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You searched for subject:( Accounting Study AND teaching Graduate ). Showing records 1 – 30 of 110 total matches.

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1. Sangster, Alan. Changing practice in accounting education : experimentation, innovation, and encouragement.

Degree: PhD, 2008, University of South Wales

 This overview provides a summary of research that explores factors that affect the learning experiences of accounting undergraduates in Higher Education. The submission is based… (more)

Subjects/Keywords: Accounting; Study and teaching

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APA (6th Edition):

Sangster, A. (2008). Changing practice in accounting education : experimentation, innovation, and encouragement. (Doctoral Dissertation). University of South Wales. Retrieved from https://pure.southwales.ac.uk/en/studentthesis/changing-practice-in-accounting-education(9efdcc45-b99f-4d5d-8f4e-dc81be1186eb).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521626

Chicago Manual of Style (16th Edition):

Sangster, Alan. “Changing practice in accounting education : experimentation, innovation, and encouragement.” 2008. Doctoral Dissertation, University of South Wales. Accessed November 22, 2019. https://pure.southwales.ac.uk/en/studentthesis/changing-practice-in-accounting-education(9efdcc45-b99f-4d5d-8f4e-dc81be1186eb).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521626.

MLA Handbook (7th Edition):

Sangster, Alan. “Changing practice in accounting education : experimentation, innovation, and encouragement.” 2008. Web. 22 Nov 2019.

Vancouver:

Sangster A. Changing practice in accounting education : experimentation, innovation, and encouragement. [Internet] [Doctoral dissertation]. University of South Wales; 2008. [cited 2019 Nov 22]. Available from: https://pure.southwales.ac.uk/en/studentthesis/changing-practice-in-accounting-education(9efdcc45-b99f-4d5d-8f4e-dc81be1186eb).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521626.

Council of Science Editors:

Sangster A. Changing practice in accounting education : experimentation, innovation, and encouragement. [Doctoral Dissertation]. University of South Wales; 2008. Available from: https://pure.southwales.ac.uk/en/studentthesis/changing-practice-in-accounting-education(9efdcc45-b99f-4d5d-8f4e-dc81be1186eb).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521626


University of Stirling

2. Kelly, Danielle. The Individual and Social Complexities of Metacognition in Education-Based Learning.

Degree: PhD, 2018, University of Stirling

 Metacognition, the knowledge and regulation of our cognitions, is an essential part of our learning. Metacognition has been linked to academic performance at all levels… (more)

Subjects/Keywords: Metacognition; Social Metacognition; Individual Differences; Academic Performance; Higher Education; Postgraduate Learning; Metacognition; Metacognition Study and teaching; Education Higher; Graduate students Study skills

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APA (6th Edition):

Kelly, D. (2018). The Individual and Social Complexities of Metacognition in Education-Based Learning. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/27627

Chicago Manual of Style (16th Edition):

Kelly, Danielle. “The Individual and Social Complexities of Metacognition in Education-Based Learning.” 2018. Doctoral Dissertation, University of Stirling. Accessed November 22, 2019. http://hdl.handle.net/1893/27627.

MLA Handbook (7th Edition):

Kelly, Danielle. “The Individual and Social Complexities of Metacognition in Education-Based Learning.” 2018. Web. 22 Nov 2019.

Vancouver:

Kelly D. The Individual and Social Complexities of Metacognition in Education-Based Learning. [Internet] [Doctoral dissertation]. University of Stirling; 2018. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/1893/27627.

Council of Science Editors:

Kelly D. The Individual and Social Complexities of Metacognition in Education-Based Learning. [Doctoral Dissertation]. University of Stirling; 2018. Available from: http://hdl.handle.net/1893/27627


University of Stirling

3. Hamilton, Susan Elizabeth. Accounting for identity: becoming a chartered accountant.

Degree: EdD, School of Education, 2007, University of Stirling

 This is a qualitative study which draws on the interpretivist tradition to research the processes by which Chartered Accountant (CA) students begin to develop their… (more)

Subjects/Keywords: Accounting education; professional identity; interpretivist approach; metaphors; Accountants Education Scotland; Accounting Study and teaching; Accounting Students Identity

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APA (6th Edition):

Hamilton, S. E. (2007). Accounting for identity: becoming a chartered accountant. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/127

Chicago Manual of Style (16th Edition):

Hamilton, Susan Elizabeth. “Accounting for identity: becoming a chartered accountant.” 2007. Doctoral Dissertation, University of Stirling. Accessed November 22, 2019. http://hdl.handle.net/1893/127.

MLA Handbook (7th Edition):

Hamilton, Susan Elizabeth. “Accounting for identity: becoming a chartered accountant.” 2007. Web. 22 Nov 2019.

Vancouver:

Hamilton SE. Accounting for identity: becoming a chartered accountant. [Internet] [Doctoral dissertation]. University of Stirling; 2007. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/1893/127.

Council of Science Editors:

Hamilton SE. Accounting for identity: becoming a chartered accountant. [Doctoral Dissertation]. University of Stirling; 2007. Available from: http://hdl.handle.net/1893/127

4. Clark, Andre. Developing an economic pedagogy for an enacted environment in which cognitive differences matter.

Degree: PhD, 2012, University of South Wales

 The aim of the research presented here is to increase the utility of introductory Economics (particularly Microeconomics), to Business undergraduates. The motivation for this was… (more)

Subjects/Keywords: Economics; Study and teaching

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APA (6th Edition):

Clark, A. (2012). Developing an economic pedagogy for an enacted environment in which cognitive differences matter. (Doctoral Dissertation). University of South Wales. Retrieved from https://pure.southwales.ac.uk/en/studentthesis/developing-an-economic-pedagogy-for-an-enacted-environment-in-which-cognitive-differences-matter(56b49a1b-5068-42a5-a9bf-84e8eaf465cd).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.749699

Chicago Manual of Style (16th Edition):

Clark, Andre. “Developing an economic pedagogy for an enacted environment in which cognitive differences matter.” 2012. Doctoral Dissertation, University of South Wales. Accessed November 22, 2019. https://pure.southwales.ac.uk/en/studentthesis/developing-an-economic-pedagogy-for-an-enacted-environment-in-which-cognitive-differences-matter(56b49a1b-5068-42a5-a9bf-84e8eaf465cd).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.749699.

MLA Handbook (7th Edition):

Clark, Andre. “Developing an economic pedagogy for an enacted environment in which cognitive differences matter.” 2012. Web. 22 Nov 2019.

Vancouver:

Clark A. Developing an economic pedagogy for an enacted environment in which cognitive differences matter. [Internet] [Doctoral dissertation]. University of South Wales; 2012. [cited 2019 Nov 22]. Available from: https://pure.southwales.ac.uk/en/studentthesis/developing-an-economic-pedagogy-for-an-enacted-environment-in-which-cognitive-differences-matter(56b49a1b-5068-42a5-a9bf-84e8eaf465cd).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.749699.

Council of Science Editors:

Clark A. Developing an economic pedagogy for an enacted environment in which cognitive differences matter. [Doctoral Dissertation]. University of South Wales; 2012. Available from: https://pure.southwales.ac.uk/en/studentthesis/developing-an-economic-pedagogy-for-an-enacted-environment-in-which-cognitive-differences-matter(56b49a1b-5068-42a5-a9bf-84e8eaf465cd).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.749699

5. Kontra, Edit Hegybíró. The need for a culture-sensitive approach to teacher education in English as a foreign language.

Degree: PhD, University of Glamorgan, 2012, University of South Wales

 The aim of this Portfolio is to provide insight into some characteristics of I lungarian learners of English, and to use this as evidence in… (more)

Subjects/Keywords: English language - Study and teaching - Foreign speakers

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APA (6th Edition):

Kontra, E. H. (2012). The need for a culture-sensitive approach to teacher education in English as a foreign language. (Doctoral Dissertation). University of South Wales. Retrieved from http://hdl.handle.net/10265/600

Chicago Manual of Style (16th Edition):

Kontra, Edit Hegybíró. “The need for a culture-sensitive approach to teacher education in English as a foreign language.” 2012. Doctoral Dissertation, University of South Wales. Accessed November 22, 2019. http://hdl.handle.net/10265/600.

MLA Handbook (7th Edition):

Kontra, Edit Hegybíró. “The need for a culture-sensitive approach to teacher education in English as a foreign language.” 2012. Web. 22 Nov 2019.

Vancouver:

Kontra EH. The need for a culture-sensitive approach to teacher education in English as a foreign language. [Internet] [Doctoral dissertation]. University of South Wales; 2012. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/10265/600.

Council of Science Editors:

Kontra EH. The need for a culture-sensitive approach to teacher education in English as a foreign language. [Doctoral Dissertation]. University of South Wales; 2012. Available from: http://hdl.handle.net/10265/600

6. Yeonsuk, B. An investigation into teacher change arising from participation in a project for teaching maths and science through English in Korea.

Degree: PhD, 2013, Canterbury Christ Church University

 The present study investigates the impact on teachers' beliefs and teaching practices of their involvement in an innovative curricular project in Korea. The study explores… (more)

Subjects/Keywords: 370; LB1705 Education and training of teachers and administrators; PB0038 Study and teaching; QA0135 Study and teaching

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APA (6th Edition):

Yeonsuk, B. (2013). An investigation into teacher change arising from participation in a project for teaching maths and science through English in Korea. (Doctoral Dissertation). Canterbury Christ Church University. Retrieved from http://create.canterbury.ac.uk/13013/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633509

Chicago Manual of Style (16th Edition):

Yeonsuk, B. “An investigation into teacher change arising from participation in a project for teaching maths and science through English in Korea.” 2013. Doctoral Dissertation, Canterbury Christ Church University. Accessed November 22, 2019. http://create.canterbury.ac.uk/13013/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633509.

MLA Handbook (7th Edition):

Yeonsuk, B. “An investigation into teacher change arising from participation in a project for teaching maths and science through English in Korea.” 2013. Web. 22 Nov 2019.

Vancouver:

Yeonsuk B. An investigation into teacher change arising from participation in a project for teaching maths and science through English in Korea. [Internet] [Doctoral dissertation]. Canterbury Christ Church University; 2013. [cited 2019 Nov 22]. Available from: http://create.canterbury.ac.uk/13013/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633509.

Council of Science Editors:

Yeonsuk B. An investigation into teacher change arising from participation in a project for teaching maths and science through English in Korea. [Doctoral Dissertation]. Canterbury Christ Church University; 2013. Available from: http://create.canterbury.ac.uk/13013/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633509

7. Donaldson, G. What is the nature of the knowledge specialist teachers conceive of as deep subject and pedagogical knowledge of primary mathematics?.

Degree: Thesis (EdD), 2014, Canterbury Christ Church University

 One of the key recommendations of the Williams review of primary mathematics (2008) was for every school to have a primary mathematics specialist teacher (MaST)… (more)

Subjects/Keywords: 370; LB1501 Primary Education; QA0135 Study and teaching

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APA (6th Edition):

Donaldson, G. (2014). What is the nature of the knowledge specialist teachers conceive of as deep subject and pedagogical knowledge of primary mathematics?. (Doctoral Dissertation). Canterbury Christ Church University. Retrieved from http://create.canterbury.ac.uk/12782/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620089

Chicago Manual of Style (16th Edition):

Donaldson, G. “What is the nature of the knowledge specialist teachers conceive of as deep subject and pedagogical knowledge of primary mathematics?.” 2014. Doctoral Dissertation, Canterbury Christ Church University. Accessed November 22, 2019. http://create.canterbury.ac.uk/12782/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620089.

MLA Handbook (7th Edition):

Donaldson, G. “What is the nature of the knowledge specialist teachers conceive of as deep subject and pedagogical knowledge of primary mathematics?.” 2014. Web. 22 Nov 2019.

Vancouver:

Donaldson G. What is the nature of the knowledge specialist teachers conceive of as deep subject and pedagogical knowledge of primary mathematics?. [Internet] [Doctoral dissertation]. Canterbury Christ Church University; 2014. [cited 2019 Nov 22]. Available from: http://create.canterbury.ac.uk/12782/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620089.

Council of Science Editors:

Donaldson G. What is the nature of the knowledge specialist teachers conceive of as deep subject and pedagogical knowledge of primary mathematics?. [Doctoral Dissertation]. Canterbury Christ Church University; 2014. Available from: http://create.canterbury.ac.uk/12782/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620089

8. Peacock, Emma. On becoming a supervisor : an anticipated transition for trainee clinical psychologists.

Degree: Thesis (D.Clin.Psy.), 2011, Canterbury Christ Church University

 Section A reviews the empirical and theoretical literature on supervision in order to gain a better understanding of how experiences of supervision during clinical training… (more)

Subjects/Keywords: 150; BF0077 Study and teaching; LC1051 Professional education; RC0475 Therapeutics. Psychotherapy

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APA (6th Edition):

Peacock, E. (2011). On becoming a supervisor : an anticipated transition for trainee clinical psychologists. (Doctoral Dissertation). Canterbury Christ Church University. Retrieved from http://create.canterbury.ac.uk/10479/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566758

Chicago Manual of Style (16th Edition):

Peacock, Emma. “On becoming a supervisor : an anticipated transition for trainee clinical psychologists.” 2011. Doctoral Dissertation, Canterbury Christ Church University. Accessed November 22, 2019. http://create.canterbury.ac.uk/10479/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566758.

MLA Handbook (7th Edition):

Peacock, Emma. “On becoming a supervisor : an anticipated transition for trainee clinical psychologists.” 2011. Web. 22 Nov 2019.

Vancouver:

Peacock E. On becoming a supervisor : an anticipated transition for trainee clinical psychologists. [Internet] [Doctoral dissertation]. Canterbury Christ Church University; 2011. [cited 2019 Nov 22]. Available from: http://create.canterbury.ac.uk/10479/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566758.

Council of Science Editors:

Peacock E. On becoming a supervisor : an anticipated transition for trainee clinical psychologists. [Doctoral Dissertation]. Canterbury Christ Church University; 2011. Available from: http://create.canterbury.ac.uk/10479/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566758

9. Fairhurst, Alicia. Exploring the process of attending a reflective practice group during training : a preliminary grounded theory study of qualified clinical psychologists' experiences.

Degree: Thesis (D.Clin.Psy.), 2011, Canterbury Christ Church University

 Section A: This section critically considers reflective practice definitions, conceptualisations and implementation within dominant theoretical models. The value and limitations of the favoured method for… (more)

Subjects/Keywords: 150; BF0077 Study and teaching; LC1051 Professional education; RC0475 Therapeutics. Psychotherapy

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APA (6th Edition):

Fairhurst, A. (2011). Exploring the process of attending a reflective practice group during training : a preliminary grounded theory study of qualified clinical psychologists' experiences. (Doctoral Dissertation). Canterbury Christ Church University. Retrieved from http://create.canterbury.ac.uk/10326/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566738

Chicago Manual of Style (16th Edition):

Fairhurst, Alicia. “Exploring the process of attending a reflective practice group during training : a preliminary grounded theory study of qualified clinical psychologists' experiences.” 2011. Doctoral Dissertation, Canterbury Christ Church University. Accessed November 22, 2019. http://create.canterbury.ac.uk/10326/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566738.

MLA Handbook (7th Edition):

Fairhurst, Alicia. “Exploring the process of attending a reflective practice group during training : a preliminary grounded theory study of qualified clinical psychologists' experiences.” 2011. Web. 22 Nov 2019.

Vancouver:

Fairhurst A. Exploring the process of attending a reflective practice group during training : a preliminary grounded theory study of qualified clinical psychologists' experiences. [Internet] [Doctoral dissertation]. Canterbury Christ Church University; 2011. [cited 2019 Nov 22]. Available from: http://create.canterbury.ac.uk/10326/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566738.

Council of Science Editors:

Fairhurst A. Exploring the process of attending a reflective practice group during training : a preliminary grounded theory study of qualified clinical psychologists' experiences. [Doctoral Dissertation]. Canterbury Christ Church University; 2011. Available from: http://create.canterbury.ac.uk/10326/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566738


University of Oxford

10. Nicholls, Jason. The possibilities for comparing a syllabus topic in school history across cultures : a contribution to method in comparative inquiry in education.

Degree: 2008, University of Oxford

 In this doctoral thesis I develop a methodological system to facilitate the comparison of syllabus topics in history education across international contexts. The thesis brings… (more)

Subjects/Keywords: 370.9; Education : Curricula : History : Study and teaching : Textbooks : Evaluation

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APA (6th Edition):

Nicholls, J. (2008). The possibilities for comparing a syllabus topic in school history across cultures : a contribution to method in comparative inquiry in education. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:383ca977-95f8-4e82-a855-15682475a636 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487024

Chicago Manual of Style (16th Edition):

Nicholls, Jason. “The possibilities for comparing a syllabus topic in school history across cultures : a contribution to method in comparative inquiry in education.” 2008. Doctoral Dissertation, University of Oxford. Accessed November 22, 2019. http://ora.ox.ac.uk/objects/uuid:383ca977-95f8-4e82-a855-15682475a636 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487024.

MLA Handbook (7th Edition):

Nicholls, Jason. “The possibilities for comparing a syllabus topic in school history across cultures : a contribution to method in comparative inquiry in education.” 2008. Web. 22 Nov 2019.

Vancouver:

Nicholls J. The possibilities for comparing a syllabus topic in school history across cultures : a contribution to method in comparative inquiry in education. [Internet] [Doctoral dissertation]. University of Oxford; 2008. [cited 2019 Nov 22]. Available from: http://ora.ox.ac.uk/objects/uuid:383ca977-95f8-4e82-a855-15682475a636 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487024.

Council of Science Editors:

Nicholls J. The possibilities for comparing a syllabus topic in school history across cultures : a contribution to method in comparative inquiry in education. [Doctoral Dissertation]. University of Oxford; 2008. Available from: http://ora.ox.ac.uk/objects/uuid:383ca977-95f8-4e82-a855-15682475a636 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487024

11. Davies, Christopher Mark. Customer satisfaction within education – the application of an integrated curriculum design method.

Degree: PhD, Faculty of Advanced Technology, 2009, University of South Wales

 The post-16 stage of education is critical in securing and developing people entering engineering professions and related occupations. Engineering employers and employees alike have however… (more)

Subjects/Keywords: education; curriculum planning; engineering study and teaching; 620.071

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APA (6th Edition):

Davies, C. M. (2009). Customer satisfaction within education – the application of an integrated curriculum design method. (Doctoral Dissertation). University of South Wales. Retrieved from http://hdl.handle.net/10265/335

Chicago Manual of Style (16th Edition):

Davies, Christopher Mark. “Customer satisfaction within education – the application of an integrated curriculum design method.” 2009. Doctoral Dissertation, University of South Wales. Accessed November 22, 2019. http://hdl.handle.net/10265/335.

MLA Handbook (7th Edition):

Davies, Christopher Mark. “Customer satisfaction within education – the application of an integrated curriculum design method.” 2009. Web. 22 Nov 2019.

Vancouver:

Davies CM. Customer satisfaction within education – the application of an integrated curriculum design method. [Internet] [Doctoral dissertation]. University of South Wales; 2009. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/10265/335.

Council of Science Editors:

Davies CM. Customer satisfaction within education – the application of an integrated curriculum design method. [Doctoral Dissertation]. University of South Wales; 2009. Available from: http://hdl.handle.net/10265/335

12. Al-Ali, Amal. Framework for the implementation of an enhanced virtual design studio in the architecture education curriculum of the United Arab Emirates : the virtual creative and collaborative studio.

Degree: PhD, University of Glamorgan, 2012, University of South Wales

 Being a rapidly developing country the United Arab Emirates (UAE) has realised the need for highly qualified and properly skilled manpower to cope with the… (more)

Subjects/Keywords: Architecture; Study and teaching; United Arab Emirates; 720.72

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APA (6th Edition):

Al-Ali, A. (2012). Framework for the implementation of an enhanced virtual design studio in the architecture education curriculum of the United Arab Emirates : the virtual creative and collaborative studio. (Doctoral Dissertation). University of South Wales. Retrieved from http://hdl.handle.net/10265/587

Chicago Manual of Style (16th Edition):

Al-Ali, Amal. “Framework for the implementation of an enhanced virtual design studio in the architecture education curriculum of the United Arab Emirates : the virtual creative and collaborative studio.” 2012. Doctoral Dissertation, University of South Wales. Accessed November 22, 2019. http://hdl.handle.net/10265/587.

MLA Handbook (7th Edition):

Al-Ali, Amal. “Framework for the implementation of an enhanced virtual design studio in the architecture education curriculum of the United Arab Emirates : the virtual creative and collaborative studio.” 2012. Web. 22 Nov 2019.

Vancouver:

Al-Ali A. Framework for the implementation of an enhanced virtual design studio in the architecture education curriculum of the United Arab Emirates : the virtual creative and collaborative studio. [Internet] [Doctoral dissertation]. University of South Wales; 2012. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/10265/587.

Council of Science Editors:

Al-Ali A. Framework for the implementation of an enhanced virtual design studio in the architecture education curriculum of the United Arab Emirates : the virtual creative and collaborative studio. [Doctoral Dissertation]. University of South Wales; 2012. Available from: http://hdl.handle.net/10265/587

13. Haward, Tom. How do students, teachers and education professionals experience visual sources in the teaching and learning of History?.

Degree: Thesis (EdD), 2018, University of Sussex

 The idea that the emerging global society is also the age of the “pictorial turn” (Jenks, 1998; Mitchell, 2005; Mirzoeff, 2015) is one in which… (more)

Subjects/Keywords: 370; D016.2 Study and teaching; LB1603 Secondary education. High schools

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APA (6th Edition):

Haward, T. (2018). How do students, teachers and education professionals experience visual sources in the teaching and learning of History?. (Doctoral Dissertation). University of Sussex. Retrieved from http://sro.sussex.ac.uk/id/eprint/75569/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.742151

Chicago Manual of Style (16th Edition):

Haward, Tom. “How do students, teachers and education professionals experience visual sources in the teaching and learning of History?.” 2018. Doctoral Dissertation, University of Sussex. Accessed November 22, 2019. http://sro.sussex.ac.uk/id/eprint/75569/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.742151.

MLA Handbook (7th Edition):

Haward, Tom. “How do students, teachers and education professionals experience visual sources in the teaching and learning of History?.” 2018. Web. 22 Nov 2019.

Vancouver:

Haward T. How do students, teachers and education professionals experience visual sources in the teaching and learning of History?. [Internet] [Doctoral dissertation]. University of Sussex; 2018. [cited 2019 Nov 22]. Available from: http://sro.sussex.ac.uk/id/eprint/75569/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.742151.

Council of Science Editors:

Haward T. How do students, teachers and education professionals experience visual sources in the teaching and learning of History?. [Doctoral Dissertation]. University of Sussex; 2018. Available from: http://sro.sussex.ac.uk/id/eprint/75569/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.742151

14. Althubaiti, Haitham. Students' experiences of learning English as a foreign language : a case study of an undergraduate EFL programme at a Saudi university.

Degree: PhD, 2018, University of Sussex

 In the light of falling oil prices, the Kingdom of Saudi Arabia (KSA) has launched a multifaceted vision for 2030 that seeks to modernise the… (more)

Subjects/Keywords: 370; LG359 Saudi Arabia; PE1065 Study and teaching

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APA (6th Edition):

Althubaiti, H. (2018). Students' experiences of learning English as a foreign language : a case study of an undergraduate EFL programme at a Saudi university. (Doctoral Dissertation). University of Sussex. Retrieved from http://sro.sussex.ac.uk/id/eprint/77476/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.751897

Chicago Manual of Style (16th Edition):

Althubaiti, Haitham. “Students' experiences of learning English as a foreign language : a case study of an undergraduate EFL programme at a Saudi university.” 2018. Doctoral Dissertation, University of Sussex. Accessed November 22, 2019. http://sro.sussex.ac.uk/id/eprint/77476/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.751897.

MLA Handbook (7th Edition):

Althubaiti, Haitham. “Students' experiences of learning English as a foreign language : a case study of an undergraduate EFL programme at a Saudi university.” 2018. Web. 22 Nov 2019.

Vancouver:

Althubaiti H. Students' experiences of learning English as a foreign language : a case study of an undergraduate EFL programme at a Saudi university. [Internet] [Doctoral dissertation]. University of Sussex; 2018. [cited 2019 Nov 22]. Available from: http://sro.sussex.ac.uk/id/eprint/77476/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.751897.

Council of Science Editors:

Althubaiti H. Students' experiences of learning English as a foreign language : a case study of an undergraduate EFL programme at a Saudi university. [Doctoral Dissertation]. University of Sussex; 2018. Available from: http://sro.sussex.ac.uk/id/eprint/77476/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.751897

15. Al-Ali, Amal. Framework for the implementation of an enhanced virtual design studio in the architecture education curriculum of the United Arab Emirates : the virtual creative and collaborative studio.

Degree: PhD, 2010, University of South Wales

 Being a rapidly developing country the United Arab Emirates (UAE) has realised the need for highly qualified and properly skilled manpower to cope with the… (more)

Subjects/Keywords: 720.72; Architecture; Study and teaching; United Arab Emirates; UAE

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APA (6th Edition):

Al-Ali, A. (2010). Framework for the implementation of an enhanced virtual design studio in the architecture education curriculum of the United Arab Emirates : the virtual creative and collaborative studio. (Doctoral Dissertation). University of South Wales. Retrieved from https://pure.southwales.ac.uk/en/studentthesis/framework-for-the-implementation-of-an-enhanced-virtual-design-studio-in-the-architecture-education-curriculum-of-the-united-arab-emirates(01a14a23-0d8e-431e-97dd-ba2a2046be2d).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517959

Chicago Manual of Style (16th Edition):

Al-Ali, Amal. “Framework for the implementation of an enhanced virtual design studio in the architecture education curriculum of the United Arab Emirates : the virtual creative and collaborative studio.” 2010. Doctoral Dissertation, University of South Wales. Accessed November 22, 2019. https://pure.southwales.ac.uk/en/studentthesis/framework-for-the-implementation-of-an-enhanced-virtual-design-studio-in-the-architecture-education-curriculum-of-the-united-arab-emirates(01a14a23-0d8e-431e-97dd-ba2a2046be2d).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517959.

MLA Handbook (7th Edition):

Al-Ali, Amal. “Framework for the implementation of an enhanced virtual design studio in the architecture education curriculum of the United Arab Emirates : the virtual creative and collaborative studio.” 2010. Web. 22 Nov 2019.

Vancouver:

Al-Ali A. Framework for the implementation of an enhanced virtual design studio in the architecture education curriculum of the United Arab Emirates : the virtual creative and collaborative studio. [Internet] [Doctoral dissertation]. University of South Wales; 2010. [cited 2019 Nov 22]. Available from: https://pure.southwales.ac.uk/en/studentthesis/framework-for-the-implementation-of-an-enhanced-virtual-design-studio-in-the-architecture-education-curriculum-of-the-united-arab-emirates(01a14a23-0d8e-431e-97dd-ba2a2046be2d).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517959.

Council of Science Editors:

Al-Ali A. Framework for the implementation of an enhanced virtual design studio in the architecture education curriculum of the United Arab Emirates : the virtual creative and collaborative studio. [Doctoral Dissertation]. University of South Wales; 2010. Available from: https://pure.southwales.ac.uk/en/studentthesis/framework-for-the-implementation-of-an-enhanced-virtual-design-studio-in-the-architecture-education-curriculum-of-the-united-arab-emirates(01a14a23-0d8e-431e-97dd-ba2a2046be2d).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517959

16. Davies, Christopher Mark. Customer satisfaction within education : the application of an integrated curriculum design method.

Degree: PhD, 2009, University of South Wales

 The post-16 stage of education is critical in securing and developing people entering engineering professions and related occupations. Engineering employers and employees alike have however… (more)

Subjects/Keywords: 620.071; education; curriculum planning; engineering study and teaching

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APA (6th Edition):

Davies, C. M. (2009). Customer satisfaction within education : the application of an integrated curriculum design method. (Doctoral Dissertation). University of South Wales. Retrieved from https://pure.southwales.ac.uk/en/studentthesis/customer-satisfaction-within-education(f06c404d-89fc-4cd6-8845-87d03c6fe13c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507148

Chicago Manual of Style (16th Edition):

Davies, Christopher Mark. “Customer satisfaction within education : the application of an integrated curriculum design method.” 2009. Doctoral Dissertation, University of South Wales. Accessed November 22, 2019. https://pure.southwales.ac.uk/en/studentthesis/customer-satisfaction-within-education(f06c404d-89fc-4cd6-8845-87d03c6fe13c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507148.

MLA Handbook (7th Edition):

Davies, Christopher Mark. “Customer satisfaction within education : the application of an integrated curriculum design method.” 2009. Web. 22 Nov 2019.

Vancouver:

Davies CM. Customer satisfaction within education : the application of an integrated curriculum design method. [Internet] [Doctoral dissertation]. University of South Wales; 2009. [cited 2019 Nov 22]. Available from: https://pure.southwales.ac.uk/en/studentthesis/customer-satisfaction-within-education(f06c404d-89fc-4cd6-8845-87d03c6fe13c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507148.

Council of Science Editors:

Davies CM. Customer satisfaction within education : the application of an integrated curriculum design method. [Doctoral Dissertation]. University of South Wales; 2009. Available from: https://pure.southwales.ac.uk/en/studentthesis/customer-satisfaction-within-education(f06c404d-89fc-4cd6-8845-87d03c6fe13c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507148


University of Stirling

17. Maclellan, Euphemia M. Teaching addition and subtraction by the method of bidirectional translation: an empirical study.

Degree: PhD, School of Education, 1990, University of Stirling

 Bidirectional Translation, devised by the author, is a structured approach to the teaching of addition and subtraction which aims to give children greater understanding of… (more)

Subjects/Keywords: Arithmetic Study and teaching (Primary)

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APA (6th Edition):

Maclellan, E. M. (1990). Teaching addition and subtraction by the method of bidirectional translation: an empirical study. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/2083

Chicago Manual of Style (16th Edition):

Maclellan, Euphemia M. “Teaching addition and subtraction by the method of bidirectional translation: an empirical study.” 1990. Doctoral Dissertation, University of Stirling. Accessed November 22, 2019. http://hdl.handle.net/1893/2083.

MLA Handbook (7th Edition):

Maclellan, Euphemia M. “Teaching addition and subtraction by the method of bidirectional translation: an empirical study.” 1990. Web. 22 Nov 2019.

Vancouver:

Maclellan EM. Teaching addition and subtraction by the method of bidirectional translation: an empirical study. [Internet] [Doctoral dissertation]. University of Stirling; 1990. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/1893/2083.

Council of Science Editors:

Maclellan EM. Teaching addition and subtraction by the method of bidirectional translation: an empirical study. [Doctoral Dissertation]. University of Stirling; 1990. Available from: http://hdl.handle.net/1893/2083

18. Sayers, Judy M. A case study exploration of primary teachers' conceptions of whole class interactive mathematics teaching.

Degree: PhD, 2012, University of Northampton

 Research has shown, with respect to the learning of mathematics, that whole class interactive teaching, its form and function, is a complex phenomenon. Teachers develop… (more)

Subjects/Keywords: 370; LB1501 Primary Education; QA11 Study and teaching. Research

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APA (6th Edition):

Sayers, J. M. (2012). A case study exploration of primary teachers' conceptions of whole class interactive mathematics teaching. (Doctoral Dissertation). University of Northampton. Retrieved from https://pure.northampton.ac.uk/en/studentTheses/084ca40d-5eb3-4d20-bf7a-11d81d45e714 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.637474

Chicago Manual of Style (16th Edition):

Sayers, Judy M. “A case study exploration of primary teachers' conceptions of whole class interactive mathematics teaching.” 2012. Doctoral Dissertation, University of Northampton. Accessed November 22, 2019. https://pure.northampton.ac.uk/en/studentTheses/084ca40d-5eb3-4d20-bf7a-11d81d45e714 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.637474.

MLA Handbook (7th Edition):

Sayers, Judy M. “A case study exploration of primary teachers' conceptions of whole class interactive mathematics teaching.” 2012. Web. 22 Nov 2019.

Vancouver:

Sayers JM. A case study exploration of primary teachers' conceptions of whole class interactive mathematics teaching. [Internet] [Doctoral dissertation]. University of Northampton; 2012. [cited 2019 Nov 22]. Available from: https://pure.northampton.ac.uk/en/studentTheses/084ca40d-5eb3-4d20-bf7a-11d81d45e714 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.637474.

Council of Science Editors:

Sayers JM. A case study exploration of primary teachers' conceptions of whole class interactive mathematics teaching. [Doctoral Dissertation]. University of Northampton; 2012. Available from: https://pure.northampton.ac.uk/en/studentTheses/084ca40d-5eb3-4d20-bf7a-11d81d45e714 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.637474

19. Harris, Sally. If women write in milk, do children write in snot? : children's voices in documented drama.

Degree: PhD, 2011, University of Northampton

 This thesis investigates the documentation of drama as a means of assessment at GCSE (General Certificate of Secondary Education). Through a feminist lens, this research… (more)

Subjects/Keywords: LB1603 Secondary Education. High schools; PN1701 Drama. Study and teaching

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APA (6th Edition):

Harris, S. (2011). If women write in milk, do children write in snot? : children's voices in documented drama. (Doctoral Dissertation). University of Northampton. Retrieved from https://pure.northampton.ac.uk/en/studentTheses/ac215e1c-68ff-48ce-8c6d-8e2e5b9eeb3c ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697948

Chicago Manual of Style (16th Edition):

Harris, Sally. “If women write in milk, do children write in snot? : children's voices in documented drama.” 2011. Doctoral Dissertation, University of Northampton. Accessed November 22, 2019. https://pure.northampton.ac.uk/en/studentTheses/ac215e1c-68ff-48ce-8c6d-8e2e5b9eeb3c ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697948.

MLA Handbook (7th Edition):

Harris, Sally. “If women write in milk, do children write in snot? : children's voices in documented drama.” 2011. Web. 22 Nov 2019.

Vancouver:

Harris S. If women write in milk, do children write in snot? : children's voices in documented drama. [Internet] [Doctoral dissertation]. University of Northampton; 2011. [cited 2019 Nov 22]. Available from: https://pure.northampton.ac.uk/en/studentTheses/ac215e1c-68ff-48ce-8c6d-8e2e5b9eeb3c ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697948.

Council of Science Editors:

Harris S. If women write in milk, do children write in snot? : children's voices in documented drama. [Doctoral Dissertation]. University of Northampton; 2011. Available from: https://pure.northampton.ac.uk/en/studentTheses/ac215e1c-68ff-48ce-8c6d-8e2e5b9eeb3c ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697948

20. Angus-Whiteoak, A. M. From ecological epitome to medical model : an investigation into applications for the use of Daphnia in heart science.

Degree: PhD, 2019, Liverpool John Moores University

 The primary aim of this research was to determine whether Daphnia might become a model for cardiovascular concentration-response trials. This would provide a high throughput… (more)

Subjects/Keywords: R Medicine (General); RM Therapeutics. Pharmacology; RA0440 Study and Teaching. Research

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APA (6th Edition):

Angus-Whiteoak, A. M. (2019). From ecological epitome to medical model : an investigation into applications for the use of Daphnia in heart science. (Doctoral Dissertation). Liverpool John Moores University. Retrieved from http://researchonline.ljmu.ac.uk/id/eprint/10634/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.778534

Chicago Manual of Style (16th Edition):

Angus-Whiteoak, A M. “From ecological epitome to medical model : an investigation into applications for the use of Daphnia in heart science.” 2019. Doctoral Dissertation, Liverpool John Moores University. Accessed November 22, 2019. http://researchonline.ljmu.ac.uk/id/eprint/10634/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.778534.

MLA Handbook (7th Edition):

Angus-Whiteoak, A M. “From ecological epitome to medical model : an investigation into applications for the use of Daphnia in heart science.” 2019. Web. 22 Nov 2019.

Vancouver:

Angus-Whiteoak AM. From ecological epitome to medical model : an investigation into applications for the use of Daphnia in heart science. [Internet] [Doctoral dissertation]. Liverpool John Moores University; 2019. [cited 2019 Nov 22]. Available from: http://researchonline.ljmu.ac.uk/id/eprint/10634/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.778534.

Council of Science Editors:

Angus-Whiteoak AM. From ecological epitome to medical model : an investigation into applications for the use of Daphnia in heart science. [Doctoral Dissertation]. Liverpool John Moores University; 2019. Available from: http://researchonline.ljmu.ac.uk/id/eprint/10634/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.778534


University of Oxford

21. Briggs, Jessica G. A study of the relationships between informal second language contact, vocabulary-related strategic behaviour and vocabulary gain in a study abroad context.

Degree: PhD, 2014, University of Oxford

 This thesis reports on a longitudinal, mixed-methods study of the relationships between informal (i.e. out-of-class) second language (L2) contact, vocabulary-related strategic behaviour and vocabulary gain… (more)

Subjects/Keywords: 418.0071; Language and languages – Study and teaching – Case studies; Second language acquisition – Case studies; Vocabulary – Study and teaching; Education – Research; Foreign study

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APA (6th Edition):

Briggs, J. G. (2014). A study of the relationships between informal second language contact, vocabulary-related strategic behaviour and vocabulary gain in a study abroad context. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:e7dc69d9-09e5-4fab-b8fc-fe4682eecdfb ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711714

Chicago Manual of Style (16th Edition):

Briggs, Jessica G. “A study of the relationships between informal second language contact, vocabulary-related strategic behaviour and vocabulary gain in a study abroad context.” 2014. Doctoral Dissertation, University of Oxford. Accessed November 22, 2019. http://ora.ox.ac.uk/objects/uuid:e7dc69d9-09e5-4fab-b8fc-fe4682eecdfb ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711714.

MLA Handbook (7th Edition):

Briggs, Jessica G. “A study of the relationships between informal second language contact, vocabulary-related strategic behaviour and vocabulary gain in a study abroad context.” 2014. Web. 22 Nov 2019.

Vancouver:

Briggs JG. A study of the relationships between informal second language contact, vocabulary-related strategic behaviour and vocabulary gain in a study abroad context. [Internet] [Doctoral dissertation]. University of Oxford; 2014. [cited 2019 Nov 22]. Available from: http://ora.ox.ac.uk/objects/uuid:e7dc69d9-09e5-4fab-b8fc-fe4682eecdfb ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711714.

Council of Science Editors:

Briggs JG. A study of the relationships between informal second language contact, vocabulary-related strategic behaviour and vocabulary gain in a study abroad context. [Doctoral Dissertation]. University of Oxford; 2014. Available from: http://ora.ox.ac.uk/objects/uuid:e7dc69d9-09e5-4fab-b8fc-fe4682eecdfb ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711714

22. Barker, Joyce Elizabeth. The professional life of the school science technician : the daily reality lived in schools and the virtual community of their professional websites.

Degree: PhD, 2016, University of Northampton

 The topic of this study is the school science technician and their work in the prep room of the school science department preparing practical materials… (more)

Subjects/Keywords: LB3201 School architecture and equipment. School physical facilities; Q181 Study and teaching; LB1775 Professional aspects of teaching and school administrators

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APA (6th Edition):

Barker, J. E. (2016). The professional life of the school science technician : the daily reality lived in schools and the virtual community of their professional websites. (Doctoral Dissertation). University of Northampton. Retrieved from https://pure.northampton.ac.uk/en/studentTheses/b0a9700f-ea35-4474-8d3f-9aaff46f930f ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697994

Chicago Manual of Style (16th Edition):

Barker, Joyce Elizabeth. “The professional life of the school science technician : the daily reality lived in schools and the virtual community of their professional websites.” 2016. Doctoral Dissertation, University of Northampton. Accessed November 22, 2019. https://pure.northampton.ac.uk/en/studentTheses/b0a9700f-ea35-4474-8d3f-9aaff46f930f ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697994.

MLA Handbook (7th Edition):

Barker, Joyce Elizabeth. “The professional life of the school science technician : the daily reality lived in schools and the virtual community of their professional websites.” 2016. Web. 22 Nov 2019.

Vancouver:

Barker JE. The professional life of the school science technician : the daily reality lived in schools and the virtual community of their professional websites. [Internet] [Doctoral dissertation]. University of Northampton; 2016. [cited 2019 Nov 22]. Available from: https://pure.northampton.ac.uk/en/studentTheses/b0a9700f-ea35-4474-8d3f-9aaff46f930f ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697994.

Council of Science Editors:

Barker JE. The professional life of the school science technician : the daily reality lived in schools and the virtual community of their professional websites. [Doctoral Dissertation]. University of Northampton; 2016. Available from: https://pure.northampton.ac.uk/en/studentTheses/b0a9700f-ea35-4474-8d3f-9aaff46f930f ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697994


University of Stirling

23. Yang, Tieh Chung. Rethinking washback: The interplay of beliefs and contextual factors to mediate pedagogy.

Degree: PhD, 2013, University of Stirling

 This study addresses issues of English as a foreign language (EFL) practice in the attainment-oriented context at the tertiary level. Referring to the widespread use… (more)

Subjects/Keywords: Contextual factors; Teacher beliefs; Washback; EFL; English language Study and teaching Foreign speakers; Language and languages Study and teaching; Language and languages Ability testing

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APA (6th Edition):

Yang, T. C. (2013). Rethinking washback: The interplay of beliefs and contextual factors to mediate pedagogy. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/18370

Chicago Manual of Style (16th Edition):

Yang, Tieh Chung. “Rethinking washback: The interplay of beliefs and contextual factors to mediate pedagogy.” 2013. Doctoral Dissertation, University of Stirling. Accessed November 22, 2019. http://hdl.handle.net/1893/18370.

MLA Handbook (7th Edition):

Yang, Tieh Chung. “Rethinking washback: The interplay of beliefs and contextual factors to mediate pedagogy.” 2013. Web. 22 Nov 2019.

Vancouver:

Yang TC. Rethinking washback: The interplay of beliefs and contextual factors to mediate pedagogy. [Internet] [Doctoral dissertation]. University of Stirling; 2013. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/1893/18370.

Council of Science Editors:

Yang TC. Rethinking washback: The interplay of beliefs and contextual factors to mediate pedagogy. [Doctoral Dissertation]. University of Stirling; 2013. Available from: http://hdl.handle.net/1893/18370


University of Oxford

24. Lake, Gillian. Let's talk! : an intervention supporting children's vocabulary and narrative development through sustained planned play and group shared storybook reading in the early years.

Degree: PhD, 2015, University of Oxford

 An intervention, which targeted three- and four-year-old children's oral language, was developed for this study. The intervention was run over twice-weekly sessions, for ten weeks.… (more)

Subjects/Keywords: 372.13; Education; Primary – Activity programs; Vocabulary – Study and teaching (Elementary) – Activity programs; Play; School children – Books and reading; Speech – Study and teaching (Elementary)

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APA (6th Edition):

Lake, G. (2015). Let's talk! : an intervention supporting children's vocabulary and narrative development through sustained planned play and group shared storybook reading in the early years. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:7bb60ed2-e7b3-4906-bcf4-d5bf3789c66b ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.714041

Chicago Manual of Style (16th Edition):

Lake, Gillian. “Let's talk! : an intervention supporting children's vocabulary and narrative development through sustained planned play and group shared storybook reading in the early years.” 2015. Doctoral Dissertation, University of Oxford. Accessed November 22, 2019. http://ora.ox.ac.uk/objects/uuid:7bb60ed2-e7b3-4906-bcf4-d5bf3789c66b ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.714041.

MLA Handbook (7th Edition):

Lake, Gillian. “Let's talk! : an intervention supporting children's vocabulary and narrative development through sustained planned play and group shared storybook reading in the early years.” 2015. Web. 22 Nov 2019.

Vancouver:

Lake G. Let's talk! : an intervention supporting children's vocabulary and narrative development through sustained planned play and group shared storybook reading in the early years. [Internet] [Doctoral dissertation]. University of Oxford; 2015. [cited 2019 Nov 22]. Available from: http://ora.ox.ac.uk/objects/uuid:7bb60ed2-e7b3-4906-bcf4-d5bf3789c66b ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.714041.

Council of Science Editors:

Lake G. Let's talk! : an intervention supporting children's vocabulary and narrative development through sustained planned play and group shared storybook reading in the early years. [Doctoral Dissertation]. University of Oxford; 2015. Available from: http://ora.ox.ac.uk/objects/uuid:7bb60ed2-e7b3-4906-bcf4-d5bf3789c66b ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.714041


University of Stirling

25. Weedon, Elisabet. Word problems in primary mathematics : types of difficulties experienced by some "average" eight and nine year olds, and the effect of manipulating selected structural variables.

Degree: PhD, School of Education, 1991, University of Stirling

 This project investigates primary 4 children's difficulties when solving word problems. It consists of an exploratory study examining the feasibility of using task-based interviews in… (more)

Subjects/Keywords: Word problems (Mathematics); Arithmetic Study and teaching (Primary) Study and teaching; Addition; Subtraction

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APA (6th Edition):

Weedon, E. (1991). Word problems in primary mathematics : types of difficulties experienced by some "average" eight and nine year olds, and the effect of manipulating selected structural variables. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/2137

Chicago Manual of Style (16th Edition):

Weedon, Elisabet. “Word problems in primary mathematics : types of difficulties experienced by some "average" eight and nine year olds, and the effect of manipulating selected structural variables.” 1991. Doctoral Dissertation, University of Stirling. Accessed November 22, 2019. http://hdl.handle.net/1893/2137.

MLA Handbook (7th Edition):

Weedon, Elisabet. “Word problems in primary mathematics : types of difficulties experienced by some "average" eight and nine year olds, and the effect of manipulating selected structural variables.” 1991. Web. 22 Nov 2019.

Vancouver:

Weedon E. Word problems in primary mathematics : types of difficulties experienced by some "average" eight and nine year olds, and the effect of manipulating selected structural variables. [Internet] [Doctoral dissertation]. University of Stirling; 1991. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/1893/2137.

Council of Science Editors:

Weedon E. Word problems in primary mathematics : types of difficulties experienced by some "average" eight and nine year olds, and the effect of manipulating selected structural variables. [Doctoral Dissertation]. University of Stirling; 1991. Available from: http://hdl.handle.net/1893/2137


University of Stirling

26. Rankin, Robert F. Emotional Intelligence: Attrition and Attainment in Nursing and Midwifery Education.

Degree: EdD, School of Education, 2009, University of Stirling

 Attrition in Higher Education continues to present academics, researchers and professionals with an ongoing dilemma. Achieving a fair balance between the academic rigour of meritocracy… (more)

Subjects/Keywords: Emotional Intelligence; Nurse Education; Emotional intelligence and attrition; Midwifery education; Emotional Intelligence and attainment; Nursing Study and teaching; Midwifery Study and teaching; Emotional intelligence; Affective education

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APA (6th Edition):

Rankin, R. F. (2009). Emotional Intelligence: Attrition and Attainment in Nursing and Midwifery Education. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/2321

Chicago Manual of Style (16th Edition):

Rankin, Robert F. “Emotional Intelligence: Attrition and Attainment in Nursing and Midwifery Education.” 2009. Doctoral Dissertation, University of Stirling. Accessed November 22, 2019. http://hdl.handle.net/1893/2321.

MLA Handbook (7th Edition):

Rankin, Robert F. “Emotional Intelligence: Attrition and Attainment in Nursing and Midwifery Education.” 2009. Web. 22 Nov 2019.

Vancouver:

Rankin RF. Emotional Intelligence: Attrition and Attainment in Nursing and Midwifery Education. [Internet] [Doctoral dissertation]. University of Stirling; 2009. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/1893/2321.

Council of Science Editors:

Rankin RF. Emotional Intelligence: Attrition and Attainment in Nursing and Midwifery Education. [Doctoral Dissertation]. University of Stirling; 2009. Available from: http://hdl.handle.net/1893/2321


University of Stirling

27. Hao, Yifei. An analysis of the translation of vocabulary lists in textbooks for teaching Chinese as a foreign language (TCFL).

Degree: PhD, 2017, University of Stirling

 Recent research in the Teaching Chinese as a Foreign Language (TCFL) field has focused on the pedagogical perspectives underlying TCFL textbooks and their compilation. With… (more)

Subjects/Keywords: Vocabulary Translation of TCFL Textbooks; Chinese -English Vocabulary Translation; Translation Quality Evaluation; Chinese language Translation into English; Vocabulary Study and teaching; Chinese language Study and teaching

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

APA (6th Edition):

Hao, Y. (2017). An analysis of the translation of vocabulary lists in textbooks for teaching Chinese as a foreign language (TCFL). (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/26322

Chicago Manual of Style (16th Edition):

Hao, Yifei. “An analysis of the translation of vocabulary lists in textbooks for teaching Chinese as a foreign language (TCFL).” 2017. Doctoral Dissertation, University of Stirling. Accessed November 22, 2019. http://hdl.handle.net/1893/26322.

MLA Handbook (7th Edition):

Hao, Yifei. “An analysis of the translation of vocabulary lists in textbooks for teaching Chinese as a foreign language (TCFL).” 2017. Web. 22 Nov 2019.

Vancouver:

Hao Y. An analysis of the translation of vocabulary lists in textbooks for teaching Chinese as a foreign language (TCFL). [Internet] [Doctoral dissertation]. University of Stirling; 2017. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/1893/26322.

Council of Science Editors:

Hao Y. An analysis of the translation of vocabulary lists in textbooks for teaching Chinese as a foreign language (TCFL). [Doctoral Dissertation]. University of Stirling; 2017. Available from: http://hdl.handle.net/1893/26322


University of Stirling

28. Lee, Kooi Cheng. An investigation of the efficacy of face-to-face versus synchronous chat in the generation and development of written drafts in the EAP class.

Degree: PhD, School of Education, 2009, University of Stirling

 The thesis is a study of the early stages of the writing cycle in an English for Academic Purposes (EAP) class at the University of… (more)

Subjects/Keywords: College students Singapore; English language Study and teaching Foreign Speakers; Academic writing Study and teaching; Language and education; Group work in education; Forums (Discussion and debate)

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

APA (6th Edition):

Lee, K. C. (2009). An investigation of the efficacy of face-to-face versus synchronous chat in the generation and development of written drafts in the EAP class. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/2322

Chicago Manual of Style (16th Edition):

Lee, Kooi Cheng. “An investigation of the efficacy of face-to-face versus synchronous chat in the generation and development of written drafts in the EAP class.” 2009. Doctoral Dissertation, University of Stirling. Accessed November 22, 2019. http://hdl.handle.net/1893/2322.

MLA Handbook (7th Edition):

Lee, Kooi Cheng. “An investigation of the efficacy of face-to-face versus synchronous chat in the generation and development of written drafts in the EAP class.” 2009. Web. 22 Nov 2019.

Vancouver:

Lee KC. An investigation of the efficacy of face-to-face versus synchronous chat in the generation and development of written drafts in the EAP class. [Internet] [Doctoral dissertation]. University of Stirling; 2009. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/1893/2322.

Council of Science Editors:

Lee KC. An investigation of the efficacy of face-to-face versus synchronous chat in the generation and development of written drafts in the EAP class. [Doctoral Dissertation]. University of Stirling; 2009. Available from: http://hdl.handle.net/1893/2322


University of Stirling

29. Impey, Ronald. The context of science teaching : some case studies.

Degree: PhD, 1982, University of Stirling

 The purpose of the research reported in this thesis was exploratory: to identify prominent features beyond, but related to the processes of science teaching; defined… (more)

Subjects/Keywords: Science teachers; Science Study and teaching; Science Study and teaching Case studies

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APA (6th Edition):

Impey, R. (1982). The context of science teaching : some case studies. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/24821

Chicago Manual of Style (16th Edition):

Impey, Ronald. “The context of science teaching : some case studies.” 1982. Doctoral Dissertation, University of Stirling. Accessed November 22, 2019. http://hdl.handle.net/1893/24821.

MLA Handbook (7th Edition):

Impey, Ronald. “The context of science teaching : some case studies.” 1982. Web. 22 Nov 2019.

Vancouver:

Impey R. The context of science teaching : some case studies. [Internet] [Doctoral dissertation]. University of Stirling; 1982. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/1893/24821.

Council of Science Editors:

Impey R. The context of science teaching : some case studies. [Doctoral Dissertation]. University of Stirling; 1982. Available from: http://hdl.handle.net/1893/24821


Coventry University

30. Tarczynski-Bowles, M. L. Assessment of a new speech rhythm sensitivity measure and its relation with children's reading skill development.

Degree: PhD, 2013, Coventry University

 This thesis evaluated a new speech rhythm measure, the Lexical Judgement Task (LJT), by conducting a series of cross-sectional studies. It was examined whether the… (more)

Subjects/Keywords: 428.4; reading development, literacy, speech rhythm sensitivity, children; Reading – Study and teaching

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

APA (6th Edition):

Tarczynski-Bowles, M. L. (2013). Assessment of a new speech rhythm sensitivity measure and its relation with children's reading skill development. (Doctoral Dissertation). Coventry University. Retrieved from http://curve.coventry.ac.uk/open/items/e3f9e39c-5251-44ed-8eef-48af248a3e41/1 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.628967

Chicago Manual of Style (16th Edition):

Tarczynski-Bowles, M L. “Assessment of a new speech rhythm sensitivity measure and its relation with children's reading skill development.” 2013. Doctoral Dissertation, Coventry University. Accessed November 22, 2019. http://curve.coventry.ac.uk/open/items/e3f9e39c-5251-44ed-8eef-48af248a3e41/1 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.628967.

MLA Handbook (7th Edition):

Tarczynski-Bowles, M L. “Assessment of a new speech rhythm sensitivity measure and its relation with children's reading skill development.” 2013. Web. 22 Nov 2019.

Vancouver:

Tarczynski-Bowles ML. Assessment of a new speech rhythm sensitivity measure and its relation with children's reading skill development. [Internet] [Doctoral dissertation]. Coventry University; 2013. [cited 2019 Nov 22]. Available from: http://curve.coventry.ac.uk/open/items/e3f9e39c-5251-44ed-8eef-48af248a3e41/1 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.628967.

Council of Science Editors:

Tarczynski-Bowles ML. Assessment of a new speech rhythm sensitivity measure and its relation with children's reading skill development. [Doctoral Dissertation]. Coventry University; 2013. Available from: http://curve.coventry.ac.uk/open/items/e3f9e39c-5251-44ed-8eef-48af248a3e41/1 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.628967

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