” Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/22828.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jurkowski, Susanna. “De-duotanging Core French: Case study of a Digital Learning Space Portfolio in a Grade 8 Classroom .” Web. 24 Aug 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Jurkowski S. De-duotanging Core French: Case study of a Digital Learning Space Portfolio in a Grade 8 Classroom . [Internet] [Thesis]. Queens University; [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/22828.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Jurkowski S. De-duotanging Core French: Case study of a Digital Learning Space Portfolio in a Grade 8 Classroom . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/22828

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Queens University

15. Coombs, Andrew. Teacher Educators' Approaches to Assessment .

Degree: Education, Queens University

 Teacher educators have the potential to wield tremendous influence in shaping educational reform through the education of teacher candidates. Brookhart, a leading assessment researcher, argues… (more)

Subjects/Keywords: Classroom Assessment; Teacher Educators; Approaches to Assessment; Assessment Literacy; Teacher Education; Assessment Education

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

APA (6th Edition):

Coombs, A. (n.d.). Teacher Educators' Approaches to Assessment . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/15962

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Coombs, Andrew. “Teacher Educators' Approaches to Assessment .” Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/15962.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Coombs, Andrew. “Teacher Educators' Approaches to Assessment .” Web. 24 Aug 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Coombs A. Teacher Educators' Approaches to Assessment . [Internet] [Thesis]. Queens University; [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/15962.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Coombs A. Teacher Educators' Approaches to Assessment . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/15962

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Queens University

16. LaPointe-McEwan, Danielle. Exploring How Video-informed Feedback Supports Embedded Educator Professional Learning Between Middle Leader Facilitators and Teachers .

Degree: Education, Queens University

 The purpose of this study was to explore how video-informed feedback supported embedded educator professional learning (EPL) between middle leader (ML) facilitators and teachers, addressing… (more)

Subjects/Keywords: educator professional learning; middle leader facilitators; teachers; feedback; classroom video

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

APA (6th Edition):

LaPointe-McEwan, D. (n.d.). Exploring How Video-informed Feedback Supports Embedded Educator Professional Learning Between Middle Leader Facilitators and Teachers . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/24483

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

LaPointe-McEwan, Danielle. “Exploring How Video-informed Feedback Supports Embedded Educator Professional Learning Between Middle Leader Facilitators and Teachers .” Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/24483.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

LaPointe-McEwan, Danielle. “Exploring How Video-informed Feedback Supports Embedded Educator Professional Learning Between Middle Leader Facilitators and Teachers .” Web. 24 Aug 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

LaPointe-McEwan D. Exploring How Video-informed Feedback Supports Embedded Educator Professional Learning Between Middle Leader Facilitators and Teachers . [Internet] [Thesis]. Queens University; [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/24483.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

LaPointe-McEwan D. Exploring How Video-informed Feedback Supports Embedded Educator Professional Learning Between Middle Leader Facilitators and Teachers . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/24483

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Queens University

17. Fan, Jiawen. Reading Attitude as a Predictor of Reading Proficiency for Senior High School English Learners in China .

Degree: Education, Queens University

 As the concept of key competencies is highlighted as the emphasis and guideline: the pursuit of education should be combined with knowledge, skills, emotional attitude,… (more)

Subjects/Keywords: L2 reading attitude; L2 reading proficiency; senior high school English learners in China; English reading teaching

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

APA (6th Edition):

Fan, J. (n.d.). Reading Attitude as a Predictor of Reading Proficiency for Senior High School English Learners in China . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/26329

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fan, Jiawen. “Reading Attitude as a Predictor of Reading Proficiency for Senior High School English Learners in China .” Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/26329.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fan, Jiawen. “Reading Attitude as a Predictor of Reading Proficiency for Senior High School English Learners in China .” Web. 24 Aug 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Fan J. Reading Attitude as a Predictor of Reading Proficiency for Senior High School English Learners in China . [Internet] [Thesis]. Queens University; [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/26329.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Fan J. Reading Attitude as a Predictor of Reading Proficiency for Senior High School English Learners in China . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/26329

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Queens University

18. Holtermann-Delong, Ena. Listening To The Voices of Four At-Risk Learners in One Alternative Environment .

Degree: Education, 2009, Queens University

 For many learners the school system works. Skills and knowledge are learned, social relationships are formed, and positive self-esteem and self-image as a learner lead… (more)

Subjects/Keywords: Technological Education; At-Risk Learners; Pedagogy; Curriculum; Student Voice; Authentic Learning; Care; Community; Alternative Educational Setting

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

APA (6th Edition):

Holtermann-Delong, E. (2009). Listening To The Voices of Four At-Risk Learners in One Alternative Environment . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/1816

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

Chicago Manual of Style (16th Edition):

Holtermann-Delong, Ena. “Listening To The Voices of Four At-Risk Learners in One Alternative Environment .” 2009. Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/1816.

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

MLA Handbook (7th Edition):

Holtermann-Delong, Ena. “Listening To The Voices of Four At-Risk Learners in One Alternative Environment .” 2009. Web. 24 Aug 2019.

Vancouver:

Holtermann-Delong E. Listening To The Voices of Four At-Risk Learners in One Alternative Environment . [Internet] [Thesis]. Queens University; 2009. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/1816.

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

Council of Science Editors:

Holtermann-Delong E. Listening To The Voices of Four At-Risk Learners in One Alternative Environment . [Thesis]. Queens University; 2009. Available from: http://hdl.handle.net/1974/1816

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


Queens University

19. Merchant, Stefan. Assessing Learning Skills and Work Habits in Ontario Secondary Schools .

Degree: Education, Queens University

 Teachers in all Canadian provinces, and in many jurisdictions around the world, are required to assess elements of student performance other than academic achievement. In… (more)

Subjects/Keywords: Assessment; Self-regulation; Self-regulated learning; 21st Century Skills; Learning Skills; Work Habits; Classroom assessment

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

APA (6th Edition):

Merchant, S. (n.d.). Assessing Learning Skills and Work Habits in Ontario Secondary Schools . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/25903

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Merchant, Stefan. “Assessing Learning Skills and Work Habits in Ontario Secondary Schools .” Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/25903.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Merchant, Stefan. “Assessing Learning Skills and Work Habits in Ontario Secondary Schools .” Web. 24 Aug 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Merchant S. Assessing Learning Skills and Work Habits in Ontario Secondary Schools . [Internet] [Thesis]. Queens University; [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/25903.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Merchant S. Assessing Learning Skills and Work Habits in Ontario Secondary Schools . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/25903

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Queens University

20. Chen, Victoria. Are Active Learning Classrooms Authentic Learning Environments? An Examination of Students’ and an Instructor’s Lived Experiences in an Active Learning Classroom .

Degree: Education, Queens University

 New reimagined higher education classrooms called Active Learning Classrooms (ALCs) have been increasingly implemented across the world in the past decade (SCALE-UP Site, 2011), providing… (more)

Subjects/Keywords: Active Learning Classroom; Active Learning Spaces; Authentic Learning; Higher Education; Qualitative; Students' lived experiences; Instructor's lived experiences; Teaching and Learning; Pedagogy; Curriculum

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

APA (6th Edition):

Chen, V. (n.d.). Are Active Learning Classrooms Authentic Learning Environments? An Examination of Students’ and an Instructor’s Lived Experiences in an Active Learning Classroom . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/23790

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chen, Victoria. “Are Active Learning Classrooms Authentic Learning Environments? An Examination of Students’ and an Instructor’s Lived Experiences in an Active Learning Classroom .” Thesis, Queens University. Accessed August 24, 2019. http://hdl.handle.net/1974/23790.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chen, Victoria. “Are Active Learning Classrooms Authentic Learning Environments? An Examination of Students’ and an Instructor’s Lived Experiences in an Active Learning Classroom .” Web. 24 Aug 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Chen V. Are Active Learning Classrooms Authentic Learning Environments? An Examination of Students’ and an Instructor’s Lived Experiences in an Active Learning Classroom . [Internet] [Thesis]. Queens University; [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1974/23790.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Chen V. Are Active Learning Classrooms Authentic Learning Environments? An Examination of Students’ and an Instructor’s Lived Experiences in an Active Learning Classroom . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/23790

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

.